| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Engaging Professionally 2 |
| Unit ID: | EDMAS6125 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6026) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to provide pre-service teachers (PSTs) with the practical experience of engaging with children and/or young people in the classroom, and within the school setting. It focuses on enabling pre-service teachers (PSTs) to continue to develop their understandings of the professional work of teachers and includes 20 days professional experience. It also provides insights into the relationship between effective teaching and practitioner inquiry. PSTs organise and participate in a Round Table Feedback Conference where they reflect on and present documentation related to the professional placement which has a focus on planning for learning, teaching for learning, assessing learning and personal professional learning. PSTs will also recognise the importance of inquiring into their own teaching using relevant methods as a way of engaging in professional learning by planning a practitioner inquiry proposal that they will then undertake in EDMAS6226 Inquiry into Practice. Through this unit, PSTs will understand the dispositions activated through their placement, and draw on their experience to develop and reflect on the skills required for effective classroom practice. PSTs will identify how an inquiry into practice can include a focus on their area of specialisation. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 20 days |
| 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 | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine the Graduate Teacher Standards and understand how they can be used to enhance professional practice. |
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| K2. | Reflect on the Code of Ethics / Code of Conduct for teachers and the impact on practice, including Duty of Care. |
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| K3. | Understand the legal responsibilities of teachers including strategies that support students wellbeing and safety. |
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| K4. | Examine the role of external professionals, community representatives, professional associations, unions and other networks in education. |
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| K5. | Conceptualise, articulate and implement effective teaching practices including the use of early intervention techniques such as simple prompts which reinforce high expectations in the classroom and focus on expected behaviour. |
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| K6. | Develop understandings about practitioner inquiry, what it is and how it differs from other forms of inquiry and builds ongoing professional learning, and the ethical conduct of inquiry. |
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| K7. | Recognise the role of inquiry in developing good teaching practice. |
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| K8. | Critically examine and theorise the inquiry process and its relationship to the proposed practitioner inquiry. |
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| K9. | Examine a broad range of strategies for evaluating teaching programs to improve students' learning. |
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| K10. | Understand the use of informal and formal assessment strategies to gather data about student learning and teaching practice and the links to decision-making about next steps, including communicating and involving parents/carers in the educative process. |
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| Skills: |
| S1. | Critically reflect on links between theory, professional practice and personal experiences; share personal thoughts, opinions and experiences; and listen actively to others in professional learning communities. |
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| S2. | Demonstrate and develop teaching knowledge and skills through a 20 day professional placement, reflect critically on practice and actively seek and apply feedback from mentors and other teachers to improve teaching. |
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| S3. | Develop teaching and learning goals based on the Graduate Teacher Standards, collect evidence, present what has been achieved and consider next steps for professional learning. |
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| S4. | Communicate effectively with colleagues in the University setting and in education and community contexts. |
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| S5. | Manage, organise and use documentation including professional readings and resources. |
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| S6. | Demonstrate familiarity with the use of the inquiry process, including spirals of inquiry. |
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| S7. | Analyse and synthesise concepts and contemporary issues in educational research. |
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| S8. | Develop the capacity to frame an ethical practitioner inquiry that indicates understanding of how data is used to inform the inquiry. |
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| Application of knowledge and skills: |
| A1. | Present evidence of development towards professional readiness at a Round Table Feedback Conference. PSTs will use multiple forms of evidence (including mentor teachers' classroom observations, curriculum documentation, student feedback, personal journals and classroom artifacts) to demonstrate effective professional learning and classroom practice. |
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| A2. | Present and refine a plan for a practitioner inquiry after critical feedback from peers and lecturers. |
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| Unit Content: |
- Critical analysis of personal knowledge, skills and capacities related to effective teaching including an understanding of the Graduate Teacher Standards.
- Further examination of legal responsibilities, duty of care, the Codes of Ethics and Conduct, and moral purpose.
- Communicating with and involving parents/carers in the educative process.
- Engaging with colleagues to improve practice and understand the nature of effective professional learning.
- Extending inquiries into professional practice and developing critical, creative and reflective thinking capacities as well as interpersonal skills.
- Developing a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
- Developing a focus of inquiry that draws on learning from the program and school-based practice that makes explicit connections to the Graduate Teacher Standards.
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| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1 | Complete 20 days professional placement and present evidence of development towards professional readiness at a Round Table Feedback Conference. PSTs will use multiple forms of evidence (including mentor teachers' classroom observations, curriculum documentation, student feedback, personal journals and classroom artefacts) related to planning, teaching and assessment to demonstrate effective professional learning and classroom practice including rules and routines. Evidence must include where the PST has used early intervention techniques to focus the students on expected behaviours and high classroom expectations. | Round Table Feedback Conference after 20 days professional placement | 40-60% | | 2. | K1, K2, K3, K4, K5, K6, K7, K8, K9, K10, S1, S2, S3, S4, S5, S6, S7, S8, A2 | Prepare a proposal for a practitioner inquiry within the area of specialisation that is ethical, linked to the Graduate Teacher Standards, draws upon personal interests, and is informed by peer review and feedback from the previous placement. The proposal will form the basis for an inquiry conducted in the final placement. | Practitioner inquiry proposal | 40-60% |
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