EDFE20035 - Professional Praxis 2: Supportive Learning Environments
Term 2 - 2017


All details in this unit profile for EDFE20035 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

This is the second in-school placement for Master of Teaching pre-service teachers. In this unit you will explore strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. You will complete a 20 day continuous block placement in a school under the mentorship of a supervising teacher and complete set tasks for this placement as outlined in the Information and Guidelines for the Supervision of Pre-service Teachers booklet. During your in-school placement, you will analyse the impact of different approaches to classroom management on student learning and apply your understanding of motivation, relationship building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the in-school placement. You will monitor your professional learning through critical reflection and by selecting evidence of your practice that demonstrates focus areas of the Australian Professional Standards for Teachers to continue your professional e-portfolio. The block placement culminates in the completion of a summative report that measures the standard that has been achieved by you through comparing it against the relevant Australian Professional Standards for Teachers (Graduate Career Stage) for this stage of your development at the end of your second in-school placement. You must pass all assessment tasks to pass this unit.

Details

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

Pre-requisites or Co-requisites

Pre-requisite EDFE20034 Professional Praxis 1: Learning, Teaching and Planning

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
  • Mixed Mode

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 Postgraduate 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 Pass/Fail
2. Professional Practice Placement Pass/Fail
3. Portfolio Pass/Fail

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

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
Students found this unit to be very helpful in preparing them for their placement. Student Feedback Continue to offer unit as designed to provide support to students to prepare for their placement.
On successful completion of this unit, you will be able to:
  1. Prepare for teaching through effective planning strategies at a developing level
  2. Enact teaching through effective teaching practice at a developing level
  3. Create safe and supportive learning environments through effective classroom management at a developing level
  4. Assess and record learning at a developing level
  5. Interpret and apply the key responsibilities of teachers through appropriate professional conduct at a developing level
  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 this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, Assessment and Reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

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

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research          
5. Self-management
6. Ethical and Professional Responsibility
7. Leadership          

Alignment of Assessment Tasks to Graduate Attributes

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

Textbook Information

There are no required textbooks.

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 CoordinatorRickie Fisher (r.j.fisher@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

Topic 1 Understanding Learners: The importance of Context

Week 2 17-07-2017

Topic 2 Classroom Management: Models of Discipline

Week 3 24-07-2017

Topic 3 Codes, Plans and Guidelines: Key Educational Policies on Behaviour Management

Week 4 31-07-2017

Topic 4 Behaviour Management Essential Skills 1-4: Language of Expectation

Week 5 07-08-2017

Topic 5 Behaviour Management Essential Skills 5-6: Language of Acknowledgement

Vacation Week 14-08-2017
Week 6 21-08-2017

Topic 6 Behaviour Management Essential Skills 7-10: Language of Correction

Week 7 28-08-2017

Topic 7 Challenging Behaviours: Being Proactive, not Reactive

Week 8 04-09-2017

Topic 8 Establishing Control: Reward and Punishment

Week 9 11-09-2017

Topic 9 Student-Teacher Relationships: Using Positive Communication to Promote Engagement

Week 10 18-09-2017

Topic 10 Effective Engagement: Using Teaching Strategies to Promote Learning

Response to Scenario Due Friday (22 Sep 17) 11:45 PM AEST
Week 11 25-09-2017

Topic 11 Working with the Whole Class: Instruction and Questioning Techniques

Week 12 02-10-2017

Topic 12 Preparing for the Block Placement

Review/Exam Week 09-10-2017
Exam Week 16-10-2017

To be eligible to complete the block placement, students enrolled in Professional Praxis 2 must meet the following requirements:

  • Attend at least 80% of the planned on-line tutorials and actively engage in the planned professional learning activities.
  • Receive a Passing Grade for Assessment Task 1 for this unit.

1 Written Assessment

Assessment Title Response to Scenario
Task Description

This assessment task builds professional knowledge and understanding of motivation theory and the factors that affect student engagement. Opportunities to demonstrate knowledge of strategies for creating a supportive learning environment through the use of preventive and supportive classroom management are also important features of this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers (Graduate Career Stage).

To complete this task, you will need to access the Classroom Management Scenario on the Moodle site for this unit within the Assessment Task 1 link. A sample School Responsible Behaviour Plan has been provided on the Moodle site to contextualise this scenario.

Part A

Prepare a 1000 (maximum) word written response that answers the questions outlined below based on the scenario.

1. What weaknesses do you see in the pre-service teacher’s classroom management?

2. Why is the learner discussed in the case study considered as "misbehaving"?

3. Identify two or more hypotheses to explain the causes for their behaviour and outline some strategies you could suggest to use to curb this behaviour.

4. Do you agree with the statement "She never has been a very motivated student"? Draw on what you have learnt about motivation, relationships and supportive learning environments to defend your answer.

5. What would you do differently from the pre-service teacher in this scenario to plan the day’s learning experience?

Part B

In no more than 1000 words (maximum), outline how your proposed changes would:

1. Align with the provided School Responsible Behaviour Plan for Students?

1. Influence the behaviour of students in the class?

2. Contribute to the creation of a positive and supportive learning environment that encourages participation of all students?

3. Manage challenging or off-task behaviour that may arise during the session/lesson?

4. Impact on student learning and achievement of the set learning goals for the planned session/lesson?

The response must refer to discipline, behaviour/classroom management theories and other relevant research on strategies for creating a supportive classroom environment in order to justify your point of view.

Assessment Due Date Week 10 Friday (22-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 to inform students' responses to the next assessment task.
Weighting Pass/Fail
Assessment Criteria
  • Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning
  • Knowledge and understanding of practical strategies for classroom organisation and management
  • Application of whole school approaches to behaviour and classroom management
  • Understanding of the teacher’s role in creating supportive and inclusive learning environments
  • Knowledge and understanding of essential skills for classroom management and their impact on student learning
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

3. Create safe and supportive learning environments through effective classroom management at a developing level

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. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility



2 Professional Practice Placement

Assessment Title Professional Experience
Task Description

Undertake a 20 day supervised placement in a primary school setting and complete all tasks outlined in the Professional Praxis 2 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet. The placement will be organised by the relevant University Professional Practice staff member on each campus.

During the block placement, pre-service teachers are expected to build on their level of engagement in the day-to-day organisation and management of teaching and learning.

There are weekly on-line tutorials conducted during weeks 1 – 11. Attendance is required at 80% of the scheduled classes. Failure to attend may result in the discontinuation onto the block placement component of this placement.

An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection undertaken.

Daily critical reflection will be framed by a series of self-devised questions that examine the nature of ethical practice in diverse educational settings and identify direct links to the Australian Professional Standards for Teachers (Graduate Career Stage).

At the end of Week 2, pre-service teachers are required to complete the Pre-service Teacher Self-Evaluation and the Literacy and Numeracy Checklist. Pre-service teachers should synthesise any feedback provided to date and the results from the self-evaluation and literacy and numeracy checklist to construct a detailed plan for professional development throughout the remainder of the placement. This plan must be submitted to the supervising teacher for feedback and negotiation of the pre-service teacher's professional learning experiences for the remainder of the placement.

Assessment for this task will be completed by supervising teachers using the formats for reporting included in the Professional Praxis 2 Information and Reporting booklet.

Full details of specific tasks for this placement are outlined in the Professional Praxis 2 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.

Assessment Due Date As per approved Professional Praxis Calendar
Return Date to Students The Professional Praxis booklet will be made available to the student once signed by the University Coordinator
Weighting Pass/Fail
Assessment Criteria

As per the Professional Praxis 2 Information and Reporting booklet.

Conditions Minimum mark or grade - To pass this task, pre-service teachers must receive a Pass grade as indicated on the Summative Report.
Referencing Style American Psychological Association (APA)
Submission Online

Once the placement is complete the pre-service teacher will uplaod the Professional Praxis 2 assessment and reporting forms through the Assessment Task 2 link on Moodle

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

1. Prepare for teaching through effective planning strategies at a developing level

2. Enact teaching through effective teaching practice at a developing level

3. Create safe and supportive learning environments through effective classroom management at a developing level

4. Assess and record learning at a developing level

5. Interpret and apply the key responsibilities of teachers through appropriate professional conduct at a developing level

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. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



3 Portfolio

Assessment Title ePortfolio
Task Description

During Professional Praxis 1, you selected evidence from tasks completed during the placement that align with the Australian Professional Standards for Teachers (Graduate Career Stage). During Professional Praxis 2, you will add to this ePortfolio with a particular focus on two Standards:

Standard 4 - Create and maintain supportive and safe learning environments.

You are to add more evidence to this Standard by addressing each of the Focus Areas of the Standard:

4.1 Support student participation - Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Manage classroom activities - Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Manage challenging behaviour - Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Maintain student safety - Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

4.5 Use ICT safely, responsibly and ethically - Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

You should include one (1) new artefact per Focus Area above and include a brief (100 word) annotation per artefact which explains how the Focus Area is demonstrated through this artefact.

Standard 6 - Engage in professional learning

6.1 - Identify and plan professional learning needs - Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

This Focus Area requires you to demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying your professional learning needs. You will need to write a brief (no more than 500 words) statement that reflects your professional growth during Professional Praxis 2 considering:

  • How have you used the Australian Professional Standards for Teachers to identify your professional learning needs during this placement?
  • Which areas of the Standards do you consider to be your strengths?
  • Which areas of the Standards do you consider being your challenges and how are you going to address these?

There is no need to include any artefacts for this component of the ePortfolio (Focus Area 6.1) unless you have any items you wish to add to support your response.

You will need to share the link to your ePortfolio with your lecturer for viewing via the creation of a ‘Secret URL’.

Assessment Due Date Monday following the completion of the block placement
Return Date to Students Feedback on this final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting Pass/Fail
Assessment Criteria

Ability to select and organise evidence with explicit links to the Standards

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

Upload the secret URL for the portfolio through the link on the Moodle site for Assessment Task 3 (See the Assessment Block)

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

1. Prepare for teaching through effective planning strategies at a developing level

2. Enact teaching through effective teaching practice at a developing level

3. Create safe and supportive learning environments through effective classroom management at a developing level

4. Assess and record learning at a developing level

5. Interpret and apply the key responsibilities of teachers through appropriate professional conduct at a developing level

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. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility




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