Procedural Guidelines

All students must read and agree to the following conditions of placement when applying for placement.

  1. Students must adhere to all Professional Experience Guidelines when applying for and undertaking placement, failure to adhere to the guidelines will result in a withdrawal from placement and a fail result, without the possibility of repeating in the same calendar year.
  2. Prior to undertaking placement it is the student's responsibility to ensure they have obtained the relevant working with children documentation required for professional experience.
  3. Students must complete and return the Safe to Practice Declaration each calendar year. If there is any change to the information provided, students must complete a new declaration.
  4. Students are required to be aware of when placements are scheduled and must make the necessary necessary arrangements to ensure they are available to undertake placement during the designated times. Consideration must also be given to the additional out of hours' time required for preparation and planning whilst on placement. Please check the Calendar for placement timing.
  5. The Professional Experience Office will endeavour to place students in a range of educational settings; however, requests for specific educational sites by the student cannot be accommodated.
  6. Students who do not apply for, or decline to accept their allocated Professional Experience placement, without an approved variation form being submitted to the Coordinator, Professional Experience will be awarded an NN result for the placement and will be required to reenrol in the unit the following year.
  7. Students should expect to be allocated to an available placement, this may require travel and all students must be prepared to travel to their allocated placement and prepared for any costs associated with this travel.
  8. Students must give thoughtful consideration to their placement request because once placements have been confirmed with the school they cannot be changed.
  9. Students requesting a rural/remote placement or a placement away from a home-based location will be expected to meet all expenses associated with travel and accommodation. Students undertaking their final placement in Tasmania may be eligible to apply for funding under the Tasmanian Department of Education's Professional Experience in Isolated and Rural Schools (PEIRS) program which may assist in the cost of travel and accommodation. Please contact the Coordinator, Professional Experience for more information about the PEIRS program.
  10. It the responsibility of students who are on Learning Access Plans (LAPS) email their LAP through to the Coordinator, Professional Experience to discuss any accommodations required for their placement.
  11. Under no circumstances are students from any course to approach a school site or individual teacher to secure a placement without permission from the Coordinator, Professional Experience. Failure to adhere to this requirement will render the student ineligible for placement for that calendar year.
  12. The Professional Experience Office will inform students via their UTAS email address when placement information can be viewed on InPlace. The majority of students can expect to be contacted by the Professional Experience Office no later than 1 week prior to the commencement of their placement.
  13. The Professional Experience Office will endeavour to have all students placed for the scheduled placement period. However, on occasion, it may be necessary for placements to be arranged outside of the formally scheduled round for that PE placement. The Professional Experience Office will advise those students should this occur. Note: The Graduate Certificate of Education (Early Childhood) does not have scheduled placement periods.
  14. Students must disclose any conflict of interest when applying for placement – please see the guidelines for the definition of conflict of interest.
  15. Students are able to undertake placements in schools where they volunteer, provided no other conflict of interest exists.
  16. Students must regularly check their UTAS email account for correspondence and should not forward the University email to another personal email account, the University will accept no responsibility for lost emails from forwarding. All University correspondence is done via UTAS email accounts.

All students must ensure that they apply for and receive the required clearance to attend their Professional Experience placement. Failure to do so will mean the student is unable to undertake their Professional Experience placement at the scheduled time.


Working with Children Clearance

Tasmania

Each student must ensure they have the relevant check that is required for their placement. These clearances can take up to six weeks for approval please be aware of this and apply for your clearances as early as possible once you have enrolled in a placement unit as without the correct clearances in place you will be unable to attend professional experience placement.

When applying for placement it is a student’s responsibility to ensure that all compliance has been obtained and is to be uploaded onto the InPlace website, where it will be verified by a placement staff member. It is also essential to ensure that the appropriate police checks and clearances are carried with you on placement to be shown to the educational site upon request.

Interstate

For the most up to date information please visit the relevant state department of education web site.

State State Details

Australian Capital Territory

Working With Vulnerable People

New South Wales

Working with Children Check

Child Protection and Awareness online Training

Also required: Anaphylaxis Training

Northern Territory

Ochre Card

Queensland

Blue Card

South Australia

Criminal History Screening - How to Apply

Also required: Responding to Abuse & Neglect - Education and Care (RAN-EC)

Victoria

Working with Children Check

National Police Certificate (The Professional Experience Office do not require you to get a National Police Check  to go on placement. However, some childcare centres require students to have a current Police Check so you will need to check with your centre as soon as you receive your placement details if you are studying Early Childhood.)

Western Australia

Working with Children Check

DOE National Police Check

Outside Australia

It is the student's responsibility to ensure that they are able to undertake Professional Experience in their country of residence and meet any legislation requirements.

Students must provide evidence to the Professional Experience Office, that they have applied/met the legislation requirements of the relevant Country, in order for placement to be confirmed.

Safety in Practice Requirements

Prior to going on professional experience placement, all students must establish and maintain their medical, physical and psychological capacity to practice safely and undertake the Faculty of Education Mandatory Inherent and Functional Requirements.

Forms

A student that is pregnant while on placement will need to get a medical practitioner to sign off on the Safe-To-Practise form stating the expected date of delivery of the baby and giving clearance for the student to undertake the Professional Experience placement.

In general, schools adhere to government policies which will not permit the student to undertake a placement six weeks prior to, or six weeks after, the birth of the child.

In order to be eligible to undertake an alternative placement the following requirements have been set:

  • Students must have a credit average for their academic studies across their years of study
  • Preference will be given to students who have undertaken units in remote and isolated teaching and indigenous studies
  • Students must attain UP (ungraded pass) in all previous professional experience placements
  • Students must submit an application via InPlace in addition to discussing the request with the Professional Experience Office
  • Students must be prepared to meet all costs associated with undertaking their final placement in a remote location

Pre-service teachers may request to complete their placement overseas, however there are some guidelines that must be followed. For more information please email the Coordinator, Professional Experience.

The majority of the professional experience days must be completed in Australia and usually only one placement during the course of your degree may be considered internationally. Final placements must be undertaken within Australia.

International Placement Procedure

Email the Coordinator, Professional Experience to express your interest in undertaking a placement outside Australia and to obtain approval. Once approval is obtained, it is the pre-service teacher's responsibility to source an acceptable international school in which to complete their placement.

International Placements can take up to 8 weeks for approval, pre-service teachers must bear this in mind when considering an International Placement and ensure the communication occurs early.

Once you have a school in mind, and have obtained a tentative approval from the school that they can accommodate you – the details should be emailed through to the Coordinator, including the dates of placement (a variation of the scheduled dates may be necessary to align with school terms), and the contact details of the colleague teacher.

Ideally, placement should be undertaken in a Group 1 Country: Republic of Ireland, Canada (tertiary studies must have been completed in English), United Kingdom, New Zealand, and United States of America. For Group 2 Country (any country not appearing on the above list) the TRB will require more information in order to assess the suitability of the placement.

In order to be eligible to supervise your placement the colleague teacher must:

  • must be eligible for registration with the Teachers Registration Board of Tasmania (TRB)
  • must hold a 4 year undergraduate degree which included a practicum placement of at least 80 days in a school environment, or a 3 year undergraduate degree and a 2 year post graduate teaching qualification with a practicum placement of at least 60 days in a school environment
  • must demonstrate proficiency in English – an International English Language Testing System (IELTS) Academic assessment with an average band score of 7.5 across all four skill areas of listening, speaking, reading writing - where no score is below 7 in any of the four skill areas and 8 in speaking and listening
  • must agree to documentation being sent and evaluated by the TRB (this includes their C.V and transcripts)
  • must be teaching a 'normal' school curriculum – not TESOL
  • must teach the class in the English language

Placements will not be confirmed until all conditions and requirements can be met and the Coordinator, Professional Experience has received approval from the TRB that the placement is suitable. Once all requirements have been approval will be provided via email to confirm the arrangements.

Professional Experience in Isolated and Rural Schools (PEIRS) Program

The PEIRS program encourages pre-service teachers to undertake their final professional experience in participating rural and remote schools by providing support for accommodation and travel. The intention of the program is to support students who must relocate to undertake their placement. Participating schools manage the costs associated for each eligible pre-service teacher and are reimbursed for these costs at the end of the program by the Department of Education.  For more information: PEIRS Program

If you are considering a rural or isolated school for your final placement please contact the Coordinator, Professional Experience to obtain more information.

Interstate

Pre-service teachers may wish to investigate the possibility of undertaking a placement in a rural or remote location outside of Tasmania. If you are considering this, please email the Coordinator, Professional Experience for more information. Pre-service teachers wishing to undertake a placement interstate must be prepared to cover all costs associated with the placement, including travel and living expenses.

The Faculty of Education recognises that a conflict of interest may arise from a number of situations, including family connections/relationships or paid employment, and students must identify and where possible, avoid settings where such "conflict of interest" may arise.

Examples of conflict of interest include, but are not limited to:

  • current or past employment at a site
  • a child attending a site
  • a family member/relative (including partner) working at a site

It is important that all potential conflicts of interest are disclosed to the Professional Experience Office. Disclosing a potential conflict of interest does not necessarily mean that the placement will not be able to be approved, however failure to declare a conflict of interest may result in an automatic withdrawal of the placement and a failure of the unit.

Students in any doubt regarding the suitability of their placements should seek advice from the Coordinator, Professional Experience.

Bachelor of Education (Applied Learning) Students

Professional Experience is an opportunity for BEd(AL) students to focus intensively on their teaching, integrate theory into practice, and experiment with more effective teaching approaches. For those already employed in teaching positions, normal work duties are considered inconsistent with the PE objectives, and BEd(AL) students must always undertake PE with their “student hat” on. BEd(AL) students should avoid undertaking PE in situations that could compromise objective assessment of teaching performance. Examples of this would be where relatives or close friends are colleagues or in management positions, or schools attended by one’s own children.

Graduate Certificate of Education (Early Childhood) Students

Students may complete placements in their own school/centre under the following conditions:

  • Registered teacher
  • The Centre Director or School Principal at the placement site is not a relative
  • The student is not being supervised by a family member/relative
  • The student is not teaching their own children's class/room

The dates of Professional Experience can only be changed in exceptional circumstances (e.g. on medical grounds or significant life events such as bereavement). Exceptional circumstances will need to be substantiated with a range of documentation and consultation processes with the Coordinator, Professional Experience.

In the first instance the student needs to complete a Variation Request to undertake the placement at an alternative time and return this to the Professional Experience Office as soon as possible or by the close of applications.

Requests will be considered by the Coordinator, Professional Experience who will approve or decline the request, in accordance with the guidelines. If the variation falls outside the professional experience guidelines, or there is an appeal, the final decision will rest with the Professional Experience Director. All students will attend placement on the dates nominated in the PE Calendar unless a variation form is submitted and approved.

  1. Variations would not normally be approved for: work commitments, childcare requirements, holidays or events which can be planned for such as weddings and celebrations.
  2. Variations would normally be approved for: illness, accident or any unplanned significant event such as bereavement or a palliative care for a family member. These events must be supported by relevant documentation when seeking variation approval.

A denied variation will mean the student will be required to make arrangements to undertake the placement at the time in the Professional Experience calendar or wait until the associated placement time in the Professional Experience calendar the following year.

The School of Education strongly encourages all pre-service teachers to maintain regular contact with schools.

For this reason, volunteering in an educational setting or classroom is highly recommended for all students, regardless of study mode or pattern of attendance. In addition, many units require students to have access to an educational setting, so being involved in an ongoing volunteering arrangement would be highly beneficial.

We suggest, where possible, that you approach a school or educational setting with which you have already had some contact (e.g., your child attends the school, it is in your local area). Contact the school Principal or other appropriate person and make a convenient time to meet. In the meeting you should use the points below to explain what volunteering involves, and if appropriate, negotiate a regular time commitment.

The nature of the volunteering experience should be negotiated with the appropriate person at the educational setting, and may involve some of the following:

  • Work in the same classroom/educational setting each week.
  • Work with a teacher who is able to utilise you in a productive way each week.
  • Work with individual children/students, on activities appropriate to the age group and educational setting.
  • Provide assistance for the classroom teacher in preparing learning centres, resources, displays, etc.
  • Observe children/students closely to monitor their learning.
  • Observe classroom interactions closely to better understand the dynamics of the educational setting.
  • Develop positive relationships with children/students, staff and others in the educational community.

In addition, please observe the following:

  • Make yourself aware of policies in the educational setting in regard to behaviour, bullying, dress/uniform, computer use, etc.
  • Do not take legal responsibility for teaching the children/students.
  • Do not manage the behaviour of children/students. You can remind children/students of the rules/boundaries and alert the teacher.

All pre-service teachers must have passed the Faculty-based Literacy and Numeracy Competency Tests in MyLO prior to being approved to undertake Professional Experience placement in their second year of study (first PE for Bachelor of Education courses; third PE for Master of Teaching). A PASS is a score of 80% or higher. Please see our website for further information on the Faculty of Education's Literacy and Numeracy Competency Tests. The Literacy and Numeracy Competency Tests will be available in MyLO. If you have any queries about the Faculty of Education Literacy and Numeracy Competency Tests please email Education.Landn@utas.edu.au

In addition, all pre-service teachers who commence an Initial Teacher Education program from July 1st, 2016 onwards will also need to successfully meet the benchmark for the National Literacy and Numeracy Test for Initial Teacher Education (LANTITE) students. The Faculty of Education requirement is for pre-service teachers to successfully complete the LANTITE prior to their final Professional Experience placement. More information about the LANTITE is available at the Learning and Teaching webpage.

There is work health and safety information, including incident, accident and injury procedures and student insurance information available at UTAS Work Health and Safety Student Information.

Accidents or injuries on PEP

Health care agencies have obligations to students under the Work Health and Safety Act 2012. Students on PEP should act in accordance with the individual agency's workplace policy and procedure in the event of an accident or injury occurring.

Students who experience an injury where treatment and/or blood tests are required from a medical practitioner, must ensure that costs are met via payment by Medicare Card. Workers Compensation does not apply to students undertaking PEP.

In the event that a student experiences accident or injury while on PEP the student must follow the incident/injury reporting procedures within the particular workplace and ensure the incident/injury has been reported as soon as practicable to the Placement Coordinator and Unit Coordinator. The student must also complete a University of Tasmania Online Incident Notification. When accessing for the first time, you will need to login on the University ‘Sign In’ page, which will come up first. If you have any questions, please email health.safety@utas.edu.au.

Personal Accident Insurance

The University of Tasmania's insurance program provides cover for students whilst undertaking unpaid Work Integrated Learning placements (PEP) approved by the University.

Note: Workers Compensation does not apply to students undertaking PEP.

The Insurance program includes coverage of non-Medicare expenses, but does not cover any out-of-pocket costs from the Medicare refund/gap payment.

Claims Process

The Tasmanian University Union (TUU) manage the claim process for the student personal accident insurance policy and the state-wide contact person is the TUU Northern Services Manager, who can be contacted on (03) 6324 3777.

Pre-service teachers must attend placements on a full time basis for the total number of days of each placement, regardless of prior experience, work and family commitments or unforeseen circumstances. Pre-service teachers must adhere to work hours in relation to the arrival and departure times set for staff at the placement site. Pre-service teachers must be punctual at all times and must not leave the site early or arrive late unless this has been approved by the Professional Experience Office and the placement site.

*Full time attendance (5 days per week) on placement is mandatory, pre-service teachers who are studying the course on a part-time basis are still required to attend placement full time.

Please note: Graduate Certificate of Education (Early Childhood) students may submit a request to the Professional Experience Office to complete their placement on a part-time basis, at a minimum 3 consecutive days per week.  The full number of placement days must be completed.

Pre-service teachers must attend for 100% of the required days over the course of their degree, with all missed days due to public holiday, illness or unforeseen circumstances required to be made up immediately prior to or after the placement block.  Professional Development (PD) days undertaken by the pre-service teacher at the placement site may be counted towards the professional experience placement if the site is willing to agree to this.

For ALL absences the pre-service teacher must contact the school/colleague teacher before the teaching day commences, preferably the afternoon before (where possible).

Any absences must be documented on a Leave of Absence / Negotiated Days [PDF, 77.26 KB] form. Any absences of more than two days must be accompanied by a medical certificate. Lengthy delays may require additional documentation prior to the placement being approved to recommence and may require additional days for re-introduction to the site to be added to the number of placement days. This is assessed on a case by case basis. For more information, please contact the Professional Experience Office.

It is a student's responsibility to ensure they have completed the correct number of days prior to graduation. Failure to complete the minimum number of days required will render a pre-service teacher ineligible to graduate or to register as a teacher.

If industrial action is being taken by teachers at the educational site, the pre-service teacher should seek clarification of the situation at their placement site. At such times, the pre-service teacher cannot be given sole responsibility for any group of students who attend school during the strike action, but may use this time for planning purposes. If the pre-service teachers is not able to attend the placement site during the industrial action, the days will need to be made up, or if it is a significant absence, the placement may need to be renegotiated with the Professional Experience Office.

Pre-service teachers may take up to one day’s leave from their placement site for each exam they need to sit at the end of semester, which will need to be made up as per above.

At times, pre-service teachers may be called upon to complete jury duty at the same time as their Professional Experience placement. The pre-service teacher can request a letter from the Professional Experience Office to support a request to delay Jury Duty for after the placement period, or if this is not possible, the pre-service teacher may request for the placement to be completed at a later date, if unable to be excused from service. Please contact the Professional Experience Office for more information.

Students must not be in possession of, nor consume, alcohol or illegal substances on educational properties. Such acts will result in immediate termination of the placement with the student being requested to show why his/her candidature in the degree should continue. Smoking is prohibited on all school properties.

Students must be aware that the Code of Conduct applies to their own behaviour towards others, including students, Colleague Teachers, parents, students, and members of the school community. Further, students are advised that if they experience any of these behaviours themselves, they need to approach the individual(s) involved and tell them that their actions or words have been offensive. Generally when people are made aware of the situation they will correct the behaviour if given the opportunity to do so.

Students have an obligation, under UTAS Ordinance 9, Student Discipline (PDF, 82.36 KB), to meet behavioural requirements, including during Professional Experience placements.

When undertaking a placement students are expected to develop behaviour practices in accordance with the educational organisation at which they are placed. The University deems certain behaviour to be inappropriate. These behaviours are those that demonstrate disrespect for others or a lack of professionalism in interpersonal conduct. Certain actions are not tolerated by the University and these include, but are not limited to:

  • physical contact (e.g. hitting, slapping, kicking, or pushing) with others, or the threat of such behaviours;
  • the use of inappropriate language;
  • sexual harassment or harassment based on age, gender, race, ethnicity, natural origin, religion, disability or sexual orientation;
  • loss of personal civility including shouting, public or private humiliation, and displays of temper;
  • discrimination of any form including teaching and assessment based on age, gender, race, ethnicity, national origin, religion, disability or sexual orientation.

Students may elect to speak to their Professional Experience Mentor (see Roles and Responsibilities section at the end of this document) for informal advice or counsel about these issues. Subsequently, the Professional Experience Mentor may decide to speak to the school principal about the issue. If no satisfactory solution is reached after these discussions then the matter can be brought to the formal attention of the Director of Professional Experience in writing (by letter or email specifying the allegations). Procedures related to Grievance Procedures can be found in the final section of this document.

Students are not permitted to make statements to the media regarding Professional Experience matters. All students are expected to demonstrate a professional approach to teaching and to the associated roles in educational settings. They are required to function in a responsible manner in the day to day operation of the school and its community. As students progress through their course they are expected to demonstrate increased competence and professional growth, both in their academic studies and in their in-school placements.

As students progress through their in-school placements during their degree course they are expected to engage in the wider life of the school or educational community. These responsibilities include observing and gradually undertaking a range of activities undertaken by practising teachers within their local community.

University staff supports students during their Professional Experience placements. During a placement the student may communicate personally or via phone or email with University staff responsible for mentoring them or with an appropriate Professional Experience Leader. It is advisable to seek assistance before any problem escalates.

Whilst on Professional Experience placements, students can be exposed to school-students' personal records and undertake discussions relating to the education and well-being of school-students. This information must not be divulged or discussed in any manner outside of the school context in which it occurred. Students must respect confidentiality. It is absolutely imperative that students DO NOT use social websites to discuss matters pertaining to schools, teachers etc., or have students as 'friends' on their Facebook site.

During lecture or tutorial sessions in which discussions or debriefing relating to Professional Experience occurs, students are reminded that their comments should not identify specific individuals or organisations. In addition, any comments relating to specific individuals or organisations are not to be repeated outside of the discussion or debriefing sessions. For more information please see the UTAS Privacy Policy (PDF, 424.89 KB).

Photographs and student work samples cannot be taken, copied or retained without parental/student permission. If requiring such samples, please discuss the school's protocols with the colleague teacher and/or Principal. This includes the reproduction of photographs on social network sites.

In cases where a student needs to discuss further any issues raised in a session that relate to specific individuals or organisations, they should do so with a member of academic staff. Breaches of confidentiality can be subject to legal action. Criticism of educational personnel in a defamatory way, especially if such criticism becomes public knowledge, could result in civil court action being taken against the student by the person who believes he/she has been defamed.

Students need to be aware that corporal punishment is banned in all school settings.

On occasions during the course and on Professional Experience placements, students can experience a range of personal problems, including depression or anxiety, adjustment problems or loss and grief. The counselling services at UTAS offer comprehensive professional, confidential and free counselling services to students that can assist in supporting them in such situations.

Students must meet the requirements of their school site for the duration of their placement. These may relate to such things as visible tattoos, body piercings, wearing of jeans, mini-skirts, low cut pants or t-shirts, certain types of footwear and hair styling or colouring. Students are advised to lean towards conservatism in their dressing and personal presentation.

School Principals and staff are responsible for the duty of care of all students who undertake Professional Experience placements in the school. Likewise, students have a duty of care to all school-students who are in the class/classes taught. Accidents to school students which occur during activities being taken by a student are the responsibility of the Colleague Teacher supervising the lesson.

All accidents incurred by school-students must be reported to the Colleague Teacher in the first instance. Students have a responsibility to ensure they are familiar with all safety procedures (e.g. fire evacuation), and the location of safety equipment (e.g. first aid kits and fire extinguishers) at their educational site, as early as possible in their placement. Students need to know where their Colleague Teacher is at all times and should be able to summon him/her immediately at all times. The Colleague Teacher retains legal responsibility for the class at all times. Legally, students cannot to be left in charge of any class of students, in any location, at any time during any Professional Experience placement.

All students need to be fully aware of the mandatory reporting requirements of known or suspected child abuse. If a student undertaking a professional experience knows, or suspects that a student is being abused or neglected, they must notify the Child Protection Advice and Referral Service (CPAARS) on 1300 737 639. Discussion with the school or college Principal about this notification is extremely important for the ongoing effective communication and provision of support for the student and the student's family; however it is not mandatory to do so under the Children, Young Persons and Their Families Act, 1997.

Students need to ensure they adhere to Copyright Laws when undertaking photocopying at their placement school and be informed about the procedures for photocopy use in that school. These procedures must be strictly adhered to at all times during the Professional Experience placement.

Colleague teachers will request an overview of planning for each week the student is undertaking placement. The colleague teacher and the student will negotiate the timeframe that lesson plans will be submitted, in writing, in advance of a session being taught. This will allow for meaningful discussion, reflection and also adaptation of planning as the student develops. The colleague teacher will expect the student to plan at an appropriate level and be responsible for submitting planning at the negotiated time.

Students are required to ensure that any school property in their possession is accounted for and returned at the end of the placement. Examples of school property including text books, resources, lesson plans, sets of keys or any other items that are entrusted to them whilst on placement. If loss or damage occurs to the property, it will be the student’s responsibility to replace the items, if requested.

From 2017, all pre-service teachers will be provided with a name badge which will identify you as a UTAS pre-service teacher. The initial badge will be provided free of charge. Replacement badges can be ordered via this name badges web page and cost $5.00. Name badges should be worn when attending the school or child care centre you attend for your professional experience placement.

If a student withdraws themselves from a Professional Experience placement once the placement has been confirmed, either prior to commencing or during the placement an NN (fail) grade will be awarded. If sufficient documentation is provided and approval is provided, prior to the student withdrawing, and approval is given by the Coordinator, Professional Experience the student may be awarded an AO (assessment ongoing) and given the opportunity to complete the placement later in the year. If the student withdraws without approval of the professional experience office an NN (fail) grade will be awarded.

Failure to complete the correct withdrawal or deferment requirements may put future placements, and therefore progression through the degree, in jeopardy.

Prior to enrolling in the unit for a second attempt at the professional experience placement – the student must meet with a PE leader and complete an IPP as per the process stated in What happens if I am not successful in a professional experience placement.

Students can, in certain circumstances, be withdrawn from the professional experience placement by the Director of Professional Experience, Professional Experience Leader, or designated representative University staff member. They may be withdrawn from a placement where:

  • They have demonstrated behaviour which is affecting the care and safety of self or others.
  • They fail to demonstrate the level of competence and knowledge required to complete the placement they are undertaking.
  • They fail to abide by the professional conduct required by the educational site at which they are placed.

On each of these occasions the student will receive a fail (NN) award for that placement. Where there are concerns about the student's performance, the Cautionary Advice Notice procedures need to be followed. If the student is withdrawn due to any of the above circumstances, they will receive a Fail (NN) award for that Professional Experience placement.

Prior to enrolling in the unit for a second attempt at the professional experience placement – the student must meet with a PE leader and complete an IPP as per the process stated in What happens if I am not successful in a professional experience placement.

Students can also be withdrawn when their personal health and well-being is seen to be compromised. In such cases the student will receive an 'Assessment Ongoing' (AO) award for that placement and allowed the opportunity to complete placement at a later date. Approval for this must be granted by the Professional Experience Office.

A Cautionary Advice Notice indicates to all parties that there are concerns with the pre-service teacher's performance against one or more of the standards in the assessment report.

Receiving a CAN does not constitute probable failure but serves as an indication that some aspect(s) of performance are not meeting the designated expectations. The form should be completed in collaboration with the above parties, and returned to the Coordinator, Professional Experience immediately. Doing so will ensure that appropriate support is provided by Faculty of Education staff for both the pre-service teacher and Colleague Teacher. Please note unless there is malfeasance, a failure award cannot be ratified unless a CAN form is completed and is forwarded to the Coordinator, Professional Experience during the professional experience placement.

CAN Process

The Colleague Teacher should first discuss (with written documentation) any concerns with the pre-service teacher, the nature of the issue(s). The pre-service teacher should be given time (3 days) to allay concerns. If this is not completed or if there is a repetition of the concern(s) we strongly recommend the immediate use of the "CAN" form.

  • The CAN process is normally put in place midway through the placement, although earlier and later notifications would also be in order if the pre-service teacher's performance warrants this action to be taken. The procedure may be initiated by either the Colleague Teacher or the University Mentor.
  • The Colleague Teacher provides the pre-service teacher with the completed copy of the CAN form.
  • The Colleague Teacher immediately emails this completed CAN form to the Coordinator, Professional Experience.
  • The pre-service teacher's CAN status will be recorded on an CAN register which is maintained by the Coordinator, Professional Experience.
  • A meeting will then be held between the pre-service teacher, the University Mentor and the Colleague Teacher to plan to support the student in the area/s in which he/she needs to demonstrate improved performance. An action plan will be completed and signed by all parties involved.
  • Close contact will be maintained between University staff, school personnel and the pre-service teacher in order to monitor progress. A follow up meeting between all parties should be arranged if deemed necessary.
  • Subsequently, if the pre-service teacher shows satisfactory improvement in the identified areas he/she would be expected to pass the placement.
  • If the pre-service teacher fails to make satisfactory progress to allow him/her to achieve a successful outcome for the placement a fail grade will be awarded.

Students who fail the same unit twice may be excluded from the course for a period of 12 months

The University has a variety of counselling and career support services available which may assist the student at this time.

If a student is not successful in completing a professional experience placement an NN (fail) grade will be awarded. The student must complete an Individual Preparation Plan with their PE Leader, and be successfully signed off on all requirements with the approval of their PE Leader, prior to being eligible to enrol in the next available offering of the professional experience unit. The student will be required to undertake the placement again in full, with no credit given to an incomplete or unsuccessful placement.

A meeting will be conducted to outline the details of the IPP and what is required in order to successfully complete the IPP including any goals or actions. Support will be offered to the student by the n PE Leader during the IPP process. IPP form must be signed by the student and a PE leader, and submitted to the Professional Experience Office.

Once the PE Leader has advised the PE Office that the IPP has been completed satisfactorily, the student is able to enrol in the next available offering of the Professional Experience Unit and apply for their placement.

Completion of an IPP does not guarantee successful completion of the placement – the intention is to provide the student with appropriate support and guidance prior to re-attempting placement.

The assessment documentation for the student is completed by the Colleague Teacher and/or the school Principal, or his/her representative, on the final day of the placement. At the completion of a Professional Experience the Colleague Teacher should email the completed report to The Professional Experience Office, keeping a copy for the school and emailing a copy to the student.

The report must be submitted by the school rather than given to the student to hand to the university.

A number of situations arise during Professional Experience placements that can give rise to grievances. The Faculty of Education deems that Professional Experience for students should have a set of standards that are common across all experiences offered. The student must display developmental professional progress across all placements.

If a 'fail' award is received the student needs to meet with the Academic Director of Professional Experience to discuss issues arising and to consider future pathways. Further, it is the right of the student to appeal his/her award. Appeals must be undertaken through the normal appeal processes within the University and Faculty of Education

All efforts will be made to maintain confidentiality within the resolution process and to the execution of a prompt and fair investigation and/or resolution of any complaint.

The Faculty of Education will not tolerate any form of retaliatory behaviour (including comments made on social media), by any person towards any parties, who undertake grievances in good faith.

All records of communications, as well as written reports, will be kept in the Faculty of Education's files.

The Professional Experience process is a collaborative one, with many parties involved in the process. All need to work cooperatively to ensure each Professional Experience program reaches its goals. The roles and responsibilities of each are outlined below.

The Academic Director, Professional Experience holds an academic position and is responsible for leading and coordinating the Faculty's Professional Experience program across all courses.

Responsibilities

  • Work with internal and external stakeholders in establishing a collaborative and coherent model for Professional Experience within all the Faculty's courses.
  • Develops effective working partnerships with educational communities to ensure that students receive quality placement experiences.
  • Undertake the effective dissemination of policies and guidelines with attention being focussed on quality practices and outcomes in all aspects of Professional Experience.
  • Provide advice to the Dean's Leadership Group to assist in the management process and structure for Professional Experience, Faculty–wide.
  • Provide liaison between, and amongst, Faculty colleagues working in all areas of Professional Experience.
  • Ensure the supervision of students in schools and other educational settings is undertaken effectively.
  • Determine final decisions in matters related to Professional Experience.

The Professional Experience Coordinator is responsible for overseeing placements for all students across all courses.

Responsibilities

  • The Coordinator, Professional Experience provides administrative leadership within the Faculty for the Professional Experience component of all Education courses, in collaboration with the Academic Director, Professional Experience.
  • Coordinates the successful placement of students for the professional experience component of their courses as well as the development and implementation of the Professional Experience Guidelines.
  • Provides the first point of contact regarding Professional Experience queries for students, faculty staff, both academic and administrative, and school personnel.
  • Ensures the timely circulation of Professional Experience placement request information to students.
  • Ensures the student has the necessary pre-requisites before placement is confirmed.
  • Works collaboratively with the Professional Experience Office staff in fulfilling the administrative demands of Professional Experience.
  • Maintain appropriate records (e.g. 'Cautionary Advice Notice' register).

The Professional Experience Officers work closely with the Coordinator, Professional Experience to ensure the efficient and effective implementation of the School of Education's Professional Experience program for students.

Responsibilities

  • Initiate contact with schools and other educational sites regarding the placement of students.
  • Match student requests for placements with availability of educational sites.
  • Provide educational sites with the relevant information for that Professional Experience placement.
  • Communicate effectively with all parties involved in the placement process, including School Coordinators, students and UTAS academic staff

The Professional Experience Administrative Assistant assists with administrative tasks within the Professional Experience Office.

Responsibilities

  • Process assessment reports for students
  • Maintain professional experience files
  • Process colleague teacher payments
  • Provide administrative support to the Professional Experience Office.

A member of the Faculty of Education teaching staff that is responsible for overseeing PE placements in their relevant area, and provides support for pre-service and colleague teachers as required.

Responsibilities

  • Be available to discuss aspects of a student's Professional Experience placement with others.
  • Liaise with the Professional Experience Office regarding difficulties and concerns students may have with their placements.
  • Support Colleague Teachers in the supervision of the student as required, by cooperatively attending to any problems which arise during the Professional Experience placement.
  • Respond to concerns regarding a student's performance and inform the Professional Experience office.
  • Document and maintain any written records associated with students placed on 'Cautionary Advice Notice' status.
  • Prepare Individual Preparation Plans for students who have failed a Professional Experience placement, monitor progress and recommend readiness to undertake Professional Experience to the Professional Experience Office.
  • Assist with the supervision of University Professional Experience Mentors as required.

The Professional Experience Mentor at UTAS is the representative liaising between the University, the Education Setting and student.

Responsibilities

  • Establish and maintain regular contact (via phone or email) with allocated students while on their respective Professional Experience placements.
  • Complete visits to observe the student undertaking teaching when required by circumstances or by students' particular course requirements.
  • If educational site visits are required, spend time talking with the colleague teachers and students and senior staff members as required, taking note of the guidelines for school visits as administered by the Academic Director, Professional Experience.
  • On such visits discuss the student's progress and grading with the colleague teacher prior to the completion of the final report being completed by the colleague teacher.
  • Seek the support of the relevant Professional Experience Leader/Academic Director, Professional Experience for advice, especially where the student is potentially at risk of failure.
  • Complete the necessary documentation associated with the visit, including the Communication Form and if necessary, the 'Cautionary Advice Notice' form.

The responsibilities in Professional Experience are sometimes shared between one or more members of senior staff at the school, usually the Principal, Assistant Principal or AST.

Responsibilities

  • Encourage teachers who display high level teaching abilities to undertake the supervision of students.
  • Organise appropriate supervision for the student who has been accepted for teaching placement at the school or other educational setting.
  • Undertake administrative responsibilities for the student whilst on the educational site.
  • Ensure that for legal reasons the student is not left in sole charge of a class at any point in time during the Professional Experience placement, as legal responsibility for the class always remains with the Colleague Teacher.
  • Liaise with the Professional Experience Office concerning any issues that may arise whilst students are on placement.
  • Orient students to school policies and procedures.
  • Alert the Professional Experience Office regarding student absences or misconduct.
  • Oversee the return of assessment reports and payment documentation to the Professional Experience Office at the completion of the placement.

The colleague teacher is a qualified, registered teacher with a degree or equivalent in education. The colleague teacher is a critical member of the supervision team and thus the quality of the supervision and support provided is significant in the professional growth of the student.

Responsibilities

  • Model best practice in planning, teaching and assessment.
  • Act at all times in a way that demonstrates respect for the rights and privileges of the student with special reference to excellence in performance and freedom of expression.
  • Maintain a professional learning relationship with students.
  • Become familiar with the expectations for students on Professional Experience as set out in the relevant Professional Experience documents.
  • Introduce the student to all teaching and support staff.
  • Provide advice and leadership regarding school procedures and protocols (including areas such as dress protocols; behaviour support procedures; responsibilities related to the overall operation of the school).
  • Supervise all of the student's lessons.
  • Expect to see and review written lesson plans daily.
  • Expect students to write and discuss constructive self-evaluations concerning their professional learning and development.
  • Provide constructive oral and written feedback regularly to students on their teaching performance with specific guidelines for improvement.
  • Provide constructive and collegial support to students.
  • Retain legal responsibility for the class at all times when a student is in attendance.
  • Consult with the student's Professional Experience Leader and /or Professional Experience Mentor as required.
  • Ensure the Pre Service Teacher completes the correct number of days for the placement.
  • Grade/evaluate the student on factors related to performance, effort, and level of achievement.
  • Respond promptly to emerging problems with a student's teaching performance.
  • Be familiar with the 'Cautionary Advice Notice' procedure.
  • Provide a written interim and/or a final report for the student against the Professional Experience Assessment criteria, as required by the applicable Professional Experience guidelines.
  • In conjunction with the School Principal, exercise the right to terminate a placement if it is judged to be damaging to the welfare of pupils or the school.