Research and feedback from our own students consistently affirm that supervising teachers play a critical role in shaping the quality of the placement experience. See, for example this report by Associate Professor Rosie Le Cornu (2015) for the Australian Institute for Teaching and School Leadership (AITSL).
The role of supervising teacher should be undertaken by educators who can:
- Model quality teaching practice;
- Create opportunities for the pre-service teacher to develop and demonstrate the Australian Professional Standards for Teachers; and
- Provide regular feedback and support for the pre-service teacher.
A brief description of the responsibilities for supervising teachers is listed under ‘Roles and responsibilities’ (below). Currently, supervising teachers are not required to hold full registration with the Teacher Registration Board (TRB), or interstate equivalent, to undertake the role of Supervising Teacher. We do, however, value the involvement of experienced (and fully registered) educators as Supervising Teachers and encourage those with provisional teacher registration to progress towards full registration status in conversation with their school leadership. Please speak with your principal, centre manager, or placement coordinator if you are interested in becoming a supervising teacher.
Our Professional Experience team is ready to provide support supervising teachers throughout the placements. The Australian Institute for Teaching and School Leadership (AITSL) has also developed a professional learning portal for supervising teachers, accessible viahttps://spt.aitsl.edu.au/auth/login/?returnUrl=%2F.
Our Supervising Teachers of the Year Awards is one small way we can celebrate a few of the many hundreds of educators who go above and beyond in this role, supporting a pre-service teacher.
Download the Supervising Teacher of the Year nomination form (Word 69 KB).
Bradi McGee (Dominic College)
Quote from nominating pre-service teacher: “Bradi is the most supportive and influential supervising teacher I have ever had. Her mentorship began long before my placement officially started, and it has continued well beyond the end of it. She encouraged me, checked in on me when no one else did and created a sense of safety that allowed me to take risks, grow and truly understand my own teaching style and behaviour management approach. I feel incredibly lucky to have worked with her because she helped me see the teacher I could become and guided me through the steps to get there. She helped me prepare for my first teaching interview, and I am certain her support contributed to me securing the job. Throughout my placement I grew more than I ever expected to, and so much of that growth came from Bradi’s belief in me, her guidance and her willingness to keep mentoring me even now. Her impact will stay with me for the rest of my career”
Jack Milne (Legana Primary School)
Quote from nominating pre-service teacher: “Throughout my placement, my mentor teacher provided me with a range of valuable opportunities that enriched my learning. He involved me in planning, teaching, assessment, and classroom decision making, gradually increasing my responsibilities. Jack also supported my participation in a wide variety of activities, including outdoor learning, and school wide programs. Jack’s consistent professionalism, patience, and dedication made my placement a positive and highly valuable experience. He maintained open communication and his sustained service and positive attitude reflects a genuine passion for nurturing future teachers in Tasmania.”
Joscelyn Hay (Princes Street Primary School)
Quote from nominating pre-service teacher: “Joscelyn has been the most generous, thoughtful, and inspiring supervising teacher I could have hoped for. She went far beyond simply ‘mentoring’ me: she welcomed me as a true member of her class community, including me in many rich and unique learning opportunities, I even performed with the class at assembly! Her approach was the perfect model of gradual release—giving me real responsibility in small, supported steps that maintained my dignity and confidence. Something that sticks with me so much is that after 25 years she still says, “I love my job because of the kids,” and that joy and care shine through in everything she does. Mrs Hay has shaped me not only as a future teacher but as a person who understands the power of compassion, inclusion, and high expectations. She truly deserves this award”
Alex French (West Ulverstone Primary School)
Quote from pre-service teacher testimonial: “Alex’s whole approach to teaching was exemplary. The content he presented was inspiring and packed full of rich learning experiences. Alex taught me the value of sharing your interests and building relationships outside of the classroom."
Andy Stefaniak (The Friends’ School)
Quote from pre-service teacher testimonial: “Andy Stefaniak has been an exceptional mentor during my placement, making him a deserving candidate for this award. He has consistently demonstrated exemplary teaching practices, provided invaluable feedback and support, offered unique opportunities and experiences, and shown a steadfast commitment to supervising pre-service teachers."
Rachel Bain (Lansdowne Crescent Primary School)
Quote from pre-service teacher testimonial: “This placement was an invaluable experience. Rachel’s expertise, dedication, and patient guidance set a strong example for me and allowed me to thrive in my first placement. Her support has been instrumental in my professional growth, and for these reasons, I am proud to nominate Rachel for the University of Tasmania Supervising Teacher of the Year Award."
Sally Tew (MacKillop College)
Quote from pre-service teacher testimonial: “Sally's dedication and ability to provide meaningful feedback have made a significant impact on my growth as an educator. She is an asset to the Tasmanian educational community, displaying all the attributes of an excellent supervising teacher."
Jennifer Singleton (St Therese’s Catholic School)
Quote from pre-service teacher testimonial: “Jennifer consistently provided valuable, kind, and constructive feedback, both verbally and in writing. Her exemplary teaching pedagogy and coaching have significantly contributed to my development as a confident teacher."
Solomon Walker-Bowd (Kings Meadows High School)
Quote from nominating pre-service teacher: “As a mentor, Solomon went above and beyond, offering constructive feedback and creating a nurturing environment where I felt comfortable seeking advice. His guidance on lesson plans, classroom management, and instructional techniques was invaluable."
Alanna Carne (Taroona Primary School)
Quote from nominating pre-service teacher: "Alanna's approach to teacher clarity, student engagement, and meaningful feedback has been outstanding, equipping me with the skills needed to enter the teaching profession confidently."
John Samphier (Deloraine Primary School)
Quote from nominating pre-service teacher: "Having supervised numerous pre-service teachers, John continues to be a valuable mentor. He embodies what it means to be an exceptional teacher, deeply involved in the local community and genuinely caring for his students. John goes above and beyond to help both his students and the pre-service teachers he supervises reach their full potential."
Rebecca Wallbank (St Michael’s Collegiate Junior School)
Quote from nominating pre-service teacher: "Bec's feedback, both verbal and written, was consistently accurate, constructive, and helpful. She was thoughtful and considerate, always attentive to my well-being and providing practical solutions that contributed to my success."
