EDFE11038 - Professional Practice 1 - Introduction to Teaching
Term 2 - 2017


All details in this unit profile for EDFE11038 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Professional Practice 1 introduces pre-service teachers to the teaching profession and work-integrated learning in school settings through tutorial workshops and a school placement comprising 20 days of practical experience under the guidance of a supervising teacher. Placements take the form of 5 non-assessable contextual days and 5 assessable day visits throughout the term followed by a 2-week block period of assessable practice at the end of the term. During the placement, pre-service teachers apply knowledge gained throughout the first year to practise the skills of planning, teaching, managing the learning environment, and assessing and recording student learning and they are assessed against the relevant focus areas of the Australian Professional Standards for Teachers by their supervising teachers. Pre-service teachers maintain professional records of their practice in the form of a working portfolio and compile evidence of their demonstration of aspects of the Standards in an e-portfolio. A major emphasis of this course is the development of the disposition for ongoing professional learning through reflection on the professional role and responsibilities of teachers and evaluation of effective teaching practice to improve student learning.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Students must have successfully completed at least three first year units in the Bachelor of Education course in which they are enrolled to be eligible for enrolment in this unit and placement in an educational setting for completion of the practical component.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Bundaberg
  • Cairns
  • Mixed Mode
  • Gladstone
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Professional Practice Placement Pass/Fail
3. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The Moodle site was well designed and easy to navigate. The course learning materials were comprehensive and relevant to the placement requirements. Student unit evaluation Continue to use this format, however update materials as required.
Reduce the amount of templates to be used throughout the course. Student unit evaluation Staff feedback Streamline the templates to be used for lesson planning, observations and reflections.
Return of the first assessment task was slow. Student unit evaluation Personal communication from students Reconsider the due date of the first assessment task along with the marking timeline.
On successful completion of this unit, you will be able to:
  1. Interpret and apply the key responsibilities of educators with regard to duty of care and codes of conduct for the sector.
  2. Collect and organise profiling data on individual strengths, interests and learning needs across a range of domains.
  3. Observe teaching and learning to identify how teachers structure learning experiences and use communication and teaching strategies that promote engaged learning and on-task behaviour.
  4. Plan and implement learning experiences that set clearly identified goals that meet learners’ needs, and include a well-structured introduction, body and conclusion, a variety of teaching strategies and strategies for assessing and monitoring the learning.
  5. Trial the use of non-verbal and verbal communication skills that establish effective relationships with learners and promote positive attitudes to learning in preventive and non-intrusive ways.
  6. Respond to feedback and self-evaluation to reflect on and suggest improvements to planned learning experiences.
  7. Reflect on own teaching and the roles and responsibilities of educators to identify evidence of professional standards, improve practice and set goals for ongoing professional learning.

Learning outcomes for the unit Professional Practice 1 - Introduction to Teaching explicitly reflect the knowledge and understanding of the three domains of the Australian Professional Standards for Teachers at a level suitable for first year pre-service teachers. In addition, the unit learning outcomes promote understanding of the complex nature of teaching in diverse settings and the application of reflection processes essential for engaging in a cycle of continuous professional learning to improve practice. Competency elements from the Diploma of Early Childhood Education and Care are also embedded in this unit and demonstrated through practice in an authentic setting . The assessment reports for the professional practice placement should be retained by pre-service teachers for inclusion in a professional portfolio for employment interviews and selected artefacts from the working portfolio maintained throughout the placement should be added to an e-portfolio which has a focus on evidence of standards and the identification of professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment      
2 - Professional Practice Placement
3 - Portfolio          

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1. Communication
2. Problem Solving              
3. Critical Thinking  
4. Information Literacy              
5. Team Work            
6. Information Technology Competence              
7. Cross Cultural Competence        
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment            
2 - Professional Practice Placement      
3 - Portfolio          

Prescribed Textbooks

Teaching: Making a Difference
Author/s: Churchill, Godinho, Johnson, Keddie, Letts, Lowe, Mackay, McGill, Moss, Nagel, Shaw, Ferguson, Nicholson & Vick Year: 2016
Edition: 3rd Publisher: Wiley
City: Milton State: Queensland
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

This text is utilised in several other first year units and previous editions of the text are suitable for use.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorAngelina Ambrosetti (a.ambrosetti@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017 Expectations, Professional Conduct and the Australian Professional Standards for Teachers

1. Professional Practice Handbook

2. Professional Practice 1 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers

Week 2 17-07-2017

The Art of Observing and Reflecting

Churchill et al. Chapter 13

Week 3 24-07-2017

Planning and Teaching: The Teaching and Learning Cycle

Churchill et al. Chapter 7

Contextual day visit (1)

Week 4 31-07-2017

Planning and Teaching: The Curriculum

Churchill et al. Chapter 6

Contextual day visit (2)

Week 5 07-08-2017

Planning and Teaching: Lesson planning (part 1)

1. Churchill et al. pp.220-226

2. CRO - Clarke and Pittaway pp149-165

3. CRO - Fetherston pp. 78-102

Contextual day visit (3)

Vacation Week 14-08-2017

Contextual day visit (4)

Week 6 21-08-2017

Planning and Teaching: Lesson planning (part 2)

CRO - Fetherston pp.257 -281

Contextual day visit (5)

Week 7 28-08-2017

Planning and Teaching: Assessing Learning

Churchill et al.pp.422-428

Assessable day visit (6)

Written Assessment Due Friday (01 Sep 17) 11:45 PM AEST
Week 8 04-09-2017

Managing the Learning Environment:

1. CRO - Spooner-Lane pp.19-36

2. Churchill et al. pp.356 - 385

Assessable day visit (7)

Week 9 11-09-2017

Managing the Learning Environment

1.Churchill et al. pp.385 - 411

2. CRO - Brady pp.13-20

Assessable day visit (8)

Week 10 18-09-2017

The Australian Professional Standards for Teachers

AITSL website https://www.aitsl.edu.au/australian-professional-standards-for-teachers
Week 11 25-09-2017

The Australian Professional Standards for Teachers and the ePortfolio

AITSL website https://www.aitsl.edu.au/australian-professional-standards-for-teachers

Week 12 02-10-2017

The two week block

1. Professional Practice Handbook

2. Professional Practice 1 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers

Assessable day visit (9)

Review/Exam Week 09-10-2017

Assessable day visit (10)

The two week block begins on October 16.

Exam Week 16-10-2017

1 Written Assessment

Assessment Title Written Assessment
Task Description

Part A:

Choose a lesson taught by your supervising teacher that you have observed during your day visits and record the following information on the observation template provided for this assessment task (found on the PP1 Moodle site):

· What was the learning goal of the lesson?

· How did the teacher introduce the lesson and make the purpose of the intended learning clear to students?

· What strategies or activities did the teacher use to help students understand the content or practise the skills that were the focus for learning?

· How did the teacher finish the lesson and check for student understanding or achievement of the learning goal?

Part B:

Based on the lesson you have observed (and used for Part A), imagine that your supervising teacher has identified a small group of students who did not achieve the intended learning goal. Your supervising teacher asks you to plan and implement a follow up lesson to reteach the knowledge or skills that were the focus for learning.

Use the lesson plan template to clearly identify the learning goal for your follow-up lesson and outline the instructional steps you would follow to teach the content to the small group of students that the supervising teacher has identified. Your lesson must include an introduction, body and conclusion where you plan to:

(a) clearly state the purpose of the lesson,

(b) reteach the content and provide opportunities for students to practice or use the knowledge they have learnt; and

(c) summarise the learning and check for students’ understanding and achievement of the lesson’s goal.

Write a 250 word justification that explains why you think your teaching strategies will have an impact on student learning and how you will know if you have been successful in achieving the lesson’s goal. Ensure that you use the unit materials to reference your justification (approximately 1-2 references).

Upload your observation, lesson plan and 250 word justification into the assessment task 1 link on Moodle.

NOTE: This assessment task provides opportunities for students to demonstrate aspects of the Australian Professional Standards for Teachers in authentic professional learning contexts. The task demonstrates evidence of working towards the focus areas of 1.2, 2.3, 3.3, 6.1 and 6.4 .

Assessment Due Date Week 7 Friday (01-Sep-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary.
Weighting 50%
Assessment Criteria

1. Identification of strategies that impact on student learning and engagement

2. Knowledge and application of key components of lesson planning that organise teaching and learning activities into a logical sequence

3. Knowledge and application of strategies for assessing and monitoring student learning

4. Personal and academic literacy

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Upload the task through the link on the Moodle site for Assessment Task 1

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Observe teaching and learning to identify how teachers structure learning experiences and use communication and teaching strategies that promote engaged learning and on-task behaviour.

4. Plan and implement learning experiences that set clearly identified goals that meet learners’ needs, and include a well-structured introduction, body and conclusion, a variety of teaching strategies and strategies for assessing and monitoring the learning.

5. Trial the use of non-verbal and verbal communication skills that establish effective relationships with learners and promote positive attitudes to learning in preventive and non-intrusive ways.

7. Reflect on own teaching and the roles and responsibilities of educators to identify evidence of professional standards, improve practice and set goals for ongoing professional learning.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking



2 Professional Practice Placement

Assessment Title Professional Placement
Task Description

Undertake a 20 day supervised placement in a school setting as detailed below and complete all tasks outlined in the Information and Reporting Booklet for Professional Practice 1. The placement consists of:

· 5 contextual days (non-assessable)

· 5 assessable days (both the contextual and assessable days are completed one day per week throughout the term)

· 10 day continuous assessable block

An up-to-date working portfolio which records all observations, reflections and planning must be maintained throughout the placement. At the end of Week 1 (of the two week continuous block), an Interim Report will be completed by the Supervising Teacher to identify progress towards demonstrating the identified aspects of the Australian Professional Standards for Teachers. Based on the Interim Report, pre-service teachers will outline a minimum of 2 professional goals to be achieved by the end of the final week of the block.

The final summative report will be completed by the Supervising Teacher on the final day of the two week continuous block.

NOTE: This assessment task provides opportunities for students to demonstrate aspects of the Australian Professional Standards for Teachers in authentic professional learning contexts. The task demonstrates evidence of working towards the focus areas of 1.1, 1.3, 1.5, 2.2, 3.1, 3.3, 3.5, 3.6, 4.1, 4.2, 5.1, 5.2, 5.4, 6.1, 6.3 and 7.1.

Assessment Due Date On completion of the two week block.
Return Date to Students Feedback on this assessment will be provided by the Supervising Teacher using the reporting documents for Professional Practice 1.
Weighting Pass/Fail
Assessment Criteria

Assessment criteria are outlined in detail in the Information and Reporting booklet and are drawn from the Australian Professional Standards for Teachers (Graduate Level).

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

The pre-service teacher must upload the final summative report into the Assessment Task 2 Moodle link. The report must be signed by the Supervising Teacher, the Site Coordinator and the Pre-service Teacher. The University Coordinator will finalise the placement result once the ePortfolio task is marked.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Interpret and apply the key responsibilities of educators with regard to duty of care and codes of conduct for the sector.

2. Collect and organise profiling data on individual strengths, interests and learning needs across a range of domains.

3. Observe teaching and learning to identify how teachers structure learning experiences and use communication and teaching strategies that promote engaged learning and on-task behaviour.

4. Plan and implement learning experiences that set clearly identified goals that meet learners’ needs, and include a well-structured introduction, body and conclusion, a variety of teaching strategies and strategies for assessing and monitoring the learning.

5. Trial the use of non-verbal and verbal communication skills that establish effective relationships with learners and promote positive attitudes to learning in preventive and non-intrusive ways.

6. Respond to feedback and self-evaluation to reflect on and suggest improvements to planned learning experiences.

7. Reflect on own teaching and the roles and responsibilities of educators to identify evidence of professional standards, improve practice and set goals for ongoing professional learning.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

5. Team Work

7. Cross Cultural Competence

8. Ethical practice



3 Portfolio

Assessment Title ePortfolio - Evaluation of teaching practice and student learning
Task Description

You are required to select examples from the planning, teaching and assessment tasks you completed during your placement for the purpose of evaluating your classroom practice and the impact your decisions had on student learning.

Your selected artefacts should include the following:

  1. A sequence of two lesson plans on the same topic, concept or skill. The sequence of lessons can come from any learning area and may be for a small group or whole class.
  2. A sample of students’ work from the lessons you have selected that shows whether the students met the intended learning goals. Samples may include worksheets, tasks completed by the learners or records of learners’ responses to questions you used to check for learning.
  3. Copies of classroom observations completed by your supervising teacher at least one of which should be related to the lesson plans you have chosen for analysis.

Write a commentary on your selected artefacts that responds to the following questions. Your commentary should make explicit links to the Australian Professional Standards for Teachers that you have engaged with to plan, teach and assess student learning in your chosen lessons and should be no more than 750 words in length. Your commentary should be referenced using the unit learning materials from Moodle. Use the following questions to guide your commentary.

  • What knowledge, understanding and skills were the focus for teaching and learning in your lessons?
  • How did you sequence the instructional steps in your lessons to support students’ understanding and demonstration of the intended learning goals?
  • What strategies did you use to check for understanding? Did these strategies provide you with enough information to know whether the learning goals had been met?
  • What evidence do the work samples show of student learning and achievement?
  • How did you use the assessment information from lesson 1 to plan for the follow-up lesson in the sequence?
  • What would you change or do differently next time to enhance your teaching practice and improve student learning?

This assessment task is to be submitted no later than one week after the conclusion of your placement for Professional Practice 1. The portfolio should be created using iTunes U (Instructions regarding iTunesU will be located on the PP1 Moodle website).

You should upload a word document to the link for Assessment Task 3 on Moodle with your iTunesU course name and access code so that your lecturer can view and mark your ePortfolio.

NOTE: This assessment task provides opportunities for students to demonstrate aspects of the Australian Professional Standards for Teachers in authentic professional learning contexts. The task demonstrates evidence of working towards the focus areas of 6.1 and 6.2 .

Assessment Due Date One week after completion of the block placement - 3 November, 2017
Return Date to Students Feedback on the final assessment task will be provided following moderation.
Weighting 50%
Assessment Criteria

1. Knowledge and understanding of the Standards as a framework for evaluating teaching practice

2. Knowledge and understanding of the relationship between learning goals, teaching and learning and assessment

3. Application of assessment information to future planning

4. Evaluation of teaching practice and identification of strategies to improve student learning

5. Personal and academic literacy

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Upload a word document with your iTunes U portfolio name and access code.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

6. Respond to feedback and self-evaluation to reflect on and suggest improvements to planned learning experiences.

7. Reflect on own teaching and the roles and responsibilities of educators to identify evidence of professional standards, improve practice and set goals for ongoing professional learning.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

6. Information Technology Competence




© 2017 CQUniversity
Page generated by apps-prod-01.cqu.edu.au at Thu Jul 27 14:29:00 AEST 2017