Professional Experience Briefing – Module 1: What Is Teaching? (Week 4)

Purpose of Professional Experience (PEx)

Transition from ‘student diner’ to ‘teacher in the kitchen’
Core aims:
- Focused observation & analysis of classrooms
- Guided practice with children (as directed by Mentor Teacher – MT)
- Link unit theory to school reality
- Learn school operations & confirm career choice

Placement Basics

Each school has a PEx Coordinator (usually deputy/principal)
Info released end of Week $4$ ; ‘TBA’ = allocation pending – stay flexible
Often paired with another PST (pre-service teacher)

Your Roles

Present as a professional: punctual, respectful, proactive
Arrive organised (lesson materials, questions, PEx file)
Collaborate with MT; support student learning; act on feedback

Assessment Requirements

Unit is designated – fail = no course progression
Professionalism focus:
- Communication (verbal, non-verbal, written)
- Behaviour (punctuality, initiative, teamwork, enthusiasm)
- Quality of PEx file
Must attend $7$ Thursdays (make-up day only with MT’s consent)

Mentor Teacher Checklist (S / NS)

Effective verbal, non-verbal & written communication
Respects school ethos & policies
Organised PEx file (observations, reflections, LEP, etc.)
Accepts advice, collaborates, shows initiative & enthusiasm
Consistent punctuality, professional dress, positive student relationships

Learning Experience Plan (LEP)

Plan & teach small-group lesson (< half class) on PEx Day $6$ (Week $10$ )
Use template; obtain MT signature; submit in Assignment Part $3$

Professional Communication

Use correct English; avoid slang
ECU email only; daily checks
Email format: greeting + name, clear purpose, professional signature block
Signature template: Name, Student ID, ‘Pre-Service Teacher’, course, ECU

Organisation – PEx File

Hard-copy file with you every day; bring to tutorials Weeks $5$ & $12$
Cover page: course, unit, ECU, school, principal, SPC, MT, year level
Contents:
- WWCC & NCCHC copies
- PEx guidelines PDFs
- Professional Observation Guide (POG) + notes
- School info & policies
- LEP drafts & final
- Feedback sheets & useful resources

Personal Presentation

Smart-casual, conservative; no denim; collared shirt for men
Ensure comfort for standing, bending, kneeling; appropriate footwear
Hide underwear; minimise exposed skin; comply with school rules on tattoos/piercings
Wear ECU name badge (or visitor badge until delivered)

Before Day One

Email school once (generic email) ➜ request SPC/MT contact, arrival time, parking, meeting point, meal arrangements
If no reply by $17{:00}$ Tue $25$ Mar, resend
Review school website (structure, key staff)
Trial commute during peak hour to gauge timing/bottlenecks

Day One Essentials

Take: suitable outfit, name badge, PEx file, clearance docs, pens, food, hat, printed intro letters
Park legally off-site (not kiss-and-drive or reserved bays)
Learn policies, duty roster, medical info location, staff-room etiquette
Start POG observations & daily 3R academic reflection (use pseudonyms)

During Placement (Days $2$ – $7$ )

Arrive $30$ min before school; sign in/out with WWCC number; wear badge
Shadow MT for duties; seek extra observations during DOTT
Complete POG tasks; schedule discussion time with MT
Professional at all times: no phone, vaping, social media, or leaving grounds
Volunteer for extra-curriculars where possible
End Day $7$ : return borrowed items; give MT a thank-you card

Attendance & Absence

Absence only with approval from PEx Coordinator (Marnie Harris)
Notify school, MT, and Marnie immediately; submit Notification of Absence form + evidence
Make-up day negotiable; must not clash with uni commitments

Emergencies

For medical or critical incidents while on PEx, call ECU PEx Office $0417\ 358\ 985$ ASAP

Success Tips

Enthusiasm, organisation, responsiveness to advice, and initiative determine PEx quality
Remember you represent ECU’s reputation – uphold high standards at all times