| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Teacher as Professional |
| Unit ID: | EDBED4115 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3027) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
The unit is designed to prepare students as they move into their professional practice as graduate teachers. Students will draw from a range of academic and policy literature combined with the knowledge and skills and professional experience they have developed throughout the entire program. The unit draws together the course to enable students to understand the nature of teachers work, the policy landscape from which the profession is guided and the Australian Professional Standards for Teachers (APST) that inform what is means to be a professional teacher today. The unit will have a particular focus on and draw from how legislation, codes of ethics, national and international perspectives, the broader community and peers/colleagues and will inform PST practice as they transition to the profession. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Examine current policy and legislative requirements, and codes of ethics and conduct, that inform and guide the teaching profession. |
|
| K2. | Identify the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
|
| K3. | Evaluate International and Australian policy relating to priority learning areas and excellence in learning and teaching. |
|
| K4. | Identify strategies for dealing sensitively and confidentially with students, parents, carers and the broader community. |
|
| K5. | Investigate strategies to cater for student diversity and special needs. |
|
| Skills: |
| S1. | Develop competencies and skills to cater for, and be respectful of individual differences and differentiated learning needs in the classroom. |
|
| S2. | Analyse the role of professionals and the broader community in developing and broadening teachers professional knowledge and practice. |
|
| S3. | Document and effectively articulate evidence of achievement of the graduate teaching standards as teachers. |
|
| S4. | Examine impact of their professional learning on their teaching and on the students they teach. |
|
| S5. | Articulate knowledge and skills in line with the standards and attributes at a level suitable for employment as a teaching professional. |
|
| Application of knowledge and skills: |
| A1. | Develop strategies that support students well-being and safety working within school and/or system, curriculum and legislative requirements. |
|
| A2. | Apply the relevant legislative, administrative and organisational policies and processes required for teaching and learning according to school stage. |
|
| Unit Content: |
Topics to be covered
• Current policy and legislative requirements that inform and guide the teaching profession
• Current codes of ethics and conduct for the teaching profession
• The role of the Australian Professional Standards for Teachers (APST) and other relevant and appropriate sources to inform professional learning needs
• Role of broader community in professional development
• Role of colleagues to inform and improve student learning
• Understand legislation regarding student wellbeing and safety in the school community
• Strategies for dealing sensitively and confidentially with students, parents, carers, student diversity and special needs and the broader community |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S4, A1; APST: 4.4, 6.1, 6.2, 6.3, 6.4, 7.2 | Critical essay examining both the APST and relevant legislative, administrative and organisational policies and processes, external professional and broader community and other strategies required for teachers; discuss their implications and rationale for informing your teaching practice and outline how this impacts ongoing professional learning. | Critical Essay | 40-60% | | 2. | K2, K3, K5, S2, S3, S5, A2; APST: 4.4, 6.1, 6.2, 6.3, 7.4 | This essay and presentation will focus on policies, legislative requirements and other documents that inform understanding of the importance of student wellbeing across the school system. Students will use a range of documents including legislative requirements, policy documents, academic readings and professional experiences to discuss understandings of student wellbeing and how it is affected by transitions in their schooling. The transition discussed will depend on what is appropriate to the degree that the PST has undertaken. | Essay and presentation | 40-60% |
|