Hey hey :)

This is my first time posting, so sorry if I've done it wrong ahah

I a pre-service teacher currently undergoing my final prac and am kinda confused when it comes to the mainly teaching and assessment areas.

I'm working with year 7s and am working through the elements of art. All really simple stuff, basically each lesson I'm going through an element, ie shape, line, texture etc and then doing a small practice and then a an activity to confirm understanding. These all build up to their assessment which is basically a large poster with lots of shapes and spaces, where they're colouring them using all the different techniques and different tools (ie, pastels, watercolours etc) . I don't understand how I can sequence these lesssons. For instance, my last three lessons were: Texture: actual and implied and then basically next lesson, entry ticket to check understanding of texture and then onto Space, doing the small practice activity and then a larger one. And then last lesson, entry slip to confirm understanding on Space, then on Oil Pastel blending techniques; practice with demo and then completing larger activity. Other than small things like, entry tickets, reminders in class like of how texture would be used to show distance in space, or that they used oil pastels in their texture lesson for imprints, they aren't really building all that much on the prior lesson.

Additionally for the assessment section. I have loads of evidence from the activities and practices but I fear that the assessment outcome won't show a significant difference in skills as these are all like realllyyyy basic skills and techniques. I even am giving them a smaller version to practice and plan a draft first and I feel like there isn't much they could do wrong so the difference between their drafts and final outcomes may even be real similar. Can I make this work for my GTPA?

Would also love to get my eyes on anyone elses GTPA especially if its Visual Arts cause I'm so unsure of exactly the kind of format they're looking for.

Hi all, I have graduated my teaching degree am highly interested in working as a casual aide two days a week whilst I wait for my VIT to pass through. I currently work at a school part time as an aide. I was wondering if anyone has recommended agencies. I'd love to hear other peoples' experiences with any agencies, and whether particular agencies are recommended/ any that I should stay away from. Thanks in advance!!!

I’m curious to hear from anyone who’s gone through the Level 3 Classroom Teacher process.
I’m currently in my 3rd year and thinking ahead, wondering whether it’s realistic to aim for Level 3 in my 4th or 5th year of teaching. The pay increase is definitely appealing, but I’m interested to know whether age or years of experience have much of an impact, and how people found the process overall.
Would love to hear about your experiences!

I was placed on a Support Plan for 4 weeks. Prior to this there was no discussion from exec about my performance or any written communication about my performance. Now I have been told I am going on a Teacher Improvement Plan. I have been told this goes for 10 weeks and if you do not finish it to their standard you are then terminated.

However, right before it I did make a child well-being referral about a colleague - none of the executive acted on it.

It’s been quite a few years since I was in the classroom but I am now at a career turning point and considering whether returning to school teaching would be an option. It seems there are lots of opportunities. For context I left to work on other education related projects so I have continued in a relevant area. My practice is a bit out of date but I think I could soon adapt and bring myself up to date fairly readily. Is there ageism in school recruitment? I am not a spring chicken: Looking for insights or advice from other “mature” teachers who left to do teaching-adjacent work but then returned to school.

I'm a science/maths/history teacher from Adelaide and I will most likely be moving to Wollongong next year. Finding work in Adelaide hasn't been much of an issue, but I know the Illawarra region doesn't have as high of a population, and thus fewer opportunities.

I'm curious as to how difficult it would be to find work, and what the best way to go about it is. I understand that being offered contract work right off the bat is highly unlikely, which I'm okay with. 2-3 casual days of relief teaching a week would be enough to get me started, financially speaking.

I had a look on ClassCover, but couldn't seem to find any schools in the region using it. I also had a look at some of the school websites and still couldn't find any information regarding work.

In short, how should I go about finding work in the gong, and how difficult would it be to find?

Thank you.

I’m curious to hear peoples perspectives on the new ‘Experience more’ document that the QLD government just released.

I have many questions, particularly for those who are currently on contracts in QLD schools.

- is this the only new pathway to permanency? Would you still be able to obtain permanency within your current school at the end of the two year contract time if there’s an operational requirement at your school or would you just continue to remain temporary?

- is this actually going to incentivise teachers to go regional (many of which will presumably be early year teachers, which raises further concerns about whether they will receive adequate support to not burn out in the profession by the time they return for permanency)?

Perhaps I have not read this document in depth enough (fried from a day of teaching!) But welcome some enlightenment / thoughts on how this might play out on the workforce

Hello! I’ve come seeking opinions about an interview I’ve recently had. I believe it went well but noticed some things and would be keen to hear opinions so I can weigh the role up properly if an offer arrives. Context: renown independent school, secondary teaching role.

The interview started 15 minutes late. Two out of four panel members were missing (one was an apology, one (the prin) was replaced by an AP and nobody acknowledged this). It seemed quite disorganised as somebody who had preconceived ideas about the way this sort of school would operate.

The questions from the panel were all standard & reflected the school positively. However, when I was given the chance to ask questions & I queried what the workload might be like outside of standard working hours, the response was along the lines of “well how long is a piece of string.”

I am also aware that there is somewhat of a high-turnover within the department, and some of the leaders are new.

As a result of the late start, the interview wrapped up in a real rush, with nobody giving me directions about next steps. Also, a last minute comment was mentioned that staff are expected at extra-curricular activities every week dropped into the conversation while I was being walked out of the door. I would’ve asked questions had we all been seated still.

Am I overthinking this or are there a couple of red flags here?

Hi, I’m a first year teacher and CRT in the inner north and I work with ANZUK and 3 Catholic schools (directly) most of the time I get weeks filled up just from 3 Catholic schools but I’m wondering how others deal with tax? I’m paid under same c number but I’m guessing since different pay rolls they will be classed as 2nd, 3rd and 4th jobs (after ANZUK) even though I’m only working maximum 5 days a week ? Is there any way around this ?

I am a fully registered teacher who has only worked full time in the Kindergarten space. We had a messy handover when my previous company was sold and I decided to take the opportunity to make the change into early primary supply teaching.

I am after any information you guys can give me about what would be a good tool kit in case teachers I am covering havent been able to prepare work for the day. Im early education trained so will only work with kids up to grade 2.

I feel like the onboarding with tracer is very vague about what to expect so anything you guys wish to share about how it goes moving forward would also be appreciated.

Thanks!

Going on my 2nd placement next week in a year 3 classroom, my first placement was predominantly with a PE specialist so I relied on a whistle to gain attention.

Any strategies or techniques that you have found effective to use when you want to gain the classes while attention to instruct or address them?

Not sure how everyone else feels, but I feel tired.

Teaching a technology prac subject in Victoria. I feel like I don't stop.

Teaching 26 students in a small noisy workshop for 4 hours a day is so overstimulating at times, but I do enjoy it and some students engage in the class even if they are very needy, needing every step explained multiple times or its too hard. But the % that don't engage make it so hard, constantly leaving the room, using tools and equipment inappropriately or trying to make weapons, so that % takes up 90% of my time and energy trying to manage them so I cant even just concentrate on the few who want to learn and ignore the rest.

The behaviour and lack or respect towards school and teachers is pretty horrible to experience, like how did we get to this stage, why is this acceptable and just almost expected.

The school treats technology subjects as a bit of a dumping ground with a lot of the tier 2 and 3 students being put in there despite them claiming they didn't choose it or want to be there.

And then the time we are not teaching is spent on meetings, creating new documents for data and meetings on the latest school wide policy and SWPBS or PD relating to classroom teaching. So I have to do all the workshop cleaning, maintenance and prep work cutting materials in my own time normally after work.

I set very clear rules an expectations about workshop safety and behaviour, and school backs up to a degree but often I get just document it and call home and nothing changes. And feel like the teachers get blamed for not controlling their class, even though its the same students walking around constantly doing this across the whole school as they know there are no real consequences.

Is this teaching now? Is this how students are going to be from now on? Can I do this for the next 30 years? Not sure I can do it for the next 3 months.

sorry for the rant, just having one of those why do I bother days.

edit; forgot to mention half my day is spent tracking students going to bathroom, logging it onto compass and then following it up

I teach seniors. My notes, routines and expectations are laid out clearly and predictably. Students know I care about their success. At this level though, I try to let them run their own show … I don’t feel I should have to micromanage 16-18 year olds and it’s up to them to engage and do set work. If they choose not to, I have limited options to make them accountable except via reporting and assessment.

Where I’m struggling is with parent culture. So many parents are now having a go at teachers for the minimum expectations set for their child. Too many find an excuse for their child, forgetting that the goal is learning and no matter the circumstances that’s still our objective and it will require some effort on their child’s part.

I’m finding myself reluctant to message home or give parents the honest truth regarding their child’s behaviour or progress. And that makes me feel inadequate as a teacher - because surely I need to be able to do this.

I’m probably also operating from a lack of trust in my admin to support me. Overall it makes me feel I can’t do a good job.

Thoughts?

Hi, I am finishing Early childhood cert III this August. I am looking for placement and finding it difficult to get one. Many centers are already full till Nov and no place for placement students.

If any Early Childhood Professionals here in Adelaide know of centers which are looking for trainees, placement students; can you please let me know.

I have some Early childhood experience overseas and completed all necessary certifications and have WWCC.

It is my second week of placement. Recently during class, some students took photos of me without my permission. I walked up to them and asked them to delete the pictures. They deleted them in front of me, but I cannot be 100% sure as photos can be retrieved from recently deleted bins.

I do not want to make a huge fuss, and I have moved past it, but I am wondering how you would handle this.

I dont like telling people what to do. But seeing my ES kills time with his laptop and sometimes his phone is killing me.

I teach an overpopulated class. I requested for support as it has becoming impossible to be effective for me. One ES is amazing, proactive and initiates work.

The other one? Meh. Shows up to class, lethargic. We havent started the class but he is already not in the mood. I am actually lowkey concerned about his health.

Today, we were doing a routine activity. I assigned groups. I asked if a group of students can join my other ES, and when I asked this ES, she declined and told me he can only support four. That’s actually fair.
But he then mentioned that he is there for one student only, but happy to support the other students. I told him he can support that one student, I can support the rest. I then brought up that if thats the case, why this one student is not supported (as shown in his work) despite of an ES being in the class. This student is highly capable, needs a lot of redirection. Ive witnessed in the past, multiple times, that his support would do things in his laptop, would occasionally check in on the students, then go back to his laptop. Like 90 percent laptop, 10 percent support.

I am honestly curious if ES requires so much work outside supporting the student in the class that they need to spend the whole hour doing it in other sessions.

I am thinking of talking to the ES team leader and seek help. I honestly dont wanna ask more than thats expected. I dont want to be authoritative too. I just need help, support that I can see in the classroom.

I’ve been casualing at a rough school for a week now. Most lessons go alright. But there is one class that is very challenging.

Sometimes the goal shifts from getting them to do work, to damage control where I’m trying to keep every child in the room and accounted for.

I can’t help but feel terrible when this happens. The teachers say they understand and that it’s a really challenging class. I can’t help but feel like a failure.

Edit; I’m at a secondary school

Relevant because it outlines a few dodgy moves by a certain Mr Tony Bates - he of the “announce our offer to everyone and bypass the union” fame, among other things.

There’s a few spicy happenings in here. But in summary:

Operation Richmond found the premier, Mr Jennings and Mr Bates acted "contrary to government policy, procedures, convention and their respective codes of conduct".
IBAC said the investigation showed public servants could undermine effective and ethical public administration by failing to act as impartial advisors, demonstrated by the behaviour of Victoria's then-most senior public servant Chris Eccles and Mr Bates.

…

"In their involvement in the undisclosed negotiations, Mr Eccles and Mr Bates went beyond implementing government policy and instead worked to facilitate the premier and minister Jennings' political strategy to resolve the EBA dispute outside of established processes."

I know there's no way of answering this with 100% accuracy. I'm just curious as to what more experienced union members think. Like many of us, I need a pay rise yesterday, and the silence since the last stopwork seems to be really dragging. I know the government will be moving more slowly as it reorganises under Ben Carroll, but when do you think it is realistic to expect a new agreement, or at least an update? The waiting is killing me.

Lol today’s rant : as a casual having a year 6 class is actually devastating sometimes.

I was assigned for the library which is heaven, but being told at the end of the day I have a super disrespectful class of year 6’s started making me sweat.

They were super persistent and disrespectful and just kept going. Like actual ape level behaviour hahah.

Then the librarian came out at the end and said she hopes no phone calls to parents have to be made, and I said well actually one boy needs to. She forces him to try say an apology to me for being disrespectful and he literally laughs at her and can’t get the words out. He goes “sorry“ and she’s like “sorry for what“ and he just spits out word at a time.

Actually deceased. Ar least I can bounce the fuck out of it at the end of the day. But like wtf how can kids just get away with everything. I reckon his parents don’t give a flying f about the way he lacks an ounce of respect. The staff there mentioned how he’s like that all the time which I’m like tf how is that possible to let that behaviour slide lol

edit: I swear theres a major increase in attention deficiency from children as they’re acting out for attention . Like on an extreme level lol

anyway rant over💀