General expectations

All preservice teachers are expected to demonstrate progressive development within the domains of professional knowledge, practice and commitment. As such they are expected to be familiar with the sequence and details of the Professional Experience components within their teacher education course, including criteria for assessment.

It is not acceptable to be employed by a school while undertaking a professional experience in that school.

It is not acceptable for preservice teachers on placement to be used in place of casual teaching staff.

A preservice teacher on placement must be supervised by an accredited teacher.

Students enrolled in early-childhood programs can access the Professional Experience Report (pdf, 3.11MB) to find the areas that are assessed during their Professional Experience placements.

Students enrolled in all other teacher-education programs can find their assessment criteria under the relevant menu of the Professional Experience Forms section. In each of these designations, students are assessed during every Professional Experience in terms of how far they have progressed towards meeting the expected Graduate Teacher career-stage level of the National Professional Standards for Teachers, as published by the Australian Institute for Teaching and School Leadership (AITSL).

For supervising teachers in primary- and secondary-school settings, the NESA Evidence Guide is to be used in conjunction with both the the Professional Experience Report: Non-Graduate Preservice Teacher (pdf, 173kB) and Professional Experience Report: Graduate Preservice Teacher (pdf, 251kB). It has been structured to align with the Australian Professional Teaching Standards for the Graduate Teacher.

Because preservice teachers are expected to exhibit ongoing professional growth as they progress through their programs, some criteria in the NESA Evidence Guide (pdf, 241kB) will only be evidenced in the later Professional Experiences. As well, the University's programs assume a model that provides for the progressive development of preservice teachers during in-school professional-experience activities. Thus:

  • Preservice teachers early in their programs focus on Standards 1–5 during their Professional Experience placements.

  • Standards 6 and 7 will have more relevance for preservice teachers in the final/graduating Professional Experience, as well as during their Internship.

All preservice teachers are expected to observe and be involved in whole school activities when undertaking Professional Experience. They should also gradually assume a wide range of activities designed to introduce them to broader roles of teachers in schools and schools in the community. This is particularly relevant for the final/graduating Professional Experience.

Ethical considerations

Appropriate professional behaviour is an assessable expectation of any Professional Experience.

Professional Experience requires preservice teachers to work closely with students, teachers and school communities. At all times ethical principles need to guide their practice, in particular:

  • Respect for persons: Preservice teachers must respect the rights and beliefs of individuals. For example, they should not make public judgements about the physical appearance or intellectual abilities of students in classes and they should apply appropriate cultural sensitivities. A guiding principle in all their interactions with other people in the Professional Experience should be respect for the dignity and well-being of others.

  • Privacy and confidentiality: Preservice teachers are required to maintain confidentiality and discretion with respect to information and opinion regarding students, teachers, the school or centre's business as well as parents/caregivers and relevant community members.