Download the policy to learn more about the minimum expectations for professional experience in ITE programs in NSW.
File last updated on: 27 January 2023.
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This policy is aimed at assisting ITE providers to develop or review their ITE programs for submission to NESA for approval.
It's expected that many ITE providers will develop professional experience programs that exceed these minimum expectations.
These changes have been made in response to recent national developments, including the release of the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Experience Guidelines (October 2024) and stakeholder feedback.
The changes aim to:
The table below outlines the key changes for ITE providers.
| Change | Change details |
|---|---|
| Recognition of technology-assisted experiences | Technology-assisted experiences, including simulated learning environments, may be developed as part of innovative program design. They may serve as preparatory experiences for PEX; however, they cannot be substituted for the minimum number of PEX days. |
| Core content in ITE programs | The revised PEX policy references the nationally mandated core content in ITE programs relating to PEX providing the opportunity for ITE students to apply and practice core content during their PEX placements. You can support this by providing supervising teachers with templates and evidence guides outlining how to do this. |
| Completion of the Teaching Performance Assessment (TPA) | The requirement to complete a Teaching Performance Assessment as part of the final PEX placement is included in the revised PEX policy. |
| Increase in the minimum number of PEX days where RPL is applied | The number of minimum final PEX placement days has increased from 15 days to 20 days, where RPL has been applied for all other previous placements. This aims to support rigorous assessment and completion of the mandatory TPA. |
| Embedding employment-based final PEX placements (replacing the requirement to apply for a “Waiver B”) | You may determine the eligibility of a Conditionally accredited ITE student completing their final PEX placement (incorporating the TPA) at their school of employment. Principals/employer (or their delegate) must assure you that:
You must then submit details of the placement to NESA to verify an employment-based final PEX placement on the student’s behalf. |
| Greater flexibility to the two-school requirement | In extenuating circumstances, where a Conditionally accredited ITE student has completed all PEX placements in the same school, a Principal/employer (or their delegate) may request to retain the teacher for their final PEX placement (incorporating the TPA). They must attest that the proposed placement meets the intent of the two-school requirement by providing a breadth and diversity of teaching experience. As the ITE provider, you must contact the Principal/employer to determine the:
|
| Supporting resources | The revised PEX policy includes updated versions of the: |
Learn about the process to apply for an employment-based final PEX placement (incorporating the TPA).
The PEX policy should be read in conjunction with the following existing policies relating to initial teacher education:
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