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EDFE20035 - Professional Praxis 2: Supportive Learning Environments

General Information

Unit Synopsis

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 15 day placement consisting of 5 one day visits culminating in a 2 week 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 ePortfolio. 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

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

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

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 2 - 2021 Profile
Mixed Mode
Term 2 - 2022 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 0%
2. Professional Practice Placement 0%
3. Portfolio 0%

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.

Past Exams

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Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 24% response rate.

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.

Source: Student Evaluations
Feedback
Clarity on assessment task responses required.
Recommendation
Provide further advice on assessment task word length and provide a checklist for each section of each assessment task.
Action Taken
Further advice on assessment task word length was provided within the unit profile and in the Zoom sessions. A checklist for each section of each assessment task was provided. Explicit details of the requirements of the ePortfolio were provided to students.
Source: Student Evaluations
Feedback
Unpacking of assessment tasks during weekly on-line sessions with explicit links between the weekly content and assessment requirements.
Recommendation
Devote a section during the weekly Zoom sessions on the assessment requirements outlining any links between the content covered that week and the assessment task responses.
Action Taken
Each Weekly Zoom session concluded with a touchpoint relating to assessment.
Source: Student evaluations
Feedback
Relevant and engaging content with the focus on behaviour management
Recommendation
Maintain current content to ensure there is a focus on behaviour management.
Action Taken
Nil.
Source: Student evaluations
Feedback
Engaging lecturing style with real life examples provided.
Recommendation
Continue to use real-life authentic examples in the classes.
Action Taken
Nil.
Unit learning Outcomes

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