EDUC 4208 - Professional Experience B (UG)
North Terrace Campus - Quadmester 3 - 2019
General Course Information
Course Code EDUC 4208 Course Professional Experience B (UG) Coordinating Unit School of Education Term Quadmester 3 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 45 days consecutive working days in school Available for Study Abroad and Exchange N Prerequisites EDUC 4206, EDUC 4207 Restrictions Available to BTeach students only Course Description The Professional Experience placement is the central focus of Teacher Education programs. Professional Experiences in Terms 1, 2 and 3, as well as the ePortfolio, constitute the capstone requirements for the completion of a teaching degree program. Professional Experience B (PE B) is the 2nd and final Professional Experience placement and consists of 45 days of block placement in a secondary school in the Department for Education, Independent, Lutheran or Catholic sectors. Students are expected to engage fully with their Mentor Teachers classes and the School community.
Course Coordinator: Dr Brendan Bentley
The full timetable of all activities for this course can be accessed from Course Planner.At the successful completion of this course Pre-service teachers will have met the Teacher Performance Assessment (TPA) requirement.
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
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
Required ResourcesChurchill, 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
Recommended ResourcesAustralian Professional Standards for Teachers (APST).
Online LearningStudents will be involved in the ongoing creation and develoment of a professional e-portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST).
Learning & Teaching Activities
Learning & Teaching ModesPre-service teachers in this course undertake 45 days of placement at a Middle/Secondary School (Year 7-12). At the completion of the placement pre-service teachers are required to attend a conference de-briefing their final placement experience and celebrating their learning.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD TOTAL HOURS 45 days placements at a Secondary School (Approx. 7 hours per day) 315 hours
Learning Activities Summary
Schedule Week Topic Learning Outcomes APST (Graduate) 1 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 2 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 3 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 4 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 5 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 6 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 7 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 8 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes 9 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
Specific Course RequirementsWorking 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).
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.
Assessment Task Task Type Weighting Learning Outcome APST (Graduate) Placement (45 days)
(Professional Experience Interim and Final Report)
Summative 50% 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes e-Portfolio Summative 50% 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
Assessment Related RequirementsMentor Teachers in placement schools in consultation with university liaisons complete the assessment of the Pre-service teacher during Professional Experience B placement. Mentors are required to supervise and report on the Pre-service teacher’s progress by providing an interim report and final report at the conclusion of theplacement.
This placement, along with Professional Experience (10 day), Professional Experience A and the e-Portfolio are the capstone elements of the Bachelor of Teaching degree. At the completion of this subject Pre-service teachers are required to meet the Teacher Performance Assessment (TPA) requirement at the Graduate APST level. The Teacher Performance Assessment (TPA) consists of both the e-Portfolio and final placement report.
Assessment Task Description APST (Graduate) Placement The 45 day Professional Experience Placement is the final placement
experience for Bachelor of Teaching Pre-service teachers. 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. This teaching experience is the culmination of their university degree. The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the Final Professional Experience Report and constitutes 50% of the Teacher Performance Assessment.
All APSTs listed against Learning Outcomes e-Portfolio During the 45 day Professional Experience Placement Pre-service teachers are required to collect for their e-Portfolio a total of two artefacts or pieces of evidence addressing all of the Australian Professional Standards for Teachers (APST). The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the e-Portfolio rubric and constitutes 50% of the Teacher Performance Assessment. All APSTs listed against Learning Outcomes
No information currently available.
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
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.
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