Professional%20 experience%20protocols2011 1

College of Arts
School of Education

Bankstown & Penrith Campuses

Professional Experience
Protocols

2011

The Teaching Profession and the University Working in Partnership

www.uws.edu.au

University Contacts

For administrative enquiries (eg pay claims, placements, insurance details) or in the
case of an emergency please contact:

Sonia Bodnaruk
Professional Experience Administrative Officer (Secondary)
Phone: 02 4736 0068
Fax: 02 4736 0407
Email: s.bodnaruk@uws.edu.au

Academic enquiries regarding the professional experience in the first instance
should be directed to the nominated University Advisor who will contact the school

For specific information regarding the unit (subject) requirements or if you have any
feedback please contact the Professional Experience Academic Co-ordinator:

Professional Experience Academic Co-ordinator: Mary Mooney

Office Location: Building J Room 1.13 – Penrith (Kingswood) Campus

Phone: (02) 4736 0325

Fax: (02) 4736 0407

Email: m.mooney@uws.edu.au

Postal Address
Professional Experience Unit- Penrith Campus
School of Education
University of Western Sydney
Locked Bag 1797
PENRITH NSW 2751

Website: www.uws.edu.au

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Contents
University Contacts ...........................................................................................................2
Welcome and Introduction ................................................................................................5

SECTION ONE ..................................................................................................... 8
Preparing for Professional Experience .........................................................................9
Introduction ..............................................................................................................9
Professional Experience Prerequisites ....................................................................9
Support Services for UWS Students........................................................................9

SECTION TWO.....................................................................................................11
Implementing Quality Supervision ................................................................................12
Key Personnel..........................................................................................................12
Roles and Responsibilities for Key Personnel .........................................................12

SECTION THREE .................................................................................................18
Administrative Responsibilities.....................................................................................19
Enrolment.................................................................................................................19
Placement of Pre-service Teachers.........................................................................19
Attendance...............................................................................................................19
Volunteering.............................................................................................................21
Withdrawal from Professional Experience ...............................................................21

SECTION FOUR ...................................................................................................23
Pre-service Teacher Progress .......................................................................................24
Maximising Pre-service Teacher success and minimising the
likelihood of failure in Professional Experience ..............................................24
Professional Experience Grades .............................................................................24
Pre-service Teacher Report.....................................................................................25
Pre-service Teacher Progress during Professional Experience ..............................26
Progression across Professional Experience Units .................................................29

SECTION FIVE ..................................................................................................... 31
Professional, Ethical and Legal Responsibilities.........................................................32
Ethics .......................................................................................................................32
Child Protection........................................................................................................33
Confidentiality ..........................................................................................................34
Informed Consent ....................................................................................................34
Conflict of Interest ....................................................................................................35
Duty of Care.............................................................................................................35
Physical Contact ......................................................................................................36
Occupational Health &Safety and Risk Management ..............................................37
Prohibited Professional Experience Placements .....................................................38
Pre-service Teacher Insurance................................................................................38
Pre-service Teacher Conduct ..................................................................................39
School of Education Code of Ethics for Staff and Students.....................................40
Professional Experience Complaint Handling and Resolution Policy ......................40
Professional Experience Privacy Policy...................................................................40
Inclusive Language ..................................................................................................41
Anti Discrimination Legislation in Australia ..............................................................42

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SECTION SIX .......................................................................................................45
Documentation and Appendices
Sample Notification of Pre-service Teacher Requiring Additional Support Form
(RAS1)
And Learning Plan 1 (LP 1)..……………………………………………………..…….. 46
Sample Committee of Advice - Pre-service Teacher At Risk of Failing Professional
Experience Form (AR1), Learning Plan 2 (LP 2) & Committee of Advice – Review of
Pre-service Teacher At Risk of Failing Professional Experience Form (AR2) .........48
School of Education Child Protection Protocol 2011 ...............................................51
Principles of Ethical and Professional Behaviour Policy ..........................................52

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Welcome
Dear Colleagues and Pre-service Teachers,

The quality of Teacher education programs at the University of Western Sydney
rests on the strength of partnerships with the profession and the communities of
Greater Western Sydney. Teachers in schools and other educational settings who
supervise the Pre-service Teachers from UWS are integral to our partnership with
the profession.

I thank Teachers for agreeing to supervise one or more of our Pre-service Teachers,
and Pre-service Teachers for their commitment and professionalism. I appreciate
the amount of work and effort they will dedicate to this task. In return, I hope that
the relationships between our Pre-service Teachers, Supervising Teachers, and
University Advisors are professionally rewarding.

Warm regards

Associate Professor Steve Wilson
Head, School of Education

Introduction
In a knowledge society, effective teacher education programs aim to prepare
teachers who:
 are skilled practitioners
 are knowledgeable about teaching and learning
 are reflective about their work and act ethically and wisely, based on their
reflections
 undertake ongoing professional development
 research and improve their work
 are advocates for Teachers, students and for teaching and learning
 have the capacity to interact with other professionals and with the broader
community in meaningful ways (based upon Ryan, 2002)

To facilitate the preparation of such teachers, at the University of Western Sydney
(UWS) Pre-service Teachers:
 are introduced in early childhood, family and community settings, schools and
at the university to the theories and practices required of effective Teachers;
 develop, implement, reflect upon and refine their own personal theories of
effective practice with the support of teachers, other staff, and university
lecturers;
 research and reflect on their experiences, their actions, their own learning and
that of the children and young people they teach;

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 complete assignments in schools and at the university which are authentic to
teaching and learning, and the roles of teachers.

UWS Graduate Attributes

The University of Western Sydney has developed a set of attributes that apply to all
its students. The NSW Institute of Teachers’ Framework for Professional Teaching
Standards can be found at http://www.nswteachers.nsw.edu.au/

A UWS graduate:
communicates effectively through reading,
 communication
listening, speaking and writing in diverse
skills
contexts
applies appropriate numerical skills to
 numeracy
understand, interpret and solve problems
commands multiple skills and  social
literacies to enable adaptable is a self-reliant learner who works effectively in
interaction
groups and teams
lifelong learning skills
accesses, evaluates and uses relevant
 information
information to solve problems and to continue
literacy
learning
 technology applies communication and other technologies
literacy effectively in personal and professional learning
 has in-depth knowledge in one or more chosen fields of study

 understands how this knowledge is connected with other fields
demonstrates and disciplines
comprehensive, coherent and
connected knowledge  understands the local and international relevance of their chosen
field(s) of study

 understands the values and principles of scholarly inquiry
 integrates theoretical and practical knowledge to analyse and
solve complex and novel problems
applies knowledge through
intellectual inquiry in  applies critical, reflective, and creative skills to make informed
professional or applied decisions in professional or applied contexts
contexts
 engages effectively in advancing knowledge both independently
and collaboratively
 understands and values ethical conduct, intellectual integrity, and
professionalism in work and civic life

brings knowledge to life
 engages responsibly in work and civic life with respect for diversity
through responsible and social justice principles
engagement and appreciation
of diversity in an evolving
 can initiate and contribute positively to sustainable change in a
world diverse and evolving world

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Professional experience is an enriching growth experience when university lecturers
and teachers (to be referred to in this document as Supervising Teachers in
recognition of their role in the professional preparation of Pre-service Teachers) in
educational settings work collegially to provide the best possible professional
experience for Pre-service Teachers leading to their induction as new members of
the teaching profession. This partnership respects the needs and expertise of
teachers and university lecturers. In this partnership “each partner has something to
offer the joint enterprise (i.e. professional experience), which is different from but
complements that which is offered by the other partners” (Day, 1998, p.419).

During professional experience Supervising Teachers in schools and other
educational settings undertake the day-to-day professional development of Pre-
service Teachers. Supervising Teachers are supported in this role by University
Advisors who work with them and the Pre-service Teachers.

University Advisors working in professional experience settings act as mentors to
Pre-service Teachers, assisting them to fulfil university and school responsibilities
as well as realise their own personal goals for professional development. University
Advisors help Pre-service Teachers make sense of their experiences (to link theory
and evidence-based practice) and challenge them to think more deeply about
broader teaching and societal issues as well as the ethical and moral issues
embedded in teaching. University Advisors also act as professional colleagues to
Supervising Teachers as they undertake their important roles.

Welcome, as a Field or University Based Teacher Educator to the Professional
Experience Program. Thank you for your support of our Pre-service Teachers in
their professional development

Regards,
UWS Professional Experience Unit

References
Day, (1998). The role of higher education in fostering lifelong learning partnerships with Teachers.
European Journal of Education 33 (4), 419-432.

Ryan, M., (2002). Teaching and vocational learning. Unicorn. Journal of the Australian College of
Educators 28 (3), 29-33.

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SECTION ONE

Preparing for Professional Experience
 Introduction
 Professional Experience Prerequisites
 Services for Pre-service Teachers

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Preparing for Professional Experience
Introduction

Professional experience is of paramount importance to their development as the
next generation of teachers. Success for all participants (Pre-service Teachers,
Supervising Teachers, University Advisors, children and young people) is facilitated
if sound preparation occurs beforehand and a well-organised approach is
continuously maintained. Pre-service Teachers are reminded that professional
experience draws upon all reading and coursework- it is not an isolated experience.
professional experience can be physically and psychologically tiring. Pre-service
Teachers are reminded to make every effort to maintain their health and wellbeing
during this time by eating well, maintaining exercise and minimising demanding
social activities. The following section may help all participants have a rewarding
and fulfilling experience.

The professional experience dates are negotiated between schools for specified
dates. Pre-service Teachers must ensure their availability for these set dates when
enrolling. Only under exceptional circumstances and with the permission of the
Secondary Professional Experience Academic Coordinator and the agreement of
schools can these dates be varied.

Professional Experience Prerequisites

It is the Pre-service Teacher’s responsibility to ensure that they meet the
prerequisites for each professional experience unit they undertake. Details can be
found in the relevant Unit Handbook/Calendar of the year in which the Pre-service
Teacher first enrolled but will include having completed a UWS Child Protection
Workshop and submitted a Working With Children Check Declaration on enrolment.

Support Services for UWS Students

For further information look at the UWS website under “Information for
Current Students” and click on “Getting help”.

The following is a brief description of services that Pre-service Teachers might find
of benefit during their studies at the University of Western Sydney.

Counselling Service: Counselling is free and available on a strictly confidential
basis to all members of the UWS community – students, new graduates and staff.
Services include:

 Private and confidential counseling sessions
 Advocacy for academic, administrative, complaint and misconduct
issues
 Study and life skills workshops
 Advice and information on mental health and illness
 Advice for mature age students

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Disability Service: The Disability Service provides support and assistance to
prospective and current students with disabilities and chronic health conditions in all
types and levels of university courses. Under the Disability Amended Act 2009
students who identify to the university that they have a disability or chronic health
condition must be provided with reasonable educational adjustments. To register
with the Disability Service, phone 9852 5199 and make an appointment. For further
information please refer to website

http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_service

Students are encouraged to disclose the need for reasonable effort to be made to
accommodate their special needs during their professional experience setting to
their Professional Experience Academic Co-ordinator in the first instance.

The Student Learning Unit: The Student Learning Unit (SLU) organises and runs
a variety of programs and courses to develop students' academic literacy,
mathematics and study skills, and participates in many collaborative projects with
schools and colleges to enhance the academic achievement of UWS students All
services offered by the SLU are free to UWS students and include:
 SLU Workshops
 Bridging Programs
 PASS – peer assisted study sessions
 Online Learning
 Collaboration with Schools and Colleges
Further information can be found at:
http://www.uws.edu.au/currentstudents/current_students/getting_help/study_and_life_skills_workshops

UWS Careers and Co-operative Education Unit: The UWS Careers and Co-
operative Education Unit aims to enhance the employability of UWS students whilst
establishing links with organisations, starting with those in Greater Western Sydney.
We offer a range of programs and services to equip students and recent graduates
with the skills to manage their own career development. These include careers
workshops and resources on Career Planning, Résumés, Job Applications, Job
Interviews and Work Experience. This unit can be contacted on (02) 4736 0371.

Chaplaincy: The Chaplains are available on all campuses and provide a service
for those who wish to find spiritual directions in life. Major areas include spiritual
wellbeing, general support for students, regular meetings and small group work.

Student Centre:

KINGSWOOD Phone
Building K 1300 897669

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SECTION TWO

Implementing Quality Supervision
 Key Personnel
 Roles and Responsibilities for Key Personnel

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Implementing Quality Supervision

Key Personnel

The key personnel involved in the professional development of future teachers (Pre-
service Teachers) are:

 School Professional Experience Coordinator – Each school has a nominated
staff member who undertakes the role as the Professional Experience
Coordinator. This coordinator is employed by the university as a casual UWS
staff member to liaise between Pre-service Teachers, school staff and the
university.

 Supervising Teacher - the field based teacher, employed by the university as a
casual staff member to supervise the Pre-service Teacher in a school.

 Pre-service Teacher – the university student.

 University Advisor – a full-time, part-time or casual employee of the university,
employed to provide a link between the university and the school.

 Children and young people – the school child/student.

Roles and Responsibilities of Key Personnel in Professional Experience

SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR

Before the Professional Experience
 Allocate Pre-service Teachers to accredited, competent Supervising Teachers
 Distribute documentation to Supervising Teachers and assist Supervising
Teachers in interpreting the materials
 Notify (if applicable) Supervising Teachers of pre-professional experience
briefing meeting session date/time and encourage their attendance
 Attend pre-professional experience briefing meeting (if conducted)
 Become familiar with and understand the philosophies, practices and
expectations of the professional experience
 Respond to Supervising Teachers’ enquiries
 Refer concerns/enquiries to University Advisor if necessary
 Notify university of changed circumstances which affect Pre-service Teachers
 Confirm the names of Supervising Teachers with the Professional Experience
Office in order to process pay claims and letters of appreciation

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During the Professional Experience
 During week 1, be responsible for collecting Pre-service Teacher’s class
timetables for University Advisors
 Be responsible for organising meeting space with University Advisors and Pre-
service Teachers
 Be responsible for the implementation of the professional experiences in the
school
 Support Supervising Teachers and Pre-service Teachers in establishing positive
working relationships
 Assist Pre-service Teachers in their orientation to the school including making
available documents referring to policies and procedures
 Encourage Pre-service Teachers’ professional growth and contribution at a
school level
 Monitor Pre-service Teachers’/ Supervising Teachers day-to-day attitudes and
activities
 Monitor Pre-service Teacher’s attendance and progress
 Document and refer concerns about Pre-service Teachers to University Advisor
 Provide advice/assistance to Pre-service Teachers and Supervising Teachers
 Be a member of the Committee of Advice where established

After the Professional Experience
 Check Pre-service Teacher’s final reports in consultation with Supervising
Teachers and University Advisor
 Ensure that all original final reports and attendance registers are returned to the
university
 Submit Teacher payment claims to the university
 Submit payment claim as a coordinator when 3 or more students are placed in
the school

SUPERVISING TEACHERS


 Attend pre-professional experience briefing meeting if conducted
expectations of the professional experience in order to help the Pre-service
Teacher make the connection between “theory” and “evidence-based practice”
 Prepare work area for the Pre-service Teacher
 Prepare the class or group for the arrival of the Pre-service Teacher
 Plan for a regular time to give daily feedback to the Pre-service Teacher
 Ensure that you have received and read all materials from the university by the
beginning of the block professional experience

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 Become knowledgeable about the Pre-service Teachers, their special areas of
university study, prior teaching experiences, personal interests, extracurricular
strengths, areas of concerns, personal goals for professional experience, and
preferred style of supervision
 Clarify your own expectations and those of the school to the Pre-service Teacher
 Assist Pre-service Teacher/s with planning and preparation
 Assist Pre-service Teacher/s with investigations of the school and other
university requirements
 Monitor Pre-service Teacher/s in classroom and school in all interactions with
children, young people, other staff, parents and community members. Ensure
that Pre-service Teachers do not to take responsibility for children/young
people alone.
 Provide ongoing oral feedback on their professional performance in the school
 Provide written feedback at least once per day
 Discuss written feedback with Pre-service Teacher/s and return this feedback to
the Pre-service Teacher/s each day
 Model appropriate teaching and learning techniques and strategies
 Encourage the Pre-service Teacher/s to show initiative while implementing a
range of teaching and learning techniques and strategies in a variety of
developmental, content and curriculum areas
 Notify University Advisor of any concerns
 Consult with University Advisor regularly and at meetings where appropriate
 Convene Committee of Advice where established
 Communicate to Pre-service Teacher/s about their progress and provide oral
and written feedback drawing attention to areas of strength and weakness
 Provide Pre-service Teacher/s with specific strategies (in writing and verbally) for
developing areas in need of improvement
 Support Pre-service Teacher/s critical reflection on their teaching practice and
professional standing
 In consultation with others and in accordance with procedures set out in the unit
handbook, determine whether the Pre-service Teacher has made satisfactory
progress
 Complete final report, allocate a grade and discuss report with the Pre-service
Teacher before the final day of block.


 Provide original of the final report and any other relevant documentation
including attendance registers to the Student Teacher who is responsible to
deliver all documentation to the Professional Experience Unit. Details on how
the Supervising Teachers may claim payment is advised on the pay claim which
is supplied on the CD.

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UNIVERSITY ADVISOR

 Attend pre-professional experience briefing meeting if conducted
 Make contact with the school and provide the Supervising Teacher and the
school professional experience coordinator with your contact details
 Ensure all documentation is received by schools
 Complete all employment documentation before commencing work (eg Casual
Employment Authority)

 In the first week, confirm that the Pre-service Teacher has been attending
 Visit school as required by the Unit Coordinator and according to the needs of
the Pre-service Teachers
 Provide Supervising Teachers, School Coordinators and Pre-service Teachers
with a contact number or email address
 Sign the Pre-service Teacher’s attendance register for each visit
 Meet with Supervising Teachers and Pre-service Teachers (where possible) on
each visit
 Monitor Pre-service Teacher progress and attendance in consultation with
Supervising Teacher and school professional experience coordinator
 Review Pre-service Teacher documentation as appropriate
 Give Pre-service Teachers feedback on their professional progress, in relation to
the outcomes of the Unit on each visit
 Assist Pre-service Teachers to fulfil university and school responsibilities as well
as realise their own personal goals for professional development
 Assist Pre-service Teachers in making sense of their experiences (to link theory
and evidence-based practice)
 Challenge Pre-service Teachers to think more deeply about broader teaching
and societal issues as well as the ethical and moral dilemmas embedded in
teaching
 Participate, if required, in the Committee of Advice
 Maintain phone contact with schools as required
 Check Pre-service Teacher final report in the last week of the block

 Return any necessary documentation to the Professional Experience Unit

PRE-SERVICE TEACHER

 Know placement –school, class/group, Teacher etc
 Confirm placement with Professional Experience Office if not advised by the
university one week prior to the commencement of your first visit

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 Attend pre-professional experience briefing meeting and/or Professional
Experience unit program as applicable
 Ensure that a Working With Children Check Declaration has been completed at
enrolment to the university
 Complete a School of Education (UWS) Child Protection training workshop
 Attend all In School visits as scheduled
 Be familiar with the professional and ethical codes of conduct expected of
Teachers
 Prepare documentation for professional experience
 Develop an understanding of the school, family and community
 Ensure that the Supervising Teacher has taken delivery of a school package

 Be familiar with school philosophies, policies, procedures, resources and
equipment
 Regularly check vUWS and Student Email Account for urgent messages
 Be familiar and comply with relevant UWS policies, particularly academic and
non-academic conduct policies
 Complete all required school-based activities and documentation
 Attend all required days
 Arrive each day at least 30 minutes before the commencement of the teaching
day
 Sign the attendance register prior to commencing work and again at the end of
each day and ensure that the Supervising Teacher co-signs register
 In case of illness or unavoidable absences contact the school, Professional
Experience Office and University Advisor immediately to advise that you will be
absent. Submit a medical certificate to the Professional Experience Office and
retain a copy for yourself
 Make up any absence from professional experience as per Attendance Policy in
this document
 Maintain and/or develop ethical and professional knowledge, skills, attitudes and
conduct at school
 Display a responsible, professional attitude towards teaching and being a
Teacher
 Develop an awareness of the major agencies and institutions that offer support
to Teachers and families
 Interact with members of the school community in such a way so as to maximise
opportunities for personal growth as a Teacher
 Negotiate, discuss and plan learning experiences with the Supervising Teacher
and document independently prior to implementation.
 Have documented planning approved by Supervising Teacher prior to
implementation
 Identify and provide for individual differences amongst children and young
people
 Complete and have available daily all relevant documentation (including lesson
plans)

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 Ensure Supervising Teacher has viewed all lesson plans at least 24 working
hours before lesson delivery
 Develop and refine a variety of teaching skills and strategies for the achievement
of desired learning outcomes
 Teach lessons or engage in experiences as stipulated in the relevant Unit
Handbook
 Evaluate all teaching sessions and complete required self-evaluations and
reflections
 Attend negotiated feedback sessions with Supervising Teacher before/after class
time as necessary
 Notify concerns to Supervising Teacher, school professional experience
coordinator, University Advisor, UWS professional experience academic co-
ordinator as necessary
 Attend and participate in Committee of Advice if established
 Sight and sign final report before it is submitted to the university

 Submit all required documentation to the university if required by the unit
handbook, within one week of completion of the block
 Make an appointment immediately with the professional experience academic
co-ordinator IF you failed the practicum, in order to develop a Progress Plan
 Collect original report from University Professional Experience Unit once it has
been processed which should be immediately if all documentation is correct.

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SECTION THREE

Administrative Responsibilities
 Enrolment
 Placement of Pre-service Teachers
 Attendance
 Volunteering
 Withdrawal from Professional Experience

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Administrative Responsibilities

Enrolment

All Pre-service Teachers must have confirmed enrolment in the appropriate unit
before the commencement of their professional experience. Enrolment will not be
confirmed until a Working with Children Check Declaration has been signed and
submitted to student services. Failure to correctly enrol will result in the professional
experience placement being cancelled.

Pre-service Teachers need to ensure they have completed all prerequisites before
enrolling in any professional experience unit. In this way they would follow the
recommended patterns in the professional experience program. All Pre-service
Teachers must complete mandatory Child Protection training as outlined in the
School of Education Child Protection Protocol before their professional experience
placement commences.

Placement of Pre-service Teachers

Enrolled Pre-service Teachers are usually placed by administrative and academic
staff at schools that have agreed to take Pre-service Teachers when surveyed
through the UWS School of Education Professional Experiences Office. Pre-service
Teachers should not approach schools for placements.

Although the UWS School of Education Professional Experiences Unit makes every
effort to match Pre-service Teachers with schools that are in their desired location,
often there are not enough schools offering to take Pre-service Teachers in a
particular area. Pre-service Teachers may need to make special transport, work or
child care arrangements to attend the professional experience. If a Pre-service
Teacher requires special consideration concerning placement for professional
experience, they are required to advise the Professional Experience Academic
Coordinator at the beginning of semester and before placements have been
allocated. Pre-service Teachers may be required to submit documentation to
support their application for special consideration eg Doctor’s certificate. If special
consideration is granted, reasonable effort to accommodate Pre-service Teacher’s
requirements will be made in line with university policy and the availability of a
suitable setting.

Attendance

Pre-service Teachers are expected to:
 attend every day during the professional experience placement (including all
visits)

 ensure that they are punctual to schools

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 present at school throughout the normal operating hours and both prior to and
after normal hours according to the normal staff practice

 remain at the school throughout the day.

 obtain the permission of the principal if they need to be away from the school at
any time.

During the professional experience Pre-service Teachers are expected to participate
in all the normal duties of a Teacher including working a full day. Pre-service
Teachers should participate under the direct supervision of their Supervising
Teacher in all routines including playground duty, bus duty, sport activities, staff
meetings, parent meetings etc. It is desirable, where possible, that Pre-service
Teachers are accommodated in normal staffrooms.

Attendance Register

Each Pre-service Teacher is required by the university to sign an Attendance
Register each day. An Attendance Register will be provided by the University. The
Supervising Teacher should co-sign this form. Pre-service Teacher’s require these
attendance registers when registering with the NSW Institute of Teachers to verify
number of professional experience days and to be awarded a final grade by UWS.

The University Advisor should also sign the Pre-service Teacher’s attendance
register when they are present in the school.

Attendance during industrial disputes

Pre-service Teachers are advised to investigate all perspectives related to disputes
to deepen their critical understandings of the professional, industrial, ethical and
legal responsibilities of Teachers. This may include attending meetings, reviewing
publications and engaging in discussions. Pre-service Teachers should not attend a
school on the days in which Teachers are engaged in strike action. Pre-service
Teachers are generally expected to make up missed teaching time, although
alternate activities related to these disputes may be considered in lieu of missed
days. Pre-service Teachers should contact the Professional Experience Academic
Coordinator for further details.

Absences

In the case of unavoidable absences the following procedure is to be carried out by
the Pre-service Teacher:
 Notify the Professional Experience Unit and school of the reason and
probable duration of the absence. The Professional Experience Unit will
notify the University Advisor if required.

 Submit relevant documentation (eg medical certificate) to the Professional
Experience Unit by the end of the block.

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 Retain a copy of the documentation for your records.

In courses where Pre-service Teachers are required to complete visits, the
requirements for these visits must be completed prior to the commencement of the
block professional experience period. Failure to comply with these requirements
may result in the award of an unsatisfactory grade (U grade).

In the event of absences occurring in excess of three days the Pre-service Teacher
may be deemed not to have completed the professional experience and an
unsatisfactory grade may be awarded. Pre-service Teachers will only be allowed to
resume the block in exceptional circumstances and with the permission of the
relevant Professional Experience Academic Coordinator.

All absences will need to be made up within seven "teaching days" of the
completion of the block professional experience period. If this is not possible, the
Pre-service Teacher is to negotiate the dates with the Professional Experience
Academic Coordinator.

Volunteering

Pre-service Teachers and schools can benefit if Pre-service Teachers volunteer to
spend more than their allocated days in a school. Pre-service Teachers undertaking
volunteer work that is not required by their course/unit will still be covered by UWS
student insurance cover provided that the activity is approved and is related to the
Pre-service Teacher’s course of study. Approval for this must be in writing from the
Head of Program. Pre-service Teachers must undertake the same processes of
registering as a volunteer in the setting as any other volunteer would. Pre-service
Teachers are not permitted to attend overnight camps (see page 39).

Withdrawal from Professional Experience

Pre-service Teachers may choose to, or be advised to, withdraw from Professional
Experience for medical reasons or exceptional circumstances. Applications for
withdrawal without penalty must be supported by a medical certificate or letter from
a UWS Counsellor. Pre-service Teachers must apply for withdrawal through Student
Central, in writing.

Pre-service Teachers who choose to withdraw from a school after the
commencement of a placement for undocumented reasons will be awarded an
unsatisfactory grade unless the relevant Professional Experience Academic Co-
ordinator has approved the allocation of an alternative grade.

If a Pre-service Teacher withdraws from a Professional Experience unit and/or
school after placement has been made she or he MUST advise IN WRITING (via
Student Email Account is preferred) immediately the:

 Professional Experience Unit;

 Professional Experience Academic Coordinator;

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 School Professional Experience Coordinator; and,

 Student Central

Pre-service Teachers will not be permitted to undertake the professional experience
again until it is next offered.

22

SECTION FOUR

Pre-service Teacher Progress
 Maximising Pre-service Teacher Success and
Minimising the Likelihood of Failure in
 Professional Experience Grades
 Pre-service Teacher Report
 Pre-service Teacher Progress during
 Progression across Professional Experience
Units

23

Pre-service Teacher Progress
Maximising Pre-service Teacher success and minimising likelihood of failure
in professional experience

Learning to be a Teacher is a complex, personal and, at times, difficult matter that
involves transformation from “student of teaching” to “Teacher of students” (Ganser,
2002). During this time Pre-service Teachers are expected to try out (with relatively
unfamiliar children, classes and environment) their own beliefs about learning and
teaching, and the knowledge and pedagogy (practices) they have learnt at
university. As they try out their beliefs and developing knowledge and pedagogies,
they may make some mistakes. This situation is to be expected. It is through the
observation of teachers and classes; trialling their ideas and pedagogies; reflecting
on the success or otherwise of these ‘trials’; and, re-trialling on the basis of their
reflections and feedback from Supervising Teachers that Pre-service Teachers
develop their own professional pedagogical knowledge and practice, and become
Beginning Teachers.

However, if Pre-service Teachers experience serious or ongoing difficulties
then the processes outlined in this section need to be applied.

Initially, Supervising Teachers can take the following steps to maximise Pre-service
Teacher success and minimise the possibility of failure:

 prepare the class, positively, for the arrival of the Pre-service Teacher;
 get to know the Pre-service Teacher as well as possible – how they approach a
challenge, how they react to constructive criticism, how they react to change;
 take into account the Pre-service Teacher’s background and previous
experiences;
 have regular meetings with the Pre-service Teacher and encourage them to
share any difficulties they may be experiencing;
 encourage the Pre-service Teacher to have informal contact with other members
of staff;
 use active listening skills;
 try to deal with any difficulties early and at a low level before they become
serious, do not presume that the problem will be resolved without direction;
 follow university guidelines carefully with a Pre-service Teacher whose progress
is “causing concern”.
(based upon Brookes & Sikes, 1997, p.114).

Professional Experience Grades

A Satisfactory grade will result in the Pre-service Teacher passing the professional
experience and an Unsatisfactory grade in professional experience will result in the
Pre-service Teacher failing the professional experience unit.

24

When Satisfactory/Unsatisfactory grades are used, the following criteria apply:

S – Satisfactory
This grade is awarded to any Pre-service Teacher who is considered by the
Supervising Teacher to have demonstrated a satisfactory level of competence
according to the criteria of the particular Professional Experience unit.
Where a Pre-service Teacher’s work is considered outstanding or well above
average, this judgement should be reflected in the written comments in the final
report.

U – Unsatisfactory
No Pre-service Teacher should receive an Unsatisfactory grade without being
placed At Risk and the Committee of Advice being convened. This grade may
be recommended on the final report on ONE or more of the following grounds:
 Performance Deficiencies – i.e. failure to exhibit criteria indicated for the
particular Professional Experience unit
 Withdrawing from Professional Experience – unless a Withdrawal Without
Penalty is awarded.
 Non-Academic Misconduct

Pre-service Teacher Report

Each unit has a specific Pre-service Teacher report. Reference should be made to
the individual program’s specific handbook. In general, the report should be written
towards the end of the final week of the block professional experience. The final
report is based on a summation of the daily written feedback that has been
previously discussed and given to the Pre-service Teacher. The final report is the
responsibility of the Supervising Teacher. The Pre-service Teacher must be given
the opportunity to read and discuss the final report with the Supervising Teacher.
There should be no surprises for the Pre-service Teacher in what is written.

The original report and attendance register should be mailed by the School
Professional Experience Coordinator to the Professional Experience Office no later
than the week following the conclusion of the professional experience.

PRE-SERVICE TEACHER’S FINAL GRADES FOR PROFESSIONAL
EXPERIENCE UNITS ARE NOT RECOMMENDED UNTIL ORIGINAL REPORTS
AND ATTENDANCE REGISTERS ARE SUBMITTED TO THE PROFESSIONAL
EXPERIENCE OFFICE.

LATE RECEIPT OF ORIGINAL REPORTS AND ATTENDANCE REGISTERS
MAY LEAD TO PRE-SERVICE TEACHERS NOT RECEIVING A GRADE FOR
THEIR PROFESSIONAL EXPERIENCE UNIT AND COULD RESULT IN THE PRE-
SERVICE TEACHER NOT GRADUATING.

Pre-service Teachers must collect the original report from the Professional
Experience Office two weeks after completing their professional experience.

25

Pre-service Teacher Progress During Professional Experience

In most cases Pre-service Teachers will make satisfactory progress towards
meeting the professional experience outcomes. In cases where Pre-service
Teachers are not making satisfactory progress the procedures for Pre-service
Teachers whose progress is “causing concern” should be followed.

Pre-service Teachers Achieving Satisfactory Progress
When Pre-service Teachers are making satisfactory progress the Supervising
Teacher should:
 follow the roles and responsibilities of key personnel in Section 2 of this book
and the relevant Professional Experience Handbook
 provide daily written and verbal feedback as detailed in the Unit Handbook
 identify progress towards meeting the professional experience outcomes

Pre-service Teachers Whose Progress is Causing Concern
Pre-service Teachers may experience difficulties in meeting the requirements of the
professional experience for a variety of reasons. These reasons include:

 Professionalism – attendance, punctuality, preparation of plans and resources;
teaching including poor communication processes; behaviour management;
ability to accept and/or act upon advice and instruction; appropriate verbal or
physical interactions with children or young people, families and staff; teamwork
and all other aspects of professional standards and professional ethics.
 Personal attributes – initiative, reflective practice, empathy, warmth, enthusiasm,
commitment.
 Unit (subject) and teaching requirements and standards as documented in unit
requirements and assessments for the relevant program and level of course.

The Supervising Teacher, University Advisor, School Professional Experience
Coordinator, or the Pre-service Teacher can identify a Pre-service Teacher as
‘causing concern’. This identification may be made during visits or during the block
professional experience (generally in the first week). Early identification of any
concerns ensures that the Pre-service Teacher receives appropriate support. It is
essential that Supervising Teachers identify concerns on the written feedback they
provide. Should a number of concerns be identified and/or the Pre-service Teacher
does not respond to feedback the Pre-service Teacher must be identified as
“Requiring Additional Support (RAS)” and the procedures outlined below must be
followed.

Pre-service Teachers Requiring Additional Support (RAS)
Pre-service Teachers who are not making satisfactory progress must be identified
as Requiring Additional Support. This identification should be made by the end of
the first week of the block practicum to allow time for Pre-service Teachers to act on
advice. The following procedures should be followed:

26

The Supervising Teacher *

 Documents concerns on the form RAS1 (Meeting 1)
 Outlines goals and strategies and a date for achievement (generally 2-3 days
later)
 Discusses the strategies needed to rectify the situation with the Pre-service
Teacher (Learning Plan 1)
 Provides a copy for the Pre-service Teacher and fax a copy to the
Professional Experience Office immediately, so that the University Advisor
can be informed
 Monitors the Pre-service Teacher’s progress providing daily written feedback
(the University Advisor should stay in telephone contact during this time)
 Reassesses the Pre-service Teacher’s progress on the agreed upon date
(Meeting 2)
 Uses the form RAS1 to document the outcome of this meeting. The form
must clearly state whether the Pre-service Teacher has met the set goals and
whether the Pre-service Teacher is now making satisfactory progress.
Where the goals have not been met, or where new concerns have been
identified the Pre-service Teacher must be notified that they are “At Risk of
Failing the Professional Experience” and the procedures set out below
must be followed,
 A copy is given to the Pre-service Teacher and a copy faxed to the
Professional Experience Office.

* The University Advisor can also initiate the RAS processed in consultation with the
Supervising Teacher.

Pre-service Teachers At Risk of Failing in the Professional Experience
Pre-service Teachers must be notified that they are “At Risk of Failing the
Professional Experience” when they:
 have been placed at RAS and have not made satisfactory progress
 have met the set goals during RAS but new concerns have arisen
 have reached the halfway point of the professional experience and are at risk
of not meeting one or more of the professional experience outcomes

In most cases Pre-service Teachers will be identified as RAS before being
notified that they are “At Risk of Failing Professional Experience”, however, if
concerns arise at the half way point or later Pre-service Teachers may be
placed “At Risk of Failing Professional Experience” without first going
through RAS.

Procedures for Pre-service Teachers At Risk of Failing Professional
Experience
 Identify the Pre-service Teacher At Risk
 Arrange for a meeting between the Pre-service Teacher, the Supervising
Teacher and the University Advisor (Meeting 3)

27

 Document the reasons for the Pre-service Teacher being At Risk, goals,
strategies and timelines on the At Risk Form (AR1)
 Discuss specific strategies needed to remediate the situation with the Pre-
service Teacher (Learning Plan 2)
 Give a copy to the Pre-service Teacher and fax to the Professional
Experience Office (fax number provided on form)
 Monitor progress
 Provide daily written feedback
 Assess progress at a meeting (Meeting 4) involving the University Advisor,
Pre-service Teacher, Supervising Teacher and if possible the school
professional experience coordinator.
 Ensure all participants have the opportunity to state their views on the Pre-
service Teacher’s progress
 Document the outcome of this meeting using the form At Risk 2 (AR2)

The Pre-service Teacher may not ‘defer’ or ‘withdraw without penalty’ once they
have been notified At Risk. The expectation is that the Pre-service Teacher will
continue at the placement until the period of the professional experience is complete
or terminated by the professional experience academic coordinator. Pre-service
Teachers who do not participate in the process will be deemed to have failed to
meet requirements by the end of the period of professional experience (other than in
cases of documented serious illness or misadventure). Pre-service Teachers are
expected to attend EVERY DAY following identification of “At Risk of Failing the
Professional Experience”. Additional placements will not be provided during the
period of enrolment in the Professional Experience unless the initial placement is
deemed “professionally unsuitable” for reasons not related to Pre-service Teacher
poor performance.

Outcome of the At Risk Process

Allocation of a Grade

At the completion of the full period of the professional experience a final result must
be recommended for the professional experience. Pre-service Teachers who have
made satisfactory progress and exhibit a satisfactory standard of performance at this
point may be so designated on the relevant final report form. Pre-service Teachers
who have failed to meet requirements at this point must be designated on the relevant
final report form as UNSATISFACTORY. This result must be supported by the At
Risk documentation. The University Advisor and Supervising Teacher will consult with
regard to the final grade. In the event of agreement not being reached, the final
decision is the responsibility of the university.

Only in documented exceptional circumstances and at the discretion of the Head,
School of Education, a Pre-service Teacher may be permitted to undertake up to 5
extra professional experience block days if it is considered by the University Advisor
and the professional experience academic coordinator that the Pre-service Teacher
is expected to achieve a satisfactory professional experience result in this time.

28

Pre-service Teachers who receive an UNSATISFACTORY grade may re-enrol in
the professional experience unit only when the unit is next on offer. Their academic
transcript will record an “UNSATISFACTORY” grade, which is a fail grade.

Level 1 Level 2 Level 3
Satisfactory (No)
Progress
Requiring At Risk
Committee of Advice
Additional Meeting 3- AR1
(Yes)
Support RAS1 Attended by Supervising
Meeting 1. Teacher, Pre-service
Regular Advisory Attended by Supervising Teacher, the additional
Sessions Teacher, Pre-service Teacher, member (if possible) and
an additional member (if University Advisor. AR1
possible school PE co- and LP2 completed
ordinator) RAS1 and LP1
forms completed Meeting 4 – AR2
Attended by Supervising
Satisfactory Progress Meeting 2 Teacher, Pre-service
Outcome ticked on RAS1 Teacher, the additional
Meeting attended by member (if possible) and
Supervising Teacher, Pre- University Advisor.
service Teacher and the
additional member if possible If satisfactory, S Grade
S Grade awarded awarded. If
If satisfactory after meeting 2, unsatisfactory, U Grade
return to Level 1 awarded
If unsatisfactory, Pre-service
Teacher notified “At Risk”, go
to Level 3

Progression Across Professional Experience Units

The procedures under this section apply to situations where a Pre-service Teacher’s
professional experience placement has been terminated before completion, where
the Pre-service Teacher has recorded a serious fail in a professional experience
placement that has resulted in the good name of the university being prejudiced or
where a Pre-service Teacher has failed consecutive placements.

Where Pre-service Teachers are experiencing difficulties with their professional
experience, the College of Arts level policies that have At Risk processes exist to
intervene and to provide support and direction with a view to enhancing the
prospects of a successful placement. When a Pre-service Teacher fails a
professional experience placement the normal UWS progression and graduation
rules generally apply.

In a very small number of cases there may be:
 A serious fail that has resulted in the good name of the university being
prejudiced; or

29

 A recommendation from the At Risk Committee of Advice or directly from the
hosting school that the Pre-service Teacher be withdrawn prior to the
completion of the placement. In such cases the professional experience
academic coordinator may terminate the placement at this stage;
 A Pre-service Teacher who fails two consecutive professional experience
placements.

In any of these circumstances, a process of review and remediation is activated and
must be completed before the Pre-service Teacher is able to undertake a further
professional experience unit.

The Head, School of Education will review the reports from the school concerned
and/or the Committee of Advice 1 and the final assessments in the case of
consecutive failures and will request the Pre-service Teacher to attend an interview.
Also attending the interview will be the relevant professional experience academic
coordinator and another designated staff member of the university if considered
desirable by the Head of School. The advice to the Pre-service Teacher will include
a summary statement of the reasons for the review and remediation, including any
relevant documentation and information about the UWS staff who will be attending.

The advice will also indicate that the purpose of the meeting is fundamentally to
examine what remedial action might be appropriate to enable the student to
undertake another successful placement in the future.

The Pre-service Teacher will be invited to bring with them a support person, being a
fellow student, a student association welfare officer, or a UWS counsellor from the
Student Support Services or other member of staff of the university.

At the meeting the Head of School will outline to the Pre-service Teacher the extent
and nature of the concerns associated with the professional experience and invite
the student to respond to and comment on the issues raised. The Head of School
will discuss with the student a range of personal and/or professional development
activities and options that might be desirable. As far as possible the meeting shall
be conducted in a manner that tries to achieve consensus on a program of
development that will give the Pre-service Teacher the best possible opportunity to
complete successfully a Professional Experience unit in the future.

Following the meeting the Head of School will write to the Pre-service Teacher
formally advising of any requirements that the Pre-service Teacher must undertake
prior to being allowed to enrol in any further professional experience unit. That letter
will stipulate the nature of any remedial action required, advise on the arrangements
to be made, the time frame involved for the remediation program (up to a maximum
limit of one year) and the nature of any reporting requirements.

References
Brookes, V., & Sikes, P. (1997). The Good Mentor Guide. Buckingham: Open University Press.

1
In circumstances where the placement is terminated before completion, the Committee of Advice will proceed with the
submission of a grade for the final assessment which, in these cases would be U - Unsatisfactory

30

Ganser, T. (2002). How Teachers compare the roles for cooperating Teacher and mentor [Electronic
Version]. The Educational Forum 66 (4), 380-386.

31

SECTION FIVE
Professional, Ethical and Legal
Responsibilities
 Ethics
 Child Protection
 Confidentiality
 Informed Consent
 Conflict of Interest
 Duty of Care
 Physical Contact
 Occupational Health & Safety and Risk
Management
 Prohibited Professional Experience Placements
 Pre-service Teacher Insurance
 Pre-service Teacher Conduct
 School of Education Code of Ethics
 Professional Experience Complaint Handling
and Resolution Policy
 Professional Experience Privacy Policy
 Inclusive Language
 Anti Discrimination Legislation in Australia

32

Professional, Ethical and Legal
Responsibilities

In many cases the protocols in this section are based on UWS policies which can be
found on the UWS website at www.uws.edu.au. The information is current at the
time of writing, but policies are regularly updated by the University and it is the Pre-
service Teacher’s responsibility to ensure that they are acting in accordance with
the most up to date policy.

Ethics

Professional ethics is concerned with knowing, and doing, what is good, right and
creates benefit according to what well-respected members of a particular profession
would think. Guidelines for ethical action are available to Teachers in the form of
value statements for the profession, or an employing body, and relevant codes of
ethics and conduct as outlined to Pre-service Teachers at UWS specifically for each
program.

UWS Pre-service Teachers are expected to behave professionally and ethically at
all times in accordance with all rules, policies and guidelines of UWS, School of
Education and the values and philosophies of their specific programs. The UWS
Code of Conduct should be used as a guide. Ethical communication and behaviour
is expected in relation to university staff, all early childhood setting/school staff, and
the families, children and young people with whom they come into contact
throughout their professional experience associations. Conversations with parents
should be polite and friendly, but the Pre-service Teacher must not assume the role
of the Teacher, in the giving of advice, or entering into dialogue about confidential
matters. Discretion and confidentiality must always be maintained.

Supervising Teachers have a professional and ethical responsibility to the teaching
profession to nurture the next generation of Teachers. Whilst Pre-service Teachers
can benefit from many learning experiences and reflection about them, Supervising
Teachers must not leave Pre-service Teachers alone with children or young people
or expect them to assume the role of the Teacher, unsupervised, at any time.

In the event that a Supervising Teacher (or School Professional Experience
Coordinator) has significant concerns that a Pre-service Teacher’s actions are in
breach of professional or ethical standards he or she should contact the school’s
principal, the University Advisor or the professional experience academic
coordinator (see front page of this handbook for contact details), follow mandatory
reporting procedures and notify the relevant authorities as per mandatory reporting
requirements if required.

33

In the event that a Pre-service Teacher has significant concerns that he/she has
been required to work in an illegal or unethical manner, or has witnessed illegal or
unethical practice, he/she should follow mandatory reporting procedures and/or
contact the school principal, his/her University Advisor, or the Professional
Experience Academic Coordinator who will advise as to appropriate actions.

Child Protection
The School of Education has developed a Child Protection Protocol for all Pre-
service Teachers, as well as casual and permanent staff. This protocol includes the
signing of a Working With Children Check Declaration and includes a child
protection training session. All participants in professional experience must act in
accordance with the protocol (see Appendices), and follow mandatory reporting
procedures as detailed below. Pre-service Teachers who do not complete UWS
Child Protection training will not be permitted to undertake professional
experience.

Mandatory Reporting

Pre-service Teachers are deemed to be employed while on professional placement
and as such are deemed mandatory reporters in matters of child protection under
the Children and Young Persons (Care and Protection) Act 1998.

Under this legislation, Pre-service Teachers should follow the reporting procedures
as outlined in their child protection training. These will differ according to the
placement context. In NSW Department of Education and Training (DET) schools
DET procedures should be followed. In other settings, Pre-service Teachers should
familiarise themselves with the agency’s child protection procedures and follow
these or notify the DOCS Helpline (13 2111).

Support During a Reporting Process

Reporting can be a stressful experience for Pre-service Teachers. They are
reminded to refer back to their Child Protection Workshop materials for guidance.
While Pre-service Teachers are not obliged to advise UWS of a report, if there are
reasonable grounds for suspecting risk of harm to children including physical or
sexual abuse or neglect, or psychological harm or domestic violence, and Pre-
service Teachers are worried about the implications of making the report, or are
pressured not to report, they are encouraged to seek the support of their
professional experience academic co-ordinator or a respected professional mentor.

Allegations Against a Pre-service Teacher

Where a Pre-service Teacher is considered to pose a risk of harm to, or is alleged to
have harmed a child or children while on professional experience placement,
Supervising Teachers have an obligation to report their concerns. Reporting can be
directly to the DOCS Helpline (13 2111) or according to school/centre policies,
through a process of the report firstly going to the supervisor or principal.

34

Process:

 Report the concern to the appropriate person/agency
 Arrange for the Pre-service Teacher to be removed from contact with
children while the investigation takes place
 Notify the UWS Professional Experience Office. Staff will notify the relevant
professional experience academic coordinator
 The Professional Experience Academic Coordinator will contact the Pre-
service Teacher

The NSW Ombudsman has the responsibility to ensure that effective systems are in
place and to monitor local investigations within all government, and certain non-
government agencies in NSW for preventing and responding to reportable
allegations. This responsibility is outlined in Ombudsman Act 1974 and Child
Protection Legislation Amendment Act 2003 and explained further in Child
Protection in the Workplace. Responding to allegations against employees (June
2004). Under this legislation, schools are referred to as “agencies” and Pre-service
Teachers are deemed to be “employees” as they are engaged to provide services to
children and young people. Heads of agencies must notify the Ombudsman of
reportable allegations. A local investigation may be required. Joint agency/UWS
involvement in a local investigation is encouraged in cases where allegations are
raised against UWS Pre-service Teachers. UWS will provide support for the Pre-
service Teacher throughout and following the process. This does not in any way
presuppose or prejudice the investigation or findings but considers the occupational
health and safety of the Pre-service Teacher.

Confidentiality
It is essential that all Pre-service Teachers maintain confidentiality in respect to
information acquired during the professional experience. Information regarding
children, young people and their families should be regarded with the strictest
confidence and should not be disclosed to any person other than those responsible
for the supervision and direction of the Pre-service Teacher. Children’s surnames,
addresses or other identifiers should not be used in any written documentation.

Any identifying details such as name of the school, address, phone numbers, staff
etc must be kept separate from professional experience documentation.

In tutorial discussions, and conversations with friends and family, Pre-service
Teachers should refrain from mentioning children, schools, and staff by name.
Previous professional experience placements should not be discussed at other
schools.

35

Informed consent
Post Graduate Pre-service Teachers are learning to work as Teachers and as such,
are not normally conducting research when they gather information on children,
young people and families for planning purposes. As such, their work is not subject
to UWS Ethics Committee approval. However, Pre-service Teachers have an ethical
obligation to seek the informed consent of children or young people (where
appropriate) or their parents or guardians where they are seeking to gather personal
or private information, or develop in-depth documentation for university
assignments.

Letters of informed consent must be distributed and stored confidentially. A sample
letter is included in the Appendices.

Conflict of Interest
Conflict of interest may occur when a situation directly or indirectly compromises the
performance of duties. Pre-service Teachers should not be advantaged or
disadvantaged by close personal relationships with school staff or children/young
people in professional experience settings. Pre-service Teachers should avoid
conflict of interest during professional experience by disclosing information about
any personal relationships in schools where they may undertake professional
experience, when they are nominating a choice of schools on Pre-service Teacher
survey forms. They should assess potential conflicts of interest in terms of the
likelihood of being influenced in the performance of duties in a particular manner.

If Pre-service Teachers become aware of such a situation, they should take
appropriate steps to disclose the conflict to the relevant professional experience
academic coordinator. A sexual or other close personal relationship between a Pre-
service Teacher and a Supervising Teacher is likely to involve serious difficulties
arising from the power disparity inherent in the staff/student relationship. In general,
these relationships should be avoided.

Pre-service Teachers in initial Teacher education courses must not undertake
professional experience where they are employed as a casual Teacher or a
staff member. A conflict of interest arises where payment is being made and a Pre-
service Teacher is fulfilling the role of both a Pre-service Teacher and a paid
employee. Pre-service Teachers should bring to the attention of the professional
experience academic coordinator any conflict of interest that arises in this area.

These guidelines are supported by the Independent Commission Against Corruption
Act 1988 where the definition of corrupt conduct includes ‘any conduct of persons
that adversely affect, or that could adversely affect, either directly or indirectly, the
honest or impartial exercise of official functions by any public official [s.8(1)(a)].

Further information about conflict of interest may be found on the UWS Website
under Policies and Procedures.

36

Duty of Care
The NSW Teacher’s Federation defines Duty of Care. The following adaptation of
the definition can be used as a guide in all settings
(http://www.nswtf.org.au/future_Teachers/legal_stuff.html )

In addition to providing appropriate teaching to meet the varying needs of children
and young people, Pre-service Teachers, like all teachers, have "a duty of care".
This situation means that as a responsible adult they have a legal responsibility for
the safety and wellbeing of those children and young people.

To fulfil this legal responsibility, Pre-service Teachers must always act in a manner
that a court of law would consider "reasonable" in the circumstances. What is
considered "reasonable" would be influenced by the:

 number of the children or young people in their care;
 age and ability of the children or young people;
 activity taking place;
 environment in which the activity takes place.

Pre-service Teachers must ensure that they are familiar with the school's and the
Department of Education and Training's (DET) and Department of Community
Services’ (DOCs) procedures and always work within them.

Accidents can still happen, even to the most experienced of teachers and in the
best regulated classrooms. However, Pre-service Teachers will not have breached
their duty of care unless they can be proved to have been negligent.

Negligence is:

 an action which could reasonably have been expected to contribute, directly or
indirectly, to causing harm to a child or young person;
 a failure to take action to prevent reasonably foreseeable harm to a child or
young person.

Physical Contact
All physical interactions with children/young people should be appropriate, and
conducted under the direct supervision of an employee of the school (e.g.
Supervising Teacher). The Pre-service Teacher must familiarise him/herself with
the child protection and behaviour policies of the school and under no
circumstances will a Pre-service Teacher ever engage in physical punishment or
inappropriate behaviour management (physical or emotional) of a child. UWS Pre-
service Teachers must always act in accordance with relevant state and employer
regulations that govern professional experience schools.

Unnecessary physical contact with children and young people should be avoided as
even the most innocent of actions can be misconstrued. This does not mean that
there should be no touching. In the early childhood years, in particular, warm and
appropriate interactions, physical and verbal and non-verbal, are crucial to healthy

37

development and wellbeing. Also, reasonable physical restraint may be used if the
actions of children/young people are likely to be harmful to themselves or to others,
or result in damage to property, including their own.

Following any accident or incident, no matter how trivial it may seem at the time, a
report should be made to your Supervising Teacher and University Advisor without
delay. In some circumstances a report form will need to be completed. See the
NSW Teachers Federation's Welfare Leaflet.

Occupational Health and Safety and Risk Management
Professional Experience involves working in schools in the role of the Teacher.
Schools are expected to observe appropriate Occupational Health and Safety
considerations and Pre-service Teachers have a responsibility to ensure they can
undertake the physical and mental expectations of the job. Expectations vary
among programs and settings and Pre-service Teachers must familiarise
themselves with what they will be expected to do, which may involve such risks as
lifting, being exposed to infection, considerable writing or typing and travel to
appropriate settings. Pre-service Teachers are also advised to observe appropriate
hygiene and safety practices to protect themselves and the children and young
people with whom they work. Pre-service Teachers who are, or may become,
pregnant before or during their placement are strongly advised to consult their
doctor before undertaking professional experience. Most types of schools have
their own employment policy regarding staff who are pregnant. In DET schools, a
risk assessment will be undertaken to ensure the safety of the Pre-service Teacher
and their unborn baby. Pre-service Teachers who wish to continue with their
professional experience during the latter stages of pregnancy need to discuss the
matter with the Professional Experience Academic Co-ordinator.

If Pre-service Teachers have concerns as to their physical or mental capacity to
undertake the work of a teacher, advice and support may be sought from the UWS
Disability Service or the UWS Equity and Diversity Unit. Information will be treated
with utmost confidentiality (see UWS website).

Pre-service Teachers who apply to undertake a professional experience unit in the
School of Education must take the responsibility for seeking out any support they
may need, and an application for professional experience will be regarded as the
Pre-service Teacher’s verification that they are physically and mentally prepared for
the job. For further information on UWS Occupational Health & Safety policy,
please refer to the UWS website.

Pre-service Teachers who require reasonable effort for accommodation for a
disability must register with the UWS Disability Service before special consideration
is reviewed.

Prohibited Professional Experience Placements
Pre-service Teachers will not be placed for professional experience in settings such
as Juvenile Justice and Correctional Centres. Pre-service Teachers wishing to

38

attend government health facilities need to comply with NSW Health policy on
immunisation. As Pre-service Teachers do not comply with existing legislation, they
are not permitted to attend overnight camps.

Pre-service Teacher Insurance
All UWS Pre-service Teachers are covered for personal accident/injury and public
liability while engaged in course related activities (refer to the UWS website). This
arrangement includes professional experience field/observation visits and blocks.

Pre-service Teachers requiring confirmation of insurance cover

Letters of indemnity required by Pre-service Teachers (confirming that they have
appropriate insurance cover) can be requested by contacting the Professional
Experience Office on (02) 47360262.

Pre-service Teachers undertaking an activity (e.g. work experience) not required by
their course/unit will still be covered, provided that the activity is approved in writing
from the Head of Program and is related to the Pre-service Teacher’s course of
study.

More details about the nature and extent of cover for Pre-service Teachers can be
obtained from the UWS website http://www.uws.edu.au/finance_office/finance/student_insurances
or by contacting the UWS Accountant, Tax and Insurance on (02) 4570 1217.

In the event of an accident

Pre-service Teachers who are involved in an accident travelling to or from their
professional experience or are injured during professional experience should initially
seek appropriate medical care and follow the reporting procedures in their school.
The UWS Finance’s Office manages claims against the Student Personal Accident
and Injury policy. Pre-service Teachers with claims should, in the first instance,
contact the UWS Accountant, Tax and Insurance on (02) 4570 1217. Pre-service
Teachers should not delay lodging claims as this might jeopardise any settlement to
which they may be entitled. Benefits provided by the policy will have an excess
deducted from any settlements to which the Pre-service Teacher may receive. As
Pre-service Teachers are the insured persons of this policy, it is the Pre-service
Teacher who bears the excess.

Potential liability claims against the university or Pre-service Teacher must be
reported to the Professional Experience Office. Potential claims will arise where a
Pre-service Teacher has been negligent resulting in injury, loss or damage. The
School of Education must then provide full details to the Director of Finance. Failure
to report potential claims may result in the actual claim being rejected by the
university's insurer.

39

Pre-service Teacher Conduct
The highest standard of conduct is expected of Pre-service Teachers at all times.
Pre-service Teachers’ conduct during professional experience is guided by three
policies:

1. College of Arts Professional Experience Reference Group’s Principles of Ethical
and Professional Behaviour Policy

All UWS Teacher Education Programs have adopted, through the Professional
Experience Reference Group of the university and field representatives, the
Principles of Ethical and Professional Behaviour Policy. See appendices.

2. Academic Misconduct

The UWS Academic Misconduct policy covers cheating, plagiarism and collusion. It
can be found on the UWS website http://policies.uws.edu.au/view.current.php?id=00051

3. Non-Academic Misconduct

The following points have been drawn from the policy as being the most applicable
during professional experience. Pre-service Teachers should refer to the UWS
website http://policies.uws.edu.au/view.current.php?id=00104

Non-Academic Misconduct includes, but is not limited to:
 contravention of UWS Act, By-Laws, Rules or Policies;
 behaves in a manner that prejudices the good name or academic standing of the
University;
 harasses, vilifies, abuses, threatens, assaults or endangers staff, students or
other members of the University’s community directly or by other means of
communication;
 fails to follow reasonable directions of an employee of the University;
 alters or falsifies or fabricates any document or record that the University
requires of the student (e.g. medical certificate or other supporting
documentation);
 divulges confidential or personal information relating to any University matter,
staff member or student in circumstances where there is no reasonable or lawful
excuse for doing so;
 behaves inappropriately in an activity (eg In the virtual and physical
environments such as e-learning sites, face to face classes, meetings), facility in
or under the control or supervision of the University or a recognised University
student association;
 knowingly provides false or misleading information to staff of the University; or
 fails to comply with a penalty imposed or outcome agreed to under this or other
policies of the University.

40

Code of Ethics for Staff and Students of the School of Education

Our interaction with others will always be conducted with:

Respect
Care
Integrity
Diligence
Openness

These are demonstrated by:
 Treating each other with respect
 Being loyal to and supportive of each other
 Working cooperatively and sustainably within our learning communities
 Sharing expertise and knowledge with each other
 Supporting and assisting each other to raise the status of the teaching
profession
 Acknowledging personal responsibility for learning
 Respecting the right to privacy and confidentiality
 Helping others learn to interact effectively and in doing so balance their own
rights, needs and feelings with those of community members
(Adapted from Groundwater-Smith, Ewing, & Le Cornu, 2006)

Professional Experience Complaint Handling and Resolution Policy
Pre-service Teachers should make themselves fully aware of the University’s
Complaint Handling and Resolution Policy. It can be found on the UWS website by
clicking onto http://policies.uws.edu.au/view.current.php?id=00098

Professional Experience Privacy Policy
The following are excerpts from the University Privacy Policy Guideline. Pre-service
Teachers should make themselves familiar with the complete document on the
UWS website - http://policies.uws.edu.au/view.current.php?id=00108

The University of Western Sydney is committed to fair personal and health
information handling practices in its educational, research, engagement, and
associated administrative procedures and activities. In protecting the privacy of
personal and health information entrusted to it, the University will meet its statutory
requirements under the Privacy and Personal Information Protection Act 1998
(PPIPA) and the Health Records and Information Privacy Act 2002 (HRIPA). In
particular the University will reference its practices and activities against the
Information Protection Principles (IPPs), and the Health Privacy Principles (HPPs)
contained in those Acts. All staff and functional units of the University have an
obligation, in their day to day practices, to adhere to and implement the privacy
principles and practices established by legislation and given detailed expression in
this and other privacy related policies and guidelines and the UWS Privacy
Management Plan .

41

In establishing a policy and administrative framework to protect the privacy of
personal information entrusted to the University it is important to understand what
constitutes personal information as defined in the legislation (PPIPA):

"In this Act, personal information means information or an opinion (including
information or an opinion forming part of a database and whether or not recorded in
a material form) about an individual whose identity is apparent or can reasonably be
ascertained from the information or opinion”

In the University context, personal information includes material such as:
contact details - addresses, telephone numbers, email addresses.
reference numbers - tax file numbers, passport numbers, bank account
numbers, photographic images, next of kin etc.

Pre-service Teachers should make themselves familiar with the UWS Privacy
Management Plan at http://policies.uws.edu.au/download.php?id=100 .

Information about University Pre-service Teachers may be disclosed without the
consent of the Pre-service Teacher to university officials or committees deemed to
have a legitimate educational interest.

Information on University Pre-service Teachers (other than as specified in policy)
will be released to third parties only at the written request of the student. This
restriction applies to requests from parents, spouses, DET, credit bureaus and
police.

All staff and functional units of the University have an obligation, in their day to day
practices, to adhere to and implement the privacy principles and practices
established by legislation and given detailed expression in this and other privacy
related policies and guidelines and the UWS Privacy Management Plan.

Inclusive Language
The UWS's Equal Opportunity Policy Statement provides a commitment to equal
opportunity for all staff and students regardless of sex, pregnancy, race, marital
status, homosexuality, age, family responsibilities, disability, transgender, political
conviction or religious belief. As such UWS is committed to the examination of all its
policies and practices to ensure the elimination of discrimination and harassment.

The elimination of non-inclusive and discriminatory language is necessary for
achieving equal opportunity for staff and students. Discriminatory language is both a
symptom of, and a contributor to, the unequal social status of women, people with
disabilities and people from various ethnic and racial backgrounds. Language is a
major vehicle for the expression of prejudice or discrimination. Thus language can
both reflect and shape social reality. UWS supports the use of inclusive, non-
discriminatory language in all official documents and promotes its use in
classrooms, meetings and other settings within the University.

42

Anti Discrimination Legislation in Australia

Australia's commitment to eliminating discrimination has been manifested in a
number of ways, including legislation at the federal level, with the Racial
Discrimination Act 1975, the Sex Discrimination Act 1984, the Human Rights and
Equal Opportunity Act 1986, the Equal Opportunity for Women in the Workplace Act
1999 and the Disability Discrimination Act 1992, and at the state level, with the New
South Wales Anti-Discrimination Act 1977. The Anti-Discrimination Act 1977 covers
discrimination on the grounds of sex, homosexuality, marital status, race, physical
and Intellectual disability, transgender and age. Vilification amendments to the Anti-
Discrimination Act (1977) provide legal sanction on the grounds of homosexuality,
race, transgender or HIV/AIDS status by banning the expression of hatred, serious
contempt and severe ridicule in a wide range of spoken and written forms.

Different Forms of Discriminatory Language

a) Extra-Visibility or Emphasis on Difference
In many contexts it is quite unnecessary to mention a person's sex, race, ethnic
background or disability. For members of minority groups these characteristics are
often mentioned. This type of specification may result in overemphasis on a
particular characteristic, thus creating the impression that the person referred to is
somehow an oddity.

b) Stereotyping
A stereotype is a generalised and relatively fixed image of a person or persons
belonging to a particular group. This image is formed by isolating or exaggerating
certain features - physical, intellectual, cultural, occupational, personal, and so on -
which seem to characterise the group. Stereotypes are discriminatory in that they
take away a person's individuality. Although they may reflect elements of truth,
these are usually misinterpreted or inaccurate owing to oversimplification. The
status of minority groups in society is often adversely influenced by prevailing
stereotypes of them.

c) Derogatory Labelling
The discriminatory nature of derogatory labels used to describe members of minority
groups is often obvious. However, derogatory labels are still commonly used, and
must be avoided.

d) Imposed Labelling
A characteristic often shared by minority groups is their lack of power to define
themselves. Often the names and labels by which they are known, whether
derogatory or not, have been imposed on them. Imposed labelling may be
inaccurate in various ways and may also be alienating for the groups it supposedly
describes.

43

Language and Specific Groups

a) Language, Sex and Gender
Non-sexist language is to ensure a balanced and fair representation of men and
women in language not to 'de-sex' language. Non-sexist language increases clarity
in language use by removing ambiguities, and increases accuracy by avoiding false
assumptions about the nature and roles of women and men in society.

Sexist language is language that expresses bias in favour of one sex and thus
discriminates against the other. In general, the bias is in favour of men and against
women. Language that discriminates against women by not adequately reflecting
their roles, status and presence in society is sexist.

b) Language and Disability
The portrayal of people with disabilities has been fraught with contradictions
because of ambivalent attitudes towards disability. Because people are often
uncomfortable or embarrassed about disability, many euphemisms have been
created to describe disability and people with disabilities.

Discriminatory language in relation to the portrayal of people with disabilities is
characterised by derogatory labelling, by depersonalising, by stereotyping and by
emphasising the disability rather than the person.

c) Language, Race and Ethnicity
Australia's population is comprised of people from different ethnic and racial
backgrounds, some of whom are Indigenous to Australia. Language plays a major
role in expressing group relations and group conflicts. Ethnic and racial labels,
names and expressions are created and used to portray certain groups as inferior or
superior to others. Non-discriminatory language in relation to race and ethnicity aims
to recognise and present the diversity of Australia's population in positive ways.

d) Language and Indigenous Australians
An Indigenous Australian is an Aboriginal person or Torres Strait Islander, who
identifies as such, is of Aboriginal or Torres Strait Islander descent and is
recognised as such by the community. The separate linguistic and cultural identity of
the Indigenous people of the Torres Strait Islands must be recognised. The
preferred term is Torres Strait Islander.

The linguistic portrayal of Aboriginal and Torres Strait Islander people has been
mainly negative and stereotypical. Aboriginal and Torres Strait Islander people are
most often described in racial group terms, rarely as individuals with personal
names. 'Aboriginals' was often used as a noun to describe the Indigenous people of
Australia instead of its use as an adjective which is acceptable, eg. the Aboriginal
Education Unit, the Aboriginal people of Australia, Aboriginal employees/students.

Wherever possible an Aboriginal person or group's preference of title should be
used. If in doubt, ask the person or group. At UWS consultation with either the staff

44

of the Aboriginal Education Centre or the Aboriginal Employment Coordinator on
appropriate language is encouraged.

e) Language and Sexual Preference
Language used in reference to people of other than heterosexual preference is
often derogatory and implies inferiority or deviance. Use terms such as
homosexual/gay men or homosexual women/lesbians or transsexual/transgender
and avoid terms such as poofter, queer, queen, dyke, transvestite. While some
people of homosexual preference use some of these terms about themselves a
more generalised use should be avoided. Avoid stereotyped descriptions or
derogatory terms eg. gay men are often referred to as limp-wristed or as effeminate
and lesbians are often referred to as butch or masculine.

Contacts for further information and assistance:

If you have enquiries in relation to the use:
a) of non-discriminatory language, contact the UWS Student Equity, Welfare
and Disability Unit on 02 9678 7374.
b) of non-racist language in relation to Aboriginal or Torres Strait Islander
people, contact the Indigenous Student Service Officer at Penrith on (02) 4736
0697 or Bankstown (02) 9772 6711.

45

SECTION SIX

Documentation and Appendices
 Sample Notification of Pre-service Teacher
Requiring Additional Support Form and
Learning Plan 1 (RAS 1 & LP1)
 Sample Committee of Advice - Pre-service
Teacher At Risk of Failing Professional
Experience and Learning Plan 2 (AR1, LP2 and
AR2)
 School of Education Child Protection Protocol
2011
 Principles of Ethical and Professional
Behaviour Policy

46

RAS 1
Notification of Pre-service Teacher Requiring Additional Support – Meetings 1 and 2

Pre-service Teacher’s Name: _________________________ID: _____________ Unit Number:________________________
School/Centre Name: _______________________ Supervising Teacher’s Full Name: _______________________
Course:  B.Ed(0-5)  MTeach (EC)  MTeach (Primary)  MTeach (Secondary)  Masters Special Ed

Additional Member’s Names and Positions: ________________________________________________________________
Person making notification: ________________________________________________ Date:________________________

Reasons for Changes/goals to address concerns Strategies Date for
Concern (please number) Achievement

SAMPLE ONLY
Signatures:
Pre-service Teacher______________________________ Supervising Teacher: ____________________________
Additional Members:___________________________________________________________________________________
Outcome (please tick one) at Meeting 2:
 Pre-service Teacher is now likely to make Satisfactory progress
 Pre-service Teacher will be notified At Risk of Failing the Professional Experience
Outcome recorded by:  Supervising Teacher  University Advisor
Time, date and place of reassessment meeting: __________________________________________________________
RAS1- Fax to (02) 47360407

LP 1
Learning Plan No. 1

Individual Learning Plan
Issue of Concern Required Outcome Strategy Date for
Achievement

SAMPLE ONLY

LP 1- Fax to (02)4736 0407

48

AR 1
Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience (Meeting 3)

Pre-service Teacher’s Name: ________________________________ID: __________________ Date:_____________
Professional Experience Name and Unit Number:____________________________________________________

School/Centre Name: ___________________________________________________________________
Supervising Teacher’s Full Name: ________________________________________________
University Advisor/Mentoring Lecturer’s Full Name: _________________________________________
SAMPLE ONLY
Names and positions of Additional Members:_______________________________________________________________
Has the Pre-service Teacher already required Additional Support?  Yes  No

If No, please outline Exceptional Circumstances that now places the Pre-service Teacher “At Risk of Failing”
______________________________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Date of Meeting 4: _____________________________________

Signatures: Pre-service Teacher ____________________ Supervising Teacher: _____________________

University Advisor: ________________ Additional Members:___________________________
AR1- Fax to (02) 4736 0407

LP 2
Learning Plan No. 2

Individual Learning Plan
Issue of Concern Required Outcome Strategy Date for
Achievement

SAMPLE ONLY

LP 2- Fax to (02) 4736 0407

50

AR 2
Review of Pre-service Teacher At Risk Of Failing Professional Experience (Meeting 4)
Pre-service Teacher’s Name: ________________________________ID: ___________ Date:______________________

School/Centre Name: ______________________ Supervising Teacher: _______________________
University Advisor’s Name: __________________________________________

Required Outcomes Comment Achieved
(Yes/No)

SAMPLE ONLY

Outcome (please tick):
 Pre-service Teacher is now likely to make Satisfactory progress
 Pre-service Teacher will receive an Unsatisfactory Grade in the Professional Experience
Outcome recorded by:  Supervising Teacher or  University Advisor

Signatures: Pre-service Teacher: _______________________ Supervising Teacher: _______________________
University Advisor: ________________ Additional Members:_________________________________
RAS2- Fax to (02) 4736 0407

College of Arts
School of Education Child Protection Protocol, 2011
This Protocol has been developed under the auspice of the School of Education by the Professional Experience Committee. The protocol is to be managed under the
direction of the Head of School (Associate Professor Steve Wilson) by an Academic Coordinator and an Administration Officer. The protocol is designed to cover students,
permanent Teacher Education staff and casual employees teaching in units and working as University Advisors.
Component Details Responsibility of
Signing of Working All Pre-service Teachers must sign a WCC-DEC on their initial enrolment in their current degree. Pre- o Registrar’s Office– Special
With Children service Teachers have a legal responsibility to inform the university if their status changes. A UWS Requirements (Enrolments)
Check Declaration WCC-DEC form is submitted to UWS as part of enrolment. A Pre-service Teacher who breaks their
(WCC-DEC) studies or changes course must complete a new WCC-DEC on recommencement of studies. Forms are o Checks carried out by School of
available online from the UWS Website. UWS adapted WCC-DEC is based upon the Commission for Education Administration Staff
Children and Young People document.
Signing of WCC-DEC is recorded on the student’s record 24-48 hours after signing. Students who do not
sign will not be allowed to enrol in professional experience (PE) units.
Child Protection Every Pre-service Teacher must attend a 3 hour workshop before undertaking any professional o Student to attend workshop and
Training experience (PE). A new workshop must be undertaken if a Pre-service Teacher changes course ensure they are current
Workshops o Organised and run by School of
(CPW) Workshops and assessment are common across programs and settings and cover information needed Education Academic Child
for working in both DOCS settings and DET centres. Protection Officer. Delivered by
Department of Education and
Pre-service Teachers will be not be placed for professional experience if they have not attended Training.
workshop in their current degree o Checks carried out by School of
Education Administrative Staff
o Date of attendance placed on
Student Record by Registrar’s
Office
Permanent and All staff to sign a WCC-DEC before visiting schools and centres. Casuals must submit a Casual o Staff to sign and submit relevant
Casual Teaching Employment Authority BEFORE commencing work documentation with Casual
Staff Employment Authority.
o Records maintained at UWS
Human Resources
Casual Advisors All staff to submit a Casual Employment Authority BEFORE commencing work. o PE Coordinators
o Records kept at School of
Staff attend PE preparation meeting Education. Checks before PE
block that all casuals employed
have submitted CEA

52

University of Western Sydney
College of Arts

Principles of Ethical and Professional Behaviour in Teacher Education
Programmes

Ethical and Professional Behaviour:

UWS Pre-service Teachers who are engaged in professional experience are placed
in a variety of settings which require them to behave in a professionally appropriate
manner. In brief, they are expected to adopt a stance which is courteous and
respectful of the rights of others, be they children or adults.

Children have a right to be heard (John, 1996). And not only heard, but listened to,
taken seriously and given serious things to do (Holdsworth, 1999). The processes
require mutuality, respect and transparency.

The United Nations Conventions on the Rights of the Child stipulates in Article 12
that the views of the child should be given due weight in accordance with the age
and maturity of the child and Article 13 that the child shall have the right to freedom
of expression ... to seek, receive and impart information and ideas of all kinds
(Alderson, 1995, p. 70).

Similarly adults in professional experience settings, be they teachers, parents
and/or community members, are entitled to considerate, empathetic behaviour.
UWS Pre-service Teachers should be mindful of the mores and culture of the
specific professional experience setting and should dress, speak and interact in
a thoroughly professional manner.

The earmark of a profession is that its members “act in a spirit of public service.
That is, they are bound always to put the interests of others before their own.”
(Longstaff, 1995, p.2). Students in Teacher education programs at the University of
Western Sydney are expected to understand that the consequences of their
professional practice must enhance the well being and learning of children, families
and of their professional associates. No risk of significant harm is permissible. They
must have respect for the dignity and worth of all persons and perceive that the
welfare of the learners with whom they are dealing take precedence over the self-
interest of the Pre-service Teacher. Thus they will:

contribute to safe and supportive environments free from any form of abuse or
discrimination where their relationships with others are governed by trust and
ethical values within current legal frameworks.

UWS Pre-service Teachers, during professional experience programs, will observe
the laws of the relevant National or International, State or Territory in relation to:

 Child protection 2 ;
 Anti-discrimination, ie: harassment on the basis of: sex, pregnancy,
race, religion, marital status, disability, homosexuality, transgender,
age; and
 Criminal matters such as stealing, assault and drug abuse.

Professional Misconduct:

While it is recognised that the majority of UWS students will behave in professionally
and ethically appropriate ways, in the case of professional misconduct the following
sanctions and procedures will apply.

UWS, 2011 Student Non-Academic Misconduct Policy specifies that “Non Academic
Misconduct “ includes but is not limited to, conduct where a student:

1. Contravenes any provision of the UWS Act, By-laws, Rules or Policies;
2. Behaves in a manner that prejudices the good name or academic
standing of the University;
3. Damages or destroys University property (including library books,
computing hardware or software, or the deliberate release of computer
viruses);
4. Misuses University facilities, systems and equipment, to engage in
illegal activity or activity prohibited by the University’s rules and
policies (for example, computer hacking, infringing copyright);
5. Steals or misappropriates University property or equipment;
6. Harasses, vilifies, abuses, threatens, assaults or endangers staff,
students or other members of the University’s community or otherwise
obstructs staff or students or other members from undertaking their
activities at the University;
7. Fails to follow reasonable directions of an employee of the University;
8. Alters or falsifies any document or record of the University (e.g. such
as student concession cards);
9. Alters or falsifies any documentation that the University requires of the
student (e.g. medical certificate or other supporting documentation);
10. Divulges confidential information relating to any University matter, staff
member or student (e.g. employment records, in-camera committee
discussions) in circumstances where there is no reasonable or lawful
excuse for doing so;
11. Behaves inappropriately in an activity (e.g. class, meeting), facility in
or under the control or supervision of the University or a recognised
University student association; or
12. Refuses or is unable to identify him/herself when asked to do so by an
officer of the University (e.g. security officer, examination invigilator).
13. Knowingly provides false or misleading information to staff of the
University.

2
All students, undertaking Teacher education programs at UWS are required to be familiarised with
the child protection legislation and its implications for practice.

54

Those sections of the policy which are seen to particularly apply to professional
experience in Teacher education are those that are asterisked. These are briefly
discussed below:

Behaves in a manner which prejudices the good name or academic
standing of the University:

Pre-service Teachers, who are in settings in which they are undertaking
professional experience, and who behave in disgraceful or improper
ways will clearly bring UWS’ good name into disrepute.

Harasses, vilifies, abuses or assaults staff, students or other members
of the University’s communities:

In professional experience settings, such as schools, child care centres and so
on, it may be seen that these are communities related to the University, so that
Pre-service Teachers who vilify, abuse or assault members of those
communities should be judged as being engaged in non-academic misconduct.

Fails to follow reasonable directions of an officer of the University:

University appointed advisors and Supervising Teachers, are for the
purposes of professional experience, officers of the University. Pre-service
Teachers who fail to follow their reasonable directions in terms of
professional conduct may be deemed to be engaged in non-academic
misconduct.

Behaves inappropriately in a class, meeting, facility or other activity in
or under the control or supervision of the University or a recognised
University student organisation:

Professional experience is undertaken under the supervision of the University
and is a course requirement in all Teacher education programs. Pre-service
Teachers who behave inappropriately in professional experience settings can
be said to be engaged in non-academic misconduct.

Professional misconduct in education settings includes but is not limited to:

Behaviours which contravene those laws and expected professional practices which
have already been identified. It is important to note that the agencies with whom the
University cooperates in the placement of Pre-service Teachers (schools, early
childhood settings etc.) will have their own codes of practice and that these should
also be observed.

Professional misconduct by a Pre-service Teacher engaged in professional
experience may also encompass behaviours, that while not contravening legislation,
are also inappropriate because the Pre-service Teacher:

55

 behaves in a manner which prejudices the good name or academic standing
of the University; and/or
 harasses or vilifies members of the professional setting in which the Pre-
service Teacher is placed 3 ; and/or
 refuses to follow reasonable directions of those with authority in the
professional setting and/or
 Disrespectful of any child, Teacher, parent or University Advisor

Identification of Professional Misconduct in Professional Experience Settings:

Professional misconduct may be identified by: a Supervising Teacher, a School
Principal or Member of the Executive, or a school coordinator and must be reported
to the University Advisor who will advise the relevant Professional Experience
Coordinator who will then determine the next appropriate action. Any notification of
professional misconduct must be put in writing.

Procedures for Sanctions:

Within a Professional Experience Placement:

 Students engaging in professional misconduct during a professional experience
placement, depending upon the severity of the alleged misconduct, will be dealt
with in accordance with the policies and procedures set out in the Professional
Experience Policy and Protocol Guidelines (Section Five of this document)

 In cases of serious misconduct or repeat offences students will be withdrawn
from the setting and appear before a School of Education Misconduct Committee
comprising Head of School, Head of Program, Academic Coordinator of
Professional Experience for their course, the School Principal or Centre Director,
and a nominee of the University who will observe that due process has been
followed. Pre-service Teachers before such a committee may bring a third party.
The Committee may determine whether the student behaviour is such that it
warrants a “Fail” grade for the relevant professional experience component.

 Should the Pre-service Teacher’s behaviour be of sufficient seriousness, the
matter will be referred to the Vice Chancellor in line with procedures set out in
UWS 2011 Calendar.

3
Harassment is unwanted and uninvited behaviour which is abusive, humiliates, offends or intimidates. In professional
settings this may be behaviour directed to any person in that setting, be that person a child or adult. Harassment may be
unwelcome conduct that is physical, verbal (written or spoken) or non-verbal (gestural) behaviour.

56

Across Professional Experience Placements:

 In those cases where a Pre-service Teacher has already received one written
warning in a prior professional experience placement and is again brought to the
attention of the University for professional misconduct then the Pre-service
Teacher will be withdrawn from the setting and appear before a School of
Education Misconduct Committee comprising Head of School, Head of
Program, Academic Coordinator of Professional Experience for their course, the
School Principal or Centre Director (and if required the Principal or Centre
Director of the previous placement), and a nominee of the University who will
observe that due process has been followed. Pre-service Teachers before such
a committee may bring a third party. The Committee may determine whether the
Pre-service Teacher’s behaviour is such that it warrants a “Fail” grade for the
relevant professional experience component.

Written Records:

All instances of professional misconduct require written accounts. Records should
be filed electronically (TRIMMED) to the Pre-service Teacher’s record and include
all correspondence. Normal privacy requirements must be observed.

Appeals:

In the interests of natural justice Pre-service Teachers should have the right of
appeal and request a mentor to guide them through normal university appeal
processes. Normally the appropriate appeals process will be review of grade
process.

References:

Alderson, P. (1995). Listening to Children. Children, Ethics and Social Research.
London: Barnardos

Holdsworth, R. (1999). Taking Young People Seriously Means Giving Them
Serious Things To Do. Paper presented to a National Workshop ‘Taking
Children Seriously’, Childhood Youth Policy Research Unit, University of
Western Sydney, Macarthur. 12th-13th July.

John, M. (1996). Voicing: Research and Practice with the ‘Silenced’. In M. John
(Ed.) Children in Charge: The Child’s Right to a Fair Hearing. London:
Jessica Kingsley Publishing, pp. 3 - 24.

Longstaff, S. (1995). Professions in society. Australian Financial Review, December.
Republished by the St James Ethics Centre (Article 0118)

57

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