EDUC 4214 - Professional Experience 10day (UG)
North Terrace Campus - Quadmester 1 - 2019
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General Course Information
Course Details
Course Code EDUC 4214 Course Professional Experience 10day (UG) Coordinating Unit School of Education Term Quadmester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 4 x 3 hour Lecture = 12 hours, 10 days of Placement = 75 hours Available for Study Abroad and Exchange N Prerequisites Successful completion of Year 1-3 of Bachelor of Teaching core courses, and Curriculum and Methodology A in 2 subject specialisations Restrictions Bachelor of Teaching students only Course Staff
Course Coordinator: Dr Brendan Bentley
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
Note: Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standardsOn 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
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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.Online Learning
Students (Pre-service teachers) will be involved in the ongoing creation and developmentt of a professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST). -
Learning & Teaching Activities
Learning & Teaching Modes
Pre-service teachers must:
- Prepare for and attend four 3-hour pre-placement workshop at the commencement of the course
- Complete 10 days of placement (approximately 75 hours)
- Continuously develop their professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST)
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD TOTAL HOURS 4 weeks x 3 hours of Pre-placement workshops/lectures 12 hours Preparation, reading and planning (pre and during placement) 50 hours 10 days placement
(includes observation, teaching, assessment, extracurricular, professional development)75 hours 10 weeks x 2 hours of e-Portfolio development work 20 hours TOTAL 157 hours Learning Activities Summary
No information currently available.
Specific Course Requirements
DCSI Clearance and RAN are required.
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). -
Assessment
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 Summary
Assessment Task Task Type Weighting Learning Outcome APST (Graduate) Placement (10 days) Summative 100% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes e-Portfolio Formative 0% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes Assessment Related Requirements
Mentor Teachers in placement schools undertake the assessment of the Pre-service teachers during Professional Experience (10day) placement. Mentors are required to supervise and report on the Pre-service teacher’s progress.
This placement, along with Professional Experience A, Professional Experience B and the e-Portfolio are capstone requirements for all undergraduate Pre-service teachers. All Pre-service teachers are required to meet the Graduate Level of the APST and evidence of this achievement is recorded through the e-Portfolio
Assessment Detail
Assessment Task Description Weighting Learning Outcome APST (Graduate) Placement 10 days School Placement in Term 1 100% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes e-Portfolio Ongoing development of a professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST) 0% 1, 2, 3, 4, 5, 6, 7 All APSTs listed against Learning Outcomes Submission
No information currently available.
Course Grading
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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
