Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in the academic and education context.
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
• Receiving a positive notice resulting from a Working With Children check.

Examples are:

• Reflecting on personal behaviours appropriate to professional performance and being positive and receptive to processing constructive feedback or criticism from a supervisor/lecturer.
• Processing your own emotions and actions when dealing with other educators, colleagues and stakeholders in educational and related contexts.
• Interacting with people from a wide range of backgrounds and cultures in a calm, professional manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating socio-cultural communication competence to negotiate mutually agreeable outcomes in professional settings and/or to resolve conflict. 

Examples are:

• Complying with the policies and practices of professional organisations including legislative and regulatory requirements for teaching, for example, Codes of Ethics for teachers and the Australian Professional Standards for Teachers.
• Understanding and complying with anti-discrimination legislation and Disability Standards for Education as they apply to policy and practice in educational settings.
• If you live and work outside of Australia, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.

Examples are:

• Performing a range of advanced written communication skills that address key educational issues. These include completing assessment tasks and constructing logical and succinct reports and presentations that demonstrate substantive research while adhering to correct CQU academic and referencing protocols.
• Using a range of digital and communications technologies to deliver key messages and information in ways that are appropriate for a professional audience of teachers, educational leaders and other stakeholders.
• Using appropriate speaking techniques, including voice modulation, facial expressions, eye contact, and gestures in a range of communication contexts, while being mindful of socio-cultural contexts and personal space and time boundaries.
• Communicating with effect in complex contexts, including under pressure.
  

Examples are:

• Conceptualising and using appropriate educational and leadership knowledge in response to academic assessment items.
• Applying theoretical and other relevant knowledge, research evidence, policies and procedures in educational contexts and practice.
• Expressing complex and detailed information and knowledge into a logical, coherent report, in a timely manner, that communicates the intended message and meets professional expectations and standards.
  
• Constructing written text proficiently, in English, using appropriate vocabulary and structures, including paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Constructing and completing documentation that is accurate, clear and concise and meets relevant professional and legal requirements.

• Capacity to observe, obtain, process and interpret information in educational settings such as classrooms, professional meetings and in digital contexts.
• Capacity to ensure operation of a safe and secure professional and/or learning environment for colleagues, students and other stakeholders.

Examples are:

• Interacting positively and collaboratively with a range of stakeholders including professional colleagues, education leaders, students and community community members.
• Demonstrating positive socio-cultural communication strategies to achieve educational outcomes and address complex issues, including conflict.
• Engaging in personal reflection to increase self-awareness in professional contexts.
• Modifying, adapting and acting in the light of changing professional circumstances and contexts.
  

Examples are:

• Reflecting on contexts and/or topics addressed during the course, including in complex professional situations.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when professional practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress in relation to the relevant Australian Professional Standards for Teachers.

• Participating actively in course activities including during stressful and challenging times.
• Maintaining momentum and consistency in planning and executing learning and assessment tasks.

Examples are:

• Engaging productively and positively with a range of educational and community stakeholders to initiate, lead and execute tasks and projects.
• Communicating in a consultative way to affect and influence decision making in a range of professional contexts.
  

Examples are:

• Using a range of digital technologies in engage with course materials, fellow students, and professional colleagues for learning, assessment, communication and other professional purposes.