EDUC 6205 - Professional Experience 1

North Terrace Campus - Semester 2 - 2016

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 Semester 2
    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
    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.

    ICT Integration: 1-2 Hours per week for 8 weeks. ICT Integration is a series of online activities designed to familiarise students with the ICTs relevant to teaching and the Australian Professional Standards for Teachers. This involves weekly trialling of education-based technologies and online submission of possible uses for these in classrooms according to the Graduate level of the APST.

    Professional Experience: Any 5 consecutive weeks between Week 9 to Week 13.
    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.

    ICT Integration: 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 their ICT Integration submission, some of which will be used on PE and for the creation of a professional ePortfolio as the year progresses.

    Professional Experience: The Professional Experiences are a full time commitment. Students will have a .5 teaching load in the first PE. 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
    Schedule
    Week Lecture 1 Lecture 2 Lecture 3 ICT Integration (Online via LAMS) Learning Outcomes
    Week 1 Welcome to the profession
    What is teaching?
    Professional Experience 1 + 2 developing competencies
    Guest: Intro to the AEU and the IEU Guest: the Teachers’ Registration Board What is a Learning Platform and do we need one?    2, 4
    Week 2 Introduction to the prac and the e-portfolio.
    ePortfolio – building a career profile Capstone
    Sem 1: evidence collection
    Pedagogy 1: Student Engagement. Getting students to engage verbally PE Orientation
    Whole Cohort 
    Collaboration, Cooperation and Sharing. Making and using podcasts as a learning tool. 1, 2
    Week 3 Pedagogy 2: Problem solving and exploring attitudes and feelings Time management in a time poor profession GDE Only
    Reflective Practice

    BTeach: ICT Integration (ongoing)
    Developing and understanding presentation tools, techniques and lecturing strategies 2
    Week 4 Risk assessment, Duty
    of Care
    SA PS Code of Ethics Protective Practices Teachers and Legal stuff Discussion of Churchill cases (pp 554 – 562) (Online) The use of technology to enhance Literacy/Numeracy skills and differentiation in the curriculum ICT Integration (ongoing) 1, 2, 4
    Week 5 Getting the most out of the PE
    ‘On the Fly’ lecture creation
    Pedagogy 3: Teacher-directed activities
    Explanation/ Demonstration
    (Online) Cybersafety and Online Communication ICT Integration (ongoing) 1, 2
    Week 6 Pedagogy 4: Whole of class learning Australia and Asia: the influence on Education (Online) Learning Objects, Individual learning in a whole class setting ICT Integration (ongoing) 1
    Week 7 Pedagogy 5: Group learning Pedagogy 5: Group learning International Baccalaureate Mobile Learning, is it using phones or getting out of the classroom? 1, 2
    Week 8 School cultures
    School Leadership
    Pedagogy 6: Individual learning -  working one on one (Online) Online testing and Marks books. Gamification and competitive learning ICT Integration (ongoing.  Core Program should be complete – move on to creation of eportfolio) 1, 3
    Week 9 Professional Experience Placement Professional Experience Placement Professional Experience Placement ePortfolio evidence collection All
    Week 10 Professional Experience Placement Professional Experience Placement Professional Experience Placement ePortfolio evidence collection All
    Week 11 Professional Experience Placement Professional Experience Placement Professional Experience Placement ePortfolio evidence collection All
    Week 12 Professional Experience Placement Professional Experience Placement Professional Experience Placement ePortfolio evidence collection All
    Week 13 Professional Experience Placement Professional Experience Placement Professional Experience Placement ePortfolio evidence collection All
    This outline may change as the availability of guest lecturers is gauged.
    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
    Small Group Discovery Experience
    Undertaken in relation to specific learning area associations and student colleagues. Undertaken while of Professional Experience with teacher-colleagues in subject areas specialisation in schools during the PE.
  • 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
    Assessment Task Task Type Due Weighting Learning Outcome
    ICT Integration Formative and Summative

    At the end of Week 8

    Toward ePortfolio creation due
    in semester 2 and recommended to be complete before going on first PE.
     
    Also required for TRB registration requirements, as it ensures that all students understand the APST Graduate level standards.
    All
    Successful Completion of PE – 5 weeks in a school Ongoing formative with summative review at the end.
    Assessments are made by Mentor Teachers in schools.
    Completion of a 5 week placement 100% - students are awarded a non-Graded Pass/Fail All
    Assessment Detail
    Assessment of Professional Experiences

    The general principles governing assessment are:
    • The assessment by the mentor teacher(s), is based on their direct contact with the pre-service teacher.
    • Assessment is based on the Assessment Report form, which is itself based on the Graduate Stage of the Australian Professional Standards for Teachers.
    • Assessment is continuous over the five week blocks. Constructive assessment is vital to the development of the student teacher, but feedback should not be entirely negative or students have no ground on which to build confidence and practice.
    • Assessment happens via consultation between the Site Coordinator, mentor teachers, University Liaison and Pre-service teacher, so that opportunities for feedback and consequent modification of performance are maximised before a final assessment is made at the end of the school experience, in the form of a summative report.
    • An interim assessment is made two weeks into the Professional Experiences by mentor teacher(s) and students. This assessment should be completed by mentors and students independently and then discussed. The outcome should be reported to the University Liaison and Site Coordinator. This interim report uses the Evaluation Rubric which is the final page of the report to be completed at the completion of the Professional Experience (Appendix 2a). The aim of this process is to establish a clear base line from on which students are able to reflect and then further develop their skills. If there are significant concerns, the outcome of this assessment should be reported to the Academic Coordinator of the Professional Experience.
    • Satisfactory performance in the school experience is necessary for the award of the Graduate Diploma or Degree. In a case of doubt, the final decision on a student’s grade in the subject will be made by the University and will involve discussion with the University Professional Experience Coordinator, University Liaison and relevant curriculum methodology specialists, in the light of the Mentor and University Liaison’s reports.
    • Students must pass the first Professional Experience before beginning the second.
    • A successful Professional Experience is graded as a Non-Graded Pass in the Pre-service teachers’ Academic transcript.
    • One additional placement only will be given for each Professional Experience which has resulted in F (Fail). University regulations will then apply.
    • In preparing final reports on the second Professional Experience, mentor teachers should be mindful that pre-service teachers should be considered as beginning their careers. The Final Report should be given to the Principal/Coordinator at the school after it has been discussed with the student teacher. Reports should be sent to the University within two weeks of the conclusion of the school experience.
    Submission
    Submission of the ICT Integration tasks is online.

    Assessment of the Professional Experience is continuous over the five week blocks. Constructive assessment is vital to the development of the student teacher, but feedback should not be entirely negative or students have no ground on which to build confidence and practice.
    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.

    A successful Professional Experience is graded as a Non-Graded Pass in the Pre-service teachers’ Academic transcript.

    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.