Unit rationale, description and aim
Includes: 25 days of professional experience placement in a school setting
Effective teaching is underpinned by reflection, enquiry and evidence-based practice. Teachers need skills that enable continual, self-regulated professional learning.
This unit facilitates readiness for the profession and provides the opportunity for school-based reflective enquiry into practice. It enables pre-service teachers to reinforce and expand professional knowledge, practice and engagement in the different roles and responsibilities of teachers in positively influencing student learning. The unit provides pre-service teachers with a substantial block of extended professional experience that approximates the realities of everyday teaching in a supportive classroom context and the related school and the broader community. The intention is to extend pre-service teachers’ repertoire of pedagogical skills and practices for planning, delivering and evaluating teaching and learning programs. Pre-service teachers will use a framework of enquiry to align curriculum, assessment, learning and teaching to provide effective and differentiated learning across the full range of learning needs. They will collect, interpret and use data to demonstrate quality teaching practices and to track learning progressions to evaluate the impact of their teaching on student learning.
The aim of this culminating unit is to synthesise learning from Education Studies, Effective Teaching and Curriculum Studies to ensure pre-service teachers’ readiness for the 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.
Profile achievement of the Australian Teacher Prof...
Learning Outcome 01
Demonstrate integrated knowledge of and ability to...
Learning Outcome 02
Collect, examine, interpret and moderate multiple ...
Learning Outcome 03
Demonstrate effective teaching practices that evid...
Learning Outcome 04
Content
Topics will include:
- Self-reflective professional learning: including goal setting, critical reflective practice and sources of professional learning and feedback
- Ethical professional practice for engaging with data and evidence for enquiry into and critical reflection of teaching and learning in school contexts
- Use of theory, practice and critical enquiry that informs teaching practices to impact on learners and learning
- Strategies for collecting and interpreting data to evaluate student learning and modify teaching practice to improve learning outcomes
- Seeking and applying constructive feedback from supervisors, colleagues, students and community to reflect on and improve teaching practices
- Establishing and maintaining an engaging learning environment cognizant of current teaching and learning theories in the classroom
- Management of the full range of teacher’s responsibilities, including routines, transitions, supervision, teaching and learning, assessment, pastoral care of school students and relationships within the school community
- Preparing to transition; including ethical, legal and professional responsibilities of teachers
Assessment strategy and rationale
The assessment tasks allow pre-service teachers to demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The Education Studies units in this course focus on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the APST: Graduate level. In this unit, assessments focus on skills of enquiry as means to enhance teaching practices and strategies. Performance in the professional experience placement is assessed in two ways. First, the Graduate Teacher Performance Assessment (GTPA) is the centrepiece of this unit and its assessment. This praxis-oriented assessment is an externally validated, nationally moderated, inter-institutional task that must be completed holistically. Second, evidence of the pre-service teacher as observed in practice by other professionals, including at least the supervising teacher and a university academic, is used to confirm achievement of the Australian Professional Standards for Teachers (APST): Graduate level.
Minimum Achievement Standards
The professional experience included in this unit represents the culmination of the pre-service teacher’s development towards readiness for the profession. The assessment comprises two culminating pieces of evidence of professional readiness; i) the final report of the Professional Experience Assessment, and ii) the Graduate Teacher Performance Assessment (GTPA). Pre-service teachers must achieve a pass in both assessments to satisfactorily complete this unit.
Pre-service teachers who fail this unit will be asked to ‘show cause’ and their enrolment in the course will be terminated if the unit is failed twice.
Overview of assessments
Assessment Task 1: Graduate Teacher Performance A...
Assessment Task 1: Graduate Teacher Performance Assessment (GTPA)
Critical Task
The GTPA asks pre-service teachers to reflect critically on a teaching, learning and assessment cycle and its impact on student learning. It must be accompanied by documentary evidence of the teaching, learning and assessment cycle and of student learning.
The GTPA is a common, culminating assessment used across multiple ITE programs and providers. Information about the specific requirements of the GTPA is detailed in the guideline materials supplied via the provided LMS site.
Pass/Fail
Professional Experience Assessment The summative...
Professional Experience Assessment
The summative Professional Experience is assessed in consultation with a supervising teacher and a university academic over the placement. The pre-service teacher must demonstrate attainment of the Australian Professional Standards for Teachers: Graduate within the context of classroom/school setting practices. Refer to the Unit Professional Experience Report Book for interim and final reports.
Pass/Fail
Learning and teaching strategy and rationale
The key strategy of this unit will be inquiry-based learning, enacted predominantly in the classroom/school. The pre-service teacher engages in the GTPA as a capstone experience in the school context. Approximately 12 hours of directed teaching, readings and online support before, during and after the placement. Directed instruction will provide support for students in the completion of the GTPA within the context of a professional experience placement.
In this unit the pre-service teacher will engage in the sustained role of the teacher in a classroom/school setting undertaking the diverse duties of a practising teacher; including planning, teaching, assessment and moderation, differentiated engagement with students, department/year-level/school meetings, collaborative team planning sessions, supervision, and other duties required within the setting. This supports the pre-service teacher to undertake the capstone experience in the class/school setting. The pre-service teacher will work collegially with a mentor and/or supervising teacher and will actively participate in feedback discussions and proactive planning with both the supervising teacher and the university academic.
Professional Experience: teaching requirements
In the final professional experience, pre-service teachers must satisfactorily demonstrate attainment of the Australian Standards for Teachers: Graduate level in order to complete requirements and pass this unit.
The final professional experience placement consists of 25 days (5 weeks) of continuous school-based experience in the same classroom. The professional experience will usually be in the area of the teaching specialisation of the pre-service teacher (PST). The GTPA will usually be conducted in that area of teaching specialisation.
A pre-service teacher will be placed as follows:
- Primary PSTs will complete placement in a primary setting.
- PSTs should have opportunities to teach in their nominated primary subject specialisation. Where possible, the GTPA should be conducted in that area of teaching specialisation.
- Early Childhood and Primary PSTs will complete placement in a primary setting with 8-12-year-olds. PSTs should have opportunities to teach in their nominated primary subject specialisation. Where possible, the GTPA should be conducted in that area of teaching specialisation.
Secondary PSTs will complete placement in a secondary setting. PSTs should have opportunities to teach in at least one of their two secondary subject areas, with a preference for their first teaching area. Where possible, the GTPA should be conducted in lower secondary (Years 7-10) within the PST's nominated teaching areas, with a preference for their first teaching area.
In this unit, pre-service teachers will be expected to undertake:
- 5 weeks of teaching, with a teaching load of 75-80% of the normal load
- GTPA Project development, implementation and data collection.
(Refer to the Professional Experience Handbook for detailed guidelines regarding teaching and other requirements).
Recommended Teaching Experiences
The following engagements are recommended across the 25-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
Proposed Teaching Expectations
2 Observation Days Prior to the Block:
- Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process.
- Initial planning/pre-assessing for GTPA.
Days 1 – 5
- Planning and implementation of one lesson to half-day teaching per day. Building capacity to take responsibility for whole-day teaching.
- Continue planning or commence assessing/teaching GTPA.
- Professional experience reflection, self-auditing and evaluation.
Days 6 – 10:
- Planning and implementation of the half to full-day teaching and assessing per day including GTPA. Responsibility for most class transitions and routines.
- Professional experience reflection, self-auditing and evaluation.
Days 11 – 25
- Planning and implementation of all-day teaching and assessing including GTPA. Responsibility for all class transitions and routines.
- Professional experience reflection, self-auditing and evaluation.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate 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
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO2
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO1, LO2
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO1, LO4
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate 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.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO1, LO4
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO1, LO4
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO1, LO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO4
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO1, LO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO1
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.
Recommended references
Alexakos, K. (2015). Being a teacher/researcher: A primer on doing authentic inquiry research on teaching and learning. Sense Publishers.
Brady, L., & Kennedy K. (2018). Assessing and reporting: Celebrating student achievement (5th ed.). Pearson Australia.
Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123.
Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Corwin.
Deppeler, J. (2017). Navigating the Boundaries of Difference: Using Collaboration in Inquiry to Develop Teaching and Progress Student Learning. In L. Florian and N. Pantic. Teacher Education for the Changing Demographics of Schooling (pp. 149-165). Springer, Cham.
Leat, D., Reid, A., & Lofthouse, R. (2015). Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?. Oxford Review of Education, 41(2): 270-286.
Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). Pearson.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221-229.
Posch, P. (2019). Action research - conceptual distinctions and confronting the theory-practice divide in Lesson and Learning Studies. Educational Action Research, 27(4), 496-510.
Taylor, L. A. (2017). How teachers become teacher-researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25.
To, J., & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764.
Wall, K., & Hall, E. (2017) The teacher in teacher-practitioner research: three principles of inquiry. In P. Boyd, and A. Szplit, International Perspectives: Teachers and Teacher Educators Learning Through Enquiry, KielceKrakow: 35-62