Overview
In this unit you are provided with opportunities for full immersion in all aspects of professional practice and critical reflection during a thirty day placement in a secondary school comprising 5 contextual day visits and a 25 day (5 week block) placement. You will take an active role in self-evaluation processes and actively seek constructive feedback to improve their practice and respond to identified learning needs to improve student outcomes during this placement. You will use the Australian Professional Standards for Teachers (Graduate Career Stage) as the basis for monitoring and documenting your professional learning and practice and for the purpose of setting professional learning goals.
Details
Pre-requisites or Co-requisites
Pre-requisite. Students must have completed all coursework in their course of study with the exception of EDED14354 and EDFE14020. In addition, this unit has co-requisites. Students must be enrolled in both EDED14354 and EDFE14020 in the same term of study as this unit. Only students enrolled in CC13 and CQ11 are permitted to enrol in 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 - 2017
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.
- Create and manage a supportive learning environment using well-planned lesson sequences and effective teaching strategies to promote student engagement and learning
- Identify opportunities for students to purposefully and safely use ICTs to access, construct and communicate knowledge beyond the immediate environment
- Critically reflect on teaching practice, assessment data and information about students to create and implement inclusive learning experiences that cater for the needs of all students
- Maintain detailed records that monitor student learning outcomes and meet system reporting requirements
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve practice in response to feedback, self-evaluation and reflection.
Assessment in this unit is consistent with the Professional Experience Reporting Framework in Queensland. Pre-service teachers demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) during the placement for this unit.
Additionally pre-service teachers will complete the written component of the Graduate Teacher Performance Assessment (GTPA) task based on their planning and teaching during the placement, which is explicitly aligned with the Professional Experience Reporting Framework.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Professional Practice Placement - 0% | ||||||
| 2 - Written Assessment - 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 - Professional Practice Placement - 0% | ||||||||||
| 2 - Written Assessment - 0% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
j.dargusch@cqu.edu.au
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The Graduate Teacher Performance Assessment
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1 Professional Practice Placement
Professional Practice 4 is the final assessable placement and consists
of 5 contextual days and a 25 day continuous, assessable block placement. Professional Practice 4 is designed
to provide final
year pre-service teachers
with the opportunity
to demonstrate the professional knowledge, skills and engagement embedded in the focus areas
of the Australian Professional Standards
for Teachers. at Graduate Career Stage. Pre-service teachers will immerse themselves in the role of a teacher and are expected
to build towards
continuous teaching by the beginning of week 3.
The Professional Practice 4 Information and Guidelines contains
a weekly outline
of tasks and requirements.
Working PortfolioQueensland Professional Experience Reporting Framework
(Recommendations)Pre-service teachers will be assessed using the Final Professional Experience Reporting Framework by their mentor teacher at the end of the 5 week block. Prior to this, the interim report is to be completed by the supervising teacher at the end of week 3 so as to provide the pre-service teacher with an opportunity to identify strengths and areas for improvement. The interim report should be placed within the working portfolio.
Pre-service teachers are required to upload their final report into the Task 1 assessment link in Moodle.
The signed Professional Experience Reporting Framework should be uploaded into Moodle within a week of completing PP4.
Pre-service teachers will be assessed
using the Queensland Professional Experience Reporting
Framework. A copy of the criteria can be found in the Professional Practice
4 Information and Reporting Guidelines.
- Create and manage a supportive learning environment using well-planned lesson sequences and effective teaching strategies to promote student engagement and learning
- Identify opportunities for students to purposefully and safely use ICTs to access, construct and communicate knowledge beyond the immediate environment
- Critically reflect on teaching practice, assessment data and information about students to create and implement inclusive learning experiences that cater for the needs of all students
- Maintain detailed records that monitor student learning outcomes and meet system reporting requirements
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve practice in response to feedback, self-evaluation and reflection.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
During PP4, you will complete the Graduate Teacher Performance Assessment to demonstrate your ability to meet the Graduate Teacher Standards and to plan, teach, assess and reflect on your final-year professional practice. The GTPA comprises of the following:
A context statement which describes the learning site where the GTPA was completed and a summary of the unit of work or learning sequence (template will be available on the Moodle site).
Four components which present your teaching, learning and assessment practice over the period of the placement with accompanying evidence (outlined below).
Culminating statement that presents an appraisal and defence of your teaching practice and decision-making, addressing its impact on student learning.
Table of evidence and data used in the GTPA.
Reference list that uses APA 6th.
The four components:
Component 1: Data and evidence - Collecting and interpreting a range of data and evidence to inform your planning and teaching, and establish students' learning needs and current levels of performance. This component will be no more than 1000 words.
Component 2: Planning and Teaching - Aligning curriculum, pedagogy and assessment with a focus on learning. This component will be no more than 1100 words.
Component 3: Feedback and judgement - Providing feedback, assessing and making judgements of student work to inform next steps for teaching and learning. This component will be no more than 1000 words.
Component 4: Standards and moderation - Engage in moderation using achievement standards. This component will be no more than 1000 words.
Culminating statement
- 600 words maximum - Synthesise key insight and evidence drawn from your teaching practice and decision-making, addressing its impact
on student learning.
Assessment is due 3 weeks after the completion of PP4
Assessment task will be returned to students after completion of moderation.
The assessment criteria are aligned
to the Australian Professional Standards
for Teachers at Graduate Career Stage.
- Critically reflect on teaching practice, assessment data and information about students to create and implement inclusive learning experiences that cater for the needs of all students
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve practice in response to feedback, self-evaluation and reflection.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- 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.
What can you do to act with integrity?
