Overview
In Professional Practice 5 (the Internship), you will consolidate your professional knowledge and skills and demonstrate engagement with the school community as a beginning professional. The internship is designed as a guided partnership which supports your transition from a pre-service teacher into an autonomous, collaborative, reflective educator who demonstrates the knowledge, skills and dispositions described in the Australian Professional Standards for Teachers (Graduate Career Stage). You will take an active role in all aspects of the professional work of teachers and use the standards to evaluate your practice, develop a personal professional philosophy of teaching and identify professional learning needs and goals.
Details
Pre-requisites or Co-requisites
Co-requisite:- Students must be enrolled in both EDFE14021 and EDED14354 in the same term of study as this unit.
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 - 2020
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 Staff feedback
Due dates of assessment tasks
Due dates of the assessment tasks will be carefully considered.
- Participate in professional teams to contribute to effective teaching, positive learning environments and improved student outcomes
- Engage in all aspects of the teacher’s professional role to demonstrate the Australian Professional Standards for Teachers at graduate level
- Critically reflect on practice to validate a personal/professional philosophy of teaching and identify goals for ongoing professional learning
- Produce evidence demonstrating the Australian Professional Standards for Teachers in the form of an e-portfolio.
Throughout the internship, all focus areas of the Australian Professional Standards for Teachers (Graduate career stage) which are applicable to the specific context, will be demonstrated with evidence. In contexts where specific standards related to students with disability or Aboriginal and Torres Strait Islander backgrounds cannot be demonstrated, assessment for relevant coursework should be added to the e-portfolio as evidence of meeting these standards.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Practical Assessment - 0% | ||||
2 - Portfolio - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
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 - Practical Assessment - 0% | ||||||||||
2 - Portfolio - 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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.ambrosetti@cqu.edu.au
Module/Topic
Introduction to PP5
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- Introduction to PP4/5
Module/Topic
Assessment tasks in depth
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- Assessment task 1: Creating a Professional Development Session
Module/Topic
Assessment tasks in depth
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- Assessment task: 2 The ePortfolio
Module/Topic
Chapter
Events and Submissions/Topic
No zoom this week
Module/Topic
Chapter
Events and Submissions/Topic
No zoom this week
Module/Topic
Chapter
Events and Submissions/Topic
No zoom this week
Module/Topic
Chapter
Events and Submissions/Topic
No zoom this week
Practical Assessment Due: Week 6 Monday (21 Dec 2020) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Module/Topic
Chapter
Events and Submissions/Topic
Zoom session: Wednesday 4pm (Qld time)
- PP4 - GTPA
Changes to this unit include the discontinuation of the Internship. You will instead undertake a 'specialisation' research project that you will submit prior to Christmas.
1 Practical Assessment
Due to changes to the program, you will not be undertaking an internship placement, instead, you will be completing the following task based on your specialisation.
To complete this task, you will create a presentation in the form of a Professional Development session for an audience of beginning teachers. The presentation will model highly effective teaching practice that draws on the content knowledge and pedagogical content knowledge that you have developed in your area of specialisation.
The task contains four parts as outlined below. You must complete all parts of the task and submit a copy of the presentation and all required documentation as outlined in each part below for final assessment.
Part 1: Preparation of resources for the Professional Development Session
To prepare for your presentation, you will create resources in the form of one (1) audio file and one (1) video file that illustrate highly effective classroom practice in your area of specialisation and that could be used by teachers in classroom contexts or parents/carers who are supporting students in remote learning contexts.
Steps for creating each of these resources are outlined below:
(a) Create a lesson plan and associated resources to demonstrate how you would teach an aspect of the curriculum in your specialisation at a year level of your choice. Use your lesson plan to write a script and develop an audio file that illustrates how the lesson would be implemented with learners to support their engagement in the planned activities and their achievement of the intended learning goal.
(b) Select a concept from your area of specialisation that is challenging for students to learn. The concept must be located within a learning sequence that develops knowledge, understanding and skills of a curriculum learning area or general capabilities embedded in curriculum content that students at the selected year level must learn to complete a meaningful summative task. Create a brief overview of the learning sequence that explains where and how the teaching of the concept relates to curriculum intent, proposed teaching and learning, and assessment. Create a resource in the form of a video that could be used to support effective teaching of that concept. The video should be no more than 6 minutes in length and should be designed for the use of teachers in classroom or online learning environments to support students’ understanding and application of the concept for meaningful purposes. This means you need to consider how to make the learning accessible to students from a wide range of abilities and backgrounds.
What to submit for Part 1: Copies of all planning documents, scripts (where relevant) and files or links to the audio and visual resources
Part 2: The presentation component of the Professional Development Session
Create a presentation that explains how teachers can use the resources you have created in Part 1. The presentation may be created in a range of forms (e.g. PowerPoint with notes pages or voiceover, webinar, PreziVideo, iMovie, etc) but must include the following features:
· Explanation of why the learning is important for students in the chosen year level
· Identification of common misconceptions or challenges that present barriers to learning for some students
· Key features of the teaching strategies you have modelled that promote the ways of working in your specialisation and/or have a positive impact on student learning
· Terminology that is important to use to support student understanding and achievement of learning intentions
· Examples of questions that can be used to check for understanding
· Examples of expected student responses to activities included in the audio lesson
· Suggestions for follow-up activities that provide meaningful opportunities for students to apply/practise the knowledge and skills that are the focus of the intended learning
What to submit for Part 2: A copy of the Professional Development presentation. This may be in the form of a word document with a link to a recorded presentation, a video file, or in hard copy form (e.g. PowerPoint with notes pages).
Part 3: Evaluation of the presentation
For this part of the task, you will work as part of a collegial team for the purposes of evaluation and feedback. You will work in groups of 3 and will be responsible for sharing your own presentation and resources as well as providing feedback on the presentations and resources created by your peers.
Specifically, you will create an evaluation sheet seeking feedback on specific aspects of your resources and presentation; for example, the design of the resources, delivery of the content, selection of teaching strategies, fitness for purpose in meeting the needs of an intended audience of teachers, students and parents, etc.
Part 4: Appraisal of the feedback and final reflection
For this part of the task, you will write a brief reflection of no more than 500 words addressing the feedback that you received in Part 3. Your reflection should defend and justify teaching strategies that you believe will have a positive impact on student learning and identify any adjustments or changes you would make to either the presentation or the resources in response to feedback.
What to submit for Part 4: Copies of at least two (2) completed evaluation/feedback sheets and the written reflection
Week 6 Monday (21 Dec 2020) 11:45 pm AEST
This task will be returned once moderation has occurred.
Expert content knowledge
Expert pedagogical knowledge which includes all aspects of the planning, teaching and assessment cycle
Critical feedback
Reflection on and appraisal of practice
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Participate in professional teams to contribute to effective teaching, positive learning environments and improved student outcomes
- Engage in all aspects of the teacher’s professional role to demonstrate the Australian Professional Standards for Teachers at graduate level
- Critically reflect on practice to validate a personal/professional philosophy of teaching and identify goals for ongoing professional learning
2 Portfolio
Soon to be graduates are required to prepare a final ePortfolio that demonstrates their capabilities of the Australian Professional Standards for Teachers at Graduate Career Stage. The ePortfolio should address all 7 Standards and should be a carefully considered selection of key materials and examples directly related to demonstrating evidence of and understanding the practical application of the Standards. Your evidence will come from Professional Practice 3 and 4.
Your ePortfolio should contain 8 sections:
Introduction - This is an introduction about you as a beginning professional. Incorporate such information as who are you, how did you get here and where are you going.....
Standard 1 - Know students and how they learn
Standard 2 - Know the content and how to teach it
Standard 3 - Plan for and implement effective teaching
Standard 4 - Create and maintain supportive and safe learning environments
Standard 5 - Assess an provide feedback and report on student learning
Standard 6 - Engage in professional learning
Standard 7 - Engage professionally with colleagues, parents/carers and the community.
You need to include two quality artifacts (evidence) in your ePortfolio per Standard (14 in total) along with an annotation (no more than 100 words per artifact - 1400 words in total) which explains how that artifact shows evidence of your demonstration of the Standard. In your response, consider how these artifacts provide evidence of how you have made a positive impact on student learning through your approach to teaching and learning.
Do not upload previous university assignments as an artifact of the Standards. This ePortfolio should demonstrate the practice you have engaged in during your Internship. Also ensure that your artifacts are examples of what you have done during your placement/s, not something that the school or your mentor teacher has done.
The ePortfolio will be created using a secure platform of your choice. To submit your task, create a word document with your name, student number and weblink. If you are using iTunes U, please include the enrolment code.
Your ePortfolio is to be completed and uploaded one week after the completion of the placement.
Students will receive the task outcome in a timely manner, once the task is marked and moderated.
The ePortfolio will be assessed against the Australian Professional Standards for Teachers at Graduate Career Stage.
- Communication
- Critical Thinking
- Information Technology Competence
- Ethical practice
- Produce evidence demonstrating the Australian Professional Standards for Teachers in the form of an e-portfolio.
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.