EDUC 4205 - Professional Experience 1 (UG)
North Terrace Campus - Semester 2 - 2015
General Course Information
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 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 Coordinator: Dr Linda WestphalenCoordinator: Dr Linda Westphalen
Location 805 Nexus 10 Buiding
Phone: 8313 3784
Course Website: Via My Uni
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 OutcomesKnowledge and Understanding – including University and AITSL Standards
Domain Professional Knowledge Focus Standard
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
Know the content and how to teach it
2.1 Content and teaching strategies of the teaching
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
2.5 Literacy and numberacy strategies
2.6 Information and Communitication Technology
Professional Practice Focus Standard
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
Engage in professional learning 6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve
6.3 Engag with colleagues and improve practice
6.4 Apply professional learning and improve student
Engage professionally with collegues, parents/carers and the community
7.1 meet professional ethics and responsibilities
7.2 Comply with legistlative, administrative and
7.3 Engae with the parents/caregivers
7.4 Engae with professional teaching networks and
University Graduate Attributes
No information currently available.
Required ResourcesStudents 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 ResourcesThe 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 LearningAssessment 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 ModesLectures: 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
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 SummarySee lecture and workshop schedule provided in the 4thYear Handbook.
Specific Course RequirementsEvery 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.
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 RequirementsStudent 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 DetailAssessment 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.
SubmissionThe 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.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.