Many rigorous expectations and requirements are put in place during professional experience

to maintain the safety of students, employees and ones self throughout the practicum.
These expectations begin as soon as students are made aware of them and continue for the
extent of their career, both in and outside of schools. Pre-service teachers are not exposed to
the full responsibilities of teachers. However, they are obligated to abide by the expectations
and requirements presented to them prior to their placement and the policies of the workplace
they are placed within. These policies include communication, school culture, expectations
and legislation. Legal obligations are predominant in the teaching career and all teachers,
whether in the first or last year of their career, need to understand and act on their legal
obligations (Churchill et al, 2013).
Pre-service teachers involved in professional experience must also read and sign their
acknowledgment of the New South Wales Department of Education (NSW DEC) Code of
Conduct and adhere to them at all times. This code upholds obligations such as dress code,
professional conduct, social identity, negligence and staying within the presence of the
mentor teacher. It also involves the pre-service teachers duty of care, referring to the
protection of all aspects of a childs wellbeing and physical care.
The completion of training is also an important aspect of placement, including the online
Working With Children check (WWC), Child Protection awareness and Anaphylaxis training.
Training provides pre-service teachers with the competence, if required, to manage scenarios
of first aid and mandatory reporting. As mandatory reporters, pre-service teachers must
always report any concerns involved in a child or young persons wellbeing to their mentor
teacher. Pre-service teachers should be aware that safety advice regarding online exposure
can also be accessed through the Office of the eSafety Commissioner website.
By the end of the twenty-five-day professional placement, students must be teaching at least
fifty per cent of the mentor teachers normal load in a teaching cycle. This is negotiable
between the mentor and university student depending on their expectations and abilities. Pre-
service teachers must complete a lesson plan and reflection for each lesson they teach and
include this in their professional experience folder. This folder has its own checklist that
needs to be collated throughout the placement. Lesson plans, teaching, management and the
maintenance of the folder requires pre-service teachers to be organised, efficient and
proactive.
Completing the bare minimum is not advisable during the practical experience. The
involvement in all aspects of school life including meetings, extra curricula events, sporting
events, duties and extra research is extremely important and advised. This will provide pre-
service teachers with the reality of what is required of a teacher as well as showing initiative
and an active interest in the school and learning. Other important considerations include being
punctual and early, at least thirty minutes before and after school. Getting to know the staff
and being pleasant and approachable are great attributes to show. Personal skills and
attributes must also be utilised to deal with experiences on a day-to-day basis. Teachers need
to draw on a range of skills and personal attributes to deal with the day-to-day realities of
teaching, the intangibles and the serendipitous moments. (Churchill et al, 2013). Therefore,
going over and above expectations is evidence of a professional, confident and capable
learner and teacher.

It is important to recognise the Australian Professional Standards for Teachers (APST) that
pertain within the expectations and requirements of pre-service teachers on their first
practicum and beyond. The standards covered throughout these obligations hinges on APST
4.4 Maintain student safety (Australian Professional Standards for Teachers [APST], 2011).
There are strategies that are put in place to support student safety. Being aware of students at
all times and reporting any signs of concern are of utmost importance. Safety is wholly
promoted at my placement school, Kororo Public School (KPS), who promotes their school
as a safe environment for the physical and emotional well being of staff and students. It states
that student welfare encompasses everything the school community does to meet the
personal, social and learning needs of students (Kororo Public School [KPS], 2017).
Therefore I am obligated to uphold these requirements throughout my time at KPS. Thus the
expectations and requirements also align with APTS 7.1 Meet professional ethics and
responsibilities and 7.2 Comply with legislative, administrative and organisational
requirements. Knowing and adhering to my placement schools policies, code of conduct
and ethics allows accountability and safety whilst maintaining student safety. Having
legislative and administrative knowledge will provide further direction and protection for
students and myself not only during professional experience but also throughout my life as a
teacher (Australian Professional Standards for Teachers [APST], 2011).
Reference List

Australian Professional Standards for Teachers. (2011). Carlton South. Retrieved from
https://www.aitsl.edu.au/docs/default-
source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2

Churchill, R., Ferguson, P., Godhino, S., Johnson, N., Keddie, A., Letts, W., Mackay, J.,
McGill, M., Moss, J., Nagel, M., Nicholson, P., Vick, M. (2013). Teaching: Making a
difference (2nd ed.) Milton Qld: John Wiley and Sons. (pp. xii, 573)

Kororo Public School. (2017). Kororo Public School: Information Booklet 2017 [Word
Doc.]. Retrieved from http://www.kororo-p.schools.nsw.edu.au/our-school