Course Coordinator Semester One 2017

Lynda MacLeod
email: lynda.macleod@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 are available on MyUni,  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. Teachers will all participate in at least one 10  minute presentation. Tutorials in Week 1 and 12 will focus on the  SGDE.

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 encouraged to attend lectures and are required to attend the compulsory 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 (2,000 words)	Written report	Friday, Week 6	60%	2, 3, 4 and 7
An excursion plan with risk assessment, an activity, itinerary and written evaluation (300 words)	Written evaluation	Wednesday, Week 13	30%	3, 4, 5, 7 and 8
Tutorial participation and presentation	Ongoing engagement	Week 1-12	10%	1, 2, 3, 4, 5, 6, 7 and 8

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

Assignment 1: Two
Critical Incident Reports

Weighting: 60%

Length: 2,000 words

Due Date: Friday 7th
April, 2017

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 2,000 words (1,000 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.

Rubric available on MyUni under the Assignment 1 Resources.



Assignment 2: SGDE
excursion plan and self-evaluation

Weighting: 30%

Due Date: Weeks Thursday 8th June, 2017

Graduate Attributes: 1, 2, 3,4, 5 and 6

Course Learning Outcomes: 3, 4,5, 7
and 8

Teachers will be required to work in
groups of 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, Application to conduct an excursion
- ED169, an information/consent form and a written task for students)

2.       Itinerary of the
excursion

3.       Written rationale
of 300 words (how the excursion is suitable for the learners and linked to the
Australian National Curriculum or SACE)

4.       Written
self-evaluation (300 words)

 

Each teacher will be responsible for
joining a SGDE on Canvas.  The group will
nominate a team leader to submit
sections 1-3 (as one document), on behalf of the group for assessment via Canvas.
Groups and cultural heritage sites for excursions will be finalised by the end
of Week 2. Time will be allocated during the Week 1 and 2 tutorials to finalise
selections.

 

Assignment 2 -
Excursion plan - Assessment criteria

The SGDE has two assessment parts, a
group and individual component, as shown below. The nominated team leader will
submit the group’s assignment for marking to Canvas. All contributing team
members will receive the same group score. 
Teachers will receive an individual score for their written self-evaluation.

Group assessment
(25%)

Administrative paperwork (15%)

·        
Accuracy
and evidence of planning

·        
Completion
of forms (DECD Excursion Risk Management
Plan and the Application to conduct an excursion - ED169)

·        
Compliant
with ethical, legal, administrative and organisational requirements (APST 7.1
and 7.2)

·        
Development
of an information/consent letter for
care givers (include cost and food arrangements)

·        
Development
of a suitable written assessment task
to be completed during the excursion

·        
Inclusive
of a diverse range of learners, including students with disabilities (APST 1.5
and 1.6)

·        
Evidence
of supporting student participation and safety (APST 4.1 and 4.4)

Itinerary of the excursion (5%)

·        
Realistic
time lines

·        
Sufficient
activities to engage students

·        
Include
travel and break times( suitable recess
and lunch times)

·        
Inclusive
of a diverse range of learners (APST 1.5 and 1.6)

·        
Evidence
of supporting student participation and safety (APST 4.1 and 4.4)

Written task (5%)

Make sure you list your team members up
front in your paper.

·        
Subject knowledge
linked to the Australian National Curriculum or the SACE

·        
Age
appropriate for year level (APST 2.1)

·        
High
engagement value (APST 4.1)

·        
Assessment
is achievable for a diverse range of learners (ASPT 1.5 and 1.6)

·        
Includes
an excursion reference list (5 resources)

 

Individual assessment
(5%)

Written self-evaluation (300 words)

·        
Critical
reflection of own contribution

·        
Evaluates
the success of the SGDE (strengths and challenges)

·        
Identifies
areas for improvement (APST 3.6)

·        
Evaluates
confidence to conduct an excursion

·        
Grammar
and word length

 

Assignment 3: Tutorial
engagement and presentation (10%)

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 teachers attend tutorial sessions and sign in on the attendance
sheet as they will be interactive. Teachers will be required to work in small groups
to conduct at least part of one tutorial session (10 minutes) or present a
reflective practice teacher resource for discussion from the tutorial slides 2-11.
SGDE planning time will be given in Weeks 1 and 12.

 

Assessment
criteria includes:

·        
engagement
in tutorials (3)

·        
interaction
with peers (2)

·        
delivery
of tutorial presentation (3)

·        
time
management (2)

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.