Supervising teacher

Preplacement visit responsibilities

Please note: supervising teachers are asked to claim payment for preplacement visit days completed and to note them on the Professional Experience Report they lodge at the end of the placement.

Supervising teachers must ensure that any preservice teacher assigned to them has a clear understanding of the role and responsibilities of preservice teachers. At the time of the preplacement visit, supervising teachers are asked to discuss the following:

  • overall aims and purposes of the particular placement, including the completion and sharing by the preservice teacher of their Professional Experience Profile (pdf, 68kB)

  • appropriate observation and teaching experiences planned, including, for secondary contexts, classes to be assigned if possible

  • timetable of lesson/activity observations

  • timetable (pdf, 9kB) of teaching lessons/activities

  • programs and units of work for assigned classes/groups of children

  • relevant details about the school or early childhood setting:

○ Schools: relevant details about the school such as names of the principal
   and assistant principal/s, the school's Professional Experience coordinator,
   supervising teacher/s, subject heads and routines

○ Early Childhood PE sites: relevant details about the centre such as names
   of the director, the centre's Professional Experience coordinator, supervising
   teachers and routines.

  • any staff/student-teacher policy or induction documents appropriate for a preservice teacher, including work, health and safety (WH&S).

Placement responsibilities

The supervising teacher plays a crucial role in the professional development of the preservice teacher. Although a coordinated approach with the University’s tertiary mentor will enhance the quality of the preservice teacher’s professional learning, the supervising teacher is the major in-school educator during the Professional Experience. Responsibilities include:

  • developing a comprehensive understanding of the University’s specific Professional Experience requirements in order to guide the planning of Professional Experience and learning opportunities appropriate to the developmental level of the preservice teacher/s. Supervising teachers need to be aware of the relevant Professional Experience Report (see below)

Early Childhood – all stages (editable pdf, 3.11MB)

Report forms for DipEd(Aboriginal) and BEd(Sec:AbStud) placements

All other programsnon-graduating Professional Experiences
   (editable pdf, 173kB) or
   graduating Professional Experience (editable pdf, 251kB)

  • in all school settings, supervising teachers need to be familiar with the Evidence Guide (pdf, 241kB) in terms of the specific Australian Professional Standards for Teachers: Graduate Teacher that are to be the focus of the particular Professional Experience placement

  • liaising with the tertiary mentor/s concerning the expected learning outcomes of the specific Professional Experience placement as well as effective ways of supporting and facilitating the preservice teacher’s professional learning as well as the supervisory relationship

  • developing a comprehensive professional learning program appropriate to the level and duration of the placement informed by the guidelines given for each Professional Experience program.

The last on the above list of these responsibilities would include the following tasks.

  • arranging a teaching timetable during the preplacement visit (including for secondary-education placements, appropriate selection of classes to be assigned to the preservice teacher)

  • determining a program of observation lessons/activities

  • in all school settings, having the preservice teacher (under supervision) assist in playground duties and sports supervision, which form part of the responsibilities of teachers

  • acquainting the preservice teacher with the roles of teachers in schools/centres and in communities

  • ensuring the preservice teacher receives information concerning WH&S policy and practice at the commencement of the placement period

  • selecting a range of suitable teaching experiences and then guiding and supporting the preservice teacher’s teaching in all phases of their Professional Experience.

  • managing the pacing of the preservice teacher’s engagement in learning experiences, including building from largely observation in the first few days, to assuming increasing responsibility for groups and classes/activities across longer time periods. Whilst the OPE has indicated overall teaching sessions they would like preservice teachers to engage in, it respects the professional judgment of the supervising teacher and tertiary mentor to design a program appropriate to the learning needs of the particular preservice teacher in their care

  • ensuring that suitable plans are written for all lessons/activities, and are discussed with the preservice teacher before the lesson is presented and again afterwards, when the preservice teacher and the supervising teacher together review the teaching that has taken place

  • providing written reports on at least 10 lessons/activities observed across the placement. Such reports aim to give formative and constructive feedback to guide the preservice teacher’s ongoing professional learning. As such, they provide more structured feedback than the ongoing verbal discussion that commonly occurs

  • consulting with the tertiary mentor and the Professional Experience coordinator of the school or early-childhood centre concerning the preservice teacher’s progress, grade and final report. Preservice teachers experiencing difficulties should be brought to the attention of the tertiary mentor and/or the Director of Professional Experience within the first two weeks of the Professional Experience or as soon as possible after that so that In need of additional support processes can be considered

  • understanding that preservice teachers may not assume the legal responsibilities of being
    in loco parentis and that consequently overall supervision should always be exercised by the supervising teacher

  • completing the relevant Professional Experience Report (links provided below) after discussion with the tertiary mentor (where necessary). The report is then to be shared with the preservice teacher who also is required to sign this document, before it is forwarded to the OPE.

Early Childhood – all stages (editable pdf, 3.11MB)

Report forms for DipEd(Aboriginal) and BEd(Sec:AbStud) placements

All other programsnon-graduating Professional Experiences
   (editable pdf, 173kB) or graduating Professional Experience (editable pdf,