199Context
The Advanced Placement program is an example of immersion that provides sus-
tained connection to one school and classroom for the whole year. It was designed
to give final-year undergraduate preservice teachers an opportunity to be immersed
in the daily routines and culture of their placement school and its community from
the start of the school year. It enables the preservice teachers to become part of the
school community more easily than if they began their placement later in the term.
The principles behind the Advanced Placement model are explained to participating
schools and preservice teachers at an information session towards the end of the
previous year. A unit guide is provided to every participating school and preservice
teacher to ensure all participants understand the focus and structure of the
program.
Structure and Implementation
Preservice teachers begin their placement on the first day of the school year, which
is usually 1 month before the beginning of the university semester. They remain in
the same class with the same teacher for the whole school year, so they experience
the ‘behind-the-scenes’ preparation that teachers undertake before children begin
the school year. They may be involved in classroom set-up, planning meetings and
professional development opportunities. The organisation of their 40 days of pro-
fessional experience is as follows:
End of the year before: preservice teachers are notified of their school in
November and are encouraged to visit the principal and meet with their mentor
teacher, if possible.
Semester one: 15 days of immersion (1 or 2 days per week) from day 1 of the
school year, until near the end of term one. This also includes additional voluntary
days the preservice teacher is able to undertake. This concludes with five consecu-
tive days at the end of term one of the school year.
Semester two: preservice teachers undertake 20 consecutive days culminating in
full management of the classroom for at least 3 weeks. Voluntary days are encour-
aged and negotiated with the mentor teacher throughout the semester.
Whilst the Advanced Placement is intensively based on schools, preservice
teachers also attend three seminar days per semester at university. These provide
on-campus classes on topics such as classroom management, assessment and cur-
riculum. Guest speakers, usually teachers and/or principals from participating
schools, are also invited to talk about topics such as professional organisations, legal
liability and duty of care. These seminars provide preservice teachers with opportu-
nities to reflect on their placement experiences with the support of their colleagues
and teacher educators. In addition to supporting the learning of the preservice teach-
ers, the work of the university-based teacher educators involved in the program
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