EDUC 4090 - Prof Experience B & Assess for Graduate Teaching

North Terrace Campus - Semester 2 - 2024

Professional Experience is central to the Initial Teacher Education (ITE) program at the University of Adelaide's School of Education. This course prepares Pre-service teachers for the final in-school teaching placement. It is the culmination of a series of developmentally sequenced Professional Experience placements preparing Pre-service teachers for their final secondary school placement in a Department for Education, Independent, Lutheran or Catholic Education school. All Pre-service teachers will be required to meet all placement and Assessment for Graduate Teaching (AfGT) assessments aligned to the Australian Professional Standard for Teachers (APST) to successfully meet the capstone requirements of this subject.

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Course Details

Course Code	EDUC 4090
Course	Prof Experience B & Assess for Graduate Teaching
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	6 x 3 hours + placement
Available for Study Abroad and Exchange	N
Prerequisites	EDUC 4211 or EDUC 4215 or EDUC 4221 or EDUC 4206
Restrictions	Available to students in B.Teach double degree programs only
Assessment	Placement, AfGT (composed of video recording with reflection and essays). The AfGT is an assessment component determined by the Program?s accreditation authority.

Course Staff

Course Coordinator: Dr Walter Barbieri

Course Tutor: Ms. Amy Kay Robinson

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

By the end of this course the students will be able to:

reflect on classroom teaching practices including the elements of planning, teaching and assessing
demonstrate an understanding and application of the Australian Professional Standards for Teachers (APST) at Graduate level
participate in reliable, appropriate assessment and moderation processes
engage with other professional educators such as professional associations and employment bodies
create and maintain professional relationships with teacher-colleagues and school leaders, as well as the wider school community
meet all criteria for professional accreditation

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.	1,2,3,6
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.	1,2,3,4,5,6
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.	1,2,3,4,5,6
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.	2,3,4,5,6
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.	2,3,4,5,6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1,2,3,4,6
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1,2,3
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.	1,2,3,4,5,6

Learning Resources

Required Resources

All preparatory and supplementary readings will be made available in the Course Readings area of Canvas.

Recommended Resources

All preparatory and supplementary readings will be made available in the Course Readings area of Canvas.

Online Learning

Learning resources will be available to pre-service teachers on Canvas.

Learning & Teaching Modes

This course is completed face-to-face on campus over six weeks.

Workload

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

6 x 3-hour workshop / lecture

Professional experience

Learning Activities Summary

Below is the structure of training provided in the first professional experience course in this placement sequence. The content is directly reflective of the requirements for success in this capstone final placement and subsequent assessments.
Please note there are no scheduled classes for this course and below is indicative of previous learning.

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.	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.	3,4,7
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.	5,6,7
3	Independent Education Union, Catholic Education South Australia, Educators SA	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	5,6,7
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.	Placement Report. Element 1 and Element 4.	1,2,3,4,7
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.	1,2,3,4,7
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. Placement Report. Degree completion.	1,2,3,4,7

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

This course has four assessments called 'Elements':

Element 1: Planning

Element 2: Analysing Teaching Practice

Element 3:Assessing for Impact on Student Leaaring

Element 4:Expanding Practice

Placement Report

Pre-Service Teachers must pass all the above listed assessments, including the Placement Report.

Assessment Related Requirements

Pre-service teachers must have obtain the following before commencing any professional experience placements:

Working with Children Check
Responding to Risk of Harm, Abuse and Neglect - Education and Carev (RANH-EC)
Permission to Proceed: Before attending professional experience(s), students must:
- meet all the above compliancey requirements,
- meet attendance requirements
- completed and submitted elements 1 and 4
- passed Curriculum and Methodology courses

Assessment Detail

This course has four assessments called 'Elements':

Element 1: Planning
Plan a sequence of lessons (unit of work) of five to eight lessons to be taught oin your final placement, including accompanying resources and assessments.

Element 2: Analysing Teaching Practice
Capture two 5 to 8 minute segments of your teacching during your final placement for ou and your mentor to critically reflect on and develop strategies for development.

Element 3: Assessing for Impact on Student Learing
Using three student samples from a summative assessment during your final palcement, complete the required template (to be shared during this course) to demonstrate diagnositic strategies and subsequent scaffolding of the class' and the specific students' learning.

Element 4: Expanding Practice

Respond to four learning scenarios making a judgement based deision on how you would proceed in your practice. Each scenario requires a mutiple choice response and a written justification. This assignment is completed via online portal which will be shared to students at the time of completion.

Placement Report
Pre-Service teachers must pass all Australian Professional Standards for Teachers-Graduate (APSTs) Standards on professional experience placement.

Submission

Assessments will be submitted via MyUni as file uploads.

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.

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator