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Preparation of pre-service teachers for the purpose of being ‘classroom ready’ is a priority of Initial Teacher Education. The research also indicates the importance of multiple opportunities for professional experience that is highly integrated with university-based teaching (ACER, 2014). The eight Practice meets Theory courses are the structure around which the 4-year Education Degree is developed. In third year Practice meets Theory coursework, the focus is upon the work of the teacher as a professional applying previous skills and understanding the extended professions that support a school community. This third year first semester course provides opportunity for pre-service teachers to unpack their developing socio-cultural and philosophical conceptions of teaching, connect to paraprofessionals for the support of learners and continue to add to their repertoire of pedagogical options for effective teaching and learning in diverse classrooms.

The beginning of the school year is a pivotal time for educators. In this fifth Practice meets Theory course, pre-service teachers will be required to undertake a three-week (15 days) professional experience at the beginning of the school year. Pre-service teachers will observe and assist the strategies used by teachers to establish the classroom environment, both physical and relational, during this establishment phase. This course will also introduce pre-service teachers to unit planning and assessment practices which embed the general capabilities and cross-curricula priorities within the Australian Curriculum. There is opportunity for pre-service teachers to explore a variety of legislative, legal, administrative and procedural expectations of teachers.

For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. Identify strategies to support inclusive learner participation and engagement in classroom activities and involve parents and carers, within the establishment phase of the school year (APST 1.3, 1.6, 3.7, 4.1, 5.5);
2. Organise classroom activities and provide clear task related directions (APST 4.2);
3. Design and evaluate a teaching program including authentic assessment to improve student learning (APST 2.2, 2.3, 2.6);
4. Identify and explain the relevant legislative, administrative and organisational policies and processes including code of conduct, child protection, students with disabilities, domestic violence, working with parents and caregivers (APST 1.6, 7.1, 7.2, 7.3);
5. Demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice. (1.1, 1.5, 2.1, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.4).