EDFE12042 - Professional Practice 2 (Primary) – Classroom Management
Term 2 - 2017


All details in this unit profile for EDFE12042 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

In Professional Practice 2, pre-service teachers extend their professional knowledge and skills through tutorials, workshops and a school placement comprising 10 day visits (including 5 contextual days and 5 assessable days) during the term and a 15-day block placement at the end of the term. Pre-service teachers participate in tutorials to build both theoretical and practical knowledge of the strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. They analyse the impact of different approaches to classroom management on student learning and apply their understanding of motivation, relationship-building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the school placement. Students apply knowledge gained from curriculum courses they have studied to plan, implement and evaluate lesson sequences that incorporate a range of teaching strategies and resources with a particular focus on literacy, numeracy and the use of ICTs to improve student outcomes. Pre-service teachers monitor their professional learning through critical reflection and by selecting and evaluating evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite:- Students must have successfully completed EDFE11038 and EDCU12044 to be eligible for enrolment in this unit and placement in a school 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
  • Mixed Mode
  • Mackay
  • Noosa
  • Rockhampton

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
Placement guidelines and handbooks confusing. Student unit evaluation, supervising teacher feedback Streamline booklets so that processes are clear.
The weekly expectations of the placement and what was required each week within the Moodle site provided a clear guide. Student unit evaluation Continue to use this section of the Moodle site to highlight requirements for the day visits.
Too many templates to complete. Student unit evaluation Streamline the templates to be used for lesson planning, observations and reflections.
On successful completion of this unit, you will be able to:
  1. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning.
  2. Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management.
  3. Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation.
  4. Plan and implement lessons and learning sequences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds.
  5. Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement.
  6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.

Successful completion of the unit EDFE12042 – Professional Practice 2 (Primary) – Classroom Management provides opportunities for students to demonstrate aspects of the following specific focus areas of the Australian Professional Standards for Teachers during the placement component: 1.1, 1.2, 1.3, 1.5, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 6.4, 7.1 and 7.2. Evidence of meeting the standards will be at a level appropriate for students' current progress through the course of study. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards demonstrating the standards at Graduate Level and the focus for identifying learning goals

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
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
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

Classroom Management
Author/s: Tim McDonald Year: 2013
Edition: 2nd Publisher: Oxford University Press
City: South Melbourne State: Victoria
Country: Astralia
View textbooks at the CQUniversity Bookshop

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

Unit Introduction

  • Expectations and professional conduct
  • Revisiting the Australian Professional Standards fro Teachers
  • Models of Discipline

Professional Practice Handbook

Professional Practice 2 (Primary) Information and Guidelines

Chapter 3 'Frameworks to View Student Behaviour' (pp.65-105) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Week 2 17-07-2017

Engagement and Motivation

  • Motivation for learning
  • Self regulation
  • Strategies for learner engagement

Chapter 2 'Connecting with Students' (pp.34-64) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Chapter 3 'Generating and Sustaining Interest' (pp.45-67) from Brady & Scully (2005), Engagement; Inclusive Classroom Management

Week 3 24-07-2017

Models of Discipline

  • Investigating the discipline theory
  • Practical model of discipline

Chapter 11 'Managing your Classroom' (pp.354-393) from Howell (2014), Teaching and Learning: Building Effective Pedagogies

Contextual day visit (1)

Week 4 31-07-2017

Classroom Management 101

  • Essential Skills for Classroom Management
  • Whole School Approaches to Responsible Behaviour

Code of School Behaviour - Queensland Department of Education

Better Behaviour Better Learning Essential Skills for Classroom Management - Queensland Department of Education

Chapter 6 'Re-engaging the Disengaged Learner (pp.194-244) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Contextual day visit (2)

Week 5 07-08-2017

Classroom Management 101

  • Preventive, supportive and corrective Strategies
  • Understanding learner needs
  • The shift from intervention to prevention
  • Proactive teacher behaviours

Chapter 4 'Proactive Teacher Behaviours' (pp.106 -154) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Contextual day visit (3)

Vacation Week 14-08-2017

Contextual day visit (4)

Week 6 21-08-2017

Classroom Management 101

  • Classroom management plans
  • Decision making frameworks
  • Responsible behaviour plans

Contextual day visit (5)

Week 7 28-08-2017

Managing challenging behaviour

  • Conflict management, negotiation and the use of 'I' messages
  • Functional behaviour assessment for learners with challenging behaviours

Chapter 6 'Re-engaging the Disengaged Learner (pp.194-244) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Assessable day visit (6)

Week 8 04-09-2017

Planning and Teaching

  • Lesson planning
  • Observations for individual goal setting and as input for planning

Chapter 11 'The Whole Lesson' (pp.257-281) from Fetherston (2006), Becoming an Effective Teacher

Assessable day visit (7)

Written Task Due Friday (08 Sep 17) 11:45 AM AEST
Week 9 11-09-2017

Planning and Teaching

  • Short term and long term planning

Chapter 7 ' Planning for Practice' (pp.220-236) from Churchill et al. (2013), Teaching: Making a Difference

Assessable day visit (8)

Week 10 18-09-2017

Planning and Teaching

  • Teaching strategies for engaging learners
  • Explaining, questioning and listening

Chapter 5 'Developing Safe and Accountable Classrooms (pp.155-193) from the set text: McDonald (2013), Classroom Management: Engaging Students in Learning

Week 11 25-09-2017

Critical Reflection

  • Overcoming the barriers of critical reflection

Chapter 13 ' Reflective Practice' (pp.472 - 475) from Churchill et al. (2013), Teaching: Making a Difference

Week 12 02-10-2017

Professional Goal Setting

  • Developing your skills and knowledge as a professional

Professional Practice 2 (Primary) Information and Guidelines

Assessable day visit (9)

Review/Exam Week 09-10-2017

Assessable day visit (10)

Three week block begins on Monday October 16

Exam Week 16-10-2017

1 Written Assessment

Assessment Title Written Task
Task Description

Part A

Create a plan for one whole session that you might be required to manage and teach in your placement classroom. The plan may be a morning, middle or afternoon session and should be written up on the daily planning template provided on the unit Moodle site.

As a minimum, your plan must include bringing the learners in to the classroom at the start of the day or after a break; transitions between at least two scheduled lessons or classroom activities; and dismissing the class at the end of the day or for a recess break.

Use the first 4 columns on the template to record time frames, learning goals for each lesson / activity, a brief outline of the introduction, body and conclusion of key lessons or activities and resources required. In the final column, record strategies and considerations for classroom management and organisation to create a positive and organised classroom learning environment at each stage of the planned session.

Part B

Write a justification of no more than 750 words that:

(a) explains how your selected strategies align with the school policy and established classroom rules in your placement setting; and

(b) justifies how your selected strategies will achieve each of the following outcomes:

  • Create a positive and supportive learning environment that encourages participation of all students
  • Manage challenging or off-task behaviour that may arise during the session
  • Impact on student learning and achievement of the set learning goals for the planned lessons / activities

You must make specific links to your Classroom Management Plan and include a copy of it in your assignment submission. Also ensure that you reference your justification using the source materials from Moodle.

NOTE: This assessment task provides opportunities for reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 3.1, 3.6, 4.1, 4.2, 4.3 and 6.2.

Assessment Due Date Week 8 Friday (08-Sep-2017) 11:45 AM 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 to inform students' responses to the next assessment task.
Weighting 50%
Assessment Criteria

1. Knowledge and understanding of practical strategies for classroom organisation and management

2. Application of whole school approaches and established classroom rules and routines

3. Understanding of the teacher’s role in creating supportive and inclusive learning environments

4. Knowledge and understanding of essential skills for classroom management and their impact on student learning

5. Personal and academic literacy

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

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

1. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning.

2. Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management.

3. Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

8. Ethical practice



2 Professional Practice Placement

Assessment Title Placement
Task Description

Undertake a 25 day supervised placement in a school setting as detailed below and complete all tasks outlined in the Information and Reporting Booklet for Professional Practice 2. These tasks include the development of a Classroom Management Plan which will support your ability to teach whole class lessons building to whole sessions and half days, and at least two full days by the completion of the three-week block. The application of your knowledge about the pervasive nature of literacy and numeracy across the curriculum and the use of ICTs to enhance student learning and engagement will also be key features of the professional practice block.

The placement consists of:

  • 10 assessable days (completed one day per week throughout the term)
  • 15 day assessable block

An up-to-date working portfolio must be maintained throughout the placement. The working portfolio should include a copy of the classroom management plan you create for your placement class, the school policy for responsible behaviour, a copy of the classroom rules and written observations of the class routines in place for movement, transitions and organisation of learning activities in addition to records of all observations, planning, evaluation and reflection conducted throughout the placement. See the Information and Reporting Booklet for further details of the records that must be kept in the working portfolio.

At the end of the first week 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 block.

The final assessment report for the 25 day school placement will be completed by the Supervising Teacher on the final day of the three week continuous block using the report found in the Professional Practice Information and Guidelines booklet (an electronic copy will provided to each school).

NOTE: This assessment task provides opportunities for demonstrating aspects of the Australian Professional Standards for Teachers in authentic settings. . The task can be used as evidence for 1.1, 1.2, 1.3, 1.5, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 6.4, 7.1 and 7.2.

Assessment Due Date On completion of the three week block - Monday November 3, 2017.
Return Date to Students Feedback on this assessment will be provided by the Supervising Teacher using the reporting documents for Professional Practice 2.
Weighting Pass/Fail
Assessment Criteria

Assessment criteria are outlined in detail in the Information and Reporting booklet. Assessment criteria 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 results once the ePortfolio task is marked.

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

1. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning.

2. Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management.

3. Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation.

4. Plan and implement lessons and learning sequences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds.

5. Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement.

6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.

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

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



3 Portfolio

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

Select a sequence of lessons that you have planned and implemented during your 3 week block (Professional Practice 2 placement) for your portfolio. Your lessons should be in one learning area and be part of a sequence that scaffolded the knowledge and understanding students needed to demonstrate their learning in a final summative assessment task.

Create your portfolio by selecting the following artefacts for your portfolio:

  • A brief overview of the curriculum content descriptions and summative task that students were expected to complete at the end of the learning sequence
  • A copy of at least three lessons from the learning sequence with the evaluation section completed
  • Samples of formative assessment tools or strategies that you used to check for student learning and copies of students’ responses. Responses may be work samples, completed worksheets or records of students’ responses to questioning used during the lessons.
  • Copies of classroom observations completed by your Supervising Teacher at least one of which should focus on an aspect of your teaching in at least one of your chosen lessons.
  • A copy of your revised classroom management plan

Write an evaluation of your teaching practice based on the artefacts you have selected. You should make explicit links between the evidence of your practice as shown in your portfolio and your engagement with specific descriptors from the Australian Professional Standards for Teachers outlined on the Final Summative Report for your Professional Practice placement. Your evaluation should be approximately 1000 words in length and should include reflection on the following questions:

  • How did you sequence teaching and learning to scaffold the knowledge and skills students needed to complete the summative assessment task?
  • What teaching strategies and resources did you use to enhance students’ understanding of the curriculum content? How effective were your choices?
  • What formative assessment strategies did you use to check on students’ learning progress? How effective were these strategies in providing information you could use to modify your teaching practice and improve the learning of all students in the class group?

This assessment task is to be submitted no later than one week after the conclusion of your placement for Professional Practice 2. The portfolio will be created using iTunesU (instructions regarding iTunesU will be located in the PP2 Moodle website).

You will 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 reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 6.1 and 7.1.

Assessment Due Date One week after completion of the block placement - Friday November 6, 2017.
Return Date to Students Feedback on the final assessment task will be provided following moderation.
Weighting 50%
Assessment Criteria
  1. Justification of planning decisions and teaching strategies that align with curriculum intent
  2. Evaluation of the appropriateness of formative assessment techniques for monitoring student learning
  3. Knowledge and understanding of teaching and classroom management strategies for creating positive and supportive learning environments
  4. Understanding of the need to respond to the learning needs of diverse student groups
  5. Reflection on feedback to identify teaching strengths and set professional learning goals
Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Provide a word document with the iTuneU course name and the access code.

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

5. Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement.

6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.

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

1. Communication

3. Critical Thinking

6. Information Technology Competence

8. Ethical practice




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