Workplace Learning roles

Workplace Learning Coordinators

The Workplace Learning Coordinators (WPLC) in each region are responsible for sourcing placements for each teacher education student in their area. The WPLC are academics, and assist the University Liaison Officers (ULOs) and Professional Experience Liaison Officers (PELOs) by supporting students who require access to the Student Placement Support and Review Process (SPSRP).

Workplace Learning Team

The workplace learning team (WPLT) are located on the Bathurst, Wagga Wagga, Albury and Dubbo Campuses and are responsible for the completion of compliance checks for all teacher education students. They provide a communication channel between the WPLC Supervising Teachers (ST), University Liaison Officers (ULOs) and Professional Experience Liaison Officers (PELOs).

Subject Coordinators

Subject Coordinators are responsible for providing teacher education students with academic programs which prepare them for their work and learning in professional settings. The Subject Coordinator's role is to:

1. Support and extend the teacher education students skills of reflection and self-evaluation.
2. Provide support to teacher education students in terms of professional expectations of and preparation for placement.
3. Facilitate discussion of aspects of school life such as school policies, procedures and general professional issues and;
4. Finalise assessment of teacher education students and award grades.

University Liaison Officer (ULO) / Professional Experience Liaison Officer (PELO)

The University Liaison Officers (ULOs) and Professional Experience Liaison Officers (PELOs) are experienced teachers. The ULOs provide face-to-face support to students in their placement sites; and the PELOs provide support via electronic means including, telephone, email, or skype for those students who are located in remote schools/early childhood settings and no ULO is available. The liaison role includes the following:

Prior to Placement

1. Sending an introductory email at least eight working days to the Teacher Education Student (TES) and Supervising Teacher (ST) to establish the most convenient time for phone calls and to ensure that there are no last minute changes to the placement details. This is an opportunity to confirm their contact details, establish the most convenient time for phone calls and ensure there are no last minute changes to the placement details.
2. Requesting a copy of the TES ‘Goals’ which will provide information on some of the objectives the TES may have for the placement.

During Placement

Week 1 – 15 minute phone call

1. Contacting the ST to check they have received and accessed the necessary ST links from Workplace Learning and discussing the TES load.
2. Contacting the TES to ensure they have settled into their placement and to confirm the TES has the ULO/PELO contact details both phone and e-mail and;
3. Arranging a time for a 60 minute mid placement visit or phone call.

Midpoint of Placement

During the 60 minute visit. It is most important that this visit is seen as a support visit for the TES and the ST.

To support the ST they will

1. Enquire whether there are any concerns about the overall placement expectations, the Teaching Progression, and the TES’ progress.
2. Check whether the TES
   • is progressing in terms of relationships with students, staff and parents/carers and that the TES is taking the initiative in seeking information about the situational context of the school and class.
   • is submitting appropriate documentation on time to the ST in accordance with the requirements of the Placement Guide. This includes submitting to the ST all lesson plans at least 24 hours prior to the lesson, the prompt completion of all lesson evaluations and the completion of all required tasks described in the Progression of Teaching.
   • has the necessary strategies for effective classroom organisation and management of student behaviour.
   • is progressing towards achievement of the required Standards as outlined in the Professional Experience Report.
   • has participated in the Mid-Placement Review and is tracking towards a Satisfactory result. If the ST has significant concerns discuss the Student Placement and Review Process and the requirement to submit a Notification of Concern form to Workplace Learning.
   • ensure the ST is clear about final report process and that in order for the TES to attain Satisfactory there should be not be any criteria marked as Not Demonstrated (ND). If any potential NDs are identified, discuss, during the three way conversation, how this can be addressed during the remainder of the placement, even if the ND is seen to be contextual rather than performance based.
   • emphasise that if any concerns about the TES progress arise during the final weeks of placement that the ST should contact you immediately.
   • Arrange a convenient time for the Final Week phone call.

To support for the TES they will

1. Enquire whether there are any concerns about the overall placement expectations, the Teaching Progression, and the TES’ progress.
2. Check
   • that the TES is able to communicate with their supervisor and that the lines of communication are open.
   • whether they have any concerns about their placement expectations and the TES’ progress.
   • that the TES understands the requirements outlined in the teaching progression, as well as submitting the Professional Experience Report.
   • that their written work is clear, neat and prepared and submitted to their ST in advance of implementation.
   • prompt reflection/self-evaluation from ST – against each of the seven standards. Ask the TES to describe at least one lesson (for which they have received written feedback from the ST) in detail. Seek explanation of their planning, teaching, and subsequent critical reflection of the lesson.
   • enquire about interactions with students, other staff, and families.
   • ask the TES to reflect on lessons which have gone well, and those that have been more challenging, on their responsiveness to their ST feedback and subsequent modifications to their teaching practice, enquire whether there have been any critical incidents and discuss these (do we use that phrasing any more).
   • enquire whether they feel they have the necessary strategies for effective classroom organisation and management of student behaviour.
   • enquire about collection of evidence for the TES’ portfolio; and TPA case study implementation if a final placement subject.
   • request access to the TES Resources folder to view their placement documentation which should include lesson plans, self-evaluations and feedback from ST, goals and reflections on achieving these.
   • provide the student with positive feedback on areas that you note are successful and discuss any areas for development and associated strategies.
   • arrange a convenient time for the Final Week phone call.

As per of a 3 way conversation between the TES, ST and ULO/PELO – they will

In the event that it has been deemed necessary for the ULO to observe a lesson, either as a request from the ST, TES or PEC:

1. Prior to the visit, ask the TES to email you a copy of a lesson plan (in draft if necessary) for the lesson you have arranged to observe.
2. Observe the TES teaching the pre-arranged lesson.
3. Use the Charles Sturt Teaching/Learning Feedback sheet to assist with your observation of the lesson and to provide feedback to the TES. A copy of the Teaching/Learning Feedback sheet should be provided to the TES at the conclusion of the visit.
4. At the conclusion of the lesson discuss your observations with the TES and ST together and separately.
5. Report any matters of concern to the Workplace Learning Coordinator for your region as soon as possible.

Final Week of Placement

1. Contacting the ST to ensure the final report will be complete and that they understand that the TES will upload the report.
2. Express appreciation for the ST in having the TES.
3. Ensure the TES is able to upload the Final report to Charles Sturt Electronic Assignment Submission Tracking System (EASTS) and;
4. Giving supportive advice to all teacher education students and keeping in contact with the placement setting if there are issues to be followed up and resolved.

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The Principal, Director and Site-Based Professional Experience Coordinator is to participate in a partnership with Charles Sturt University which identifies areas in which programs of mutual benefit can be established. In relation to the professional experience program, the Site-Based Professional Experience Coordinator is responsible for overall coordination of the program in the early childhood setting or school before, during and following teacher education student placements and as such:

1. Liaises with Charles Sturt staff in relation to the provision of professional experience placements for Teacher Education Students;
2. Receives and disseminates information from Charles Sturt about the requirements of placements;
3. Negotiates with teaching staff and identifies appropriate supervising teachers;
4. Arranges a suitable program of observation, teaching and participation in school and community events for teacher education students; and
5. Provides support and professional advice to the teacher education student and supervising teacher in relation to emergent professional or personal concerns.

Throughout the placement, it is important that the teacher education student be fully supervised when in charge of students. Teacher education students should not be given the responsibility for a class/group without the presence and support of the supervising teacher. Furthermore, it is important that in early childhood settings, the teacher education student is not included in the adult-child ratio at any time, except when accompanying children on an excursion, when the teacher education student may be classified as a volunteer and included in the child/adult ratio.

Supervising Teacher

The supervising teacher must ensure that any teacher education student assigned to them has a clear understanding of the roles and responsibilities. This role includes:

Prior to Placement

1. Provide information about the setting, including the background interests and abilities of the students, the learning program and the early childhood service's or schools policies, procedures routines and resources.
2. Ensure that any staff/teacher education student policy or induction documents appropriate for the placement, including work, health and safety (WH&S) are provided.

During Placement

The supervising teacher plays a crucial role in the professional development of the teacher education student. A coordinated approach with the ULO/PELO will enhance the quality of the preservice teacher’s professional learning, the supervising teacher is the primary in-school educator during the Professional Experience. Responsibilities include:

1. Developing a comprehensive understanding of the University’s specific Professional Experience requirements in order to guide the planning of teaching and learning opportunities appropriate to the developmental level of the teacher education student;
2. Liaising with the ULO/PELO concerning the expected learning outcomes as well as effective ways of supporting the teacher education student;
3. Developing a comprehensive professional learning program appropriate to the level and duration of the placement informed by the Subject Guide to Professional Experience Placement; and
4. When necessary adheres to the Student Placement Support and Review Process for supporting a teacher education student who is at risk of failing professional practice. Completing both the formative mid-session professional experience review and a summative end of placement report.

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