EDUC 4207 - Professional Preparation (UG)
North Terrace Campus - Quadmester 3 - 2020
General Course Information
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 One week intensive Available for Study Abroad and Exchange Prerequisites EDUC 4206 Restrictions Available to BTeach students only Course Description The Professional Experience Preparation is a one-week intensive course. The course complements the capstone component of the teaching degree and supports Pre-service teachers achieving their Teacher Performance Assessment (TPA) which is assessed during their final Professional Experience placement. The course provides a rich background of learning in preparation for their placement experience and provides on-going development as student?s transition from Pre-service to Graduate Teacher. The course focusses on engaging with professional teaching associations and the fostering of professional relationships with teacher-colleagues and school leaders, as well as the wider school community. It prepares Pre-service teachers for the broad range of curriculums such as the International Baccalaureate and to plan and implement strategies for the inclusion of Indigenous content in their teaching practice. The course engages with the Teachers Registration Board of South Australia and employers such as the Department for Education, Catholic Education South Australia, the Association of Independent Schools of South Australia as well as other national and international employment agencies.
Course Coordinator: Dr Brendan Bentley
The full timetable of all activities for this course can be accessed from Course Planner.
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
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 ResourcesStudents 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)
- Department for Education, Government of South Australia
- CEASA (Council of Education Associations of South Australia)
- AISSA (Association of Independent Schools of South Australia)
- CESA (Catholic Education South Australia)
- Australian Professional Standards for Teachers (APST).
Online LearningStudent 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 ModesThis is an intensive course.
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
Learning Activities Summary
Schedule Day Session 1 Session 2 Session 3 Learning Outcomes APST (Graduate) 1 Department for Education (Government of South Australia) AEU/IEU Personal Statement 1,2,5 6.1, 6.2, 7.1, 7.4, 2 Teachers Registration Board (TRB) International Baccalaureate Wellbeing 1,2,5 6.3, 6.4, 7.1, 7.4 3 CESA (Catholic Education) Workshop – Indigenous Content across the Curriculum Boarding School Education 2,3,4 1.4, 2.4, 6.1, 7.1, 7.3, 7.4 4 Sustainability Education Teaching ‘out of area’- challenges (Educators SA) Professional Associations 2,3,4 6.1, 6.2, 7.3, 7.4 5 Achieving Employment Future Teaching Goals Planning for Placement 2,4 1.2, 6.2, 7.3, 7.4
Specific Course RequirementsThis is an intensive course with face-to-face lectures taught over 5 days.
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 SummaryAssessment 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 ePortfolio.
Assessment Task Task Type Weighting Learning Outcome APST (Graduate) ePortfolio Summative 30% 1, 2 3.7, 6.1, 6.2, 6.3, 6.4, 7.4 Indigenous Unit Plan Summative 20% 3 1.4, 2.4 ICT integration 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
No information currently available.
No information currently available.
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.
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.