| Learning Outcomes: |
| Knowledge: |
| K1. | Continue inquiries into professional practice related to teaching and learning, identifying significant questions, conducting research, trialling new approaches, evaluating practices and reflecting on learning and next steps during a 35 day professional placement. |
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| K2. | Develop deep understandings of the factors that enhance student learning through engagement with colleagues and mentors and appropriate sources of professional learning. |
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| K3. | Investigate the emotional work of teachers. |
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| K4. | Understand and critically examine education improvement issues and the complexity of cultural change. |
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| K5. | Inquire more deeply into the Graduate Teacher Standards and make links to theoretical perspectives and practical experiences related to effective teaching. |
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| K6. | Be aware of the requirements for applying for teaching positions in Government and non-Government schools including expectations in interviews. |
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| K7. | Understand key selection criteria identified by employers and ways to demonstrate knowledge, skills and capacities through evidence. |
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| K8. | Articulate personal theories, use the language of learning, and describe and justify the approaches they use as teachers. |
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| Skills: |
| S1. | Critically reflect on and examine links between theory, practice and personal views and values in order to extend understandings. |
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| S2. | Communicate effectively with colleagues in the University setting and in school and community contexts. |
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| S3. | Engage actively and thoughtfully in the Professional Learning Community and undertake leadership roles when appropriate. |
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| S4. | Use problem solving strategies to respond to professional issues. |
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| S5. | Develop teaching knowledge and skills through a 35 day professional placement, reflect critically on practice and actively seek and apply feedback to improve teaching. |
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| S6. | Develop teaching and learning goals based on the Graduate Teacher Standards and personal needs and interests identified in previous placement; collect evidence of achievements; identify what has been learned and consider next steps. |
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| S7. | Draw upon professional learning in the Master of Teaching program and through other professional experiences to inform practice and improve student learning. |
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| S8. | Organise and manage a wide range of documentation. |
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| S9. | Prepare a quality Professional Portfolio related to key teaching and learning experiences. |
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| S10. | Extend networks with professional associations in order to enhance professional learning. |
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| Application of knowledge and skills: |
| A1. | Participate in a 35 day professional experience in a school. Receive report from classroom mentor teacher on identified Graduate Teacher Standards. |
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| A2. | Conduct a teacher performance assessment (Assessment for Graduate Teaching: AfGT) linked to professional standards during the final professional placement involving planning, teaching and assessment components and a fourth scenario-based online element. |
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| A3. | Respond in writing to key selection criteria and prepare a professional portfolio to be used in the process of applying for teaching positions. |
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| Other outcomes: |
| Unit Content: |
• Developing teaching and learning goals based on the Graduate Teacher Standards and previous placement, through a focus on planning, teaching, assessment processes, enhancing students’ learning and continued professional development.
• Engaging in critical inquiries into practice and educational change and the tools to assist the interpretation of data, critical reflection on practice, and decision-making.
• Identifying, through experience and reading, the characteristics of effective professional learning, professional feedback, and ongoing self-assessment..
• Examining the emotional work of teachers in the context of the professional placement.
• Preparing to apply for teaching positions, attending mock interviews, receiving feedback from school principals, and developing a Professional Portfolio.
• Re-examining the role that feedback plays in teaching and learning and designing tools for gathering feedback from students.
• Articulating personal theories and philosophies related to teaching and learning. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, K5,
S1, S2, S4, S5, S6, S7, S8, S10
A1
1.1, 1.2, 1.3, 1.5,
2.1, 2.2, 2.3, 2.5, 2.6
3.1, 3.2, 3.3, 3.4, 3.5, 3.6,
4.1, 4.2, 4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
6.1, 6.3,
7.1, 7.2, 7.4
APST: |
Participate in a 35 day professional experience in a school setting. Receive report from classroom mentor teacher/s. |
Professional Practice Report;
35 days in school |
40-45% |
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| 2. |
K1, K2, K4, K5, K8
S1, S2, S3, S4, S5, S6, S7, S8
A2
APST: 1.1, 1.2, 1.3, 1.5, 1.6
2.1, 2.2, 2.3, 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
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4
7.1, 7.2, 7.3, 7.4 |
Conduct a teacher performance assessment (AfGT) linked to the Australian Professional Standards for Teachers, during the final professional placement involving planning, teaching and assessment elements and a fourth scenario-based online element. |
Teacher performance assessment |
40-45% |
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| 3. |
K5, K6, K7, K8
S1, S2, S8, S9
A3 |
Respond in writing to key selection criteria and prepare a professional portfolio to be used in the process of applying for teaching positions. |
Written response to key selection criteria and professional portfolio |
10-20% |
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