Professional Practice 4 is the final assessable placement and consists of 30 days: 5 single day visits plus a 25 day continuous block. Professional Practice 4 is designed to provide final year pre-service teachers with the opportunity to demonstrate the professional knowledge, skills, and engagement embedded in the focus areas of the Australian Professional Standards for Teachers at the Graduate Career Stage. Pre-service teachers will immerse themselves in the role of a teacher and are expected to build towards continuous teaching by the beginning of week 3. The Professional Practice 4 Information and Guidelines booklet contains a weekly outline of tasks and requirements. Further information can be found on the PP4 Moodle site. 

Working Portfolio

Pre-service teachers are required to keep and maintain a Working Portfolio for the duration of Professional Practice 4. The working portfolio will provide evidence of the demonstration of the Australian Professional Standards for Teachers at the Graduate Career Stage and will document your learning journey.

Queensland Professional Experience Reporting Framework (QPERF)

Pre-service teachers will be assessed using the Queensland Professional Experience Reporting Framework by their mentor teacher at the end of the 5-week block. Prior to this, the interim report is to be completed by the mentor teacher at the end of week 3 of the blockso as to provide the pre-service teacher with an opportunity to identify strengths and areas for improvement. The interim report should be placed in the working portfolio and a copy provided to your university supervisor.

You are required to upload your attendance record into the task 1 Moodle link as further evidence of completing all 30 placement days.

The QPERF will be completed electronically by the supervising teacher and will be electronically signed by the pre-service teacher and university supervisor. This will occur through an email link sent from 'WIL-EDUARTS@cqu.edu.au'

Pre-service teachers will be assessed using the Queensland Professional Experience Reporting Framework (QPERF). A copy of the criteria (The Standards) can be found in the Professional Practice 4 Information and Reporting Guidelines.

As part of Professional Practice 4, you will complete the Graduate Teacher Performance Assessment which will provide explicit evidence of the Australian Professional Standards for Teachers (at graduate level). The Graduate Teacher Performance Assessment (GTPA) submission includes:

1. The cover sheet confirming the inclusion of all required submission elements signed authenticity statement, and optional research permission (template provided);
2. The professional experience context statement that presents characteristics of the school and classroom site where the GTPA was completed (template provided);
3. The demonstration of competence in five interrelated practices: planning, teaching, assessing, reflecting, and appraising (approximately 5000 words);
4. The profile of data collection and use (template provided);
5. Evidence of moderation processes (template provided);
6. A reference list of all materials (curriculum, school documents, policy, theory, and research) cited in your submission using APA (7th edition).

The submission must show the demonstrated connection between theory and practice and the discerning use of evidence that is illustrative of your practice. The evidence is to be integrated into your submission.

The demonstration of competence in five interrelated practices: planning, teaching, assessing, reflecting, and appraising (approximately 5000 words) is as follows:

Practice 1: Planning using data

This practice involves collecting and interpreting a range of data and evidence to inform your planning and teaching in order to establish students' learning needs and current levels of performance, desired levels of performance and strategies to progress learning. It will also demonstrate the alignment of curriculum, assessment, and pedagogy. This component will be no more than 1000 words, excluding evidence.

Practice 2: Teaching and learning

This practice involves the implementation and reporting on a range of suitably challenging and engaging teaching and learning strategies that connect to and build on students' prior learning, provide differentiation, teach general capabilities including literacy and numeracy, as well as your ability to make ongoing adjustments to teaching based on ongoing student data gathering and analysis. This component will be no more than 1000 words, excluding evidence.

Practice 3: Assessing, feedback and professional judgment

This practice involves reporting on the selection and use of a variety of assessment tools and practices, addressing fitness for purpose and principles of inclusion. The practice also involves providing feedback to learners to inform student self-assessment and goal setting, making judgments about student work and engaging in moderation. This component will be no more than 1000 words, excluding evidence.

Practice 4: Reflecting on teaching

This practice involves describing and analysing initial and ongoing data choices, identifying and describing differences between planned and enacted teaching, discussing the monitoring of student progress and the modification of teaching and assessment strategies, and identifying and justifying future teaching and assessment practices. This component will be no more than 1000 words, excluding evidence.

Practice 5: Appraising the impact of teaching

In this practice, you will appraise the impact of your teaching through the use of two scenarios that connect theory, enacted practice and the curated body of evidence, and you will examine and discuss teaching decisions. This component will be no more than 1000 words, excluding evidence.

Ensure that you access the 2024 GTPA Preservice Teacher Booklet and the resources on the PP4 Moodle site for further detail about this assessment task.

The assessment criteria for this task are aligned to the Australian Professional Standards for Teachers at the Graduate Career Stage. Please see the alignment table in the GTPA Pre-service Teacher Guidelines.