EDUC 4206 - Professional Experience A (UG)

North Terrace Campus - Quadmester 2 - 2020

The Professional Experience placement is central to the Initial Teacher Education program. EDUC 4206 is the first of two placements in the final year of the Bachelor of Teaching degree. This 20-day Professional Experience course prepares final year Pre-service teachers for their secondary school placement in a Department for Education, Independent, Lutheran or Catholic school. The course complements the capstone component of the teaching degree and supports Pre-service teachers achieving their Teacher Performance Assessment (TPA) through the formative development of both their teaching skills and e-Portfolio which are aligned to the Australian Professional Standard for Teachers (APST).

  • General Course Information
    Course Details
    Course Code EDUC 4206
    Course Professional Experience A (UG)
    Coordinating Unit School of Education
    Term Quadmester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact One full-day seminar/lecture = 7-8 hours, 20 days of School Placements = 150 hours
    Available for Study Abroad and Exchange N
    Prerequisites Successful completion of Student Teacher Interaction in the Classroom, and Curriculum and Methodology A and Curriculum and Methodology B courses in 2 subject specialisations
    Restrictions Available to BTeach students only
    Course Description The Professional Experience placement is central to the Initial Teacher Education program. EDUC 4206 is the first of two placements in the final year of the Bachelor of Teaching degree. This 20-day Professional Experience course prepares final year Pre-service teachers for their secondary school placement in a Department for Education, Independent, Lutheran or Catholic school. The course complements the capstone component of the teaching degree and supports Pre-service teachers achieving their Teacher Performance Assessment (TPA) through the formative development of both their teaching skills and e-Portfolio which are aligned to the Australian Professional Standard for Teachers (APST).
    Course Staff

    Course Coordinator: Dr Brendan Bentley

    School of Education
    Faculty of Arts
    The University of Adelaide
    Level 8.22, Nexus 10 Tower
    Adelaide SA 5005
    T: +61 (0)8 831 36824E: brendan.bentley@adelaide.edu.au
    View Dr Brendan Bentley's Researcher Profile here
    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: APST (Graduate)
    1 Understand, and account for in planning, the diversity for student cohorts and how they learn. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.4, 4.5, 5.1
    2 Understand and apply the teaching methodologies of their curriculum area(s). 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5
    3 Plan for and implement effective and appropriate learning activities. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5
    4 Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.6, 4.1, 4.2, 4.3,
    5 Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders about their learning. 3.6, 5.1, 5.2, 5.3, 5.4, 5.5,
    6 Engage with other professional educators such as Curriculum area associations. 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    7 Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community. 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    Note: Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standards
    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)
    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
    1, 2, 3, 5
    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
    1, 2, 3, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 4, 6
    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, 2, 3
    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
    4, 7
  • Learning Resources
    Required Resources
    Churchill, R., Ferguson, P. et al. (2013) Teaching: Making a Difference, 2nd ed.,Wiley, Milton. (Note 3rd or online editions are all acceptable)

    Brady, L., & Kennedy, K. (2012) Assessment & Reporting: Celebrating Student Achievement, 4th ed., Pearson, Frenchs
    Forrest.
    Recommended Resources
    Australian Professional Standards for Teachers (APST)
    Online Learning
    Students (Pre-service teachers) will be involved in the ongoing creation and developmentt of a professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST).
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Pre-service teachers must complete 20 days of placement (approximately 147 hours) and attend one full-day pre-placement workshop at the commencement of the course. Pre-service teachers are expected to continuously develop their professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST).
    Workload

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

    WORKLOAD TOTAL HOURS
    Pre-placement seminar (Full day) 7 hours
    20 days placement
    (includes observation, teaching, assessment, extracurricular, professional development)
    147 hours
    TOTAL 154 HOURS
    Learning Activities Summary
    Schedule
    Date(s) Topic Learning Outcomes APST
    (Graduate)
    24/04/2019
    (full day)
    Pre-Placement Seminar
    • Placement Ready
    • Placement Research and Contact
    • Lesson, Unit Planning
    • Assessment
    1, 2, 3, 4, 5, 7 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    29/04/2019 - 24/05/2019 Placement (20 days)
    1, 2, 3, 4, 5, 6, 7
    1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    Specific Course Requirements
    Working With Children Clearance (Post 1st July 2019) or Department of Community Supervision and Intervention and Responding to abuse and neglect training-Education and Care are mandatory requirements.Pre-service teachers will be involved in the ongoing creation and development of a professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST).
  • 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 Weighting Learning Outcome APST (Graduate)
    Placement (20 days)
    (Professional Experience Interim and Final Report)
    Summative 100% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes
    e-Portfolio Formative 0% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes
    Assessment Related Requirements
    Mentor Teachers in placement schools undertake the assessment of the Pre-service teachers during Professional Experience A placement. Mentors are required to supervise and report on the Pre-service teacher’s progress by providing an interim report and a final report at the conclusion of the placement.

    This placement, along with Professional Experience (10day), Professional Experience B and the e-Portfolio are capstone requirements for Bachelor of Teaching (Middle and Secondary) Pre-service teachers. All Pre-service teachers are required to meet the Graduate Level of the APST and evidence of this achievement is recorded through the e-Portfolio.



    Assessment Detail
    Assessment Task Description APST (Graduate)
    Placement The 20 day Professional Experience Placement is the second placement experience for Bachelor of Teaching Pre-service teachers in their final year of study. The placement is undertaken in a secondary school setting and requires Pre-service teachers to teach continuously for the duration of the placement in their specialised subject area. The successful completion of this placement requires Pre-service teachers to demonstrate teaching skills relative to the expectations associated with the second teaching experience and the APST Standards at the graduate level. All APSTs listed against Learning Outcomes
    e-Portfolio During the 20 day Professional Experience Placement Pre-service teachers are required to continue to collect artefacts or pieces of evidence for their e-Portfolio to meet the Graduate Level of the Australian Professional Standards for Teachers (APST) relative to the expectations associated with the second teaching experience of their final year of study. All APSTs listed against Learning Outcomes
    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.

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