EDUC 4207 - Professional Preparation (UG)

North Terrace Campus - Quadmester 3 - 2018

The Professional Preparation is a one-week intensive course focussed on engagement with the professional associations relating to the Profession of Teaching.

  • General Course Information
    Course Details
    Course Code EDUC 4207
    Course Professional Preparation (UG)
    Coordinating Unit School of Education
    Term Quadmester 3
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 1 week intensive
    Available for Study Abroad and Exchange
    Prerequisites Successful completion of EDUC 4206
    Restrictions Available to BTeach students only
    Course Description The Professional Preparation is a one-week intensive course focussed on engagement with the professional associations relating to the Profession of Teaching.
    Course Staff

    Course Coordinator: Dr Brendan Bentley

    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 Engage with other professional educators such as Curriculum area associations. 6.1, 6.2, 6.3, 6.4, 7.4
    2 Create and maintain professional relationships with teacher-colleagues and school leaders, as well as the wider school community. 3.7, 6.3, 6.4, 7.3, 7.4
    3 Plan for and implement strategies for the inclusion of Indigenous content. 1.4, 2.4, 6.1, 6.2, 7.3
    4 Develop strategies for flexible approaches to teaching. 2.4, 3.7, 6.1, 6.2
    5 Plan career goals and maintain professional accreditation. 6.1, 6.2, 6.4, 7.1, 7.2, 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)
    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, 4
    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
    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, 2, 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
    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
    5
  • 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
    Online Learning
    Student will be involved in the ongoing creation of a professional e-portfolio addressing all 37 of the Graduate Level <a href="https://www.aitsl.edu.au/teach/standards">Australian ProfessionalStandards for Teachers (APST)</a>.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is an intensive course.
    Workload

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

    Contact Hours/Lectures TOTAL HOURS
    15 Lectures @ 1.5-2 hours* 30 hours
    *Please note this is an intensive course with a corresponding additional workload outside of class time
    Learning Activities Summary
    Schedule
    Day Date Session 1 Session 2 Session 3 Learning Outcomes APST (Graduate)
    1 16/07/2018 Introductions

    Unit Plans and Indigenous Content
    Placement A Debrief

    Personal Statement
    Personal Statement

    e-Portfolio

    Unit & Lesson Plans
    3, 4, 5 1.4, 2.4, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4
    2 17/07/2018 AEU

    IEU
    Graduate Teacher presentation

    Principal presentation
    Interstate Departments of Education presentation
    (WA & QLD)
    1, 2, 5 6.1, 6.2, 6.3, 6.4, 7.1, 7.4
    3 18/07/2018 Teachers Registration Board (TRB) International Baccalaureate Curriculum and Indigenous Education 3, 4, 5 1.4, 2.4, 3.7, 6.1, 7.1, 7.3, 7.4
    4 19/07/2018 Wellbeing Educational Sustainability

    School Services Officers
    Professional Associations 1, 2, 4, 5 1.4, 2.4, 3.7, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    Specific Course Requirements
    This is an intensive course with face-to-face lectures taught over 5 days.
  • 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 of this course is via the ePortfolio which is a capstone requirement of all students.  Students are required to upload or provide links to all the associations presenting and maintain the reflective aspect of their e-portfolio. 

    Assessment Task Task Type Weighting Learning Outcome APST (Graduate)
    e-portfolio Summative 30% 1, 2 3.7, 6.1, 6.2, 6.3, 6.4, 7.4
    Links to SACE and ACARA curriculum documents, with curriculum areas in which they will teach Summative 10% 3, 4 6.1, 6.2
    Evidence of at least one unit plan with Indigenous content Summative 10% 3 1.4, 2.4
    Professional Development Plan
    (Self -Review APST audit)
    Summative 20% 4, 5 3.7, 6.1, 6.2, 6.4, 7.1, 7.2, 7.4
    Personal Statement Summative 30% 4, 5 3.7, 6.1, 6.2, 6.4, 7.1, 7.2, 7.4
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    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.

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.