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 an online module since 2013
0% of respondents to the 2019 AITSLStakeholder Survey were aware of the Supervising Preservice Teachers online modules

The AITSL 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

The AITSL commissioned qualitative report, TEMAG evaluation: school-university partnerships (PTR Consulting Pty Ltd, 2018), highlighted 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

As reported in the 2019 ITE Data Report, a higher proportion of 2017 ITE graduates indicated their qualification prepared them for employment (undergraduate: 86%; postgraduate: 81%) in comparison to graduates from all higher education programs (for non-ITE programs – undergraduate: 69%; postgraduate: 75%). (p. III)

These figures are similar to the perceptions of 2016 ITE graduates reported in the 2018 ITE Data Report when 85% of undergraduates and 81% of postgraduates indicated that their qualification prepared them for the classroom. (p. XV).

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

For undergraduates, a higher proportion of employers were satisfied with 2017 ITE graduates’ performance; (87%) in comparison to graduates from all higher education programs (84%) (ITE Data Report 2019, p. 100).

For postgraduates, again a higher proportion of employers in 2017 were satisfied with the graduate's performance; (86%) in comparison to graduates from all higher education programs (82%) (p. 100).

These figures are similar to the 2016 data, which indicated that employers were satisfied with 89% of undergraduates and 85% of postgraduates.  (AITSL ITE data report 2018, p. 102).

When will we know more?

2018 data will be used as a baseline to measure against comparable data from successive years.