Professional experience in education

Work integrated learning and internships

Gain first-hand experience of the teaching profession

Professional experience placements are a vital part of your journey to becoming a teacher, combining on-campus learning with real-world classroom experience. At Adelaide University the Education Placement Team (EPT) works in partnership with schools, preschools, and childcare centres to organise placements for more than 4,000 Pre-service Teachers (PSTs) each year across the bachelor and master of teaching programs.

Throughout your placements, you'll have the opportunity to develop your confidence and skills by planning lessons, teaching, managing student behaviour, and participating in extracurricular activities, all while being supported by your supervising teachers and professional peers. As you progress, you'll take on increasing responsibilities, becoming actively involved in school life, from attending staff meetings to engaging in professional development.

As a pre-service teacher, you are not only representing Adelaide University but also upholding the professional and ethical standards of the teaching profession. 

During placements, you are expected to demonstrate integrity, respect, and responsibility, in line with: 

The EPT is responsible for managing all aspects of your professional experience, including sourcing placements and providing key information about prerequisites and preferencing. To ensure a smooth placement process, it is essential that you carefully read all communications from us.

Your responsibilities as a pre-service teacher

As you begin your journey into the teaching profession and prepare for your professional experience placement, it's important to stay on top of your responsibilities. This includes meeting key deadlines and ensuring all required information and documentation is submitted accurately and on time.

Placement preferences

To ensure your placement can proceed smoothly, you must:

  • Submit your placement preferences via InPlace by the deadline outlined in EPT communications to you.
  • Upload all required prerequisite documents to InPlace by the specified deadline (see below for details on mandatory prerequisites).
  • Keep your contact information up to date, including your name, phone number, and residential address, via your Adelaide University student portal.

Note: You cannot update your address in InPlace.

Late or incomplete submissions may result in your removal from the placement or the course. If this occurs after the census date, it may lead to a fail grade and extend the duration of your program.

What are placement preferences?

Your placement location is primarily determined by your residential address, as listed in your Adelaide University student portal. You cannot request a specific school or suburb for your placement.

If you live in the Adelaide metropolitan area, your placement will be arranged within the metro region, which includes:

  • Adelaide CBD and surrounding suburbs
  • Adelaide Hills
  • Barossa Valley.

Note: Although geographically outside the city, Adelaide Hills and Barossa are classified as metropolitan for placement purposes.

If you live in a regional area, you will receive priority placement within your local region.

If you live in a metro area but would like to experience a regional placement, you may submit a request via InPlace. These requests are considered where possible but cannot be guaranteed due to school availability and staffing.

You may list specific sites that should be excluded from your placement allocation, but only where there is a clear conflict of interest such as:

  • Schools or centres where you have previously worked or volunteered
  • Sites where close friends or family members are employed in leadership or supervisory roles.

This is not an opportunity to avoid schools based on personal preference. The EPT follows a structured and equitable process to allocate placements. Requests to exclude sites without a valid reason will not be considered.

It’s essential that your contact details are accurate and up to date, as this information is used by the EPT to communicate with you and to help determine a suitable placement.

You must ensure the following are correct:

  • Full name
  • Phone number
  • Residential address.

Accurate contact information ensures that:

  • You receive timely updates about your placement.
  • Your placement is allocated based on your actual location
  • We can contact you quickly if any issues arise.

Providing incorrect or outdated information may delay your placement or result in an unsuitable placement allocation.

Note: You cannot update your address in InPlace. 

If your address has changed, you must update it via your Adelaide University student portal. The EPT will use the address listed in your student portal to source your placement. 

When you enter your address into your student portal, ensure that your postcode and suburb are correct and that they match (only use the postcode 5000 if you live in the Adelaide CBD). 

To help the EPT consider travel logistics when allocating your site, when submitting your preferences, indicate how you plan to travel to your placement:

  • Own transport (e.g. car)
  • Public transport.

Tip: Only select public transport if you do not have access to your own vehicle. If public transport is your only option, you may be allocated a site further away due to travel time limitations.

Students are expected to travel to their allocated metropolitan placement site. While student circumstances are considered, placements may require travel of up to 90 minutes each way.

If you have an access plan and would like the EPT to consider any adjustments or provide tailored support for your placement, you must upload your access plan to InPlace.

Due to confidentiality protocols, the EPT cannot view your access plan unless you upload it directly to InPlace. 

While some requirements may vary depending on your program, there are several mandatory prerequisites that apply to all pre-service teachers. It is your responsibility to ensure that:

  • All documents are current, valid, and uploaded to InPlace.
  • You monitor your InPlace dashboard for any outstanding tasks or verification issues.

Mandatory prerequisites applicable to all programs 

Who needs to complete this?
Before the first Adelaide University placement, all pre-service teachers must complete the pre-service teacher placement agreement. This form outlines responsibilities and expectations for all future placements and only needs to be completed once.

How to complete the agreement

  1. The agreement will be available in your InPlace To-Do List at least one month before placement.
  2. You’ll receive an email notification when it’s ready.
  3. Carefully read the agreement, check the “I Acknowledge” box, and click SUBMIT.

For any questions, contact the EPT.

Who needs to complete this?
To work with children in education and care settings, all pre-service teachers must have a valid  Working with Children Check (WWCC) from the Department of Human Services (DHS) before starting any placement.

When to apply
Apply as early as possible processing can take up to six weeks, and Adelaide University has no control over timelines or outcomes.

How to apply

  • Apply through the DHS Screening Unit and select:
    • Proposed Start Date: enter the date of your first lead-in day
    • Role Description: "pre-service teacher placement/student placement."
    • Screenings Required: Working with Children Check.
    • Applicant Type: prospective employee. Do not select "Volunteer or Tertiary Student."
  • Once approved, upload the DHS confirmation email to InPlace for verification.

Note: If you already have a current WWCC, check the expiry date to ensure it covers your placement. Your WWCC must be verified in InPlace before your placement can be released.

For details on WWCC requirements for Teacher Registration, please visit: TRB SA WWCC Requirements.

Who needs to complete this?
All pre-service teachers placed in birth – 3, preschool, primary, or secondary settings must complete mandatory RRHAN-EC training before placement. This training equips you with the knowledge and skills to identify and respond to risks of harm, abuse, and neglect, ensuring the safety of children in your care.

Training requirements
You must complete both components to receive certification:

  1. Fundamentals Course (Self-directed, online)
    • Duration: 2 hours
    • Access: Create a profile on Plink to complete the training.
  2. Masterclass (Facilitator-led, in-person or online)
    • Duration: 4 hours
    • Prerequisite: must complete the Fundamentals course first before booking.

Certification validity and renewal

  • RRHAN-EC certifications are valid for three years, expiring on December 31 of the third year.
  • The current cycle runs from 2024 to 2027 (all certificates expire December 31, 2027).
  • If your certificate expires, you must complete both courses again.

Next steps

  • Once completed, upload your certificate to InPlace for verification.
  • Your RRHAN-EC certificate must be verified in InPlace before your placement can be released.

For more details, contact the Department for Education at  Adelaide University or visit their website.

LANTITE is a mandatory requirement for graduation, ensuring pre-service teachers demonstrate literacy and numeracy skills within the top 30% of the adult population.

Who needs to complete LANTITE?

  • First-year students: you must attempt the test before the end of your first year (this is not a placement requirement).
  • All students (**): you must pass both components before enrolling in your final professional experience course (note - this is a placement requirement).

Exemptions

**Students enrolled in the MBXC Bachelor of Early Childhood (B-5 Years) do not need to complete LANTITE.

Important deadlines

  • Each course has a designated final test window (outlined in your course materials).
  • Missing this window or failing the test will prevent enrolment in your final placement and delay graduation.
  • Students are strongly encouraged to complete LANTITE early in their degree.

Next steps

  • Register and find test details on the  ACER website.
  • Check your course outline for final test windows (these may occur in the year prior to your final year).
  • For support or questions, contact the EPT.

Placement dates

As an undergraduate pre-service teacher (PST), you’ll complete four placement blocks. If you’re studying early childhood education, you’ll also undertake an additional 20 days in a birth to 3 setting bringing your total placement days to 105.

Postgraduate PSTs will complete 60 days of professional experience across two placements. Early childhood postgraduate PSTs will also complete an additional 20 days in a birth to 3 setting, totalling 80 placement days.

Before each placement, there are important prerequisites you’ll need to meet before a site can be allocated. These are outlined in the requirements section. It’s your responsibility to complete all prerequisites by the deadline set by the EPT.

You're expected to attend all compulsory Professional Experience days from 8:15am to 4:30pm (or as required by your placement site). 

This includes full-time blocks that require a continuous and ongoing commitment. You may also need to attend additional events or activities if requested by your school or site.

Placement is a full-time commitment and there are no part-time options. 

Please keep your university schedule clear during placement periods and make space in your personal and work commitments so you can fully engage. Our school partners rely on pre-service teachers who are ready to contribute their time and energy, and they deserve your full commitment.

Prepare for your placement

Presenting yourself professionally is an important part of your placement experience. Pre-service teachers are expected to follow the dress code of their allocated site (including appropriate footwear).  A name badge is also required to help identify you as an Adelaide University pre-service teacher.

Branded clothing
Adelaide University's online shop stocks a supply of branded shirts and polos.
Adelaide University Education branded polo shirts can be ordered. 
Pre-service teachers are expected to comply with the sites’ Sun Smart requirements. This may require you to wear a hat when outdoors. Please check the site’s policies with your Site Coordinator prior to your first day. 

Name badge
The EPT can provide advice on how to order your name badge.

Professional placement can be a particularly challenging activity for pre-service teachers (PSTs). For PSTs with a disability, mental health or medical condition or a carer of a person with a disability, there may be additional challenges and considerations. Every reasonable effort is made to adapt the learning experiences and assessment requirements of placements to meet the individual needs of PSTs with disabilities.

PSTs with a disability are eligible to apply for special consideration in accordance with this Assessment Policy. Requests to adapt the learning experiences and/or assessment requirements of placements must be made well in advance of the placement.

PSTs with a disability that may impact on their participation in professional placement are encouraged to discuss their needs with an Access and Inclusion Advisor in the first instance to develop an Access Plan.

Any request for modification to placement must be negotiated with the relevant Course Coordinator, with assistance from the Access and Inclusion Service, if required. Adjustments will vary depending on the learning objectives of each placement.

The objectives of such discussions are to:

  • clarify the nature and impact of the disability/health issue within the placement setting
  • consider the potential barriers that might be encountered within the placement site – these are not always apparent in the first instance and hence discussion may highlight some unexpected issues
  • develop a plan of action that will best support the PST and foster a positive relationship with the venue and/or academic staff.

Injuries and other health issues
If you have any injuries or health issues (including short-term), you are encouraged to notify appropriate staff of the injury or health issue and any relevant management strategies to ensure your placement is structured and monitored appropriately. Early notification to relevant people is helpful in maintaining strong relationships with schools, preschools, childcare and early learning centres.

Confidentiality
Confidentiality regarding a PST's disability is assured both by the University and under the Disability and Discrimination Act (Commonwealth Government – Australia 1992). PSTs will need to consider disclosure of their disability to facilitate the negotiation of reasonable adjustments. No information about a student’s disability will be discussed or passed onto a placement venue without a student’s consent.

In May 2024 the Australian Government announced the establishment of the Commonwealth Prac Payment (CPP).

The CPP, available from 1 July 2025, will be available to eligible students studying teaching, nursing, midwifery and social work programs to help them manage the costs associated with undertaking a mandatory placement. The CPP will be means tested and valued at up to up to $319.50 per week (at time of writing) while eligible students are undertaking their placement.

Further information about the CPP is available on the Department of Education web page here.

Information about how to apply for the CPP at Adelaide University will be available closer to the initiative commencing. You can find updates here.

Overview of different placement roles

The EPT is your first point of contact for any questions about professional experience placements. The EPT connects Adelaide University with placement settings and plays a key role in supporting pre-service teachers (PSTs) throughout their placement journey.

The EPT coordinates placements and internships by:

  • Building partnerships with early learning centres, childcare providers, and state, Catholic, independent and international schools
  • Sourcing and delivering high-quality placement and internship opportunities that support positive outcomes for PSTs
  • Ensuring all PSTs meet placement prerequisites, including those set by Adelaide University, the Teachers Registration Board, and state and federal governments
  • Managing the placement system and providing placement details to PSTs
  • Overseeing prerequisite checks and documentation
  • Coordinating the interim report, action plan, moderated teaching observation and assessment report processes
  • Supporting University Supervisors who guide PSTs during placement
  • Executing placement agreements to ensure all PSTs are covered by insurance.

Pre-service teachers (PSTs) are expected to take an active role in their learning by applying theory in diverse teaching settings. They should build respectful, collaborative relationships with site personnel and university colleagues, and demonstrate professionalism at all times.

As part of their responsibilities, pre-service teachers must:

  • Meet all prerequisites and placement requirements
  • Keep the Education Placements Team (EPT) informed of any changes to their circumstances
  • Uphold the expectations and standards of Adelaide University
  • Engage with others as co-constructors of knowledge.

The Site Coordinator is responsible for the overall coordination of each PST’s program at a designated site. It is their responsibility to encourage effective interactions between the PST, the supervising teacher, the site and the University program. An effective Site Coordinator is paramount to maximising the success of the professional experience.

The role of Site Coordinators is to:

  • Negotiate with the university coordinators
  • Ensure PSTs are aware of the school’s contexts and functions.

The Supervising teacher provides guidance and support to the PST and maintains a critical relationship between themselves and the PST.

Supervising Teachers:

  • Meet and greet the PSTs placed at the school
  • Write interim and final reports for PSTs
  • Send reports to the EPT in a timely manner
  • Ensure PSTs fulfil their teaching role and plan lessons accordingly.

The University Supervisor plays a key role in supporting Pre-service Teachers (PSTs) during their placement. They help ensure placement requirements are met by strengthening the partnership between the university and the placement site. Each site is assigned one University Supervisor.

Responsibilities include:

  • Liaising with PSTs, supervising teachers and university staff
  • Coordinating visits to allocated placement schools
  • Supporting PSTs in meeting their placement responsibilities
  • Visiting schools and observing allocated PSTs in practice
  • Accessing and using the Adelaide University Professional Experience Moderation Statement form.

The Course Coordinator provides the course work and prepares PSTs for placement. The Course Coordinator also oversees the management of the placement and PSTs. 

The responsibilities of Course Coordinators are to:

  • Organise the course structure
  • Arrange workshops and lectures
  • Recruit and support teaching staff
  • Liaise with PSTs
  • Organise, write and publish the course outline.

Placement requirements

Formative assessment and reporting occur throughout placements. Supervising teachers provide regular verbal and written feedback to Pre-service Teachers based on the observations of and discussions about their work. The University also requires that a formative Interim Report is completed for all Pre-service Teachers typically by the end of week 2 of a block placement. 

A summative final report is then completed at the end of the block placement. The Supervising Teacher should discuss both the interim and final reports with the Pre-service Teacher. All performance evaluations are guided by the graduate level of the Australian Professional Standards for Teachers.

Interim report and related action plan
The Interim Report is a formative document. Supervising Teacher(s) will discuss and complete an Interim Report with the Pre-service Teacher by the end of the second week of the block placement. The Interim Report should clearly identify the Pre-service Teacher’s strengths and any areas needing further development. Interim Reports can be used as an opportunity for goal setting for the remainder of the placement. 

If any sections of the Interim Report are judged to be ‘below standard’, an Action Plan must be implemented, giving the Pre-service Teacher 5 days to meet the standards. Supervising Teachers will write the Action Plan with the support of the University Supervisor. Site Coordinators may also be involved in the writing of Action Plans. All Action Plans must be sent to the EPT.

Professional Standards Pre-service Teacher Development Rubric 
A rubric is provided for each placement to help Supervising Teachers, University Supervisors, Pre-service Teachers and Site Coordinators to understand the levels required for a Pre-service Teacher to be successful during a specific placement. The rubrics for specific placements are provided upon the placement release and added as an attachment with the Interim Report.

Assessment report
Supervising Teachers are required to complete an Assessment Report upon the completion of a placement.  For a Pre-service Teacher to pass, all components of the report need to be judged as satisfactory or above. If any sections of the report are judged to be developing or unsatisfactory, the placement will be deemed as a fail. Pre-service Teachers who fall below standard at any point must be given an action plan and provided 5 business days (within the allocated placement block dates) to meet the standards of the action plan.

An overall rating of satisfactory or unsatisfactory achievement is made by the Principal/Site Coordinator and Supervising Teacher(s). The EPT will send a link to the report to the Site Coordinator, and once completed, Pre-service Teachers will be able to provide their comments via InPlace. The Site Coordinator should ensure that the report is finalized within one week of the final placement day.

Termination/Withdrawal/Fail
Any Pre-service Teacher who is deemed by the Principal, Site Coordinator, Supervising Teacher and/or University Supervisor to be behaving unprofessionally (e.g. unsatisfactory attendance, preparation and/or teaching), or who is compromising the learning of the students/children, will have their placement terminated. 

In exceptional cases, an immediate termination can occur without going through the Action Plan process. All parties must keep dated written records to assist this process. The EPT must be notified immediately if a placement is to be terminated.

If a Pre-service Teacher does not meet the Standards outlined on the Action Plan within 5 business days, they will have their placement terminated and will receive a Fail grade for the course.

Should a Pre-service Teacher wish to terminate a placement, this should be discussed with the relevant Course Coordinator before any final decision is made. If a Pre-service Teacher chooses to terminate a placement, the course result will be a Fail. Where appropriate, repeating a previously failed/terminated placement is allowed, and the Pre-service Teacher can enrol when the next relevant course is offered.

Alternate placements are not sought unless there are extreme extenuating circumstances. These circumstances are reviewed by a panel within Adelaide University Education.

Under any of these circumstances, the Pre-service Teacher will be advised by the Course Coordinator to contact the Program Director for academic advice and, if required, the Student Support Services, for counselling.

Supporting Adelaide University Pre-service Teachers
Pre-service Teachers will be supported on campus by their Tutors and Course Coordinators. University Supervisors will support Pre-service Teachers on placement. In addition, Course Coordinators will provide support to Pre-service Teachers, school staff and University Supervisors as required during the placement. University support and counselling resources (available via Student Support Services) are available to the Pre-service Teacher.

The Fitness to Practice in Professional Experience Placements Inherent Requirements provide a framework for understanding what is required of PSTs. 

Using this framework, PSTs can demonstrate their professional responsibility and capability to fulfil the duties of the teaching profession including their duty of care for young people and themselves. The Fitness to Practice in Professional Experience Placements Inherent Requirements underpin successful performance and achievement within initial teacher education programs. The framework focuses on Professional Experience Placements and other practice-based learning/work integrated learning experiences.

For PSTs, it is crucial that you understand your personal responsibility in managing your fitness to practice, and your continued development and self-monitoring your capabilities against these requirements. You are not expected to begin the program demonstrating practice at a fully qualified professional level, but you will be expected to demonstrate development. Starting with your strongest capacity at the beginning of your program, you will demonstrate your progress through skills development throughout the duration of the program.

Not all inherent requirements are assessed formally in courses, however the initial teacher education programs provide scaffolded opportunities to develop these areas through assessment and reflection opportunities. 

It is your professional responsibility as a PST to demonstrate meeting these inherent requirements to be eligible to proceed to professional experience placements and work integrated learning opportunities. If you are not meeting these requirements for any reason, there are processes that must be followed. 

Managing concerns about a PST’s Fitness to Practice
The following procedure must be initiated when concerns are raised regarding a PST’s ability to meet each of the eight domains of Fitness to Practice in Professional Experience Placements. Concerns can be raised by peers, tutors, course coordinators, supervising teachers or others in contact with the PST who have concerns about their fitness.

It is essential that any concerns of this nature are properly investigated. PSTs who are not fit to practice during a Professional Experience Placement may pose a risk to the public, placement host staff and children and young people, Adelaide University staff and other PSTs if they are permitted to participate in Professional Experience Placements. 

The University shall carry out the procedure described below in a manner that is as timely and discrete as reasonably practicable and provides procedural fairness for PSTs who are the subject of investigations. All information collected by Adelaide University as part of the procedure described below shall be retained and dealt with in a manner that is consistent with the confidentiality of PSTs’ personal information.

The following circumstances are examples which could raise doubts about a PST’s ability to meet one or more of the Fitness to Practice in Professional Experience Placements requirements and potentially cause a PST to be unfit to practice during a Professional Experience Placement.

These examples are illustrative only and are not intended to be exhaustive:

  1. Evidence of chronic drug or alcohol misuse.
  2. Severe mental illness.
  3. Acting in a violent or aggressive manner.
  4. Intimidation of children/students, placement host staff, university staff and fellow PSTs/students.
  5. Fraudulent or dishonest behaviour.
  6. Conviction of a criminal offence punishable by 12 months imprisonment or more.

Where concerns are raised, they will be addressed in accordance with the Adelaide University Work Integrated Learning Procedure. 

The Graduate Teacher Performance Assessment (TPA) is a national requirement and designed to assess the theoretical understandings and skills of PSTs in the final year of their Initial Teacher Education (ITE) program against the Graduate Level of the Australian Professional Standards for Teachers. 

The GTPA connects the PSTs’ theoretical understandings with their classroom practice and is a requirement for program completion and graduation. Through the GTPA, Pre-service Teachers demonstrate that they can progress the learning of children/young people. 

The GTPA requires that Pre-service Teachers undertake a cycle of plan, teach, assess, reflect and appraise. They will plan a teaching and learning sequence within a curriculum area or integrated curriculum areas that they will implement across the duration of the placement. 

The teaching and learning sequence that they plan will be based on initial data about the learners that they collect in the site, along with an initial diagnostic assessment that is included at the beginning of the learning sequence. 

The initial assessment data will inform planning for differentiation so that the sequence of learning is inclusive of all learners. Pre-service Teachers will then teach the learning sequence during the final placement and collect assessment data throughout. 

This assessment data will inform in-the-moment pedagogical decisions that are responsive to the learning needs of all learners in the class. After teaching the sequence of learning, Pre-service Teachers will reflect on their initial planning and how the sequence was enacted. They will then appraise their impact and consider the growth in learning that occurred across the sequence.

Planning 
You must complete written plans for all your learning and teaching experiences. These plans must be shared with the supervising teacher in a timely manner before undertaking any teaching. The preferred format (e.g. hard or electronic copies) should be negotiated with the supervising teacher ahead of time. 

Written plans include:

  • Detailed individual lesson plans 
  • Daily planners 
  • Weekly timetable 
  • Unit planners.

Your planning capabilities will reflect the stage you are at in your program. 

All planning should consider the site’s context, curriculum documents (e.g. Australian Curriculum (Australian Curriculum, Assessment and Reporting Adelaide Authority [ACARA], 2011)), Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations and Council of Australia Governments [DEEWR and CAG], 2009) and any other systemic documentation (e.g. Teaching for Effective Learning Framework [TfEL] (Department of Education and Children’s Services, 2010)).

Evaluations 
Evaluations are written for each teaching experience. These will initially focus on individual teaching experiences and will build to evaluations of whole days. Each evaluation should focus on the students’ learning and the PST’s teaching and learning. 

Useful guiding questions include:

  • To what extent were intended learning outcomes achieved? 
  • What went well? 
  • What individual/group/class needs should be noted for attention? 
  • What needs programming or follow up due to interruptions, lack of time, students’ interests? 
  • What should I try to improve in my own teaching and/or management? 
  • What do I want to discuss with my supervising teacher and University Supervisor? 
  • What needs programming or follow up due to interruptions, lack of time, students’ interests?

Reflection
It is expected that all PSTs will critically reflect on educational practice by engaging in personal reflection and professional dialogue with colleagues (peers, supervising teachers and other staff). PSTs can use a range of strategies for promoting reflection on their learning and teaching, these include the use of journals (for reflection on their learning) critical friends and peer observation, and debriefing. As a PST you are responsible for implementing strategies for reflection during your placement.