Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDFX633 Professional Experience 3: Teaching as a Continuum (8 - 12 Years) and (Successful completion of LANTITE requirements or LNTE111 - Literacy and Numeracy Test)
Unit rationale, description and aim
This fourth Professional Experience unit embodies work-integrated learning as a culminating experience where the coherent program of educational theory and curriculum studies engaged throughout the course is aligned with the everyday realities of transitioning into the profession. The unit focuses on the professional role of the teacher as one of leader, reflector, thinker, learner and investigator within a particular context and as an integral member of a school community. Pre-service teachers will demonstrate, interrogate and critically reflect on teaching performance against the Australian Professional Standards for Teachers: Graduate level and positive impact on early learners is school-based contexts. Pre-service teachers engage in reflection and appraisal to support their transition towards becoming an autonomous critically reflective professional or graduate teacher who has knowledge of learning communities within the teaching context. Pre-service teachers undertake a 25-day placement with students aged 5 to 8 years. This final placement is designed as a capstone experience drawing on all components of the course and culminating with engagement in the Graduate Teacher Performance Assessment (GTPA). Pre-service teachers have the opportunity to demonstrate the application of their professional knowledge, practice and engagement as teachers and their readiness to transition into the teaching profession.
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 - Demonstrate integrated knowledge of and ability to plan, implement and evaluate the key learning areas that comprise the prior-to-school and school curricula (GA4, GA8; APST 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, 3.6, 3.7; ACECQA B1, B2, B9, C4)
LO2 - Advance and integrate understanding of the role of critical reflection and professional standards and engage in research led practice to positively influence teaching practice and impact on student learning (GA3, GA5; APST 6.4; ACECQA E3, F3, F5)
LO3 - Apply specialised knowledge and skills to improve the management of teaching programs and practice and student learning outcomes with particular focus on strategies and philosophies associated with transitions for young children and early intervention for children requiring additional support (GA8, GA9; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3; ACECQA C5)
LO4 - Design quality learning sequences and environments; plan, implement and evaluate curriculum and teaching programs and connect to current educational developments in curriculum and educational organisations. (GA4, GA5, GA8; APST 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, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5; ACECQA B1, B2, B9, C4)
LO5 - Communicate skilfully and effectively with members of the school community and the broader educational community, implementing advanced leadership and advocacy skills. (GA6, GA9; APST 7.4; ACECQA D1, E3, F1, F4)
LO6 - Exhibit advanced understanding of the teaching profession, ethical requirements including codes of ethics, legislative and administrative requirements and expert understanding of the rationale for continued professional and lifelong learning, and awareness of strategies and resources to support this learning. (GA3, GA5, GA9; APST 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4; ACECQA E3, F1, F2, F3, F5)
Graduate attributes
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
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
On successful completion of their initial teacher education, graduate teachers should be able to draw upon three domains of teaching: Professional Knowledge (know students and how they learn, and know the content and how to teach it); Professional Practice (plan for and implement effective teaching and learning; create and maintain supportive and safe learning environments; and assess, provide feedback and report on student learning) and Professional Engagement (engage in professional learning and engage professionally with colleagues, parents/carers and the community). In this final professional experience pre-service teachers are required to demonstrate meeting the APST: Graduate level by successfully completing the two culminating assessments:
|
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans |
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies |
3.3 Include a range of teaching strategies |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B Education and curriculum studies B1 Early Years Learning Framework B2 Australian Curriculum B9 Curriculum planning, programming and evaluation |
C Teaching pedagogies C4 Teaching methods and strategies C5 Catering to children with diverse needs and backgrounds |
D Family and community contexts D1 Developing family and community partnerships |
E History and philosophy of early childhood E3 Ethics and professional practice |
F Early Childhood professional practice F1 Educational Leadership F2 Management and administration F3 Identity F4 Development advocacy F5 Research |
Content
Topics covered in praxis-oriented learning will include:
- Preparing to transition; including ethical, legal and professional responsibilities of teachers
- Self-reflective professional learning: including goal setting, sources of professional learning and feedback
- Use of theory, practice and critical inquiry that informs teaching practices to impact on learners and learning
- Critical reflection and appraisal to inform practice and evaluate impact on learners
- Action research as a framework that can be used to investigate teaching practice in educational community settings through evidence-based practices
- Strategies for collecting and interpreting student assessment data to evaluate student learning and modify teaching practice to improve learning outcomes
- Strategies for organisation and management of the learning space; including routines, transitions, supervision and pastoral care of early learners in school settings
- Effective and reflective communities of practice with parents, families, colleagues and other professionals
Topics and activities to be explored by the pre-service teacher during the professional experience placement include:
- Setting and developing towards professional learning goals; including engagement and feedback with supervising teachers, leaders and others in the placement context
- Planning, implementing and reflecting on whole class, small group and individual lessons and daily plans
- Implementing the GTPA focussing on a teaching, learning and assessment cycle within the pre-service teacher’s area of specialisation (English and literacy OR Mathematics and numeracy), including:
- Engaging in the teaching practices of planning, teaching, assessing and reflecting
- Interpreting and using data and evidence of learners and learning for planning, teaching and assessing learning for a whole class
- Connecting content and curriculum standards of the selected learning area with the learner strengths and needs present in the placement context
- Implementing and evidencing pedagogical decision-making in teaching, learning and assessment
- Exemplifying meeting the needs of specific learners through a focus on three learners across the full range present within the placement context
- Appraising the impact of pedagogical decisions in planning and implementing the learning sequence on learners, considering the whole class and the selected focus learners
Learning and teaching strategy and rationale
Professional Experience at ACU is bound in work-integrated learning theories where pre-service teachers experience the everyday reality of education settings and teaching and bring together ideas and theories from a coherent program of praxis-oriented learning. Praxis-oriented learning will engage pre-service teachers with theories, philosophies and real-world examples of classroom practice. Through immersion in the field pre-service teachers will examine the nexus between theory and practice by knowing, doing and being in the context.
Pre-service teachers will build conceptual and theoretical understandings of teaching practice through a range of technology-enhanced learning teaching and learning strategies and experiences. These include synchronous and/or asynchronous digital engagement in: interactive learning activities and experiences; student-led discussion forums and group work; directed reading activities; and ICT as a pedagogical tool for learning and assessment. In EDFX634, pre-service teachers will reflect upon and review a wide range of knowledge and understanding significant to demonstrating readiness for transitioning into the profession. They will further develop knowledge and understanding of evidence-based teaching practice and the role of research and inquiry in promoting learning for students and teachers. Emphasis will be given to the collection, organisation and analysis of data and evidence in classroom-based learning and professional inquiry.
Pre-service teachers will apply their developing knowledge and understanding of professional practice through engagement for an extended time in a selected professional placement. This final placement provides a culminating opportunity for pre-service teachers to demonstrate knowledges and skills commensurate with a graduate teacher. For EDFX634, the placement must include a minimum of 25 days in a block placement with children aged 5 to 8 years. During the professional experience placement, pre-service teachers will plan and implement learning and assessment activities over sustained periods and in sustained sequences. Pre-service teachers will demonstrate, collate and present culminating summative evidence of the professional knowledge, practice and engagement of the APST: Graduate level.
Recommended progression of professional experience engagement
The final professional experience consists of 25 days of continuous supervised school-based experience within the same classroom context. Pre-service teachers will be expected to undertake:
- 2 days of orientation and GTPA project planning prior to the commencement of the program, by negotiation with the school
- a full-time teaching load for four (4) continuous school weeks
- GTPA development, data collection and implementation.
Suggested arrangement of the Professional Experience:
Week 1: 2-3 days orientation to the context and GTPA planning. Negotiated teaching role with teacher
Weeks 2-5: Full time teaching with GTPA implementation
Assessment strategy and rationale
The assessment tasks facilitate pre-service teachers demonstration of the course learning outcomes by demonstrating academic and professional standards through achievement against unit learning outcomes. The Professional Experience Studies units in this course focus on developmentally building knowledge of and skills in professional teaching knowledge, practice and engagement across four placements. Progressively, pre-service teachers develop professional knowledge and understanding of teaching; gather evidence of development towards the Graduate Teacher Standards (APST: Graduate level) and knowledge of Australian Children’s Education and Care Quality Authority (ACECQA) requirements; and engage professionally in placement context to demonstrate appreciation for the values, norms and practices of the teaching profession. EDFX624 is the culminating professional experience placement in this course, and as such, the assessment is focussed on providing summative evidence of meeting the Australian Professional Standards for Teachers: Graduate level as a capstone experience in this course.
In alignment with the other Professional Experience Studies units, performance in the professional experience placement in EDFX634 is assessed in two ways. First, the praxis-oriented assessment is mediated by the Graduate Teaching Performance Assessment (Task 2). The GTPA is an externally validated, nationally moderated, inter-institutional task that must be completed holistically. To allow for feedback and development a formative task that develops knowledge and understanding of essential skills with data and evidence is included. Second, evidence of the pre-service teacher as observed in practice by other professionals, including at least the supervising teacher and a tertiary supervisor is used to confirm achievement of the APST: Graduate level. This is corroborated with the pre-service teachers’ culminating self-audit and ongoing professional learning plan for beginning teaching.
A range of assessment procedures are 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).
Minimum Achievement Standards
The assessment tasks for this unit are designed for pre-service teachers to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to successfully complete all assessment tasks.
Critical Tasks for Initial Teacher Education (CTITE): This unit includes a Critical Task for Initial Teacher Education (CTITE). This is one of a set of tasks developed as culminating assessment of the Graduate Teacher Standards for use with all pre-service teachers. To pass this CTITE pre-service teachers will need to successfully demonstrate all Graduate Teacher Standards that are summatively mapped to this task. The description, criteria, standards and moderation of these tasks is common across programs to facilitate consistent and comparable judgements. Pre-service teacher data from these tasks is used to confirm achievement of the Graduate Teacher Standards, validate the tasks and evaluate and improve programs.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Analysis of the use and significance of assessment data and evidence for safe, ethical and professional teaching practice and practice-based inquiry. | Formative | LO2, LO3, LO4 | GA3, GA4, GA5, GA8, GA9 |
Assessment Task 2: Praxis-oriented assessment: Graduate Teacher Performance Assessment (GTPA) As described in validated documentation for the year of study | Meets/ Does not Meet | LO1, LO2, LO3, LO4, LO5, LO6 | GA3, GA4, GA5, GA6, GA8, GA9 |
Assessment Task 3: Professional Experience Assessment Outcome will be assessed with reference to submitted:
| Meets/ Does not Meet | LO1, LO2, LO3, LO4, LO5, LO6 | GA3, GA4, GA5, GA6, GA8, GA9 |
CTITE8: Professional Learning Plan
Finalise your evidence-based self-audit of professional knowledge, practice and engagement against the Australian Professional Standards for Teachers taking account of the graduate level. The self-audit should also consider students’ learning, well-being and safety to critically evaluate the impact of teaching on student learning. The evidence used for the self-audit may by identified from across both the academic and professional experience programs of the course.
Using the self-audit, construct a set of principles that underpin your philosophical approach to teaching as a profession. Identify a set of goals for your ongoing professional learning as a beginning teacher and then develop a plan that identifies sources for and approaches to engaging in that professional learning and development.
Representative texts and references
Australian Curriculum, Assessment and Reporting Authority (2012). Australian Curriculum. Accessed from http://www.australiancurriculum.edu.au/
Australian Government Department of Education, Employment and Workplace Relations (2009). Being, belonging and becoming: Early years learning framework for Australia. Canberra, ACT: Commonwealth of Australia.
Creswell J. W. (2015). Educational research: Planning conducting, and evaluating quantitative and qualitative research (5th ed.). Boston, MA: Pearson.
MacNaughton, G., Rolfe, S., & Siraj-Blathford, I. (2010) Doing early childhood research (2nd ed.). Maidenhead: Open University Press.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage.
McNiff, J. (2013). Action research: principles and practice. United Kingdom: Routledge.
Mills, G. E. (2018) Action research: A guide for the teacher researcher (6th ed. New York, NY: Pearson.
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed. Pearson new international ed.)). Harlow, Essex: Pearson.
Somekh, B., & Noffke, S. (2013). The Sage handbook of educational action research. United Kingdom: SAGE Publications.
Wilson, E. (2017). School-based research: A guide for education students (3rd ed.). London: SAGE Publications Ltd.