[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-270769-105":59,"doc-detail-270769-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","professional-experience-placement-mentor-guide","Professional Experience Placement Mentor Guide","","Professional Experience Placement Mentor Guide outlines a structured approach for Mentor Teachers supporting Pre-service Teachers (PSTs) before, during, and after their placement. 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The experience is framed as a collaborative learning partnership that builds confidence, competence, and professional identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should happen before the placement starts?",{"text":117,"@type":113},"The mentor should ensure the site coordinator has completed the PST induction, review placement concern procedures and unit requirements on the WIL website, and clarify placement requirements with the PST. They should also confirm planning expectations, agree on assessment and reporting discussions, and provide the PST with timetables and first-week teaching plans.",{"name":119,"@type":110,"acceptedAnswer":120},"How should observation and reflection be used during the placement?",{"text":121,"@type":113},"The guide recommends identifying observation focus areas, discussing PST observations and reflections to strengthen professional practice, and providing opportunities for the PST to observe other teachers or leadership teams where appropriate. 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It outlines how CDU supports mentors to foster a collaborative, supportive and successful placement experience. The guide also includes links to online resources and supporting documents, and is best viewed in a digital format.\nThe Role of the Mentor Teacher\nMentor teachers play a vital role in supporting the professional growth of PSTs by modelling effective teaching, providing timely feedback, encouraging reflective practice and gradually increasing responsibility throughout the placement. The placement should be viewed as a collaborative learning partnership that promotes confidence, competence and professional identity.\nBefore the Placement - Initial placement meeting with PST\nEnsure the Site Coordinator at the placement setting has completed an induction with the PST\nFamiliarise yourself with the \u0013 HYPERLINK \"https://www.cdu.edu.au/arts-society/education/wil-concerns\" \u0014placement concern procedures\u0015, including the Notice of Concern, Targeted Support Plan and Early Cessation processes, available on the Work Integrated Learning (WIL) website.\nFamiliarise yourself with the \u0013 HYPERLINK \"https://www.cdu.edu.au/arts-society/education/wil-requirements-guidelines-assessment-reports\" \u0014placement unit\u0015 on the WIL Website\nDownload the unit-specific Requirements and Guidelines\nDownload the unit-specific Assessment Report Process Guide\nContact the allocated CDU Professional Experience Supervisor if any placement requirements remain unclear.\nRespond to the introductory email from your allocated Professional Experience Supervisor.\nDiscuss the requirements of the placement with the PST, including:\nPlacement assessment reporting\nAcademic/assignment tasks and evidence requirements\nProfessional expectations and responsibilities\nAgree on \u0013 HYPERLINK \"https://www.cdu.edu.au/arts-society/education/wil-resources-templates-exemplars\" \u0014planning expectations\u0015 and discuss how the minimum teaching requirements will be achieved, including:\nPlanning approach (daily, weekly or collaborative planning)\nSubmission timelines for lesson plans\nPreferred planning format (electronic or hard copy)\nFeedback processes for planning and teaching\nProvide PST with a class timetable and discuss attendance expectations.\nPlan and discuss what the PST will teach during the first week.\nSupport planning by co-planning lessons and sharing your programming, resources and assessment practices.\nProvide the PST with access to relevant curriculum documents, unit plans, learning programs and resources.\nFirst Part of Placement\nIntroductions and expectations\nIntroduce the PST to the principal, leadership team and staff.\nDiscuss professional conduct, confidentiality, child safety and the expectations of a teacher as a member of the profession.\nEncourage the PST to collect evidence throughout the placement that demonstrates achievement of the APSTs.\nDiscuss the goals, expectations and intended outcomes of the placement.\nAgree on:\nPlanning and feedback processes\nRegular professional learning and feedback meetings\nExplain school expectations, including:\nStaff meetings\nYard duty\nProfessional responsibilities\nWorkplace procedures\nSafety requirements\nBehaviour management\nEncourage the PST to participate in the broader life of the school where appropriate, including professional learning, parent communication, excursions and extra-curricular activities.\nObservation, Reflection and Professional Learning\nIdentify observation focus areas such as:\n\u0013 HYPERLINK \"https://www.cdu.edu.au/files/2026-05/observation-moderation-feedback-planning-for-teaching-and-learning.docx\" \u0014Planning for Teaching and Learning\u0015\n\u0013 HYPERLINK \"https://www.cdu.edu.au/files/2026-05/observation-moderation-feedback-teaching-effectively_0.docx\" \u0014Teaching Effectively\u0015\n\u0013 HYPERLINK \"https://www.cdu.edu.au/files/2026-05/observation-moderati","cbCaijh0nWjhA6yZ","https://ap.wps.com/l/cbCaijh0nWjhA6yZ","docx",1748766,"English","# The Role of the Mentor Teacher\n## Before the Placement - Initial placement meeting with PST\n## First Part of Placement\n## Observation, Reflection and Professional Learning\n## Planning and Beginning to Teach\n## Mid-placement – Reflection and Progress Review","[{\"question\":\"What are the core responsibilities of a Mentor Teacher during the placement?\",\"answer\":\"Mentor teachers model effective teaching, provide timely feedback, encourage reflective practice, and gradually increase PST responsibility throughout the placement. The experience is framed as a collaborative learning partnership that builds confidence, competence, and professional identity.\"},{\"question\":\"What should happen before the placement starts?\",\"answer\":\"The mentor should ensure the site coordinator has completed the PST induction, review placement concern procedures and unit requirements on the WIL website, and clarify placement requirements with the PST. They should also confirm planning expectations, agree on assessment and reporting discussions, and provide the PST with timetables and first-week teaching plans.\"},{\"question\":\"How should observation and reflection be used during the placement?\",\"answer\":\"The guide recommends identifying observation focus areas, discussing PST observations and reflections to strengthen professional practice, and providing opportunities for the PST to observe other teachers or leadership teams where appropriate. It also emphasizes regular professional learning and feedback meetings.\"}]","Professional Experience Placement Mentor Guide | DOCX"]