EDUC 6205 - Professional Experience 1

North Terrace Campus - Quadmester 4 - 2017

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.

  • General Course Information
    Course Details
    Course Code EDUC 6205
    Course Professional Experience 1
    Coordinating Unit School of Education
    Term Quadmester 4
    Level Postgraduate Coursework
    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 Students intending to complete their first placement in semester 2 must attend Professional Practice lectures in semester 1
    Corequisites Students enrolling in Professional Experience 1 must either be enrolled in, or have passed, Student Teacher Interaction and two different Curriculum and Methodology A courses
    Restrictions Available to GradDipEd students only
    Course Description 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.
    Course Staff

    Course Coordinator: Ms Stephanie Eglinton-Warner

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

    I coordinate the Course, but there are several guest lecturers who contribute to the teaching. We schedule 4 hours per week of contact time for this course, so whatever time is not spent in lectures, students are expected to spend doing ICT Integration and their eportfolio.
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    # Learning Outcomes University Graduate Attributes
    1 Understand and address a diversity of student cohorts and how they learn (consistent with
    APST Standard 1)
    1 and 5
    2 Develop an initial understanding and growing expertise in the teaching methodologies of students’ curriculum
    area(s) (Consistent with APST standard 2)
    1, 3 and 6
    3 Develop an initial understanding of assessment and reporting processes, including the provision of feedback to students about their learning (consistent with APST Standard 5, focus areas 5.1  and 5.2) 2 and 3
    4 Develop engagement with other professional educators, including curriculum area associations (consistent with APST Standard 6) 4 and 6
    The Professional Experience is the central focus of Teacher Education programs. Both Professional Experiences in Semesters 1 and 2, ICT integration and the ePortfolio constitute the capstone requirements for the completion of a teaching degree program.

    Professional Experience 1 (PE1) is a lecture series of 8 weeks followed by a five week block placement in a secondary school in the DECD, Independent or Catholic sectors. Students are expected to engage fully with their Teacher Mentors’ classrooms and the School community. This engagement includes, but is not limited to:

    • Formal observation of professional teachers in action in a variety of subject area specialisations and classroom settings;
    • With assistance from teacher mentors, participation in planning, resourcing, implementing, assessing and reviewing of both units of inquiry and lesson series;
    • Implementation of a range of pedagogic strategies suitable to the age, abilities and subject areas specialisations of secondary school students;
    • Utilisation of appropriate information technologies;
    • Application of a range of behaviour management strategies:
    • Participation in review and feedback processes of their teaching with mentor teachers;
    • Application of ethical practice, including protective behaviours, risk assessment, Keeping safe Child Protection Curriculum and Duty of Care.

    Detailed information about the structure of our programs and the ePortfolio can be found in the 4th Year Program Handbook and the Professional Experience Handbook respectively.

    Graduate Attributes and APST Standards:
    Since the aim of the Professional Experience is to engage fully with school communities and students, preservice teachers will be expected, through the course of their lectures and on school sites, to address all of the Australian Professional Standards for Teachers (APST). As such, the table below aligns the Graduate level of the APST with the Graduate Attributes. As the year progresses, students will be expected to gain knowledge, skills and their application across all areas of the APST.
    University Graduate Attributes Australian Professional Standards for Teachers (Graduate Level)
    1. Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1. Know students and how they learn
    2. Know the content and how to teach it
    2. Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3. Plan for and implement effective teaching and learning
    5. Assess, provide feedback and report on student learning
    7. Engage professionally with colleagues, parents/carers and the community
    3. Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2. Know the content and how to teach it
    5. Assess, provide feedback and report on student learning
    7.Engage professionally with colleagues, parents/carers and the community
    4. Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6. Engage in professional learning
    7. Engage professionally with colleagues, parents/carers and the community
    5. Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1. Know students and how they learn
    4. Create and maintain supportive and safe learning environments
    6. Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, diffuse conflict and engage positively in purposeful debate
    2. Know the content and how to teach it
    6. Engage in professional learning
    7. Engage professionally with colleagues, parents/carers and the community
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2, 3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 4
  • Learning Resources
    Required Resources
    Students are expected to be familiar with the Australian Curriculum and Senior SACE in their specific learning areas:

    https://www.sace.sa.edu.au/

    http://www.acara.edu.au/curriculum/learning_areas/learning_areas.html

    International Baccalaureate:
    http://www.ibo.org/en/programmes/diploma-programme/
    Recommended Resources
    The following texts are recommended:

    • 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)
    Online Learning
    Students are advised to be familiar with websites in their subject area specialisations, where appropriate. They also should be familiar with the following institutions which have subject specific websites:

    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)
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

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

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

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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
  • 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.