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  • 1. College of Arts School of Education Bankstown & Penrith CampusesProfessional Experience Protocols 2011The Teaching Profession and the University Working in Partnership
  • 2. University ContactsFor administrative enquiries (eg pay claims, placements, insurance details) or in thecase of an emergency please contact: Sonia Bodnaruk Professional Experience Administrative Officer (Secondary) Phone: 02 4736 0068 Fax: 02 4736 0407 Email: enquiries regarding the professional experience in the first instanceshould be directed to the nominated University Advisor who will contact the schoolFor specific information regarding the unit (subject) requirements or if you have anyfeedback please contact the Professional Experience Academic Co-ordinator:Professional Experience Academic Co-ordinator: Mary MooneyOffice Location: Building J Room 1.13 – Penrith (Kingswood) CampusPhone: (02) 4736 0325Fax: (02) 4736 0407Email: Postal Address Professional Experience Unit- Penrith Campus School of Education University of Western Sydney Locked Bag 1797 PENRITH NSW 2751 Website: 2
  • 3. ContentsUniversity Contacts ...........................................................................................................2Welcome and Introduction ................................................................................................5SECTION ONE ..................................................................................................... 8Preparing for Professional Experience .........................................................................9 Introduction ..............................................................................................................9 Professional Experience Prerequisites ....................................................................9 Support Services for UWS Students........................................................................9SECTION TWO.....................................................................................................11Implementing Quality Supervision ................................................................................12 Key Personnel..........................................................................................................12 Roles and Responsibilities for Key Personnel .........................................................12SECTION THREE .................................................................................................18Administrative Responsibilities.....................................................................................19 Enrolment.................................................................................................................19 Placement of Pre-service Teachers.........................................................................19 Attendance...............................................................................................................19 Volunteering.............................................................................................................21 Withdrawal from Professional Experience ...............................................................21SECTION FOUR ...................................................................................................23Pre-service Teacher Progress .......................................................................................24 Maximising Pre-service Teacher success and minimising the likelihood of failure in Professional Experience ..............................................24 Professional Experience Grades .............................................................................24 Pre-service Teacher Report.....................................................................................25 Pre-service Teacher Progress during Professional Experience ..............................26 Progression across Professional Experience Units .................................................29SECTION FIVE ..................................................................................................... 31Professional, Ethical and Legal Responsibilities.........................................................32 Ethics .......................................................................................................................32 Child Protection........................................................................................................33 Confidentiality ..........................................................................................................34 Informed Consent ....................................................................................................34 Conflict of Interest ....................................................................................................35 Duty of Care.............................................................................................................35 Physical Contact ......................................................................................................36 Occupational Health &Safety and Risk Management ..............................................37 Prohibited Professional Experience Placements .....................................................38 Pre-service Teacher Insurance................................................................................38 Pre-service Teacher Conduct ..................................................................................39 School of Education Code of Ethics for Staff and Students.....................................40 Professional Experience Complaint Handling and Resolution Policy ......................40 Professional Experience Privacy Policy...................................................................40 Inclusive Language ..................................................................................................41 Anti Discrimination Legislation in Australia ..............................................................42 3
  • 4. SECTION SIX .......................................................................................................45 Documentation and Appendices Sample Notification of Pre-service Teacher Requiring Additional Support Form(RAS1) And Learning Plan 1 (LP 1)..……………………………………………………..…….. 46 Sample Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience Form (AR1), Learning Plan 2 (LP 2) & Committee of Advice – Review of Pre-service Teacher At Risk of Failing Professional Experience Form (AR2) .........48 School of Education Child Protection Protocol 2011 ...............................................51 Principles of Ethical and Professional Behaviour Policy ..........................................52 4
  • 5. WelcomeDear Colleagues and Pre-service Teachers,The quality of Teacher education programs at the University of Western Sydneyrests on the strength of partnerships with the profession and the communities ofGreater Western Sydney. Teachers in schools and other educational settings whosupervise the Pre-service Teachers from UWS are integral to our partnership withthe profession.I thank Teachers for agreeing to supervise one or more of our Pre-service Teachers,and Pre-service Teachers for their commitment and professionalism. I appreciatethe amount of work and effort they will dedicate to this task. In return, I hope thatthe relationships between our Pre-service Teachers, Supervising Teachers, andUniversity Advisors are professionally rewarding.Warm regardsAssociate Professor Steve WilsonHead, School of Education IntroductionIn a knowledge society, effective teacher education programs aim to prepareteachers who:  are skilled practitioners  are knowledgeable about teaching and learning  are reflective about their work and act ethically and wisely, based on their reflections  undertake ongoing professional development  research and improve their work  are advocates for Teachers, students and for teaching and learning  have the capacity to interact with other professionals and with the broader community in meaningful ways (based upon Ryan, 2002)To facilitate the preparation of such teachers, at the University of Western Sydney(UWS) Pre-service Teachers:  are introduced in early childhood, family and community settings, schools and at the university to the theories and practices required of effective Teachers;  develop, implement, reflect upon and refine their own personal theories of effective practice with the support of teachers, other staff, and university lecturers;  research and reflect on their experiences, their actions, their own learning and that of the children and young people they teach; 5
  • 6.  complete assignments in schools and at the university which are authentic to teaching and learning, and the roles of teachers. UWS Graduate Attributes The University of Western Sydney has developed a set of attributes that apply to all its students. The NSW Institute of Teachers’ Framework for Professional Teaching Standards can be found at UWS graduate: communicates effectively through reading,  communication listening, speaking and writing in diverse skills contexts applies appropriate numerical skills to  numeracy understand, interpret and solve problemscommands multiple skills and  socialliteracies to enable adaptable is a self-reliant learner who works effectively in interaction groups and teamslifelong learning skills accesses, evaluates and uses relevant  information information to solve problems and to continue literacy learning  technology applies communication and other technologies literacy effectively in personal and professional learning  has in-depth knowledge in one or more chosen fields of study  understands how this knowledge is connected with other fieldsdemonstrates and disciplinescomprehensive, coherent andconnected knowledge  understands the local and international relevance of their chosen field(s) of study  understands the values and principles of scholarly inquiry  integrates theoretical and practical knowledge to analyse and solve complex and novel problemsapplies knowledge throughintellectual inquiry in  applies critical, reflective, and creative skills to make informedprofessional or applied decisions in professional or applied contextscontexts  engages effectively in advancing knowledge both independently and collaboratively  understands and values ethical conduct, intellectual integrity, and professionalism in work and civic lifebrings knowledge to life  engages responsibly in work and civic life with respect for diversitythrough responsible and social justice principlesengagement and appreciationof diversity in an evolving  can initiate and contribute positively to sustainable change in aworld diverse and evolving world 6
  • 7. Professional experience is an enriching growth experience when university lecturersand teachers (to be referred to in this document as Supervising Teachers inrecognition of their role in the professional preparation of Pre-service Teachers) ineducational settings work collegially to provide the best possible professionalexperience for Pre-service Teachers leading to their induction as new members ofthe teaching profession. This partnership respects the needs and expertise ofteachers and university lecturers. In this partnership “each partner has something tooffer the joint enterprise (i.e. professional experience), which is different from butcomplements that which is offered by the other partners” (Day, 1998, p.419).During professional experience Supervising Teachers in schools and othereducational settings undertake the day-to-day professional development of Pre-service Teachers. Supervising Teachers are supported in this role by UniversityAdvisors who work with them and the Pre-service Teachers.University Advisors working in professional experience settings act as mentors toPre-service Teachers, assisting them to fulfil university and school responsibilitiesas well as realise their own personal goals for professional development. UniversityAdvisors help Pre-service Teachers make sense of their experiences (to link theoryand evidence-based practice) and challenge them to think more deeply aboutbroader teaching and societal issues as well as the ethical and moral issuesembedded in teaching. University Advisors also act as professional colleagues toSupervising Teachers as they undertake their important roles.Welcome, as a Field or University Based Teacher Educator to the ProfessionalExperience Program. Thank you for your support of our Pre-service Teachers intheir professional developmentRegards,UWS Professional Experience UnitReferencesDay, (1998). The role of higher education in fostering lifelong learning partnerships with Teachers.European Journal of Education 33 (4), 419-432.Ryan, M., (2002). Teaching and vocational learning. Unicorn. Journal of the Australian College ofEducators 28 (3), 29-33. 7
  • 8. SECTION ONE Preparing for Professional Experience Introduction Professional Experience Prerequisites Services for Pre-service Teachers 8
  • 9. Preparing for Professional Experience IntroductionProfessional experience is of paramount importance to their development as thenext generation of teachers. Success for all participants (Pre-service Teachers,Supervising Teachers, University Advisors, children and young people) is facilitatedif sound preparation occurs beforehand and a well-organised approach iscontinuously maintained. Pre-service Teachers are reminded that professionalexperience draws upon all reading and coursework- it is not an isolated experience.professional experience can be physically and psychologically tiring. Pre-serviceTeachers are reminded to make every effort to maintain their health and wellbeingduring this time by eating well, maintaining exercise and minimising demandingsocial activities. The following section may help all participants have a rewardingand fulfilling experience.The professional experience dates are negotiated between schools for specifieddates. Pre-service Teachers must ensure their availability for these set dates whenenrolling. Only under exceptional circumstances and with the permission of theSecondary Professional Experience Academic Coordinator and the agreement ofschools can these dates be varied. Professional Experience PrerequisitesIt is the Pre-service Teacher’s responsibility to ensure that they meet theprerequisites for each professional experience unit they undertake. Details can befound in the relevant Unit Handbook/Calendar of the year in which the Pre-serviceTeacher first enrolled but will include having completed a UWS Child ProtectionWorkshop and submitted a Working With Children Check Declaration on enrolment. Support Services for UWS StudentsFor further information look at the UWS website under “Information forCurrent Students” and click on “Getting help”.The following is a brief description of services that Pre-service Teachers might findof benefit during their studies at the University of Western Sydney.Counselling Service: Counselling is free and available on a strictly confidentialbasis to all members of the UWS community – students, new graduates and staff.Services include:  Private and confidential counseling sessions  Advocacy for academic, administrative, complaint and misconduct issues  Study and life skills workshops  Advice and information on mental health and illness  Advice for mature age students 9
  • 10. Disability Service: The Disability Service provides support and assistance toprospective and current students with disabilities and chronic health conditions in alltypes and levels of university courses. Under the Disability Amended Act 2009students who identify to the university that they have a disability or chronic healthcondition must be provided with reasonable educational adjustments. To registerwith the Disability Service, phone 9852 5199 and make an appointment. For furtherinformation please refer to website are encouraged to disclose the need for reasonable effort to be made toaccommodate their special needs during their professional experience setting totheir Professional Experience Academic Co-ordinator in the first instance.The Student Learning Unit: The Student Learning Unit (SLU) organises and runsa variety of programs and courses to develop students academic literacy,mathematics and study skills, and participates in many collaborative projects withschools and colleges to enhance the academic achievement of UWS students Allservices offered by the SLU are free to UWS students and include:  SLU Workshops  Bridging Programs  PASS – peer assisted study sessions  Online Learning  Collaboration with Schools and CollegesFurther information can be found at: Careers and Co-operative Education Unit: The UWS Careers and Co-operative Education Unit aims to enhance the employability of UWS students whilstestablishing links with organisations, starting with those in Greater Western Sydney.We offer a range of programs and services to equip students and recent graduateswith the skills to manage their own career development. These include careersworkshops and resources on Career Planning, Résumés, Job Applications, JobInterviews and Work Experience. This unit can be contacted on (02) 4736 0371.Chaplaincy: The Chaplains are available on all campuses and provide a servicefor those who wish to find spiritual directions in life. Major areas include spiritualwellbeing, general support for students, regular meetings and small group work.Student Centre: KINGSWOOD Phone Building K 1300 897669 10
  • 11. SECTION TWO Implementing Quality Supervision Key Personnel Roles and Responsibilities for Key Personnel 11
  • 12. Implementing Quality Supervision Key PersonnelThe key personnel involved in the professional development of future teachers (Pre-service Teachers) are: School Professional Experience Coordinator – Each school has a nominated staff member who undertakes the role as the Professional Experience Coordinator. This coordinator is employed by the university as a casual UWS staff member to liaise between Pre-service Teachers, school staff and the university. Supervising Teacher - the field based teacher, employed by the university as a casual staff member to supervise the Pre-service Teacher in a school. Pre-service Teacher – the university student. University Advisor – a full-time, part-time or casual employee of the university, employed to provide a link between the university and the school. Children and young people – the school child/student. Roles and Responsibilities of Key Personnel in Professional Experience SCHOOL PROFESSIONAL EXPERIENCE COORDINATORBefore the Professional Experience Allocate Pre-service Teachers to accredited, competent Supervising Teachers Distribute documentation to Supervising Teachers and assist Supervising Teachers in interpreting the materials Notify (if applicable) Supervising Teachers of pre-professional experience briefing meeting session date/time and encourage their attendance Attend pre-professional experience briefing meeting (if conducted) Become familiar with and understand the philosophies, practices and expectations of the professional experience Respond to Supervising Teachers’ enquiries Refer concerns/enquiries to University Advisor if necessary Notify university of changed circumstances which affect Pre-service Teachers Confirm the names of Supervising Teachers with the Professional Experience Office in order to process pay claims and letters of appreciation 12
  • 13. During the Professional Experience During week 1, be responsible for collecting Pre-service Teacher’s class timetables for University Advisors Be responsible for organising meeting space with University Advisors and Pre- service Teachers Be responsible for the implementation of the professional experiences in the school Support Supervising Teachers and Pre-service Teachers in establishing positive working relationships Assist Pre-service Teachers in their orientation to the school including making available documents referring to policies and procedures Encourage Pre-service Teachers’ professional growth and contribution at a school level Monitor Pre-service Teachers’/ Supervising Teachers day-to-day attitudes and activities Monitor Pre-service Teacher’s attendance and progress Document and refer concerns about Pre-service Teachers to University Advisor Provide advice/assistance to Pre-service Teachers and Supervising Teachers Be a member of the Committee of Advice where establishedAfter the Professional Experience Check Pre-service Teacher’s final reports in consultation with Supervising Teachers and University Advisor Ensure that all original final reports and attendance registers are returned to the university Submit Teacher payment claims to the university Submit payment claim as a coordinator when 3 or more students are placed in the school SUPERVISING TEACHERSBefore the Professional Experience Attend pre-professional experience briefing meeting if conducted Become familiar with and understand the philosophies, practices and expectations of the professional experience in order to help the Pre-service Teacher make the connection between “theory” and “evidence-based practice” Prepare work area for the Pre-service Teacher Prepare the class or group for the arrival of the Pre-service Teacher Plan for a regular time to give daily feedback to the Pre-service Teacher Ensure that you have received and read all materials from the university by the beginning of the block professional experience 13
  • 14. During the Professional Experience Become knowledgeable about the Pre-service Teachers, their special areas of university study, prior teaching experiences, personal interests, extracurricular strengths, areas of concerns, personal goals for professional experience, and preferred style of supervision Clarify your own expectations and those of the school to the Pre-service Teacher Assist Pre-service Teacher/s with planning and preparation Assist Pre-service Teacher/s with investigations of the school and other university requirements Monitor Pre-service Teacher/s in classroom and school in all interactions with children, young people, other staff, parents and community members. Ensure that Pre-service Teachers do not to take responsibility for children/young people alone. Provide ongoing oral feedback on their professional performance in the school Provide written feedback at least once per day Discuss written feedback with Pre-service Teacher/s and return this feedback to the Pre-service Teacher/s each day Model appropriate teaching and learning techniques and strategies Encourage the Pre-service Teacher/s to show initiative while implementing a range of teaching and learning techniques and strategies in a variety of developmental, content and curriculum areas Notify University Advisor of any concerns Consult with University Advisor regularly and at meetings where appropriate Convene Committee of Advice where established Communicate to Pre-service Teacher/s about their progress and provide oral and written feedback drawing attention to areas of strength and weakness Provide Pre-service Teacher/s with specific strategies (in writing and verbally) for developing areas in need of improvement Support Pre-service Teacher/s critical reflection on their teaching practice and professional standing In consultation with others and in accordance with procedures set out in the unit handbook, determine whether the Pre-service Teacher has made satisfactory progress Complete final report, allocate a grade and discuss report with the Pre-service Teacher before the final day of block. After the Professional Experience Provide original of the final report and any other relevant documentation including attendance registers to the Student Teacher who is responsible to deliver all documentation to the Professional Experience Unit. Details on how the Supervising Teachers may claim payment is advised on the pay claim which is supplied on the CD. 14
  • 15. UNIVERSITY ADVISORBefore the Professional Experience Become familiar with and understand the philosophies, practices and expectations of the professional experience Attend pre-professional experience briefing meeting if conducted Make contact with the school and provide the Supervising Teacher and the school professional experience coordinator with your contact details Ensure all documentation is received by schools Complete all employment documentation before commencing work (eg Casual Employment Authority)During the Professional Experience In the first week, confirm that the Pre-service Teacher has been attending Visit school as required by the Unit Coordinator and according to the needs of the Pre-service Teachers Provide Supervising Teachers, School Coordinators and Pre-service Teachers with a contact number or email address Sign the Pre-service Teacher’s attendance register for each visit Meet with Supervising Teachers and Pre-service Teachers (where possible) on each visit Monitor Pre-service Teacher progress and attendance in consultation with Supervising Teacher and school professional experience coordinator Review Pre-service Teacher documentation as appropriate Give Pre-service Teachers feedback on their professional progress, in relation to the outcomes of the Unit on each visit Assist Pre-service Teachers to fulfil university and school responsibilities as well as realise their own personal goals for professional development Assist Pre-service Teachers in making sense of their experiences (to link theory and evidence-based practice) Challenge Pre-service Teachers to think more deeply about broader teaching and societal issues as well as the ethical and moral dilemmas embedded in teaching Participate, if required, in the Committee of Advice Maintain phone contact with schools as required Check Pre-service Teacher final report in the last week of the blockAfter the Professional Experience Return any necessary documentation to the Professional Experience Unit PRE-SERVICE TEACHERBefore the Professional Experience Know placement –school, class/group, Teacher etc Confirm placement with Professional Experience Office if not advised by the university one week prior to the commencement of your first visit 15
  • 16.  Become familiar with and understand the philosophies, practices and expectations of the professional experience Attend pre-professional experience briefing meeting and/or Professional Experience unit program as applicable Ensure that a Working With Children Check Declaration has been completed at enrolment to the university Complete a School of Education (UWS) Child Protection training workshop Attend all In School visits as scheduled Be familiar with the professional and ethical codes of conduct expected of Teachers Prepare documentation for professional experience Develop an understanding of the school, family and community Ensure that the Supervising Teacher has taken delivery of a school packageDuring the Professional Experience Be familiar with school philosophies, policies, procedures, resources and equipment Regularly check vUWS and Student Email Account for urgent messages Be familiar and comply with relevant UWS policies, particularly academic and non-academic conduct policies Complete all required school-based activities and documentation Attend all required days Arrive each day at least 30 minutes before the commencement of the teaching day Sign the attendance register prior to commencing work and again at the end of each day and ensure that the Supervising Teacher co-signs register In case of illness or unavoidable absences contact the school, Professional Experience Office and University Advisor immediately to advise that you will be absent. Submit a medical certificate to the Professional Experience Office and retain a copy for yourself Make up any absence from professional experience as per Attendance Policy in this document Maintain and/or develop ethical and professional knowledge, skills, attitudes and conduct at school Display a responsible, professional attitude towards teaching and being a Teacher Develop an awareness of the major agencies and institutions that offer support to Teachers and families Interact with members of the school community in such a way so as to maximise opportunities for personal growth as a Teacher Negotiate, discuss and plan learning experiences with the Supervising Teacher and document independently prior to implementation. Have documented planning approved by Supervising Teacher prior to implementation Identify and provide for individual differences amongst children and young people Complete and have available daily all relevant documentation (including lesson plans) 16
  • 17.  Ensure Supervising Teacher has viewed all lesson plans at least 24 working hours before lesson delivery Develop and refine a variety of teaching skills and strategies for the achievement of desired learning outcomes Teach lessons or engage in experiences as stipulated in the relevant Unit Handbook Evaluate all teaching sessions and complete required self-evaluations and reflections Attend negotiated feedback sessions with Supervising Teacher before/after class time as necessary Notify concerns to Supervising Teacher, school professional experience coordinator, University Advisor, UWS professional experience academic co- ordinator as necessary Attend and participate in Committee of Advice if established Sight and sign final report before it is submitted to the universityAfter the Professional Experience Submit all required documentation to the university if required by the unit handbook, within one week of completion of the block Make an appointment immediately with the professional experience academic co-ordinator IF you failed the practicum, in order to develop a Progress Plan Collect original report from University Professional Experience Unit once it has been processed which should be immediately if all documentation is correct. 17
  • 18. SECTION THREE Administrative Responsibilities Enrolment Placement of Pre-service Teachers Attendance Volunteering Withdrawal from Professional Experience 18
  • 19. Administrative Responsibilities EnrolmentAll Pre-service Teachers must have confirmed enrolment in the appropriate unitbefore the commencement of their professional experience. Enrolment will not beconfirmed until a Working with Children Check Declaration has been signed andsubmitted to student services. Failure to correctly enrol will result in the professionalexperience placement being cancelled.Pre-service Teachers need to ensure they have completed all prerequisites beforeenrolling in any professional experience unit. In this way they would follow therecommended patterns in the professional experience program. All Pre-serviceTeachers must complete mandatory Child Protection training as outlined in theSchool of Education Child Protection Protocol before their professional experienceplacement commences. Placement of Pre-service TeachersEnrolled Pre-service Teachers are usually placed by administrative and academicstaff at schools that have agreed to take Pre-service Teachers when surveyedthrough the UWS School of Education Professional Experiences Office. Pre-serviceTeachers should not approach schools for placements.Although the UWS School of Education Professional Experiences Unit makes everyeffort to match Pre-service Teachers with schools that are in their desired location,often there are not enough schools offering to take Pre-service Teachers in aparticular area. Pre-service Teachers may need to make special transport, work orchild care arrangements to attend the professional experience. If a Pre-serviceTeacher requires special consideration concerning placement for professionalexperience, they are required to advise the Professional Experience AcademicCoordinator at the beginning of semester and before placements have beenallocated. Pre-service Teachers may be required to submit documentation tosupport their application for special consideration eg Doctor’s certificate. If specialconsideration is granted, reasonable effort to accommodate Pre-service Teacher’srequirements will be made in line with university policy and the availability of asuitable setting. AttendancePre-service Teachers are expected to: attend every day during the professional experience placement (including all visits) ensure that they are punctual to schools 19
  • 20.  present at school throughout the normal operating hours and both prior to and after normal hours according to the normal staff practice remain at the school throughout the day. obtain the permission of the principal if they need to be away from the school at any time.During the professional experience Pre-service Teachers are expected to participatein all the normal duties of a Teacher including working a full day. Pre-serviceTeachers should participate under the direct supervision of their SupervisingTeacher in all routines including playground duty, bus duty, sport activities, staffmeetings, parent meetings etc. It is desirable, where possible, that Pre-serviceTeachers are accommodated in normal staffrooms.Attendance RegisterEach Pre-service Teacher is required by the university to sign an AttendanceRegister each day. An Attendance Register will be provided by the University. TheSupervising Teacher should co-sign this form. Pre-service Teacher’s require theseattendance registers when registering with the NSW Institute of Teachers to verifynumber of professional experience days and to be awarded a final grade by UWS.The University Advisor should also sign the Pre-service Teacher’s attendanceregister when they are present in the school.Attendance during industrial disputesPre-service Teachers are advised to investigate all perspectives related to disputesto deepen their critical understandings of the professional, industrial, ethical andlegal responsibilities of Teachers. This may include attending meetings, reviewingpublications and engaging in discussions. Pre-service Teachers should not attend aschool on the days in which Teachers are engaged in strike action. Pre-serviceTeachers are generally expected to make up missed teaching time, althoughalternate activities related to these disputes may be considered in lieu of misseddays. Pre-service Teachers should contact the Professional Experience AcademicCoordinator for further details.AbsencesIn the case of unavoidable absences the following procedure is to be carried out bythe Pre-service Teacher:  Notify the Professional Experience Unit and school of the reason and probable duration of the absence. The Professional Experience Unit will notify the University Advisor if required.  Submit relevant documentation (eg medical certificate) to the Professional Experience Unit by the end of the block. 20
  • 21.  Retain a copy of the documentation for your records.In courses where Pre-service Teachers are required to complete visits, therequirements for these visits must be completed prior to the commencement of theblock professional experience period. Failure to comply with these requirementsmay result in the award of an unsatisfactory grade (U grade).In the event of absences occurring in excess of three days the Pre-service Teachermay be deemed not to have completed the professional experience and anunsatisfactory grade may be awarded. Pre-service Teachers will only be allowed toresume the block in exceptional circumstances and with the permission of therelevant Professional Experience Academic Coordinator.All absences will need to be made up within seven "teaching days" of thecompletion of the block professional experience period. If this is not possible, thePre-service Teacher is to negotiate the dates with the Professional ExperienceAcademic Coordinator. VolunteeringPre-service Teachers and schools can benefit if Pre-service Teachers volunteer tospend more than their allocated days in a school. Pre-service Teachers undertakingvolunteer work that is not required by their course/unit will still be covered by UWSstudent insurance cover provided that the activity is approved and is related to thePre-service Teacher’s course of study. Approval for this must be in writing from theHead of Program. Pre-service Teachers must undertake the same processes ofregistering as a volunteer in the setting as any other volunteer would. Pre-serviceTeachers are not permitted to attend overnight camps (see page 39). Withdrawal from Professional ExperiencePre-service Teachers may choose to, or be advised to, withdraw from ProfessionalExperience for medical reasons or exceptional circumstances. Applications forwithdrawal without penalty must be supported by a medical certificate or letter froma UWS Counsellor. Pre-service Teachers must apply for withdrawal through StudentCentral, in writing.Pre-service Teachers who choose to withdraw from a school after thecommencement of a placement for undocumented reasons will be awarded anunsatisfactory grade unless the relevant Professional Experience Academic Co-ordinator has approved the allocation of an alternative grade.If a Pre-service Teacher withdraws from a Professional Experience unit and/orschool after placement has been made she or he MUST advise IN WRITING (viaStudent Email Account is preferred) immediately the:  Professional Experience Unit;  Professional Experience Academic Coordinator; 21
  • 22.  School Professional Experience Coordinator; and,  Student CentralPre-service Teachers will not be permitted to undertake the professional experienceagain until it is next offered. 22
  • 23. SECTION FOUR Pre-service Teacher Progress Maximising Pre-service Teacher Success and Minimising the Likelihood of Failure in Professional Experience Professional Experience Grades Pre-service Teacher Report Pre-service Teacher Progress during Professional Experience Progression across Professional Experience Units 23
  • 24. Pre-service Teacher ProgressMaximising Pre-service Teacher success and minimising likelihood of failure in professional experienceLearning to be a Teacher is a complex, personal and, at times, difficult matter thatinvolves transformation from “student of teaching” to “Teacher of students” (Ganser,2002). During this time Pre-service Teachers are expected to try out (with relativelyunfamiliar children, classes and environment) their own beliefs about learning andteaching, and the knowledge and pedagogy (practices) they have learnt atuniversity. As they try out their beliefs and developing knowledge and pedagogies,they may make some mistakes. This situation is to be expected. It is through theobservation of teachers and classes; trialling their ideas and pedagogies; reflectingon the success or otherwise of these ‘trials’; and, re-trialling on the basis of theirreflections and feedback from Supervising Teachers that Pre-service Teachersdevelop their own professional pedagogical knowledge and practice, and becomeBeginning Teachers.However, if Pre-service Teachers experience serious or ongoing difficultiesthen the processes outlined in this section need to be applied.Initially, Supervising Teachers can take the following steps to maximise Pre-serviceTeacher success and minimise the possibility of failure: prepare the class, positively, for the arrival of the Pre-service Teacher; get to know the Pre-service Teacher as well as possible – how they approach a challenge, how they react to constructive criticism, how they react to change; take into account the Pre-service Teacher’s background and previous experiences; have regular meetings with the Pre-service Teacher and encourage them to share any difficulties they may be experiencing; encourage the Pre-service Teacher to have informal contact with other members of staff; use active listening skills; try to deal with any difficulties early and at a low level before they become serious, do not presume that the problem will be resolved without direction; follow university guidelines carefully with a Pre-service Teacher whose progress is “causing concern”. (based upon Brookes & Sikes, 1997, p.114). Professional Experience GradesA Satisfactory grade will result in the Pre-service Teacher passing the professionalexperience and an Unsatisfactory grade in professional experience will result in thePre-service Teacher failing the professional experience unit. 24
  • 25. When Satisfactory/Unsatisfactory grades are used, the following criteria apply:S – SatisfactoryThis grade is awarded to any Pre-service Teacher who is considered by theSupervising Teacher to have demonstrated a satisfactory level of competenceaccording to the criteria of the particular Professional Experience unit.Where a Pre-service Teacher’s work is considered outstanding or well aboveaverage, this judgement should be reflected in the written comments in the finalreport.U – UnsatisfactoryNo Pre-service Teacher should receive an Unsatisfactory grade without beingplaced At Risk and the Committee of Advice being convened. This grade maybe recommended on the final report on ONE or more of the following grounds:  Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit  Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded.  Non-Academic Misconduct Pre-service Teacher ReportEach unit has a specific Pre-service Teacher report. Reference should be made tothe individual program’s specific handbook. In general, the report should be writtentowards the end of the final week of the block professional experience. The finalreport is based on a summation of the daily written feedback that has beenpreviously discussed and given to the Pre-service Teacher. The final report is theresponsibility of the Supervising Teacher. The Pre-service Teacher must be giventhe opportunity to read and discuss the final report with the Supervising Teacher.There should be no surprises for the Pre-service Teacher in what is written.The original report and attendance register should be mailed by the SchoolProfessional Experience Coordinator to the Professional Experience Office no laterthan the week following the conclusion of the professional experience.PRE-SERVICE TEACHER’S FINAL GRADES FOR PROFESSIONALEXPERIENCE UNITS ARE NOT RECOMMENDED UNTIL ORIGINAL REPORTSAND ATTENDANCE REGISTERS ARE SUBMITTED TO THE PROFESSIONALEXPERIENCE OFFICE.LATE RECEIPT OF ORIGINAL REPORTS AND ATTENDANCE REGISTERSMAY LEAD TO PRE-SERVICE TEACHERS NOT RECEIVING A GRADE FORTHEIR PROFESSIONAL EXPERIENCE UNIT AND COULD RESULT IN THE PRE-SERVICE TEACHER NOT GRADUATING.Pre-service Teachers must collect the original report from the ProfessionalExperience Office two weeks after completing their professional experience. 25
  • 26. Pre-service Teacher Progress During Professional ExperienceIn most cases Pre-service Teachers will make satisfactory progress towardsmeeting the professional experience outcomes. In cases where Pre-serviceTeachers are not making satisfactory progress the procedures for Pre-serviceTeachers whose progress is “causing concern” should be followed.Pre-service Teachers Achieving Satisfactory ProgressWhen Pre-service Teachers are making satisfactory progress the SupervisingTeacher should:  follow the roles and responsibilities of key personnel in Section 2 of this book and the relevant Professional Experience Handbook  provide daily written and verbal feedback as detailed in the Unit Handbook  identify progress towards meeting the professional experience outcomesPre-service Teachers Whose Progress is Causing ConcernPre-service Teachers may experience difficulties in meeting the requirements of theprofessional experience for a variety of reasons. These reasons include: Professionalism – attendance, punctuality, preparation of plans and resources; teaching including poor communication processes; behaviour management; ability to accept and/or act upon advice and instruction; appropriate verbal or physical interactions with children or young people, families and staff; teamwork and all other aspects of professional standards and professional ethics. Personal attributes – initiative, reflective practice, empathy, warmth, enthusiasm, commitment. Unit (subject) and teaching requirements and standards as documented in unit requirements and assessments for the relevant program and level of course.The Supervising Teacher, University Advisor, School Professional ExperienceCoordinator, or the Pre-service Teacher can identify a Pre-service Teacher as‘causing concern’. This identification may be made during visits or during the blockprofessional experience (generally in the first week). Early identification of anyconcerns ensures that the Pre-service Teacher receives appropriate support. It isessential that Supervising Teachers identify concerns on the written feedback theyprovide. Should a number of concerns be identified and/or the Pre-service Teacherdoes not respond to feedback the Pre-service Teacher must be identified as“Requiring Additional Support (RAS)” and the procedures outlined below must befollowed.Pre-service Teachers Requiring Additional Support (RAS)Pre-service Teachers who are not making satisfactory progress must be identifiedas Requiring Additional Support. This identification should be made by the end ofthe first week of the block practicum to allow time for Pre-service Teachers to act onadvice. The following procedures should be followed: 26
  • 27. The Supervising Teacher *  Documents concerns on the form RAS1 (Meeting 1)  Outlines goals and strategies and a date for achievement (generally 2-3 days later)  Discusses the strategies needed to rectify the situation with the Pre-service Teacher (Learning Plan 1)  Provides a copy for the Pre-service Teacher and fax a copy to the Professional Experience Office immediately, so that the University Advisor can be informed  Monitors the Pre-service Teacher’s progress providing daily written feedback (the University Advisor should stay in telephone contact during this time)  Reassesses the Pre-service Teacher’s progress on the agreed upon date (Meeting 2)  Uses the form RAS1 to document the outcome of this meeting. The form must clearly state whether the Pre-service Teacher has met the set goals and whether the Pre-service Teacher is now making satisfactory progress. Where the goals have not been met, or where new concerns have been identified the Pre-service Teacher must be notified that they are “At Risk of Failing the Professional Experience” and the procedures set out below must be followed,  A copy is given to the Pre-service Teacher and a copy faxed to the Professional Experience Office.* The University Advisor can also initiate the RAS processed in consultation with theSupervising Teacher.Pre-service Teachers At Risk of Failing in the Professional ExperiencePre-service Teachers must be notified that they are “At Risk of Failing theProfessional Experience” when they:  have been placed at RAS and have not made satisfactory progress  have met the set goals during RAS but new concerns have arisen  have reached the halfway point of the professional experience and are at risk of not meeting one or more of the professional experience outcomesIn most cases Pre-service Teachers will be identified as RAS before beingnotified that they are “At Risk of Failing Professional Experience”, however, ifconcerns arise at the half way point or later Pre-service Teachers may beplaced “At Risk of Failing Professional Experience” without first goingthrough RAS.Procedures for Pre-service Teachers At Risk of Failing ProfessionalExperience  Identify the Pre-service Teacher At Risk  Arrange for a meeting between the Pre-service Teacher, the Supervising Teacher and the University Advisor (Meeting 3) 27
  • 28.  Document the reasons for the Pre-service Teacher being At Risk, goals, strategies and timelines on the At Risk Form (AR1)  Discuss specific strategies needed to remediate the situation with the Pre- service Teacher (Learning Plan 2)  Give a copy to the Pre-service Teacher and fax to the Professional Experience Office (fax number provided on form)  Monitor progress  Provide daily written feedback  Assess progress at a meeting (Meeting 4) involving the University Advisor, Pre-service Teacher, Supervising Teacher and if possible the school professional experience coordinator.  Ensure all participants have the opportunity to state their views on the Pre- service Teacher’s progress  Document the outcome of this meeting using the form At Risk 2 (AR2)The Pre-service Teacher may not ‘defer’ or ‘withdraw without penalty’ once theyhave been notified At Risk. The expectation is that the Pre-service Teacher willcontinue at the placement until the period of the professional experience is completeor terminated by the professional experience academic coordinator. Pre-serviceTeachers who do not participate in the process will be deemed to have failed tomeet requirements by the end of the period of professional experience (other than incases of documented serious illness or misadventure). Pre-service Teachers areexpected to attend EVERY DAY following identification of “At Risk of Failing theProfessional Experience”. Additional placements will not be provided during theperiod of enrolment in the Professional Experience unless the initial placement isdeemed “professionally unsuitable” for reasons not related to Pre-service Teacherpoor performance.Outcome of the At Risk ProcessAllocation of a GradeAt the completion of the full period of the professional experience a final result mustbe recommended for the professional experience. Pre-service Teachers who havemade satisfactory progress and exhibit a satisfactory standard of performance at thispoint may be so designated on the relevant final report form. Pre-service Teacherswho have failed to meet requirements at this point must be designated on the relevantfinal report form as UNSATISFACTORY. This result must be supported by the AtRisk documentation. The University Advisor and Supervising Teacher will consult withregard to the final grade. In the event of agreement not being reached, the finaldecision is the responsibility of the university.Only in documented exceptional circumstances and at the discretion of the Head,School of Education, a Pre-service Teacher may be permitted to undertake up to 5extra professional experience block days if it is considered by the University Advisorand the professional experience academic coordinator that the Pre-service Teacheris expected to achieve a satisfactory professional experience result in this time. 28
  • 29. Pre-service Teachers who receive an UNSATISFACTORY grade may re-enrol inthe professional experience unit only when the unit is next on offer. Their academictranscript will record an “UNSATISFACTORY” grade, which is a fail grade. Level 1 Level 2 Level 3 Satisfactory (No) Progress Requiring At Risk Committee of Advice Additional Meeting 3- AR1 (Yes) Support RAS1 Attended by Supervising Meeting 1. Teacher, Pre-service Regular Advisory Attended by Supervising Teacher, the additional Sessions Teacher, Pre-service Teacher, member (if possible) and an additional member (if University Advisor. AR1 possible school PE co- and LP2 completed ordinator) RAS1 and LP1 forms completed Meeting 4 – AR2 Attended by SupervisingSatisfactory Progress Meeting 2 Teacher, Pre-service Outcome ticked on RAS1 Teacher, the additional Meeting attended by member (if possible) and Supervising Teacher, Pre- University Advisor. service Teacher and the additional member if possible If satisfactory, S Grade S Grade awarded awarded. If If satisfactory after meeting 2, unsatisfactory, U Grade return to Level 1 awarded If unsatisfactory, Pre-service Teacher notified “At Risk”, go to Level 3 Progression Across Professional Experience UnitsThe procedures under this section apply to situations where a Pre-service Teacher’sprofessional experience placement has been terminated before completion, wherethe Pre-service Teacher has recorded a serious fail in a professional experienceplacement that has resulted in the good name of the university being prejudiced orwhere a Pre-service Teacher has failed consecutive placements.Where Pre-service Teachers are experiencing difficulties with their professionalexperience, the College of Arts level policies that have At Risk processes exist tointervene and to provide support and direction with a view to enhancing theprospects of a successful placement. When a Pre-service Teacher fails aprofessional experience placement the normal UWS progression and graduationrules generally apply.In a very small number of cases there may be:  A serious fail that has resulted in the good name of the university being prejudiced; or 29
  • 30.  A recommendation from the At Risk Committee of Advice or directly from the hosting school that the Pre-service Teacher be withdrawn prior to the completion of the placement. In such cases the professional experience academic coordinator may terminate the placement at this stage;  A Pre-service Teacher who fails two consecutive professional experience placements.In any of these circumstances, a process of review and remediation is activated andmust be completed before the Pre-service Teacher is able to undertake a furtherprofessional experience unit.The Head, School of Education will review the reports from the school concernedand/or the Committee of Advice 1 and the final assessments in the case ofconsecutive failures and will request the Pre-service Teacher to attend an interview.Also attending the interview will be the relevant professional experience academiccoordinator and another designated staff member of the university if considereddesirable by the Head of School. The advice to the Pre-service Teacher will includea summary statement of the reasons for the review and remediation, including anyrelevant documentation and information about the UWS staff who will be attending.The advice will also indicate that the purpose of the meeting is fundamentally toexamine what remedial action might be appropriate to enable the student toundertake another successful placement in the future.The Pre-service Teacher will be invited to bring with them a support person, being afellow student, a student association welfare officer, or a UWS counsellor from theStudent Support Services or other member of staff of the university.At the meeting the Head of School will outline to the Pre-service Teacher the extentand nature of the concerns associated with the professional experience and invitethe student to respond to and comment on the issues raised. The Head of Schoolwill discuss with the student a range of personal and/or professional developmentactivities and options that might be desirable. As far as possible the meeting shallbe conducted in a manner that tries to achieve consensus on a program ofdevelopment that will give the Pre-service Teacher the best possible opportunity tocomplete successfully a Professional Experience unit in the future.Following the meeting the Head of School will write to the Pre-service Teacherformally advising of any requirements that the Pre-service Teacher must undertakeprior to being allowed to enrol in any further professional experience unit. That letterwill stipulate the nature of any remedial action required, advise on the arrangementsto be made, the time frame involved for the remediation program (up to a maximumlimit of one year) and the nature of any reporting requirements.ReferencesBrookes, V., & Sikes, P. (1997). The Good Mentor Guide. Buckingham: Open University Press.1 In circumstances where the placement is terminated before completion, the Committee of Advice will proceed with thesubmission of a grade for the final assessment which, in these cases would be U - Unsatisfactory 30
  • 31. Ganser, T. (2002). How Teachers compare the roles for cooperating Teacher and mentor [Electronic Version]. The Educational Forum 66 (4), 380-386. 31
  • 32. SECTION FIVE Professional, Ethical and Legal Responsibilities Ethics Child Protection Confidentiality Informed Consent Conflict of Interest Duty of Care Physical Contact Occupational Health & Safety and Risk Management Prohibited Professional Experience Placements Pre-service Teacher Insurance Pre-service Teacher Conduct School of Education Code of Ethics Professional Experience Complaint Handling and Resolution Policy Professional Experience Privacy Policy Inclusive Language Anti Discrimination Legislation in Australia 32
  • 33. Professional, Ethical and Legal ResponsibilitiesIn many cases the protocols in this section are based on UWS policies which can befound on the UWS website at The information is current at thetime of writing, but policies are regularly updated by the University and it is the Pre-service Teacher’s responsibility to ensure that they are acting in accordance withthe most up to date policy. EthicsProfessional ethics is concerned with knowing, and doing, what is good, right andcreates benefit according to what well-respected members of a particular professionwould think. Guidelines for ethical action are available to Teachers in the form ofvalue statements for the profession, or an employing body, and relevant codes ofethics and conduct as outlined to Pre-service Teachers at UWS specifically for eachprogram.UWS Pre-service Teachers are expected to behave professionally and ethically atall times in accordance with all rules, policies and guidelines of UWS, School ofEducation and the values and philosophies of their specific programs. The UWSCode of Conduct should be used as a guide. Ethical communication and behaviouris expected in relation to university staff, all early childhood setting/school staff, andthe families, children and young people with whom they come into contactthroughout their professional experience associations. Conversations with parentsshould be polite and friendly, but the Pre-service Teacher must not assume the roleof the Teacher, in the giving of advice, or entering into dialogue about confidentialmatters. Discretion and confidentiality must always be maintained.Supervising Teachers have a professional and ethical responsibility to the teachingprofession to nurture the next generation of Teachers. Whilst Pre-service Teacherscan benefit from many learning experiences and reflection about them, SupervisingTeachers must not leave Pre-service Teachers alone with children or young peopleor expect them to assume the role of the Teacher, unsupervised, at any time.In the event that a Supervising Teacher (or School Professional ExperienceCoordinator) has significant concerns that a Pre-service Teacher’s actions are inbreach of professional or ethical standards he or she should contact the school’sprincipal, the University Advisor or the professional experience academiccoordinator (see front page of this handbook for contact details), follow mandatoryreporting procedures and notify the relevant authorities as per mandatory reportingrequirements if required. 33
  • 34. In the event that a Pre-service Teacher has significant concerns that he/she hasbeen required to work in an illegal or unethical manner, or has witnessed illegal orunethical practice, he/she should follow mandatory reporting procedures and/orcontact the school principal, his/her University Advisor, or the ProfessionalExperience Academic Coordinator who will advise as to appropriate actions. Child ProtectionThe School of Education has developed a Child Protection Protocol for all Pre-service Teachers, as well as casual and permanent staff. This protocol includes thesigning of a Working With Children Check Declaration and includes a childprotection training session. All participants in professional experience must act inaccordance with the protocol (see Appendices), and follow mandatory reportingprocedures as detailed below. Pre-service Teachers who do not complete UWSChild Protection training will not be permitted to undertake professionalexperience.Mandatory ReportingPre-service Teachers are deemed to be employed while on professional placementand as such are deemed mandatory reporters in matters of child protection underthe Children and Young Persons (Care and Protection) Act 1998.Under this legislation, Pre-service Teachers should follow the reporting proceduresas outlined in their child protection training. These will differ according to theplacement context. In NSW Department of Education and Training (DET) schoolsDET procedures should be followed. In other settings, Pre-service Teachers shouldfamiliarise themselves with the agency’s child protection procedures and followthese or notify the DOCS Helpline (13 2111).Support During a Reporting ProcessReporting can be a stressful experience for Pre-service Teachers. They arereminded to refer back to their Child Protection Workshop materials for guidance.While Pre-service Teachers are not obliged to advise UWS of a report, if there arereasonable grounds for suspecting risk of harm to children including physical orsexual abuse or neglect, or psychological harm or domestic violence, and Pre-service Teachers are worried about the implications of making the report, or arepressured not to report, they are encouraged to seek the support of theirprofessional experience academic co-ordinator or a respected professional mentor.Allegations Against a Pre-service TeacherWhere a Pre-service Teacher is considered to pose a risk of harm to, or is alleged tohave harmed a child or children while on professional experience placement,Supervising Teachers have an obligation to report their concerns. Reporting can bedirectly to the DOCS Helpline (13 2111) or according to school/centre policies,through a process of the report firstly going to the supervisor or principal. 34
  • 35. Process:  Report the concern to the appropriate person/agency  Arrange for the Pre-service Teacher to be removed from contact with children while the investigation takes place  Notify the UWS Professional Experience Office. Staff will notify the relevant professional experience academic coordinator  The Professional Experience Academic Coordinator will contact the Pre- service TeacherThe NSW Ombudsman has the responsibility to ensure that effective systems are inplace and to monitor local investigations within all government, and certain non-government agencies in NSW for preventing and responding to reportableallegations. This responsibility is outlined in Ombudsman Act 1974 and ChildProtection Legislation Amendment Act 2003 and explained further in ChildProtection in the Workplace. Responding to allegations against employees (June2004). Under this legislation, schools are referred to as “agencies” and Pre-serviceTeachers are deemed to be “employees” as they are engaged to provide services tochildren and young people. Heads of agencies must notify the Ombudsman ofreportable allegations. A local investigation may be required. Joint agency/UWSinvolvement in a local investigation is encouraged in cases where allegations areraised against UWS Pre-service Teachers. UWS will provide support for the Pre-service Teacher throughout and following the process. This does not in any waypresuppose or prejudice the investigation or findings but considers the occupationalhealth and safety of the Pre-service Teacher. ConfidentialityIt is essential that all Pre-service Teachers maintain confidentiality in respect toinformation acquired during the professional experience. Information regardingchildren, young people and their families should be regarded with the strictestconfidence and should not be disclosed to any person other than those responsiblefor the supervision and direction of the Pre-service Teacher. Children’s surnames,addresses or other identifiers should not be used in any written documentation.Any identifying details such as name of the school, address, phone numbers, staffetc must be kept separate from professional experience documentation.In tutorial discussions, and conversations with friends and family, Pre-serviceTeachers should refrain from mentioning children, schools, and staff by name.Previous professional experience placements should not be discussed at otherschools. 35
  • 36. Informed consentPost Graduate Pre-service Teachers are learning to work as Teachers and as such,are not normally conducting research when they gather information on children,young people and families for planning purposes. As such, their work is not subjectto UWS Ethics Committee approval. However, Pre-service Teachers have an ethicalobligation to seek the informed consent of children or young people (whereappropriate) or their parents or guardians where they are seeking to gather personalor private information, or develop in-depth documentation for universityassignments.Letters of informed consent must be distributed and stored confidentially. A sampleletter is included in the Appendices. Conflict of InterestConflict of interest may occur when a situation directly or indirectly compromises theperformance of duties. Pre-service Teachers should not be advantaged ordisadvantaged by close personal relationships with school staff or children/youngpeople in professional experience settings. Pre-service Teachers should avoidconflict of interest during professional experience by disclosing information aboutany personal relationships in schools where they may undertake professionalexperience, when they are nominating a choice of schools on Pre-service Teachersurvey forms. They should assess potential conflicts of interest in terms of thelikelihood of being influenced in the performance of duties in a particular manner.If Pre-service Teachers become aware of such a situation, they should takeappropriate steps to disclose the conflict to the relevant professional experienceacademic coordinator. A sexual or other close personal relationship between a Pre-service Teacher and a Supervising Teacher is likely to involve serious difficultiesarising from the power disparity inherent in the staff/student relationship. In general,these relationships should be avoided.Pre-service Teachers in initial Teacher education courses must not undertakeprofessional experience where they are employed as a casual Teacher or astaff member. A conflict of interest arises where payment is being made and a Pre-service Teacher is fulfilling the role of both a Pre-service Teacher and a paidemployee. Pre-service Teachers should bring to the attention of the professionalexperience academic coordinator any conflict of interest that arises in this area.These guidelines are supported by the Independent Commission Against CorruptionAct 1988 where the definition of corrupt conduct includes ‘any conduct of personsthat adversely affect, or that could adversely affect, either directly or indirectly, thehonest or impartial exercise of official functions by any public official [s.8(1)(a)].Further information about conflict of interest may be found on the UWS Websiteunder Policies and Procedures. 36
  • 37. Duty of CareThe NSW Teacher’s Federation defines Duty of Care. The following adaptation ofthe definition can be used as a guide in all settings( )In addition to providing appropriate teaching to meet the varying needs of childrenand young people, Pre-service Teachers, like all teachers, have "a duty of care".This situation means that as a responsible adult they have a legal responsibility forthe safety and wellbeing of those children and young people.To fulfil this legal responsibility, Pre-service Teachers must always act in a mannerthat a court of law would consider "reasonable" in the circumstances. What isconsidered "reasonable" would be influenced by the: number of the children or young people in their care; age and ability of the children or young people; activity taking place; environment in which the activity takes place.Pre-service Teachers must ensure that they are familiar with the schools and theDepartment of Education and Trainings (DET) and Department of CommunityServices’ (DOCs) procedures and always work within them.Accidents can still happen, even to the most experienced of teachers and in thebest regulated classrooms. However, Pre-service Teachers will not have breachedtheir duty of care unless they can be proved to have been negligent.Negligence is: an action which could reasonably have been expected to contribute, directly or indirectly, to causing harm to a child or young person; a failure to take action to prevent reasonably foreseeable harm to a child or young person. Physical ContactAll physical interactions with children/young people should be appropriate, andconducted under the direct supervision of an employee of the school (e.g.Supervising Teacher). The Pre-service Teacher must familiarise him/herself withthe child protection and behaviour policies of the school and under nocircumstances will a Pre-service Teacher ever engage in physical punishment orinappropriate behaviour management (physical or emotional) of a child. UWS Pre-service Teachers must always act in accordance with relevant state and employerregulations that govern professional experience schools.Unnecessary physical contact with children and young people should be avoided aseven the most innocent of actions can be misconstrued. This does not mean thatthere should be no touching. In the early childhood years, in particular, warm andappropriate interactions, physical and verbal and non-verbal, are crucial to healthy 37
  • 38. development and wellbeing. Also, reasonable physical restraint may be used if theactions of children/young people are likely to be harmful to themselves or to others,or result in damage to property, including their own.Following any accident or incident, no matter how trivial it may seem at the time, areport should be made to your Supervising Teacher and University Advisor withoutdelay. In some circumstances a report form will need to be completed. See theNSW Teachers Federations Welfare Leaflet. Occupational Health and Safety and Risk ManagementProfessional Experience involves working in schools in the role of the Teacher.Schools are expected to observe appropriate Occupational Health and Safetyconsiderations and Pre-service Teachers have a responsibility to ensure they canundertake the physical and mental expectations of the job. Expectations varyamong programs and settings and Pre-service Teachers must familiarisethemselves with what they will be expected to do, which may involve such risks aslifting, being exposed to infection, considerable writing or typing and travel toappropriate settings. Pre-service Teachers are also advised to observe appropriatehygiene and safety practices to protect themselves and the children and youngpeople with whom they work. Pre-service Teachers who are, or may become,pregnant before or during their placement are strongly advised to consult theirdoctor before undertaking professional experience. Most types of schools havetheir own employment policy regarding staff who are pregnant. In DET schools, arisk assessment will be undertaken to ensure the safety of the Pre-service Teacherand their unborn baby. Pre-service Teachers who wish to continue with theirprofessional experience during the latter stages of pregnancy need to discuss thematter with the Professional Experience Academic Co-ordinator.If Pre-service Teachers have concerns as to their physical or mental capacity toundertake the work of a teacher, advice and support may be sought from the UWSDisability Service or the UWS Equity and Diversity Unit. Information will be treatedwith utmost confidentiality (see UWS website).Pre-service Teachers who apply to undertake a professional experience unit in theSchool of Education must take the responsibility for seeking out any support theymay need, and an application for professional experience will be regarded as thePre-service Teacher’s verification that they are physically and mentally prepared forthe job. For further information on UWS Occupational Health & Safety policy,please refer to the UWS website.Pre-service Teachers who require reasonable effort for accommodation for adisability must register with the UWS Disability Service before special considerationis reviewed. Prohibited Professional Experience PlacementsPre-service Teachers will not be placed for professional experience in settings suchas Juvenile Justice and Correctional Centres. Pre-service Teachers wishing to 38
  • 39. attend government health facilities need to comply with NSW Health policy onimmunisation. As Pre-service Teachers do not comply with existing legislation, theyare not permitted to attend overnight camps. Pre-service Teacher InsuranceAll UWS Pre-service Teachers are covered for personal accident/injury and publicliability while engaged in course related activities (refer to the UWS website). Thisarrangement includes professional experience field/observation visits and blocks.Pre-service Teachers requiring confirmation of insurance coverLetters of indemnity required by Pre-service Teachers (confirming that they haveappropriate insurance cover) can be requested by contacting the ProfessionalExperience Office on (02) 47360262.Pre-service Teachers undertaking an activity (e.g. work experience) not required bytheir course/unit will still be covered, provided that the activity is approved in writingfrom the Head of Program and is related to the Pre-service Teacher’s course ofstudy.More details about the nature and extent of cover for Pre-service Teachers can beobtained from the UWS website by contacting the UWS Accountant, Tax and Insurance on (02) 4570 1217.In the event of an accidentPre-service Teachers who are involved in an accident travelling to or from theirprofessional experience or are injured during professional experience should initiallyseek appropriate medical care and follow the reporting procedures in their school.The UWS Finance’s Office manages claims against the Student Personal Accidentand Injury policy. Pre-service Teachers with claims should, in the first instance,contact the UWS Accountant, Tax and Insurance on (02) 4570 1217. Pre-serviceTeachers should not delay lodging claims as this might jeopardise any settlement towhich they may be entitled. Benefits provided by the policy will have an excessdeducted from any settlements to which the Pre-service Teacher may receive. AsPre-service Teachers are the insured persons of this policy, it is the Pre-serviceTeacher who bears the excess.Potential liability claims against the university or Pre-service Teacher must bereported to the Professional Experience Office. Potential claims will arise where aPre-service Teacher has been negligent resulting in injury, loss or damage. TheSchool of Education must then provide full details to the Director of Finance. Failureto report potential claims may result in the actual claim being rejected by theuniversitys insurer. 39
  • 40. Pre-service Teacher ConductThe highest standard of conduct is expected of Pre-service Teachers at all times.Pre-service Teachers’ conduct during professional experience is guided by threepolicies:1. College of Arts Professional Experience Reference Group’s Principles of Ethical and Professional Behaviour PolicyAll UWS Teacher Education Programs have adopted, through the ProfessionalExperience Reference Group of the university and field representatives, thePrinciples of Ethical and Professional Behaviour Policy. See appendices.2. Academic MisconductThe UWS Academic Misconduct policy covers cheating, plagiarism and collusion. Itcan be found on the UWS website Non-Academic MisconductThe following points have been drawn from the policy as being the most applicableduring professional experience. Pre-service Teachers should refer to the UWSwebsite Misconduct includes, but is not limited to: contravention of UWS Act, By-Laws, Rules or Policies; behaves in a manner that prejudices the good name or academic standing of the University; harasses, vilifies, abuses, threatens, assaults or endangers staff, students or other members of the University’s community directly or by other means of communication; fails to follow reasonable directions of an employee of the University; alters or falsifies or fabricates any document or record that the University requires of the student (e.g. medical certificate or other supporting documentation); divulges confidential or personal information relating to any University matter, staff member or student in circumstances where there is no reasonable or lawful excuse for doing so; behaves inappropriately in an activity (eg In the virtual and physical environments such as e-learning sites, face to face classes, meetings), facility in or under the control or supervision of the University or a recognised University student association; knowingly provides false or misleading information to staff of the University; or fails to comply with a penalty imposed or outcome agreed to under this or other policies of the University. 40
  • 41. Code of Ethics for Staff and Students of the School of EducationOur interaction with others will always be conducted with: Respect Care Integrity Diligence OpennessThese are demonstrated by:  Treating each other with respect  Being loyal to and supportive of each other  Working cooperatively and sustainably within our learning communities  Sharing expertise and knowledge with each other  Supporting and assisting each other to raise the status of the teaching profession  Acknowledging personal responsibility for learning  Respecting the right to privacy and confidentiality  Helping others learn to interact effectively and in doing so balance their own rights, needs and feelings with those of community members(Adapted from Groundwater-Smith, Ewing, & Le Cornu, 2006) Professional Experience Complaint Handling and Resolution PolicyPre-service Teachers should make themselves fully aware of the University’sComplaint Handling and Resolution Policy. It can be found on the UWS website byclicking onto Professional Experience Privacy PolicyThe following are excerpts from the University Privacy Policy Guideline. Pre-serviceTeachers should make themselves familiar with the complete document on theUWS website - University of Western Sydney is committed to fair personal and healthinformation handling practices in its educational, research, engagement, andassociated administrative procedures and activities. In protecting the privacy ofpersonal and health information entrusted to it, the University will meet its statutoryrequirements under the Privacy and Personal Information Protection Act 1998(PPIPA) and the Health Records and Information Privacy Act 2002 (HRIPA). Inparticular the University will reference its practices and activities against theInformation Protection Principles (IPPs), and the Health Privacy Principles (HPPs)contained in those Acts. All staff and functional units of the University have anobligation, in their day to day practices, to adhere to and implement the privacyprinciples and practices established by legislation and given detailed expression inthis and other privacy related policies and guidelines and the UWS PrivacyManagement Plan . 41
  • 42. In establishing a policy and administrative framework to protect the privacy ofpersonal information entrusted to the University it is important to understand whatconstitutes personal information as defined in the legislation (PPIPA):"In this Act, personal information means information or an opinion (includinginformation or an opinion forming part of a database and whether or not recorded ina material form) about an individual whose identity is apparent or can reasonably beascertained from the information or opinion”In the University context, personal information includes material such as: contact details - addresses, telephone numbers, email addresses. reference numbers - tax file numbers, passport numbers, bank account numbers, photographic images, next of kin etc.Pre-service Teachers should make themselves familiar with the UWS PrivacyManagement Plan at .Information about University Pre-service Teachers may be disclosed without theconsent of the Pre-service Teacher to university officials or committees deemed tohave a legitimate educational interest.Information on University Pre-service Teachers (other than as specified in policy)will be released to third parties only at the written request of the student. Thisrestriction applies to requests from parents, spouses, DET, credit bureaus andpolice.All staff and functional units of the University have an obligation, in their day to daypractices, to adhere to and implement the privacy principles and practicesestablished by legislation and given detailed expression in this and other privacyrelated policies and guidelines and the UWS Privacy Management Plan. Inclusive LanguageThe UWSs Equal Opportunity Policy Statement provides a commitment to equalopportunity for all staff and students regardless of sex, pregnancy, race, maritalstatus, homosexuality, age, family responsibilities, disability, transgender, politicalconviction or religious belief. As such UWS is committed to the examination of all itspolicies and practices to ensure the elimination of discrimination and harassment.The elimination of non-inclusive and discriminatory language is necessary forachieving equal opportunity for staff and students. Discriminatory language is both asymptom of, and a contributor to, the unequal social status of women, people withdisabilities and people from various ethnic and racial backgrounds. Language is amajor vehicle for the expression of prejudice or discrimination. Thus language canboth reflect and shape social reality. UWS supports the use of inclusive, non-discriminatory language in all official documents and promotes its use inclassrooms, meetings and other settings within the University. 42
  • 43. Anti Discrimination Legislation in AustraliaAustralias commitment to eliminating discrimination has been manifested in anumber of ways, including legislation at the federal level, with the RacialDiscrimination Act 1975, the Sex Discrimination Act 1984, the Human Rights andEqual Opportunity Act 1986, the Equal Opportunity for Women in the Workplace Act1999 and the Disability Discrimination Act 1992, and at the state level, with the NewSouth Wales Anti-Discrimination Act 1977. The Anti-Discrimination Act 1977 coversdiscrimination on the grounds of sex, homosexuality, marital status, race, physicaland Intellectual disability, transgender and age. Vilification amendments to the Anti-Discrimination Act (1977) provide legal sanction on the grounds of homosexuality,race, transgender or HIV/AIDS status by banning the expression of hatred, seriouscontempt and severe ridicule in a wide range of spoken and written forms.Different Forms of Discriminatory Languagea) Extra-Visibility or Emphasis on DifferenceIn many contexts it is quite unnecessary to mention a persons sex, race, ethnicbackground or disability. For members of minority groups these characteristics areoften mentioned. This type of specification may result in overemphasis on aparticular characteristic, thus creating the impression that the person referred to issomehow an oddity.b) StereotypingA stereotype is a generalised and relatively fixed image of a person or personsbelonging to a particular group. This image is formed by isolating or exaggeratingcertain features - physical, intellectual, cultural, occupational, personal, and so on -which seem to characterise the group. Stereotypes are discriminatory in that theytake away a persons individuality. Although they may reflect elements of truth,these are usually misinterpreted or inaccurate owing to oversimplification. Thestatus of minority groups in society is often adversely influenced by prevailingstereotypes of them.c) Derogatory LabellingThe discriminatory nature of derogatory labels used to describe members of minoritygroups is often obvious. However, derogatory labels are still commonly used, andmust be avoided.d) Imposed LabellingA characteristic often shared by minority groups is their lack of power to definethemselves. Often the names and labels by which they are known, whetherderogatory or not, have been imposed on them. Imposed labelling may beinaccurate in various ways and may also be alienating for the groups it supposedlydescribes. 43
  • 44. Language and Specific Groupsa) Language, Sex and GenderNon-sexist language is to ensure a balanced and fair representation of men andwomen in language not to de-sex language. Non-sexist language increases clarityin language use by removing ambiguities, and increases accuracy by avoiding falseassumptions about the nature and roles of women and men in society.Sexist language is language that expresses bias in favour of one sex and thusdiscriminates against the other. In general, the bias is in favour of men and againstwomen. Language that discriminates against women by not adequately reflectingtheir roles, status and presence in society is sexist.b) Language and DisabilityThe portrayal of people with disabilities has been fraught with contradictionsbecause of ambivalent attitudes towards disability. Because people are oftenuncomfortable or embarrassed about disability, many euphemisms have beencreated to describe disability and people with disabilities.Discriminatory language in relation to the portrayal of people with disabilities ischaracterised by derogatory labelling, by depersonalising, by stereotyping and byemphasising the disability rather than the person.c) Language, Race and EthnicityAustralias population is comprised of people from different ethnic and racialbackgrounds, some of whom are Indigenous to Australia. Language plays a majorrole in expressing group relations and group conflicts. Ethnic and racial labels,names and expressions are created and used to portray certain groups as inferior orsuperior to others. Non-discriminatory language in relation to race and ethnicity aimsto recognise and present the diversity of Australias population in positive ways.d) Language and Indigenous AustraliansAn Indigenous Australian is an Aboriginal person or Torres Strait Islander, whoidentifies as such, is of Aboriginal or Torres Strait Islander descent and isrecognised as such by the community. The separate linguistic and cultural identity ofthe Indigenous people of the Torres Strait Islands must be recognised. Thepreferred term is Torres Strait Islander.The linguistic portrayal of Aboriginal and Torres Strait Islander people has beenmainly negative and stereotypical. Aboriginal and Torres Strait Islander people aremost often described in racial group terms, rarely as individuals with personalnames. Aboriginals was often used as a noun to describe the Indigenous people ofAustralia instead of its use as an adjective which is acceptable, eg. the AboriginalEducation Unit, the Aboriginal people of Australia, Aboriginal employees/students.Wherever possible an Aboriginal person or groups preference of title should beused. If in doubt, ask the person or group. At UWS consultation with either the staff 44
  • 45. of the Aboriginal Education Centre or the Aboriginal Employment Coordinator onappropriate language is encouraged.e) Language and Sexual PreferenceLanguage used in reference to people of other than heterosexual preference isoften derogatory and implies inferiority or deviance. Use terms such ashomosexual/gay men or homosexual women/lesbians or transsexual/transgenderand avoid terms such as poofter, queer, queen, dyke, transvestite. While somepeople of homosexual preference use some of these terms about themselves amore generalised use should be avoided. Avoid stereotyped descriptions orderogatory terms eg. gay men are often referred to as limp-wristed or as effeminateand lesbians are often referred to as butch or masculine.Contacts for further information and assistance:If you have enquiries in relation to the use: a) of non-discriminatory language, contact the UWS Student Equity, Welfare and Disability Unit on 02 9678 7374. b) of non-racist language in relation to Aboriginal or Torres Strait Islanderpeople, contact the Indigenous Student Service Officer at Penrith on (02) 47360697 or Bankstown (02) 9772 6711. 45
  • 46. SECTION SIX Documentation and Appendices Sample Notification of Pre-service Teacher Requiring Additional Support Form and Learning Plan 1 (RAS 1 & LP1) Sample Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience and Learning Plan 2 (AR1, LP2 and AR2) School of Education Child Protection Protocol 2011 Principles of Ethical and Professional Behaviour Policy 46
  • 47. RAS 1Notification of Pre-service Teacher Requiring Additional Support – Meetings 1 and 2Pre-service Teacher’s Name: _________________________ID: _____________ Unit Number:________________________School/Centre Name: _______________________ Supervising Teacher’s Full Name: _______________________Course:  B.Ed(0-5)  MTeach (EC)  MTeach (Primary)  MTeach (Secondary)  Masters Special EdAdditional Member’s Names and Positions: ________________________________________________________________Person making notification: ________________________________________________ Date:________________________Reasons for Changes/goals to address concerns Strategies Date forConcern (please number) Achievement SAMPLE ONLYSignatures:Pre-service Teacher______________________________ Supervising Teacher: ____________________________Additional Members:___________________________________________________________________________________Outcome (please tick one) at Meeting 2: Pre-service Teacher is now likely to make Satisfactory progress Pre-service Teacher will be notified At Risk of Failing the Professional ExperienceOutcome recorded by:  Supervising Teacher  University AdvisorTime, date and place of reassessment meeting: __________________________________________________________RAS1- Fax to (02) 47360407
  • 48. LP 1Learning Plan No. 1Individual Learning Plan Issue of Concern Required Outcome Strategy Date for Achievement SAMPLE ONLYLP 1- Fax to (02)4736 0407 48
  • 49. AR 1Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience (Meeting 3)Pre-service Teacher’s Name: ________________________________ID: __________________ Date:_____________Professional Experience Name and Unit Number:____________________________________________________Course:  B.Ed(0-5)  MTeach (EC)  MTeach (Primary)  MTeach (Secondary)  Masters Special EdSchool/Centre Name: ___________________________________________________________________Supervising Teacher’s Full Name: ________________________________________________University Advisor/Mentoring Lecturer’s Full Name: _________________________________________ SAMPLE ONLYNames and positions of Additional Members:_______________________________________________________________Has the Pre-service Teacher already required Additional Support?  Yes  NoIf No, please outline Exceptional Circumstances that now places the Pre-service Teacher “At Risk of Failing”______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date of Meeting 4: _____________________________________Signatures: Pre-service Teacher ____________________ Supervising Teacher: _____________________University Advisor: ________________ Additional Members:___________________________AR1- Fax to (02) 4736 0407
  • 50. LP 2Learning Plan No. 2Individual Learning Plan Issue of Concern Required Outcome Strategy Date for Achievement SAMPLE ONLYLP 2- Fax to (02) 4736 0407 50
  • 51. AR 2Review of Pre-service Teacher At Risk Of Failing Professional Experience (Meeting 4)Pre-service Teacher’s Name: ________________________________ID: ___________ Date:______________________Course:  B.Ed(0-5)  MTeach (EC)  MTeach (Primary)  MTeach (Secondary)  Masters Special EdSchool/Centre Name: ______________________ Supervising Teacher: _______________________University Advisor’s Name: __________________________________________Required Outcomes Comment Achieved (Yes/No) SAMPLE ONLYOutcome (please tick): Pre-service Teacher is now likely to make Satisfactory progress Pre-service Teacher will receive an Unsatisfactory Grade in the Professional ExperienceOutcome recorded by:  Supervising Teacher or  University AdvisorSignatures: Pre-service Teacher: _______________________ Supervising Teacher: _______________________University Advisor: ________________ Additional Members:_________________________________RAS2- Fax to (02) 4736 0407
  • 52. College of Arts School of Education Child Protection Protocol, 2011This Protocol has been developed under the auspice of the School of Education by the Professional Experience Committee. The protocol is to be managed under thedirection of the Head of School (Associate Professor Steve Wilson) by an Academic Coordinator and an Administration Officer. The protocol is designed to cover students,permanent Teacher Education staff and casual employees teaching in units and working as University Advisors. Component Details Responsibility ofSigning of Working All Pre-service Teachers must sign a WCC-DEC on their initial enrolment in their current degree. Pre- o Registrar’s Office– SpecialWith Children service Teachers have a legal responsibility to inform the university if their status changes. A UWS Requirements (Enrolments)Check Declaration WCC-DEC form is submitted to UWS as part of enrolment. A Pre-service Teacher who breaks their(WCC-DEC) studies or changes course must complete a new WCC-DEC on recommencement of studies. Forms are o Checks carried out by School of available online from the UWS Website. UWS adapted WCC-DEC is based upon the Commission for Education Administration Staff Children and Young People document. Signing of WCC-DEC is recorded on the student’s record 24-48 hours after signing. Students who do not sign will not be allowed to enrol in professional experience (PE) units.Child Protection Every Pre-service Teacher must attend a 3 hour workshop before undertaking any professional o Student to attend workshop andTraining experience (PE). A new workshop must be undertaken if a Pre-service Teacher changes course ensure they are currentWorkshops o Organised and run by School of(CPW) Workshops and assessment are common across programs and settings and cover information needed Education Academic Child for working in both DOCS settings and DET centres. Protection Officer. Delivered by Department of Education and Pre-service Teachers will be not be placed for professional experience if they have not attended Training. workshop in their current degree o Checks carried out by School of Education Administrative Staff o Date of attendance placed on Student Record by Registrar’s OfficePermanent and All staff to sign a WCC-DEC before visiting schools and centres. Casuals must submit a Casual o Staff to sign and submit relevantCasual Teaching Employment Authority BEFORE commencing work documentation with CasualStaff Employment Authority. o Records maintained at UWS Human ResourcesCasual Advisors All staff to submit a Casual Employment Authority BEFORE commencing work. o PE Coordinators o Records kept at School of Staff attend PE preparation meeting Education. Checks before PE block that all casuals employed have submitted CEA 52
  • 53. University of Western Sydney College of Arts Principles of Ethical and Professional Behaviour in Teacher Education ProgrammesEthical and Professional Behaviour:UWS Pre-service Teachers who are engaged in professional experience are placedin a variety of settings which require them to behave in a professionally appropriatemanner. In brief, they are expected to adopt a stance which is courteous andrespectful of the rights of others, be they children or adults.Children have a right to be heard (John, 1996). And not only heard, but listened to,taken seriously and given serious things to do (Holdsworth, 1999). The processesrequire mutuality, respect and transparency.The United Nations Conventions on the Rights of the Child stipulates in Article 12that the views of the child should be given due weight in accordance with the ageand maturity of the child and Article 13 that the child shall have the right to freedomof expression ... to seek, receive and impart information and ideas of all kinds(Alderson, 1995, p. 70).Similarly adults in professional experience settings, be they teachers, parentsand/or community members, are entitled to considerate, empathetic behaviour.UWS Pre-service Teachers should be mindful of the mores and culture of thespecific professional experience setting and should dress, speak and interact ina thoroughly professional manner.The earmark of a profession is that its members “act in a spirit of public service.That is, they are bound always to put the interests of others before their own.”(Longstaff, 1995, p.2). Students in Teacher education programs at the University ofWestern Sydney are expected to understand that the consequences of theirprofessional practice must enhance the well being and learning of children, familiesand of their professional associates. No risk of significant harm is permissible. Theymust have respect for the dignity and worth of all persons and perceive that thewelfare of the learners with whom they are dealing take precedence over the self-interest of the Pre-service Teacher. Thus they will: contribute to safe and supportive environments free from any form of abuse or discrimination where their relationships with others are governed by trust and ethical values within current legal frameworks.UWS Pre-service Teachers, during professional experience programs, will observethe laws of the relevant National or International, State or Territory in relation to:
  • 54.  Child protection 2 ;  Anti-discrimination, ie: harassment on the basis of: sex, pregnancy, race, religion, marital status, disability, homosexuality, transgender, age; and  Criminal matters such as stealing, assault and drug abuse.Professional Misconduct:While it is recognised that the majority of UWS students will behave in professionallyand ethically appropriate ways, in the case of professional misconduct the followingsanctions and procedures will apply.UWS, 2011 Student Non-Academic Misconduct Policy specifies that “Non AcademicMisconduct “ includes but is not limited to, conduct where a student: 1. Contravenes any provision of the UWS Act, By-laws, Rules or Policies; 2. Behaves in a manner that prejudices the good name or academic standing of the University; 3. Damages or destroys University property (including library books, computing hardware or software, or the deliberate release of computer viruses); 4. Misuses University facilities, systems and equipment, to engage in illegal activity or activity prohibited by the University’s rules and policies (for example, computer hacking, infringing copyright); 5. Steals or misappropriates University property or equipment; 6. Harasses, vilifies, abuses, threatens, assaults or endangers staff, students or other members of the University’s community or otherwise obstructs staff or students or other members from undertaking their activities at the University; 7. Fails to follow reasonable directions of an employee of the University; 8. Alters or falsifies any document or record of the University (e.g. such as student concession cards); 9. Alters or falsifies any documentation that the University requires of the student (e.g. medical certificate or other supporting documentation); 10. Divulges confidential information relating to any University matter, staff member or student (e.g. employment records, in-camera committee discussions) in circumstances where there is no reasonable or lawful excuse for doing so; 11. Behaves inappropriately in an activity (e.g. class, meeting), facility in or under the control or supervision of the University or a recognised University student association; or 12. Refuses or is unable to identify him/herself when asked to do so by an officer of the University (e.g. security officer, examination invigilator). 13. Knowingly provides false or misleading information to staff of the University.2 All students, undertaking Teacher education programs at UWS are required to be familiarised withthe child protection legislation and its implications for practice. 54
  • 55. Those sections of the policy which are seen to particularly apply to professionalexperience in Teacher education are those that are asterisked. These are brieflydiscussed below: Behaves in a manner which prejudices the good name or academic standing of the University: Pre-service Teachers, who are in settings in which they are undertaking professional experience, and who behave in disgraceful or improper ways will clearly bring UWS’ good name into disrepute. Harasses, vilifies, abuses or assaults staff, students or other members of the University’s communities: In professional experience settings, such as schools, child care centres and so on, it may be seen that these are communities related to the University, so that Pre-service Teachers who vilify, abuse or assault members of those communities should be judged as being engaged in non-academic misconduct. Fails to follow reasonable directions of an officer of the University: University appointed advisors and Supervising Teachers, are for the purposes of professional experience, officers of the University. Pre-service Teachers who fail to follow their reasonable directions in terms of professional conduct may be deemed to be engaged in non-academic misconduct. Behaves inappropriately in a class, meeting, facility or other activity in or under the control or supervision of the University or a recognised University student organisation: Professional experience is undertaken under the supervision of the University and is a course requirement in all Teacher education programs. Pre-service Teachers who behave inappropriately in professional experience settings can be said to be engaged in non-academic misconduct.Professional misconduct in education settings includes but is not limited to:Behaviours which contravene those laws and expected professional practices whichhave already been identified. It is important to note that the agencies with whom theUniversity cooperates in the placement of Pre-service Teachers (schools, earlychildhood settings etc.) will have their own codes of practice and that these shouldalso be observed.Professional misconduct by a Pre-service Teacher engaged in professionalexperience may also encompass behaviours, that while not contravening legislation,are also inappropriate because the Pre-service Teacher: 55
  • 56.  behaves in a manner which prejudices the good name or academic standing of the University; and/or  harasses or vilifies members of the professional setting in which the Pre- service Teacher is placed 3 ; and/or  refuses to follow reasonable directions of those with authority in the professional setting and/or  Disrespectful of any child, Teacher, parent or University AdvisorIdentification of Professional Misconduct in Professional Experience Settings:Professional misconduct may be identified by: a Supervising Teacher, a SchoolPrincipal or Member of the Executive, or a school coordinator and must be reportedto the University Advisor who will advise the relevant Professional ExperienceCoordinator who will then determine the next appropriate action. Any notification ofprofessional misconduct must be put in writing.Procedures for Sanctions:Within a Professional Experience Placement: Students engaging in professional misconduct during a professional experience placement, depending upon the severity of the alleged misconduct, will be dealt with in accordance with the policies and procedures set out in the Professional Experience Policy and Protocol Guidelines (Section Five of this document) In cases of serious misconduct or repeat offences students will be withdrawn from the setting and appear before a School of Education Misconduct Committee comprising Head of School, Head of Program, Academic Coordinator of Professional Experience for their course, the School Principal or Centre Director, and a nominee of the University who will observe that due process has been followed. Pre-service Teachers before such a committee may bring a third party. The Committee may determine whether the student behaviour is such that it warrants a “Fail” grade for the relevant professional experience component. Should the Pre-service Teacher’s behaviour be of sufficient seriousness, the matter will be referred to the Vice Chancellor in line with procedures set out in UWS 2011 Calendar.3 Harassment is unwanted and uninvited behaviour which is abusive, humiliates, offends or intimidates. In professionalsettings this may be behaviour directed to any person in that setting, be that person a child or adult. Harassment may beunwelcome conduct that is physical, verbal (written or spoken) or non-verbal (gestural) behaviour. 56
  • 57. Across Professional Experience Placements: In those cases where a Pre-service Teacher has already received one written warning in a prior professional experience placement and is again brought to the attention of the University for professional misconduct then the Pre-service Teacher will be withdrawn from the setting and appear before a School of Education Misconduct Committee comprising Head of School, Head of Program, Academic Coordinator of Professional Experience for their course, the School Principal or Centre Director (and if required the Principal or Centre Director of the previous placement), and a nominee of the University who will observe that due process has been followed. Pre-service Teachers before such a committee may bring a third party. The Committee may determine whether the Pre-service Teacher’s behaviour is such that it warrants a “Fail” grade for the relevant professional experience component.Written Records:All instances of professional misconduct require written accounts. Records shouldbe filed electronically (TRIMMED) to the Pre-service Teacher’s record and includeall correspondence. Normal privacy requirements must be observed.Appeals:In the interests of natural justice Pre-service Teachers should have the right ofappeal and request a mentor to guide them through normal university appealprocesses. Normally the appropriate appeals process will be review of gradeprocess.References:Alderson, P. (1995). Listening to Children. Children, Ethics and Social Research. London: BarnardosHoldsworth, R. (1999). Taking Young People Seriously Means Giving Them Serious Things To Do. Paper presented to a National Workshop ‘Taking Children Seriously’, Childhood Youth Policy Research Unit, University of Western Sydney, Macarthur. 12th-13th July.John, M. (1996). Voicing: Research and Practice with the ‘Silenced’. In M. John (Ed.) Children in Charge: The Child’s Right to a Fair Hearing. London: Jessica Kingsley Publishing, pp. 3 - 24.Longstaff, S. (1995). Professions in society. Australian Financial Review, December. Republished by the St James Ethics Centre (Article 0118) 57