EDET662 - Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Science and Inquiry (B-12)

Year

Credit points

Campus offering

Prerequisites

(LNTE511 Literacy and Numeracy Test AND EDET561 Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment ) OR (LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students AND EDET561 Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment )

Incompatible

EDET660 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: English and Literacy (B-12) , EDET661 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Mathematics and Numeracy (B-12) , EDET663 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Humanities and Social Sciences (B-12) , EDET664 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: The Arts (B-12) , EDET665 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Technologies (B-12) , EDET666 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Health, Wellbeing and Physical Education (B-12) , EDET610 Effective Teaching 2: Advanced Pedagogy and Leadership in English and Literacy , EDET611 Effective Teaching 2: Advanced Pedagogy and Leadership in Mathematics and Numeracy , EDET612 Effective Teaching 2: Advanced Pedagogy and Leadership in Science Education , EDET613 Effective Teaching 2: Advanced Pedagogy and Leadership in Humanities and Social Sciences , EDET614 Effective Teaching 2: Advanced Pedagogy and Leadership in The Arts , EDET615 Effective Teaching 2: Advanced Pedagogy and Leadership in Technologies , EDET616 Effective Teaching 2: Advanced Pedagogy and Leadership in Health and Physical Education

Unit rationale, description and aim

Includes 15 days professional experience placement with a focus on a curriculum teaching specialisation (5-8 years old).

There is a growing trend in early childhood education towards integrated early years learning settings and collaboration across all learning contexts, requiring professional leaders, such as teachers to have knowledge and skills in interdisciplinary and trans-disciplinary leadership.

In this unit, pre-service teachers will critically reflect on ways in which policies and procedures reflect legislative mandates and operate within an ethical framework. The unit is structured to provide varied opportunities for the acquisition of knowledge and awareness of processes that may assist in the building and maintaining of effective partnerships that enable leadership, management and the development of approaches that contribute toward establishing and maintaining accurate administrative practices.

Moreover, teachers are required to demonstrate a specialisation, with high levels of content and pedagogical content knowledge and skills to teach and assess a subject area in depth. In this unit, pre-service teachers will apply skills and dispositions to lead others in curriculum and teaching practice in an area of the primary curriculum. They will synthesise their specialised knowledge and theories and practices of leading improvement, innovation and change in education to develop a teaching program to extend learners in Science and Inquiry.

The aim of this unit is to develop pre-service teachers’ capacity to act as leaders in curriculum and teaching practice in order to improve student learning outcomes in Science and Inquiry.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Investigate and synthesise contemporary theories and practices related to curriculum, pedagogy and assessment to improve Science and Inquiry learning, with particular emphasis on differentiation, inclusive learner participation and challenging and extending learning (GA4, GA5, GA8; APST 1.2, 1.5, 2.1, 2.3, 2.5, 3.1, 4.1, 5.1; ACECQA B1, B2, C1, C4, E2) 

LO2 - Articulate an integrated understanding of processes for collecting, analysing and moderating quantitative and qualitative assessment data, to improve student learning, and of strategies for reporting to parents/carers (GA3, GA4, GA5, GA8, GA9; APST 3.6, 3.7, 5.2, 5.3, 5.4, 5.5, 7.1, 7.2, 7.3; ACECQA D1, D4, D5, E1, E2, F5)

LO3 - Analyse and demonstrate understanding of essential leadership skills and strategies for effective decision-making as leaders in early childhood education, including ethical, legal and legislative responsibilities, development of policies, administrative procedures and organisational processes (e.g., negotiation and conflict management) (GA3, GA4, GA5; APST 3.6, 4.2, 4.4, 7.1, 7.2, 7.3, 7.4; ACECQA E2, E3, F1, F2, F3, F4, F5)

LO4 - Synthesise and apply knowledge of the specialisation and effective professional learning, with theories and practices of leading change in education in the development of a professional learning vision in Science and Inquiry, including engaging parents/carers in the educative process. (GA2, GA4, GA5, GA7, GA8, GA9, GA10; APST 1.5, 2.1, 3.1, 3.3, 3.4, 3.6, 3.7, 5.5, 6.1, 6.2, 6.4, 7.3, 7.4; ACECQA A8, B1, B2, B3, B4, B9, C1, C4, D1)

LO5 - Implement and reflect critically upon teaching and assessment practices employed in the context of the Professional Experience learning environment, and respond to feedback from colleagues and supervisors, as a means to develop and refine professional practice (GA3, GA5, GA7, GA8, GA9; APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3; ACECQA A8, B1, B2, B3, B4, B9, C3, D1, F3, F5)

Graduate attributes

GA2 - Recognise their responsibility to the common good, the environment and society

GA3 - Apply ethical perspectives in informed decision making

GA4 - Think critically and reflectively

GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA7 - Work both autonomously and collaboratively

GA8 - Locate, organise, analyse, synthesise and evaluate information

GA9 - Demonstrate effective communication in oral and written English language and visual media

GA10 - Utilise information and communication and other relevant technologies effectively

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

ACECQA Curriculum Specifications

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

Content

Topics will include:

Early Childhood Leadership, Administration and Advocacy

• Managing and leading people: interacting/communicating with families, children and staff, ethically and effectively; including conducting effective staff meetings, working with parent committees, induction of families and staff, developing family and staff handbooks
• Policy development including - the purpose of policy, the process of developing and revising policy, using the expertise of recognised authorities, and monitoring the implementation of policy
• Understandings of legislative requirements, regulations, licensing procedures, quality improvement and accreditation systems affecting early childhood education and programming
• Managing, developing and leading staff
• Principles and concepts to guide a research informed investigation in early childhood
• Authentic engagement in an early childhood setting leading the development of a research informed investigation on an aspect of early childhood leadership, the topic of which will be collaboratively negotiated with the setting.

Advanced Pedagogy

• Examination of current literature and practitioner research to critically evaluate successful education programs in Science and Inquiry.
• Designing evidence-based teaching programs to improve learning outcomes and extend learners in Science and Inquiry.
• Differentiating teaching and assessment to meet the specific needs of diverse learners, including extending and challenging students gifted and talented in Science and Inquiry.

Assessment

• The role of assessment in the planning, teaching, learning and evaluation cycle and improvement of teaching and learning.
• Nature, purposes and forms of assessment, including formal, informal, diagnostic, formative and summative, specific to Science and Inquiry.
• Construction of quality and diverse assessment tasks informed by contemporary assessment theories, policies, approaches and curriculum.
• Approaches for providing timely, focused and constructive feedback to learners.
• Processes for gathering, moderating and interpreting evidence of learning.
• Interpreting student assessment data to evaluate learning and modify teaching practice.
• Reporting student progress to learners, colleagues, parents/carers and other significant stakeholders.
• A range of communication strategies to engage sensitively and confidentially with parents/ carers and involve them in the educative process.

Teacher Leadership and Professional Development

• Defining characteristics and actions involved in teacher leadership.
• Importance of being and becoming a leader in practice as a teacher in Science and Inquiry.
• Developing knowledge, skills, attributes and strategies for effective leadership and advocacy.
• The connection between leading learning and improving teacher practice and student learning outcomes in the curriculum specialisation in primary learning contexts.
• The role of the Professional Standards in identifying professional learning needs
• Relevant and appropriate sources of professional learning for teachers in Science and Inquiry.
• The role of reflective practice, external professionals, community organisations and continuing professional learning in becoming a leader of teaching and learning in Science and Inquiry.

Learning and teaching strategy and rationale

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester or equivalent study period. This includes guided teaching, independent study and assignment preparation, and a 15-day professional experience placement.

The learning and teaching strategy is informed by three key objectives. The first is that pre-service teachers will build upon their existing understanding of effective curriculum, pedagogy and assessment within their specialisation and engage more deeply in research and effective practice to progress their capabilities in this area to an enhanced level of self-efficacy in order to improve outcomes for learners, including challenging and extending learners. They will accomplish this as they critically investigate and synthesise research and effective practice.

The second is that pre-service teachers develop their expertise in the specialisation area in tandem with conceptual and practical knowledge of leadership in education. These understandings will be supported by studying illustrations of best practice and deriving critical insights around effective teaching and learning within the specialist area and leadership. Particular emphasis will be placed on contextualising and examining the complexity surrounding school-based improvement efforts, as well as key levers to effectively lead change. Pre-service teachers will engage with, discuss, and distil key principles of teacher leadership and change leadership in education from examining case studies and examples of real-world, school-based change leadership in a variety of educational contexts, focusing on schools and learners impacted by educational disadvantage.

The third objective channels Knowles’ andragogical principles arguing that adults learn best when they do so through experiential learning. Thus, guided learning will prioritise the exploration of practice-based, theory-informed approaches to leading professional learning and school-based change, while the majority of learning will be independent self-directed study focused on the investigation of specialist area research and best practice, the exploration of school improvement opportunities, and the potential for application of learning in authentic school and classroom contexts.

This unit is taught fully online or in multi-mode.

Technology Enhanced Learning

The unit will include a Learning Management System site with resources and online links, announcements, and a discussion board to post questions and reflections that promote critical engagement. It may include:

• Recorded lectures, lecture-style content, lecture notes;
• Tutorial notes / guides
• Discussion board to ask questions, exchange ideas and refine learning.
• Webinars, podcasts, videos
• Reviews, guided explorations, quizzes
• Focused readings addressing a wide spectrum of Science and Inquiry education and practices.

Face-to-face/Online Learning support

Students enrolled in both face to face and online learning modes are required to regularly log into the Learning Management Systems to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessments and access feedback and grades. Students who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors. Additional equipment requirements for online learning:

• Reliable broadband access is recommended.
• Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how

they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and

engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their

progress.

PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS

Within this Effective Teaching unit pre-service teachers will apply their knowledge, skills and strategies through undertaking a professional experience placement comprising 15 days in an early childhood (5-8 years) context

Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of their class and the educational setting. In collaboration with their supervising teachers and other professional colleagues, they will develop and expand their teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.

The recommended arrangement of the 15 days is:

• Up to 5 days prior to the commencement of the block, for example one day a week, by negotiation with the educational provider
• A minimum of 10 days of continuous engagement (the “Block”).

Recommended Teaching Experiences

The following engagements are recommended across the 15-day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.

Days 1 – 5 (Single days or incorporated into the block) - Proposed Teaching Expectations

Days 1 – 3: Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process.

Days 3 – 5: Observation and assisting the supervising and nominated teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through the unit.

Block Practicum: Days 6 – 15 - Proposed Teaching Expectations

Days 6 – 15:

• Observation and assisting the class teacher/s.
• Planning and implementation of one to three teaching episodes per day, including transitions, small groups and building to taking responsibility for whole classes/groups, class routines.
• Planning, implementing, marking and moderating assessments.
• Practicum reflection, self-auditing and evaluation.

Assessment strategy and rationale

A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).

The assessment strategy centres around the development and application of enhanced knowledge of the specialisation area as well as that of teacher leadership, in the context of the primary school environment. The first assessment task develops and hones research skills, and analysis and critical thinking. It builds pre-service teachers’ knowledge and understanding of current theories and innovations in the specialisation.

The second assessment task develops analytical abilities, the capacity to engage in critically reflective practice and to set meaningful goals for professional development. Pre-service teachers will bridge their specialist knowledge and emerging understanding of professional learning to develop a plan for their own professional learning.

The second assessment task draws together the learning from the first task, as pre-service teachers apply this to the development of a plan to improve teacher practice and student learning in the specialisation in primary schools. Pre-service teachers will be able to draw from their expertise in the specialisation to provide the basis for a vision for professional learning, to identify, create, and explain practices and resources that are relevant to the primary classroom, and to develop a professional learning opportunity for colleagues within the specialisation area. This develops pre-service teachers’ ability to apply their specialist knowledge and leadership knowledge in service of improved teaching and learning in a primary school contexts.

The final hurdle requirement comprises successful completion of a 15-day professional experience placement in a school setting, with a focus on the teaching specialisation. This placement facilitates connections between unit content and the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. In order to pass this unit, you are required to submit all assessment tasks and attain a combined total of at least 50%. 

In addition, pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).

Assessment in this unit includes two Critical Tasks: Literature review and evaluative report on current research literature and practitioner research, and Vision and Plan for Teacher Leadership for Enhancing Student Learning. These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% for Task 1 and Task 2 in order to pass this unit.

Electronic Submission, Marking and Return

Assessment tasks are submitted via the Learning Management System and will be marked and returned via this system in accordance with University assessment policy.

Overview of assessments

Representative texts and references

Required text(s)

Australian Curriculum https://www.australiancurriculum.edu.au/.

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au.

Relevant State and Territory curriculum documents. 

Marzano, R., Heflebower, T., Hoegh, J., Warrick, P., Grift, G., Hecker, L., & Wills, J. (2016). Collaborative teams that transform schools: The next step in professional learning communities. Melbourne: Hawker Brownlow.

Recommended references

Cleak, H., & Wilson, J. (2019). Making the most of field placement (4th ed.). South Melbourne, Vic: Cengage Learning Australia.

Day, C. (2017). Teachers' worlds and work: Understanding complexity, raising quality. London: Routledge.

Eacott, S., & Evers, C. (Eds.). (2016). New directions in educational leadership theory. London: Routledge.

Frost, D. (Ed.) (2017). Empowering teachers as agents of change: A non-positional approach to teacher leadership. University of Cambridge Press.

Frost, D. (Ed.) (2014). Transforming education through teacher leadership: University of Cambridge Press.

Harris, A. (2015). Teacher Leadership. International Encyclopedia of the Social and Behavioural Sciences, pp. 60-63.

McCrea, N. (2015). Leadership and managing early childhood settings. Port Melbourne, Vic: Cambridge University Press. (Chapter 7).

Morrison, G., Ross, S., Morrison, J., & Kalman, H. (2019). Designing effective instruction (8th ed.). Hoboken, NJ: John Wiley and Sons

Owens, R., & Valesky, T. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Boston, MA: Pearson.

Rodd, J. (2006). Leadership in early childhood (3rd ed.). Allen & Unwin (Chapter 8).

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. South Melbourne, Vic: Oxford University Press. (Chapter 1-3).

Wenner, J., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research 87(1), 134-171.