Unsatisfactory performance

The Clinical Education Coordinator will ensure that the Teacher Candidate's performance is systematically monitored during their placement by the Clinical Educator, Mentor Teacher/s and/or Student Teacher Coordinator. All Teacher Candidates undertaking a placement may be subject to a Progress Review and will be provided with feedback during the placement regarding their progress towards learning objectives.

The FoE academic progress process follows the academic progress process outlined in the University’s Academic Progress Review Policy (MPF1291).

In accordance with the University’s Assessment and Results Policy (MPF1326), Teacher Candidates may be identified as ‘at risk of unsatisfactory performance’ by the Mentor Teacher or Clinical Educator in the placement if they have not:

  • Maintained satisfactory attendance
  • Completed at a satisfactory standard academic or professional components specified for the placement
  • Maintained an appropriate standard of conduct.

Teacher Candidates may be identified as ‘at risk of unsatisfactory performance’ at any time over the practicum period by the Mentor Teacher, Student Teacher Coordinator, and/or Clinical Educator in accordance with the practicum assessment criteria. The Interim Assessment Report also offers an opportunity for the Mentor Teacher or Clinical Educator to initiate a Progress Review.

The Clinical Educator will notify a Teacher Candidate identified as at risk of unsatisfactory performance in the practicum in writing on a Progress Review form, including clear information about:

  • Area(s) for improvement
  • Strategies for improvement
  • Timeframe for review of progress
  • Continued unsatisfactory performance may result in a ‘fail’ grade awarded.

Where a Teacher Candidate’s performance has been deemed unsatisfactory by a Mentor Teacher at the conclusion of the placement, the Clinical Education Coordinator will instigate a review to determine the reasons contributing to this assessment. This review may result in the Mentor Teacher assessment being moderated or a ‘fail’ grade being awarded for the placement in the corresponding Engaging and Assessing Learners subject.

Placement discontinuation – University initiated

Where a Teacher Candidate on placement is involved in a case of misconduct or unprofessional conduct of a serious nature, or has demonstrated they are unable to meet the inherent participation requirements of the course, the Teacher Candidate may, on the recommendation of the Clinical Education Coordinator and Clinical Educator or Mentor Teacher or Student Teacher Coordinator, be removed from the practicum. The Clinical Education Coordinator will:

  • Inform the Teacher Candidate of the reason for their removal,
  • Record a ‘fail’ grade for the placement,
  • Inform the Teacher Candidate that they are at risk of not making satisfactory progress in the course, and
  • Report the details of the incident as appropriate.

Teacher Candidates who are involved in a case of misconduct may be investigated and subject to disciplinary action under the Student Conduct Policy (MPF1324).

Teacher Candidates who wish to appeal decisions should consult the Student Complaints and Grievances Policy (MPF1066) for information about how to lodge a grievance and/or appeal. If the appeal is in relation to unsatisfactory progress, Teacher Candidates should consult the Academic Performance Policy and Academic Progress Procedure.

If a placement is discontinued, the Teacher Candidate may continue to attend coursework subjects and submit assessment tasks until the Course Academic Progress Committee outcome is finalised. If assessment tasks require access to a school, the Teacher Candidate may need to negotiate an alternative task with the subject coordinator.

Experiencing difficulties and withdrawing from placement

Any serious problems in a placement need to be addressed quickly to ensure the interests of all stakeholders are maintained.

If Teacher Candidates or Mentor Teachers experience difficulties of any nature during a placement, the issues should be discussed with the Clinical Educator as soon as possible. In many cases, Clinical Educators, in collaboration with the Clinical Education Coordinator, can assist with strategies to resolve issues or help negotiate appropriate modifications to the placement.

Teacher Candidates may also like to meet with an adviser from Student Equity and Disability Support for a confidential discussion of resources, adjustments, and services to support learning.

Teacher Candidates who fail to attend their scheduled placement or who withdraw from placement without approval from the Clinical Education Coordinator will be identified as at risk of failing to maintain satisfactory progress and managed according to the FoE’s Professional Practice Unsatisfactory Progress Policy.

For further information on FoE Academic Progress please go to Academic progress : At risk and unsatisfactory academic progress.