EDUC 4205 - Professional Experience 1 (UG)

North Terrace Campus - Semester 2 - 2015

Students will undertake a series of 4 hour lectures and workshops for 8 weeks at University and one 5 week full time block of supervised teaching practice. Students who successfully complete the course are given a non-graded pass.

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Course Details

Course Code	EDUC 4205
Course	Professional Experience 1 (UG)
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week,plus 5 weeks of Professional Experience in a school
Available for Study Abroad and Exchange	N
Prerequisites	At least one Curriculum and Methodology course; Students intending to complete their first placement in Semester 2 must attend Professional Practice lectures in Semester 1
Corequisites	At least one Curriculum and Methodology course
Restrictions	Available to B Teaching & B Music Ed students only

Course Staff

Course Coordinator: Dr Linda Westphalen

Coordinator: Dr Linda Westphalen
Location 805 Nexus 10 Buiding
Phone: 8313 3784
Email: linda.westphalen@adelaide.edu.au
Course Website: Via My Uni

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

The Lecture Program for Professional Experience 1 is included in the 4th Year Handbook.

This lecture program is for 8 weeks, with an additional 5 consecutive weeks of Professional Experience Placement in a Secondary school between 11/5/2015 and 3/9/2015.

Students are also expected to devote one hour per week to the creation and maintenance of their Teaching ePortfolio.

The two onsite placements and ePortfolio constitute the capstone for the two Teaching Programs, the Graduate Diploma in Education and the 4th Year of the Bachelor of Teaching.
The ePortfolio is formatively assessed in July and finalised in November. Information about the ePortfolio can be obtained via the ePortfolio Handbook.

Course Learning Outcomes

Knowledge and Understanding – including University and AITSL Standards

Domain	Professional Knowledge	Focus
Standard 1	Know students and how they learn	1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how sudents learn 1.3 Studnets with diverse linguistic, cultural, religious and sociaeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific leraning needs across the full range of abilities 1.6 Strategies to support full participation of studnets with disability
Standard 2	Know the content and how to teach it	2.1 Content and teaching strategies of the teaching area 2.2 content selection an organisation 2.3 Curriculum, assesment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander peopple to promote reonciiation between indigenous and non-indigeous Australians. 2.5 Literacy and numberacy strategies 2.6 Information and Communitication Technology
	Professional Practice	Focus
Standard 3	Plan for and implement effective teaching and learning	3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teahing strategies 3.4 Select and use resouces 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 engage parent/carers in the educative process
Standard4	Create and maintain supportive and safe learning environments	4.1 Support student participation 4.2 Manage classroom activites 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, reponsibly and ethically
Standard 5	Assess, provide feedback and report on student learning	5.1 Assess student learning 5.2 Provide feedback to students and their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement
	Professonal Egagement	Focus
Standard 6	Engage in professional learning	6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engag with colleagues and improve practice 6.4 Apply professional learning and improve student learning
Standard 7	Engage professionally with collegues, parents/carers and the community	7.1 meet professional ethics and responsibilities 7.2 Comply with legistlative, administrative and orgaisational requirements 7.3 Engae with the parents/caregivers 7.4 Engae with professional teaching networks and broader communities

University Graduate Attributes

No information currently available.

Learning Resources
Required Resources

Students are advised to be familiar with the following websites in the subject area specialisations, where appropriate. They should also be familiar with the following:

SACE - South Australian Certificate of Education
ACARA - Australian Curriculum, Assessment and Reporting Authority
IB - International Baccalaureate
DECD - Department for Education and Child Development
CEASA - Council for Education Associations of South Australia
AISSA - Association of Independent Schools of South Australia
CESA - Catholic Education South Australia

Recommended Resources
The following texts are recommended for the 4thYear Core:
- Brady, L. (2006) Collaborative Learning in Action, Pearson Education, Frenchs Forest. ( About $60)
- Churchill, R., Ferguson, P., Et al. (2013) Teaching: Making a Difference, Wiley, Milton. (About $130 sorry.)
- Brady, L and Kennedy, K. (2012) Assessment and Reporting. Celebrating Student Achievement, Pearson Education, Frenchs Forest. (about $60)
- Keeffe, M. and Carrington, S. (2007) Schools and Diversity, Pearson Education, Frenchs Forest. (About $75)
  
  Students are advised to be familiar with websites in their subject area specialisations, where appropriate. They should be familiar with the following:
  
  SACE (South Australian Certificate of Education)
  ACARA (Australian Curriculum, Assessment and Reporting Authority)
  IB (International Baccalaureate)
  DECD (Department for Education and Child Development)
  CEASA (Council of Education Associations of South Australia)
  AISSA (Association of Independent Schools of South Australia)
  CESA (Catholic Education South Australia)
Online Learning

Assessment items and readings will be provided via MyUni where appropriate. All lectures are recorded and uploaded to MyUni. Resources form Education institutions (eg DECD) will also be provided online.

Students are advised that email via MyUni is the principle means of communication with the Professional Experience office. They need to check their university email at least once a day.
Learning & Teaching Activities
Learning & Teaching Modes

Lectures: 2-3 hours per week for 8 weeks. Lectures are compulsory. A role will be taken. This is because much of the content of the lectures will be central to the successful completion of the Professional Experiences.

Eportfolio: 1-2 Hours per week for 8 weeks. The ePortfolio is an online site created by all Teacher Education students. An ePortfolio must be submitted and passed before students’ transcripts can be finalised. It is the student’s responsibility to devote the required time to the creation and maintenance of the ePortfolio.

Professional Experience: Any 5 consecutive weeks between 11/5/2015 and 3/9/2015

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Lectures: 2-3 hours per week for 8 weeks. Reading/preparation: 2 hours per week for 8 weeks.

Eportfolio: 1-2 Hours per week for 8 weeks, plus ongoing input for the duration of the PE Placements. It is the student’s responsibility to devote the required time to the creation and maintenance of the ePortfolio.

Professional Experience: Any 5 consecutive weeks between 11/5/2015 and 3/9/2015
The Professional Experiences are a full time commitment. Students will have a .5 teaching load in the first PE and up to a .7 load for the second. We are not able to provide part-time PEs.

Student are advised that more time commitment may be required at peak times, such as during PE Placements.

Learning Activities Summary

See lecture and workshop schedule provided in the 4thYear Handbook.

Specific Course Requirements
Every effort is made to finalise student PE Placements as quickly and efficiently as possible, however they are difficult to organise. Please respect the PE Placement Professional Staff at peak times of activity just before placements begin by keeping contact to a minimum – otherwise it delays the process further. You MUST have completed the following documentation and students must be prepared to present these at their Placement schools on demand.
- Responding to Abuse and Neglect Mandatory Notification Training
- Criminal History Screening and Background check
- Signed Code of Conduct form

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Capstone Components	Result Required
Completed Professional Experience 1	Non-Graded Pass (as per GS8 below)
Completed Professional Experience 2	Non-Graded Pass (as per GS8 below)
Completed ePortfolio	Successfull Completion/Resubmission

Assessment Related Requirements

Student must attend 100% of all Lectures.
It is the student’s responsibility to make sure that they have signed off in Lectures.

Student must attend PE Placements every day for each 5 week block, except in the case of illness. In that event, certification is required and more time in schools may be requested.

Assessment Detail

Assessment of the Professional Experience takes place at the midway point (week 3) with a formative assessment, and then via Professional Experience Report completed by one or more of the students’ Mentor Teachers in Placement Schools. Students are also ‘assessed’ as the PE proceeds, so their professionalism and engagement with the school community is extremely important. More information about PE Placements can be obtained by accessing the Professional Experience Handbook.

Submission

The eportfolio should be submitted for formative assessment on the last day of the Examination Period. The focus of this assessment will be on the initial structure of the ePortfolio and on the draft Professional Statement. This assessment will be online.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator