| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Engaging Professionally 3 |
| Unit ID: | EDMAS6228 |
| Credit Points: | 30.00 |
| Prerequisite(s): | (EDMAS6125) (EDMAS6042 or EDMAS6048) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDMAS6127 and EDMAS6128) |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is the third in a suite of units designed to enable pre-service teachers (PSTs) to critically attend to, participate in and experience, the many facets of professional engagement in teaching. PSTs create and experience a professional learning community where learning is enhanced through social processes, dialogue and personal reflection. PSTs will critically examine teaching and learning experiences in professional placement settings and make connections to prior learning. They will focus on bigger picture issues such as the emotional work of teachers, the changing culture of schooling and school improvement issues as well as their own personal questions, investigations and insights.
This unit supports PSTs professional experience in the Master of Teaching course in which PSTs complete 35 days in an education setting. Students are required to complete the activities outlined in Professional Experience Assessment Report (Form A). This will take place in collaboration with their school-based Mentor Teacher in the education setting in which the placement occurs (as indicated below). The students will also document their professional learning in the Professional Experience Pre Service Teacher Learning Log (Form B) supported by their assigned University Mentor. |
| 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 - 35 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. | Continue inquiries into professional practice related to teaching and learning, identifying significant questions, conducting research, trialing 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. | Articulate personal theories, use the language of learning, and describe and justify the approaches they use as teachers. |
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| K8. | Justify planning decisions, selection and modification of teaching practices, assessment and feedback approaches and explain ethical judgements. |
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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. | Extend networks with professional associations to enhance professional learning. |
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| Application of knowledge and skills: |
| A1. | Participate in a 35 day professional experience in a school. The Professional Practice Report is completed by classrom mentor teacher/s. |
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| A2. | Conduct a teacher performance assessment (AfGT) linked to the Australian Professional Standards for Teachers, involving planning, teaching and assessment elements and a fourth scenario-based online element. |
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| 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 and receiving feedback from school principals.
• 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 | | 1. | K1, K2, K3, K4, K5, S1, S2, S4, S5, S6, S7, S8, A1 | 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 | 50-70% | | 2. | K1, K2, K4, K5, K6, K7, K8, S1, S2, S3, S4, S5, S6, S7, S8, S9, A2 | 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 | 30-50% | | 3. | K1, K2, K4, K5, K6, K7, K8, S1, S2, S3, S4, S5, S6, S7, S8, S9 | Design a lesson plan and accompanying rationale that explicitly addresses cultural responsiveness and supports First Nations and EAL/D learners in achieving curriculum outcomes. The task will assess your ability to integrate inclusive practices, adapt teaching strategies, and collaborate with families and communities. | Lesson Design | 10% |
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