E&AL1 – Introduction to teaching

The first 20-day placement, Engaging and Assessing Learners 1 (E&AL1) introduces Teacher Candidates to teaching through observation and guided practice. You'll begin to demonstrate understanding of how students learn, apply teaching and classroom management strategies, and conduct yourself professionally within school settings. By the end of the placement, you should demonstrate early competence in planning and delivering lessons under guidance from your mentor teacher, while reflecting on your developing identity as a teacher.

Placement expectations

Teacher Candidates must attend all 20 days of placement.

In the first 10 days, you will:

• Engage in teaching activities; for example, small group or team teaching.

Before the end of the placement, you will:

• Engage in independent teaching of at least 10 lessons
• Document at least 15 classroom observations
• Engage in additional teaching, observations and/or school activities as directed by the Mentor Teacher and/or Clinical Educator.

Teaching expectations

Engagement in teaching activities will vary depending on school context, class availability, and other factors, but should include the below.

Other expectations

Conduct classroom observations focusing on:

• Teaching strategies to support student participation and engagement in the lesson
• Classroom management strategies
• Classroom routines, including lesson openings and transitions, to see how teachers capture and maintain attention
• Inclusive language, wellbeing support, and professional conduct
• Practices of other staff; for example, in different year levels and specialist classes.

Additional school activities include:

• Staff meetings
• Yard duty
• Assemblies
• Professional learning
• Parent–teacher meetings
• School camps (optional).

E&AL2 – Developing teaching

The second 20-day placement, Engaging and Assessing Learners 2 (E&AL2), extends Teacher Candidates’ experience from guided practice to independent teaching, with increasing responsibility for planning, instruction and assessment in collaboration with the Mentor Teacher. Teacher Candidates begin to apply evidence-based strategies to engage diverse learners, manage classrooms and use data to inform practice. By the end of the placement, you should demonstrate growing competence and confidence in designing and delivering sequenced lessons for safe, inclusive, and well-managed learning environments.

Placement expectations

Teacher Candidates must attend 20 full placement days.

In the first 5 days, you will:

• Engage in teaching activities; for example, small group or team teaching.

Before the end of the placement period, you will:

• Engage in independent teaching of at least 20 lessons, including at least 3 half-days of full control
• Document 15 classroom observations
• Engage in additional teaching, observations and/or school activities as directed by the Mentor Teacher and/or Clinical Educator.

Teaching expectations

Engagement in teaching activities will vary depending on school context, class availability, and other factors, but should include the below.

Other expectations

Conduct classroom observations focusing on:

• Teaching strategies to support student participation and engagement in the lesson
• Assessment strategies, including formative and summative assessments
• Use of learning goals and feedback
• Evidence of learning and its impact on teaching
• Classroom management strategies
• Classroom routines, including lesson openings and transitions to see how teachers capture and maintain attention
• Inclusive language, wellbeing support, and professional conduct
• Practices of other staff; for example, in different learning areas, year levels, specialist classes.

Additional school activities include:

• Staff meetings
• Yard duty
• Assemblies
• Professional learning
• Parent–teacher meetings
• School camps (optional).

Note: Please contact the Clinical Educator should you have any questions or concerns regarding the above.

E&AL3 – Graduate-ready teaching

The final 20-day placement, Engaging and Assessing Learners 3 (E&AL3), consolidates your learning as a Teacher Candidate. You'll assume greater independence in planning, teaching, and assessing student learning. You'll demonstrate professional autonomy, applying theory and evidence to design inclusive and developmentally appropriate student learning experiences. By the end of the placement, you should be teaching with confidence and consistency across extended lesson sequences, showing readiness to meet the Graduate Teacher Standards.

Placement expectations

Teacher Candidates must attend 20 full placement days.

In the first 5 days, you will:

• Engage in teaching activities; for example, small group or team teaching.

Before the end of the placement, you will:

• Engage in independent teaching of at least 25 lessons, building to half-day control followed by at least 3 days of full control by the conclusion of the placement period
• Document at least 10 classroom observations
• Engage in additional teaching, observations and/or school activities as directed by the mentor teacher and/or clinical educator.

Teaching expectations

Engagement in teaching activities will vary depending on school context, class availability, and other factors, but should include the below.

Other expectations

Conduct classroom observations focusing on:

• Teaching strategies to support student participation and engagement in the lesson
• Inclusive learning contexts, wellbeing support, and professional conduct
• Inclusive strategies to support students across the full range of abilities
• Literacy and numeracy strategies
• Assessment strategies, including formative and summative assessments, use of learning goals and feedback
• Evidence of learning and its impact on teaching
• Classroom management strategies
• Classroom routines including lesson openings and transitions to see how teachers capture and maintain attention
• Practices of other staff; for example, in different learning areas, year levels, specialist classes.

Additional school activities include:

• Extracurricular activities (for example, sport/band practice, debating competition, etc.)
• Staff meetings
• Yard duty
• Assemblies
• Professional learning
• Parent–teacher meetings
• School camps (optional).

Note: Please contact the Clinical Educator should you have any questions or concerns regarding the above.