Change Challenge Choice and Collaboration Angela Carlino and

Change, Challenge, Choice and Collaboration Angela Carlino and Connie Mollica Placement and Partnerships Officers School of Education Professional Experience Office WACUTs component – Sue Ledger (not in attendance) Director, School of Education Professional Experience Office

Introduction Who. . . What. . . Why

Murdoch University’s Background • Murdoch University, WA’s second university was opened in 1973. • In 1996, the Rockingham Campus opened approximately 38 kms south of the main South St Campus and mainly delivers courses in Education. The Rockingham campus caters to the many new suburbs being developed between Perth and Mandurah on the south coast. • In 2004, the Peel Campus was opened in Mandurah, and mainly delivers courses in Nursing and Life Sciences. • The University has always offered flexible delivery to a large cohort of external and internal students within a constantly changing demographic.

Connecting Through Professional Learning • Today’s focus is on the Murdoch Model and it’s changes in partnership approaches involving many Public, IPS and Independent Private primary and secondary schools in WA. • Murdoch’s innovative mentoring model connects pre-service teachers (PST) with quality practitioners in a school setting for extended periods of time, including their set professional experience placement. • It attaches PST to a “real” learning environment for a whole year, for each year of their course. • This enables immersion into a school community, and promotes and encourages PST to engage with staff in understanding the diverse role of teachers and the role of the school in the community.

Partnerships and Placements The Past The Present The Future

The Past and Present Past: • Before 2000: Strong supervision model, Murdoch lecturers in schools, Murdoch caravan based on school grounds during each placement. • Past 10 Years: Growth in students not staff. • 2010 -12: Formal development of Partnerships – different models established. Present: • Continued development of Partnerships • Collaboration with academic staff to achieve the best result for all stakeholders. • SONIA: School of Education placement database – introduced in 2009.

Placement and Staffing Data in 2012 PSTs placed were: PRIMARY metro including WA rural 2, 500 SECONDARY metro including WA rural 1, 100 NON-METRO non-WA and overseas 150 TOTAL 3, 750 Staffing: Placement Officers: Part-time x 3 Administrative Assistants: Part-time x 2 Finance Officer: Part-time TOTAL 2. 2 FTE 1. 1 FTE 0. 4 FTE 3. 7 FTE

Professional Internship Model Informed by two key aims Improve PST Resilience Retention Improve Graduate Target areas that PSTs and teachers identify as areas of concern: – – – Classroom Management Education Department Policy Assessment Programming ICT

Schools University Piecing the puzzle PSTs Mentors

The Mentoring Model • Developed out of a need to give PSTs more in-school time • PST allocated to a school at the start of the year. • PST induction to the school by the school-based coordinator. • Work closely with mentor teacher and supported by dedicated supervisors. • Become part of the school community.

The Mentoring Model cont… • May participate in a variety of classrooms. • PSTs are a resource for the school • Gives continuity to the PST and allows them to apply pedagogy to practice.

Murdoch Model Overall aims for placements: • Partnership models 1. 2. 3. 4. In-School Supervisor External Supervisor Cohort Specific Specialist Specific • Schools choose a model or a combination of models in accordance with their needs. • The partnership is reviewed annually as school and University dynamics change.

Murdoch Model – Reciprocal Partnership Schools have access to: • Murdoch facilities • PD opportunities in areas of relevance Murdoch resources Benefits: • Raises Murdoch’s profile • Encourages external stakeholders onto campus • Targets the needs of the schools

Student Feedback “I have learnt so much about collaboration, first steps and a real constructivist classroom. A Partnership school enables you to observe more classrooms, mentors and have help with assignments. ” “The support from our staff was great, especially having an amazing mentor and supervisor definitely enhanced my learning. The school and the uni were on the same page. It was great to be able to speak to the supervisor straight away when in need and collaborate with her and the teacher at the same time. ”

School Feedback “With the flow of a variety of cohorts coming through the school, mentors are exposed to the uni course program more, so have a deeper understanding of the students’ program and expectations. ” “It gives teachers the chance to reflect on their own teaching practices and pedagogy. ”

Challenges Partnerships and placements are complex and require effective communication and time. • TIME is the greatest hurdle • Insufficient offers for placements • Restriction of use of all WA Dept of Education schools • Lack of space on school sites • Wrong fit • Changes during the year

In the Future • Sustainability • Growth of Program • Funding

WACUTS 2012 -13 Internship Program

Informed by: Organized by: Murdoch University of W. A Curtin University & SPERA Department of Education, W. A School Experience Committee, Partnership schools, AITSL, Research • Schools – rural & metro • Coordinators • Supervisors • Mentors- selection • Interns- 50 top 15% • Academics Identification and Standards Internship Model 4 th Year B. Ed Outcomes: 50 prepared interns Recognized Training Schools & Staff Reports & Research Sustainability of the program • Balancing School + Uni • 1 st – final day • T 1: 2 days • T 2: 2 days • T 3: Full time • T 4: 2 days + LAT • Collaborative planning, teaching & assess • Weekly professional discuss • AITSL Standards • Uni Courses • Forums • E-conference • Research links • Exemplars of practice • Profiles of students, schools Professional Portal Integrated Professional Development • Induction (all) • MET Certificate (mentors & supervisors) • CMS Certificate (interns) • Rural P. D (interns) • Portal • Debrief (all)

Snapshot of WACUTS • • 3 Academics - 3 Universities working together Fourth Year Bachelor of Education PSTs 50 high achieving PSTs from 3 universities 50 hand picked mentors Training schools identified by each University School coordinators at each school 19 Rural and 31 Metro internships

Point of Difference • • Combined universities Multi-faceted approach Mentoring training Internship training Scholarships and Stipends Rural and Metro combination for placement Portfolio and PORTAL Collaborative planning/teaching/assessment

WACUTs Portal Dissemination of information Weekly reflections on AITSL Standards Access to relevant resources, organisations, etc Positive outcomes, initiatives and publications PD opportunities Build up a bank of rich artifacts and scenarios to use for future interns, mentors, supervisors • Connection for collaboration • • •

Outcome • A sustainable program for all parties • Interns ready to begin their career with confidence • Mentors ready to engage, collaborate and mentor new interns • Schools to be fundamentally rewarded for their contribution • Stronger connections between schools and universities linking theory and practice • Further collaboration between combined universities and the WA Do. E

WACUTs Challenges • • • PSTs balancing university and school commitments Mentor/PST role change Financial burden on PSTs Importance of school coordinator Effective models in schools – number and action

Lessons Learned from 2012 • Supervision processes need to be streamlined and coordinated across universities • Administrative processes need to be streamlined • Networking and connections are essential for development • That the WACUTS internship is a valuable approach to initial teacher education development – it’s worth doing!

WACUTs Planning for 2013 • Lengthy preparation time frames are necessary to ensure successful organisation • Quality control at all levels is important

Q&A