NESA and Council of Deans develop new framework for NSW preservice ECTs
The New South Wales Council of Deans of Education (NSWCDE) and NESA have developed a new flexible framework for professional experience placements during the period of the coronavirus pandemic, designed to ensure that high standards are maintained while adapting to the needs and arrangements of each education setting.
Preservice teachers can ‘rest assured that their professional placement, no matter what form it has taken, is valid’, a statement produced about the change and shared by the Independent Education Union (IEU) NSW/ACT read.
Speaking on behalf of the NSWCDE President Professor John Fischetti said “we’re able to count whatever learning is going on in the school where they’re placed. If that involves fully face to face – great. If it involves a mix of some online teaching and face to face – great. If it is fully online for another little while then it becomes face to face, we’re able to count it. If it’s all face to face, it counts.”
The NSWCDE is the peak body representing university faculties and schools of education in NSW. It leads the delivery and development of education programs, partnerships and research, and is one of many bodies in the tertiary education space who have had to adapt delivery and expectations in light of the COVID-19 pandemic.
“While we know it’s not without its challenges, these new arrangements present an opportunity for preservice teachers to think about learning and teaching in ways that will enhance their flexibility as graduate teachers and help them to build a strong repertoire of valuable new skills,” Professor Fischetti said.
He encouraged preservice teachers, including those who will go on to work in early childhood education and care (ECEC) settings, to “be confident that your learning during this time can be an advantage in that there’s new things we’re trying that are pretty promising and many of the schools they’re working in are promoting future focused teaching and learning.”
Flexibility, resilience, thriving in ambiguity and self regulation are just a few of the skills the new arrangements have brought to the fore. “We might not have thought Term One and Term Two were going to emphasise these but it’s pretty good stuff,” Professor Fischetti added.
Those who have undertaken education studies during this time will become teachers who are “even more capable of promoting the kind of pedagogical change we’re looking for in schools to get students actively involved in deep learning and really be excited and passionate about what they’re studying.”
More information about changes as interpreted by each tertiary institution can be found on individual University websites. General information about these changes, from the NSW Department of Education and from NESA is also available.
While the information shared above was correct at time of print, individuals are encouraged to conduct their own research prior to implementation.