The professional experience (PEX) coordinator is the primary point of contact for initial teacher education providers (ITEPs) regarding PEX placements, as governed by the Professional Experience Agreement (PEA).
The coordination of PEX placements consists of:
- managing placement requests from ITEPs
- allocating and supporting supervising teachers* for placements
- onboarding pre-service teachers.
* Note: supervising teachers must be accredited at Proficient Teacher level and have completed Module 2 of the Supervising Pre-service Teachers online training program (developed by the Australian Institute for Teaching and School Leadership).
The following step-by-step framework can assist schools in managing requests from ITEPs for PEX placements.
| Step | Timeline – Term 3 and 4 placements in the current year | Timeline – Term 1 and 2 placements in the following year |
|---|---|---|
School identifies teachers interested in supervising PEX placements |
Prior to 1 April |
Prior to 1 November |
ITEPs send requests for PEX placements to schools |
From 1 April |
From 1 November |
School collates requests from ITEPs and determines placements that can be offered |
From 8 April |
From 8 November |
School confirms with ITEPs any placements that can be offered |
Within 2 weeks of receiving PEX placement requests |
|
School liaises with ITEPs on the logistics and details of the PEX placements |
Ongoing from 8 April |
Ongoing from 8 November |
Resources for supporting high-quality professional experience placements
The NSW Department of Education has developed a range of strategies and resources through its Professional Experience Hub Program to help schools ensure high-quality PEX placements. The resources complement the training for supervising teachers provided by the Australian Institute for Teaching and Leadership (AITSL).
These resources are designed to be flexible and can be tailored to fit each school's needs, providing valuable support to the PEX coordinator and other relevant staff.
Schools may also refer pre-service teachers to the Setting up for Success professional learning series. The series was developed and delivered by expert teachers from across the department, and can support pre-service teachers in meeting the Graduate stage of the Australian Professional Standards for Teachers during their placements.
| Item | Description |
|---|---|
| AITSL Supervising Teacher - online training program | Developed by AITSL to enhance teachers' knowledge, skills and confidence to effectively supervise pre-service teachers All teachers supervising the placements of pre-service teachers must complete Module 2 of the program. |
| Graduate career stage - Australian Professional Standards for Teachers | Graduate stage Standards and descriptors outline the requirements that all students must meet upon completing initial teacher education programs at this first career stage |
| Preparing for a successful start | Strategy for effectively communicating information to pre-service teachers before the start of their placement to support their readiness |
| Pre-placement questionnaire for professional experience placements | Tool to assist schools in differentiating, structuring and setting goals and expectations for placements |
| Induction for pre-service teachers | Step-by-step guide on the induction of pre-service teachers for their placements |
| Guidelines for the supervision of pre-service teachers | Guide to support schools and supervising teachers across all stages of professional experience placements |
| Item | Description |
|---|---|
| Induction for pre-service teachers | Step-by-step guide on the induction of pre-service teachers for their placements |
| Item | Description |
|---|---|
| End of Week 1 check-in with the supervising teacher | Strategy and communications guidelines to support supervising teachers |
| Create peer learning opportunities | Strategy to provide both formal and informal opportunities for pre-service teachers to learn from their peers |
| Promote immersion opportunities | Strategy and communications guidelines to immerse pre-service teachers into the school culture and community before and after their placements |
| Annual open classroom list for pre-service teachers | Strategy and communications guidelines to enable pre-service teachers to experience a range of classroom settings at their placement schools |
| Setting up for Success | Webinar series developed by expert teachers of the department to support pre-service teachers in meeting the Graduate stage of the Australian Professional Standards for Teaching Topics include behaviour management and differentiation |
| Professional Experience Evidence Guide | Guide developed by NESA to support supervising teachers in assessing pre-service teachers, clarifying each Graduate Teacher Standard descriptor and providing examples of practice |
| Item | Description |
|---|---|
| End of placement questionnaire for pre-service teachers | Tool to capture preservice teachers’ feedback to inform practices for future professional experience prlacements. |
| Item | Description |
|---|---|
| Professional Experience Agreement | The Professional Experience Agreement is signed between the department and 40 initial teacher education providers across Australia. It governs the roles and responsibilities of the signatories in ensuring consistent quality professional experience in NSW public schools. |
Participant roles and responsibilities in professional experience |
Developed by AITSL, this document describes the roles and responsibilities of the key groups that share responsibility for the professional experience component of initial teacher education programs. |
| Professional Experience - common roles and responsibilities | Developed by NESA, the document sets out the the roles and responsibilities of schools, pre-service teachers, and initial teacher education providers in professional experience. |
| Professional experience - evidence guide for supervising teachers | Developed by NESA, this practical evidence guide supports supervising teachers in assessing and supporting pre-service teachers on placements, by clarifying the meaning and significance of each Graduate Teacher Standard descriptor. |