Tammy Edwardson
School of Education
The University of Adelaide, AUSTRALIA 5005
Level 8, Room 8.22
Nexus Building
Ph : +61 8 8313 2020
Fax : +61 8 83133604
Email : tammy.edwardson@adelaide.edu.au

On successful completion of this course students will be able to:

#	Course Learning Outcomes	GA	APST
1	Understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher for career readiness, in a competitive local and international job market	1, 4	2, 6
2	Demonstrate an understanding of the meaning of reflective practice, reflective learning theory and related literature	1	3, 6
3	Critically analyse own practices to gain a better understanding of  quality teaching for safe and positive learning environments	2, 4, 5, 6	1, 2, 3, 4, 5, 6, 7
4	Discuss reflective practice in the context of teaching standards and the role of the professional teacher	1, 2, 4, 6	7
5	Articulate how various technology tools are used to engage and enhance teacher communication in and outside of classrooms	2, 3, 4	2, 4, 6, 7
6	Understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders	3, 4, 6	6
7	Develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts	4, 5, 6	1, 4, 7
8	Collaborate with peers to research, risk assess and plan for a safe educational excursion to a cultural heritage site for a diverse group of learners.	2, 3, 4, 5, 6	1.5, 1.6, 3.2, 3.6, 4.1, 4.4, 7.1, 7.2

A reader is not required for this subject as weekly readings will be provided along with resources during the lectures and tutorial sessions.

All lectures will be recorded and uploaded to MyUni with 24 hours of being presented. Additional resources may be uploaded during the course.

Any additional resources to support the delivery of this program will be uploaded to MyUni and students will be notified of these.

Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.

The lecture session will be in face to face mode. At the end of each presentation five minutes will be allowed for question time.

Tutorials will be fairly interactive. Their purpose is to examine key themes of the lectures, readings and to focus on the assessment requirements of the course. Time will be allocated during tutorials 5 to 12 for journal writing. .

The information provided in Assessment Summary section is to assist students to successfully achieve the course requirements.

Week	Lecture Topic
1	Introduction to course
2	Reflective practice for teachers
3	Critical incidents (part 1)
4	Critical incidents (part 2)
5	Professional, ethical and legal issues for teachers
6	Early career teacher resilience
7	Quality teaching and professional engagement
8	Professional learning communities
9	Teacher as learner and researcher
10	Teaching and communicating in the 21st century
11	The globalisation of education
12	Course summary and reflection

All students are required to attend the compulsory lecture and tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required.

Assessment Task	Task Type	Due Date	Weighting	Learning Outcomes
Two critical incident reports (1,500 words)	Written report	Friday, Week 6	40%	2, 3, 4 and 7
An excursion plan with risk assessment, an activity, itinerary and written evaluation (250 words)	Written evaluation	Wednesday, Week 13	20%	3, 4, 5, 7 and 8
Critical-reflective journal (2,000 words)	Written journal	Week 7-12	30%	1 2, 3, 4, 5, 6 and 7
Attendance and participation	Ongoing engagement	Week 1-12	10%	1, 2, 3, 4, 5, 6 and 7

Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.

Assignment 1: Two Critical Incident Reports
Weighting: 40%
Length: 1,500 words
Due Date: Friday, Week 6
Graduate Attributes: 1, 2, 3, 4, 5, and 6
Course Learning Outcomes: 2, 3, 4 and 7

Students are required to select two critical incidents they can recall and vividly remember from their formal education (Years 1 - 12). Using the examples/samples/scenarios presented in the lectures and tutorial activities students must write two reports of no more than 1,500 words (750 words each). The two critical incident reports must contain:
  • a description of the critical incident (CI)
  • analysis of the CI and reflections
  • evidence-based action/follow ups
References must be made to relevant course materials, including the Australian Professional Standards for Teachers (APST) and Duty of Care obligations.

Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper.

Assignment 2: Critical-Reflective Journal
Weighting: 30%
Length: 2,250 words (nine journal entries)
Due Date: Wednesday, Week 13
Graduate Attributes: 1, 2, 3, 4, 5 and 6
Course Learning Outcomes: 1 2, 3, 4, 5, 6 and 7

From weeks 5 to 12 students will be required to keep a critical-reflective journal of their own writings, in relation to: the content of lectures, guided tutorial questions, conversations with colleagues and wider readings. Each of the nine journal entries will be approximately 250 words in length and be a personal account of the students’ own reflections. Topics will include: readiness for the teaching profession, strengths and weaknesses, areas for development, as well as a plan of action for employment, career aspirations and ongoing professional learning. Journal entry 9 will be a self-assessment of the SGDE.

Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper.

Assignment 3: Excursion Plan
Weighting: 20%
Due Date: During Weeks 7 - 12
Graduate Attributes: 1, 2, 3, 4, 5 and 6
Course Outcomes: 3, 4, 5 and 8

Teachers will be required to work in groups of 4-5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site in Adelaide. This small group discovery experience (SGDE) has four components:
  1. Administrative paperwork ( DECD Excursion Risk Management Plan and the Application to conduct an excursion - ED169)
  2. Itinerary of the excursion
  3. Written task (linked to the Australian National Curriculum or SACE)
  4. Written self-evaluation (250 words) for Journal entry 9
Each group will nominate a leader who will submit sections 1-3, on behalf of the group for assessment via MyUni. Groups will be created in the Week 1 tutorial and cultural heritage sites for excursions selected by the end of Week 3.

Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper.

Assignment 4: Attendance and Participation
Weighting: 10%
Due Date: During Weeks 1 - 12
Graduate Attributes: 1, 2, 3, 4, 5 and 6
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 and 8

It is imperative that students attend all lectures and tutorial sessions, as they will contribute significantly to the program assessment requirements. Time will be allocated during tutorials 5 to12 for journal writing.

Assessment criteria include:
· attendance at lectures and tutorials (50)
· evidence of pre reading (10)
· engagement in tutorials (30)
· interaction with peers (10)

1. All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.

2. Assignments must:
   • have a margin of at least 4cm on one side of the page to leave room for comments
   • have all pages numbered and securely attached
Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
Include a detailed bibliography. Copies printed back to back are acceptable.

3. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.

4. Online submission via MyUni is now becoming usual. Emailed assignments should be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.

5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). In the case on online submission, an accompanying email is required.

5. Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.

6. If an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.

7. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension.

8. If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent. We understand that illness and family responsibilities usually affect everyone at some point. If you discuss the difficulty with us promptly, we may be able to negotiate a solution.

9. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.

10. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.