New Approaches to Professional Experience Placement: Research

Imagine… picture … A 3 rd year pre-service primary teacher and 4 th year pre- service secondary teacher Remote country central school placement A 3 rd year pre-service teacher in a large class with a colleague teacher who is Discipline convenor and not able to devote much time to the student “the class no body else wants” A school laden with regulations, strong community engagements, teachers barely coping, Prac student arrives – No time to meet beforehand – Sent material from university: reams of it …

Current buzz … Regulatory Regulations National standards Partnerships Excessive demands Quality Pressure Costs $’s alana6705.blogspot.com Going into my last week of professional experience placement and it feels like my head is about to explode! Crazy busy and I have never been so exhausted..

TEMAG Professional experience – the opportunity for pre- service teachers to put theory into practice through quality in-school learning experiences. The quality of teacher education graduates depends on a number of factors, including the quality of the programmes provided and the commitment of schools and school systems to deliver quality professional experience placements Professional Experience Partnership Agreements between all higher education institutions and schools Professional Experience Partnership Agreements A Professional Experience Reporting FrameworkProfessional Experience Reporting Framework ATISL: national approach to professional experience

AIMS Identify new ways of thinking about practicum models and professional experience to ensure culturally appropriate and welcoming placements for Indigenous students. Explore ‘in-school’ practice opportunities for student teachers Explore the strategic interface with schools and students providing ideas and insight into the potential for new partnership relationships with key school personnel, state authorities, Catholic Diocese authorities and AECG networks.

Anticipated Outcomes An analysis of issues impacting on professional experience especially the practicum component of this for Aboriginal and Torres Strait Islander pre-service teachers The development of a number of professional experience models to feed in to the discourse The development and implementation of appropriate curriculum and models of practice at the pre-service level

Anticipated Outcomes A compilation of case studies drawn from different regions to showcase issues, success stories and examples of best practice Meaningful stakeholder engagement and the development of ongoing partnerships with all stakeholders if deemed appropriate at the local/regional community level

Methodologies Quantitative and qualitative methodologies. Narrative theory Rhizomatics (DeLeuze and Guittari 1987) Contextualised within a framework engaging Indigenous Research Methodologies

On-Line Questionnaire Yarns Moodle: Ongoing online dialogue Trialling resources Case studies Research Instruments

NSW and Queensland (Away-from-Base students attend ACU pre-service teacher education programs). Only primary schools and Bachelor of Education Primary students will be engaged. 3 locations in NSW and 2 in Queensland Who?

Questionnaire to the following stakeholders to ascertain the main issues impacting on professional experience placement for Aboriginal and Torres Strait Islander pre-service teachers: (aiming for min. 200) – current pre-service teachers in the Away-from-Base program who have completed professional experience and community engagement, – past graduates from the last 7 years, – mentor staff and placement co-ordinators within individual schools from the identified regions, – University professional experience placement staff and staff teaching units directly associated with practicum, – Departmental and Diocesan staff who work with Aboriginal and Torres Strait Islander pre-service teachers and schools and Aboriginal and Torres Strait Islander Education Consultative Groups in the identified regions

Who? DioceseState NSW1034 Qld910

So Far DioceseStateACU NSW41 Qld21 ACU1 Ethics applications Ethics approvals Literature Review

So Far Ethics applications and more ethics applications … Ethics approvals Literature Review

Regulatory requirements of professional experience in Australian initial teacher education Quality of placements Excessive demands on schools for placements The integration of theory and practice Supervision preparation Funding Limited teacher/mentor time Communication Teacher identity, trust and power, communication Role clarification Assessment issues Cultural safety Rural placements Perceived expectations Know all things Indigenous Dismissal of quality of work Concept of Partnership Acknowledge Dr Wendy Moran

2015 Field Work Analysis Reporting Case Studies Materials Quality Professional Experience Placements require partnerships that imbue spirit, communication, collegial learning, humanity and reciprocity.