EDUC 4211 - Middle Years Professional Experience A
North Terrace Campus - Semester 1 - 2023
General Course Information
Course Code EDUC 4211 Course Middle Years Professional Experience A Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 x 3 hours of pre-placement workshops/lectures, 25 days placement Available for Study Abroad and Exchange Prerequisites EDUC 4217 Course Description The Professional Experience placement is central to the Initial Teacher Education program. EDUC 4211 is the first of two placements in the final year of the Bachelor of Teaching (Middle Years) degree. This 25-day Professional Experience course prepares final year Pre-service teachers for their middle year?s school placement in a Department for Education, Independent, Lutheran or Catholic school.
Course Coordinator: Dr Brendan BentleySchool of Education
Faculty of Arts
The University of Adelaide
Level 8.22, Nexus 10 Tower
Adelaide SA 5005
T: +61 (0)8 831 36824
View Dr Brendan Bentley's Researcher Profile here
The full timetable of all activities for this course can be accessed from Course Planner.Pre-placement workshops: Pre-service teachers are required to attend 6 x 3-hour pre-placement compulsory workshops. Attendance at the pre-placement workshops are compulsory requiring registration and interaction through active online participation. Attendance at these workshops is a hurdle assessment for attending Professional Experience A placement and will be scheduled during week 1-6 of term 1.
Course Learning Outcomes1. Understand, and account for in planning, the diversity for student cohorts and how they learn.
2. Understand and apply the teaching methodologies of their curriculum area(s).
3. Plan for and implement effective and appropriate learning activities.
4.Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies.
5. Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders
about their learning.
6. Engage with other professional educators such as Curriculum area associations.
7. Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 5
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesAll readings will be provided during lectures and seminars. Pre-service teachers are requried to download and have available a copy the School of Education's 2022 Professional Experience Handbook.
Recommended ResourcesAustralian Professional Standards for Teachers (APST).
Online LearningThis course requires face to face engagement and is not presented online.
Learning & Teaching Activities
Learning & Teaching ModesThis course is conducted face to face in a lecture/seminar format requiring engagement at each session.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.6 x 3 hour lecture/seminar and a 25 day Professional Experience placement.
Learning Activities Summary
NOTE: Topics subject to change depending on speaker availability.
Week Topic Taught Practiced (APST) Assessed Learning Outcomes 1 Welcome, Placement Overview; AfGT Overview; and Wellbeing
Overviews of the course, placement, and TPA; Introduction to AITSL's APSTs.
Individual assessed components of the AfGT; Wellbeing Framework and requirement for placement.
During placement PSTs practice the and AITSL Standards that are explicitly assessed in all AfGT assignments.
APST 6.1 Engagement with their AfGT assignments during placement requires PSTs to have a working knowledge of the APSTs.
APST 4.4 Welling strategies: Students apply the taught strategies to support student wellbeing in their placement classes.
The Placement Report and the AfGT assignments assess the APSTs explicitly.
Wellbeing and safety is assessed in Element 2 of the AfGT.
c,d,g 2 Belief Statements, Department for Education,
Graduate Teacher Testimonial
PSTs engage in developing key values and principles associated with codes of ethical conduct to create a belief statement for future employment. APST 7.1: PSTs are required to a construct belief statement that aligns with authentic beliefs developed from placement ready for employment purposes. PSTs use their beliefs to engage with respond to Element 2 and Element 4. e,f,g 3
Independent Education Union,
Catholic Education South Australia,
PSTs engage in understanding the roles of external professional and community organisations including content related to organisational and sector policies. Content regarding PST engagement in the wider school community and stakeholder, including parents and carers and issues of sensitivity and confidentiality are taught.
APST 7.2, 7.3, 7.4: During the placement experience, PSTs engage with an array of administrative and organisational requirements that enables then to support parents and cares as well as external professional communities. This is achieved through understanding the role of various school-based activities as well as engagement with external professional bodies or key stakeholders.
Placement Report e,f,g 4 AfGT Elements 1 and 4
Element 1: Unit Plan. This is taught in the Curriculum & Pedagogy (C&P) courses that are aligned with this course. Both courses examine the role of the APSTs in lesson and curriculum planning.
Element 4: Situational Judgement reflective task for complex classroom situations. This is taught in this course where PSTs engage in content related to critical reflection and adaptive classroom practices.
APST 4.2: The completion of Element 1 on placement requires PSTs to demonstrate commensurate organisation of classroom activities and resources.
APST 4.3: Completing Element 4 of the AfGT requires PSTs to engage with hypothetical situations of challenging behaviour in the classroom.
APST 6.1 & 6.3: Engagement with their AfGT assignments during placement. PSTs are required to analyse areas of professional learning needs. These needs are addressed by PSTs nominating APSTs during lesson observations that are recorded by mentors, and university liaisons providing feedback for the PST.
Element 1 and Element 4.
a,b,c,d,g 5 AfGT Elements 2 and 3
Element 2: Analysing Teaching Practice. PSTs are required to film themselves while on placement as a tool for reflection about the development of their teaching practice.
Element 3: Assessing for impact on student learning using assessment data.
This task requires PSTs to rigorously interpret and analyse summative assessment results from a class taught on placement.
APST 6.1: The teaching duties during the professional experience placement, require PSTs to explicitly understand and practice the Graduate level APSTs in their classrooms and the wider school community. Placement Report.
Element 2 and Element 3.
a,b,c,d,g 6 Teachers' Registration Board of South Australia;
University Liaisons; Final Placement information.
PSTs engage in content related to legislative, administrative, and organisational policies requiring ethical conduct and professional responsibilities for the teaching profession and registration. Emphasis on professional learning and development outlining the requirement for graduate teachers to move from Graduate to Proficiency. PSTs are provided with an array of strategies to ensure the inclusion of all stakeholders ie. parents/carers, community members in the educative process related directly to placement.
APST 3.7: PSTs are provided with communication guidelines that encourages inclusive dialogue with all parents and carers. Examples of this are including parents/carers in lesson design, content, and general communication.
APST 6.2: During placement, PSTs are encouraged to collect evidence and artefacts against the 37 APST focus areas to demonstrate progression of practice and sources of professional learning.
APST 7.2: PSTs are required to meet all legislative and organisational requires prior to placement and ensure these are met during the registration process.
APST 7.4: PSTs are encouraged to become members of professional teacher associations and become active members within these communities of practice.
Permission to proceed to placement.
Specific Course RequirementsPre-service teachers will be required to have:
Responding to Risk of Harm, Abuse and Neglect - Education and Care (RRHAN-EC)
Working with Children Check (WWCC)
COVID-19 Vaccination and
Complete Elements 1 and 4 of the Assessment for Graduate Teaching (AfGT).
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 SummaryThe successful completion of this Professional Experience course includes completing the Professional Experience placement successfully and completing Elements 1 and 4 of the Assessment for Graduate Teaching (AfGT) which in part constitutes, the necessary capstone requirements for your teaching degree and is considered a hurdle requirement.
Assessment DetailElement 1
Word Count: Approx. 750 words.
1. Plan a sequence of lessons (unit of work) to be taught on your final placement
2. Complete AfGT Table 1
3. Submit Table 1 and any supplementary or accompanying learning and assessment materials for your sequence of lessons/unit of work.
Detailed Steps: Following the steps below (a – f), outline a sequence of no fewer than 5 and no more than 8 lessons that will be taught during your final placement:a) Identify the overarching goal for the sequence of lessons;b) Design a cumulative sequence of lesson goals that aligns with the overarching goal;c) Design sequenced lesson content (including curriculum links). The links to the curriculum documents should enable a reader to locate the same document to which you are referring;d) Justify the teaching strategies selected to challenge diverse learners to achieve the lesson goals; e) Justify complementary resources, including Information and Communications Technology (ICT), to engage all students in their learning; and, f) Explain strategies to support the safe, responsible and ethical use of resources (including ICTs).
To support the latter half of this assignment, also consider the following: Synthesise mentor feedback to support the planned learning sequence.Explain your assessment plan (6a – 6c), which includes formative, diagnostic and summative assessment, opportunities for timely feedback, and assessment moderation: a) Explain a comprehensive assessment plan to monitor student achievement;b) Explain how you will make opportunities for purposeful and timely feedback; c) Explain how you will incorporate assessment moderation processes.
This assignment will demonstrate the Pre-Service Teacher’s ability to draw on their professional knowledge and skills, as well as their
understanding of the context, to plan a learning sequence and associated assessment tasks, address outcomes and students’ needs and abilities. In this Element, the focus is on the pre-service teacher’s capacity to understand the context of their placement and their planning for student learning in relation to the specific goal/s of the sequence of lessons, and the ways in which they will judge their impact on student learning. PSTs must pass Element 1 to demonstrate that the Australian Professional Standards for Teachers (AITSL, 2018) are met at Graduate level. Assessed APSTs1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 and 6.3.
Word Count: Approx. 600 words.
Procedural Steps: 1. Receive link from AfGT. Follow the prompts to commence the activity. 3. Respond to each scenario by selecting your answer and submitting a written response. 4. Save and submit your work.
Detailed Steps: 1. You will work through four different scenarios provided via a link to an online survey that will be sent to you; 2. Please only click the link when you are ready to begin (after you first click the link, it will automatically submit after 24 hours);3. Select your institution and insert your student number as prompted;4. Read the scenario carefully;5. Choose one of the options, A to D, for each scenario and then justify your decision. (Your responses can be in either bullet points or prose. The indicative word count for each justification is between 100 and 150 words);6. Save your work by clicking the ‘Next’ button and follow the prompts to submit your responses; 7. Once all four questions are completed, a confirmation email message will be sent to your student email address.
Context: Links to a URL will be provided to the Pre-Service Teacher, who will respond to the questions that follow the online scenarios of teaching and learning.In Element 4 of the AfGT, which is the AfGT component that will be completed online, you will be provided with a link to an online survey tool known as Qualtrics. When you open it, you will see that you have four scenarios (or situations) that educators may face during their teaching career. Each will be accompanied by a list of four options (A to D) and a prompt that requires you to make a judgement about the scenario or situation. The wording of the prompt is: “Which option would you choose? Justify your decision. (100 to 150 words)”. An assessment rubric will accompany each scenario.
APSTs Assessed: 1.4, 1.6, 2.4 and 4.3.
The placement report is completed at the completion of the Professional Experience placement. It is completed by Mentor Teachers in conjunction with University Liaisons and the Pre-service teacher.
SubmissionSubmission date to be advised.
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
- 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.
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