Extended Practicum

Unit Outline (Higher Education)

   
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Effective Term: 2024/20
Institute / School :Institute of Education, Arts & Community
Unit Title: Extended Practicum
Unit ID: EEBED4104
Credit Points: 30.00
Prerequisite(s): (EEBED3102 and EEBED3103) OR (EEBED3105 and EEBED3106)
Co-requisite(s): Nil
Exclusion(s): Nil
ASCED: 070103
Other Change:  
Brief description of the Unit

This unit is the fourth in a sequence of four courses of professional experience designed to develop students' competencies as professional teachers. It comprises an extended supervised teaching experience block of 30 days in a primary/Special Education school (P-6) or either a primary or a secondary school (p-10). It occurs after a series of non-assessed days designed to introduce the Pre Service Teachers (PSTs) to the School's pedagogies, philosophy and culture.

During the placement PSTs will connect and extend the coursework undertaken at university by engaging in practical and constructive experiences.

PSTs explore more deeply the complexities of teaching and learning through their own and the supervisor’s practice; plan and teach lessons, develop learning activities and assessment tasks and systematically reflect on how past teaching experiences compare with teaching in the school setting. As the year progresses, PSTs take on the role similar to that expected of beginning teachers.

By the end of this placement, the PSTs should apply knowledge and skills as set out below and in consideration of the Professional Teaching Standards and in line with the Graduate Teacher Performance Assessment (GTPA). All evidence will support the Round Table Conference which occurs in Term 4 and is the opportunity for PSTs to present their growth and learning.

University based pre placement seminars will augment students' exploration of their professional learning and post placement sessions will be undertaken to reflect on the professional experience and finalise the documented evidence of professional practice, professional knowledge and professional engagement as articulated in the Australian Professional Standards for Teachers (Graduate Level).

Grade Scheme: Graded (HD, D, C, P, MF, F, XF)
Work Experience Indicator:
No work experience
Placement Component:Yes - days
Supplementary Assessment:No
Supplementary assessment is not available to students who gain a fail in this Unit.
Course Level:
Level of Unit in CourseAQF Level(s) of Course
5678910
Introductory                                                
Intermediate                                                
Advanced                                        
Learning Outcomes:
Knowledge:
K1.

Contextualise and extend knowledge and skills considered within the Bachelor of Education programs in order to provide a strong basis for ongoing professional learning

K2.

Gain an understanding of the depth, complexity and constraints of primary or secondary school environments through observation and participation in learning activities in a school setting, through teaching and reflecting on learning

K3.

Know and understand learning theory and practice applicable to the particular teaching disciplines

K4.

Demonstrate understanding of professional practice, professional knowledge and professional engagement as articulated in the Australian Professional Standards for Teachers (Graduate Level)

 

Skills:
S1.

Reflect upon learning at University and in schools and upon teaching practice

S2.

Articulate and explore questions that arise from observations in the learning setting, reading, research and practice

S3.

Engage sensitively and ethically with all stakeholders across the school community

S4.

Effectively utilise a broad range of communication modes and technologies in their roles as professional teachers.

Application of knowledge and skills:
A1.Set personal learning goals (Form A) and document evidence of professional practice, professional knowledge and professional engagement as articulated in the Australian Professional Standards for Teachers (Graduate Level) in the GTPA e-portfolio
A2.Bring insights from school-based experiences to Federation University at the end of the assessed block and share these in professional conversations with peers and lecturers via a Round Table conference
A3.Critically reflect upon practice and feedback regarding personal teaching performance through Form C (Self Reflective Log)
A4.Plan, teach and evaluate so that student learning is effectively and clearly conceptualised and organised throughout the assessed block
A5.

Work collaboratively within the staff team, and communicate effectively with students, UMs, MTs and other professionals, colleagues and parents.

Unit Content:

• Observing and participating in teaching practice – analysis and development of qualities needed for effective teaching;
• reflecting on learning and teaching and applying developing communication skills and positive relationships in teaching;
• understanding and developing personal learning goals;
• developing and trialling classroom management strategies;
• implementing effective structures for fostering student engagement in clear, challenging and achievable learning activities;
• developing professional organisational and information management approaches;
• planning assessment procedures and monitoring student progress in specific curriculum areas
• recognising and studying occupational health and safety issues in school settings.

Graduate Attributes:
 Learning Outcomes AssessedAssessment TasksAssessment TypeWeighting
1.K1, K2, K3, K4 S1, S2, S3, S4 A1, A3, A4, A5 Observe and evaluate learning activities or lessons on a daily basis and complete EDBED4104 Assessment Report in collaboration with Mentor Teacher.
 		Form A: Assessment Report -Online submission Mentor report on PST's performance in professional experience placement 100%
2.K1, K3, K4 S1, S2 A2, A5 Pre Placement:
Attend scheduled pre-placement sessions
Complete Form B: EBED4104 Learning Log to reflect GTPA Practice tasks
Submit required legal documents
 		Attendance and participation Form B: Learning log GTPA Practice tasks Scanned Legal Documents: online submission S/N
3.K1, K2, K3, K4 S1, S2 A1, A2, A5 Post placement:
Attend post placement Round Table conference to present evidence as per GTPA tasks
 		Attendance and participation Form B: Learning Log GTPA Practice Tasks Form C: Reflective Report completion S/N
4.K1, K2, K3 S1, S3 A1, A3, A4, A5

Student at Risk Program (STAR) UMs and MTs play a vital role in early identification of PST difficulties with the placement. Students considered at risk of failure will be placed on the STAR program to identify problems and implement restorative actions in collaboration with the Program Coordinator MT, UM and the PST.

Completed STAR report Notification to Professional Experience office An unsatisfactory result for professional experience may result in the PST being suspended from the Program. S/N
Adopted Reference Style:
APA  

Professional Standards / Competencies:
 Standard / Competency
1.Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial
AttributeAssessedLevel