Overview
In this unit, you will engage with the school community and key stakeholders in education in a productive way to achieve optimal personal, social and academic outcomes during a twenty five day placement in a secondary school. You will examine and critique theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. The ethical tensions that arise in learning environments and ways of dealing with these dilemmas is also covered. The unit also involves focused observation of learning environments, design and implementation of pedagogical strategies, and evaluation of learning outcomes. Pre-service teachers analyse the nexus between teacher pedagogy and teacher-student dialogue in order to engage students in thinking that involves extension, refinement and meaningful use of knowledge. You will be required to apply knowledge learnt in discipline courses to design and implement learning experiences cognisant of student prior knowledge. To be eligible to pass this unit you will also need to supply evidence of successful completion of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE). You must pass all assessment tasks to pass this unit.
Details
Pre-requisites or Co-requisites
Prerequisite:- EDFE12043 Only students enrolled in CC13 are permitted to enrol in this unit Students must have completed all Discipline Teaching Area units within each of their two selected Minors.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2019
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).
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 Grading
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 CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 from Moodle
Assessment items were suitable
Maintain the assessment items within this unit.
Feedback from Moodle
The unit has a specific link to the assessment section each week; and was done well and was very helpful.
Maintain the structure of the unit on a weekly basis.
- Apply effective communication skills to engage with key stakeholders in the school community
- Design and implement learning experiences for individuals and groups that are engaging and challenging
- Assess and report constructively on student learning
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection
- Evidence successful completion of the Literacy and Numeracy Test for Initial Teacher Education.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) 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
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
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
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
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
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Written Assessment - 0% | ||||||
2 - Professional Practice Placement - 0% | ||||||
3 - Portfolio - 0% | ||||||
4 - Report - 0% |
Alignment of Graduate Attributes to Learning Outcomes
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 | ||||||
9 - Social Innovation | ||||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Written Assessment - 0% | ||||||||||
2 - Professional Practice Placement - 0% | ||||||||||
3 - Portfolio - 0% | ||||||||||
4 - Report - 0% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
e.killion@cqu.edu.au
Module/Topic
Topic 1 - Teachers as Professionals
Chapter
Events and Submissions/Topic
Module/Topic
Topic 2 - Philosophical, ethical and legal underpinnings of ethical decision-making
Chapter
Events and Submissions/Topic
Module/Topic
Topic 3 - Conflict and interpersonal communicataion
Chapter
Events and Submissions/Topic
Module/Topic
Topic 4 - Negotiation and conflict resolution
Chapter
Events and Submissions/Topic
Module/Topic
Topic 5 - Building Relationships to enhance collaboration with parents and the broader community
Chapter
Events and Submissions/Topic
Module/Topic
Topic 6 - Preparing for Professional Experience: Teaching in Senior Secondary
Chapter
Events and Submissions/Topic
The content for this Term 3 unit is delivered in intensive mode over the first 6 weeks of the Term. This is to ensure all content is delivered prior to Christmas closure to allow students some 'downtime' prior to the commencement of the placement for Professional Practice 3 and the commencement of university Term 1 2020.
To allow this to happen, the on-line Zoom sessions to be conducted over 6 weeks straight with a class occurring in 'non-teaching week' - That is, Week 1 - Week4, Non-Teaching Week & Week 5.
Each of these weeks is comprised of intensive study that is the equivalent to the amount of work usually covered over a two-week period. That is, twelve weeks of topics are delivered over six weeks.
Due to all of the content being delivered within six weeks, it is important that you keep up and realise that you should double the usual time allocation to a unit during this period.
1 Written Assessment
Standard 7 of the Australian Professional Standards for Teachers identifies four Focus Areas that need to be demonstrated when engaging professionally with colleagues, parents/carers and the community:
APST 7.1 Meet professional ethics and responsibilities - Understand and apply key principles described in codes of ethics and conduct for the teaching profession
APST 7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage
APST 7.3 Engage with the parents/carers - Understand strategies for working effectively, sensitively and confidentially with parents/carers
APST 7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
Your task is to prepare a 2000 word (maximum) reflective statement (500 words per Focus Area listed above) about what you perceive to be the key skills you require to enact and demonstrate this standard.
For each component of this Standard, complete the following:
- Create a professional reflective statement about what you believe the standard means to your professional practice.
- Identify a number of key examples of how you have addressed this so far in your professional practice within your pre-service teacher education degree. If you have not been able to do so, outline what you believe to be your key barriers to this demonstration.
- Outline how your teaching practice to date has achieved impact on student learning and achievement. That is, how do these examples you have provided, evidence how you have demonstrated impact on student learning?
Week 5 Friday (20 Dec 2019) 11:59 pm AEST
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
- Understand and apply key principles described in codes of ethics and conduct for the teaching profession (APST 7.1)
- Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage (APST 7.2)
- Understand strategies for working effectively, sensitively and confidentially with parents/carers (APST 7.3)
- Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice (APST 7.4)
- Professional levels of personal literacy
- Apply effective communication skills to engage with key stakeholders in the school community
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection
- Communication
- Problem Solving
- Problem Solving
- Critical Thinking
- Ethical practice
2 Professional Practice Placement
Undertake a supervised professional experience placement in a secondary school setting and complete all tasks outlined in the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
The placement is structured as:
- Attendance at the Student Free Days at the beginning of the school year
- 5 week (25 day) continuous block commencing at the beginning of the school year
The placement will be organised and supervised 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 – 5 including the vacation week. Attendance is required at 80% of the scheduled classes. Failure to attend may result in the discontinuation onto the block placement component of this unit.
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 that identify direct links to the Australian Professional Standards for Teachers (Graduate Career Stage).
Assessment for this task will be completed by supervising teachers using the formats for reporting included in the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
Full details of specific tasks for this placement are outlined in the Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
Pre-service teachers are responsible for uploading a copy of the Final Summative Report for the placement in the assessment link on the Moodle site for Professional Practice 3 (Secondary). The reports will be accessed by the relevant University Coordinator and reviewed and signed prior to awarding the final grade for the unit after grading the ePortfolio (Assessment Task 3).
As per the approved Professional Practice Calendar
The Final Summative Report will be returned to the student once signed by the University Professional Practice Coordinator
As per the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
- Apply effective communication skills to engage with key stakeholders in the school community
- Design and implement learning experiences for individuals and groups that are engaging and challenging
- Assess and report constructively on student learning
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
3 Portfolio
This task will further develop the ePortfolio you have developed through PP1 and PP2 in iTunesU.
Select evidence from tasks completed during this professional experience (Professional Practice 3) that align with Standard 7 of the Australian Professional Standards for Teachers:
APST 7.1 Meet professional ethics and responsibilities - Understand and apply key principles described in codes of ethics and conduct for the teaching profession
APST 7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage
APST 7.3 Engage with the parents/carers - Understand strategies for working effectively, sensitively and confidentially with parents/carers
APST 7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
Your task is to add at least one quality artefact to your ePortfolio per focus area listed above and provide a short statement (no more than 100 words) which shows how the chosen artefacts illustrate your role and responsibility as a teacher in engaging professionally with colleagues, parents/carers and the community.
You may draw on your reflective statement for Assessment Task 1 for this unit to discuss how you have now demonstrated evidence of meeting this Standard during your professional experience. Your statement must include evidence of how these artefacts provide evidence of how you have demonstrated impact on student learning.
6th March 2020
Feedback on this assessment task will be provided following moderation and prior to the date of certification of grades for the term
- Ability to select and organise evidence with explicit links to the professional standards
- Professional levels of personal literacy
- Ability to upload and organise information in the ePortfolio
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
4 Report
To pass this unit you will also need to supply evidence of successful completion of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE).
This will require you to upload your result file/s (PDF) into the assessment upload function on Moodle for this task. This result must indicate that you have demonstrated "Standard Achieved" for both the Literacy and Numeracy tests.
Within one week of the completion of the block placement.
Not applicable.
No assessment criteria.
- Evidence successful completion of the Literacy and Numeracy Test for Initial Teacher Education.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.