Professional experience

Ensuring that all pre-service teachers have access to effective professional experience placements enables integration of theory with practical classroom experience, and provides opportunities to demonstrate the Graduate Teacher Standards.

Progress

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Outcomes

Supervising teachers have the skills and knowledge to assess and provide feedback to pre-service teachers against the Graduate Teacher Standards

Performance indicator

Stakeholder satisfaction about the quality and clarity of tools and guidance material for supervising teachers

0 learners have completed anonline module since 2013

AITSL's recently commissioned qualitative report, TEMAG evaluation: school-university partnerships (PTR Consulting Pty Ltd, 2018) highlights that stakeholders believe that, collectively, there has been some progress in identifying and supporting supervising teachers of ITE students, and that support materials and professional learning opportunities have supported schools in progressing development of the mentor role and supervising teachers’ capability.

AITSL has developed a range of professional experience resources aimed at developing the capacity of supervising teachers. These resources include case study videos, a research paper about the key components in professional experience, a guide to understanding the roles and responsibilities in professional experience, and guidelines and a template for developing formal professional partnership agreements  and a professional partnership agreement template and related guidance. AITSL's online learning program Supervising Preservice Teachers (SPT) was developed in 2012 in partnership with the NSW Education Standards Authority (then the NSW Institute of Teaching) and the Queensland College of Teachers to support supervising teachers.

Outcomes

Professional placement experiences in ITE programs are effective in contributing to pre-service teachers reaching the Graduate Teacher Standards

Performance indicator

Stakeholder perceptions about the effectiveness of professional experience placements

AITSL's recently commissioned qualitative report, TEMAG evaluation: school-university partnerships (PTR Consulting Pty Ltd, 2018), highlights that stakeholders believe that while implementation strategies are generally on the right track, some areas require a greater focus to build on the current momentum.

Good progress is being made in:

  • establishing partnership agreements
  • determining professional experience models
  • building sustainable relationships.

The areas that require a greater focus are:

  • the agreement and implementation of a teaching performance assessment (TPA) model
  • gathering performance and impact data of graduate teachers.

Outcomes

Professional experience placements ensure graduates of ITE programs can demonstrate to employers they are ready for classrooms.

Performance indicators

1. Graduate perceptions of how professional experience placements ensure classroom readiness of graduates

2017 data indicates that 83% of graduates felt prepared for the classroom when they graduated (ITE data report 2018, currently unpublished).

2. Teacher employers perceptions of how professional experience placements ensure classroom readiness of graduates

2017 data indicates that 87% of employers were satisfied with the overall quality of graduates (ITE data report 2018, currently unpublished).

When will we know more?

The 2017 data will be used as a baseline to measure against comparable data from successive years.