Course coordinator
Dr Andrew Beencke
If you would like to meet with me, please contact me to arrange a time.
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Becoming a teacher requires commitment and dedication to lifelong professional learning and personal growth through critical reflection. This course provides a further introduction to teaching through workshops and a 20-day (4 week) block practicum. Observation of practice will be provided to enable the opportunity to improve practice. Practice in the design and implementation of units/lessons will also be a feature of this course. The focus of this course is on the relationship between the national professional standards for graduate teachers and the work of a teacher. This course is developmental and builds on EDUC2740, providing a basis for the subsequent course, EDUC4750. The course will also build on and incorporate knowledge previously developed in the Bachelor of Education (Primary) program. Blue Cards current through the period of the practicum are mandatory.
- As this course contains a professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
Course requirements
Assumed background
It is assumed that students have successfully completed EDUC1740 and EDUC2740 in order to enrol in EDUC3750.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Successful completion of EDUC2740 Primary Professional Experience 1 and hold a current Blue Card authorised by the School of Education.
Restrictions
Entry to the Bachelor of Education (Primary) program.
Course contact
Lecturer
Dr Andrew Beencke
If you would like to meet with me, please contact me to arrange a time.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
PLEASE NOTE: There is an 80% attendance requirement in the workshops to pass this course.ﾠYou must attend in person and participate in activities.
Pre-placement workshops: 3 x 2-hour Workshops
Post-placement workshops: 6 x 2-hour Workshops
There are 9 workshops in total, which means you can only miss 1 without falling below the 80% mark.
Aims and outcomes
- Observation of practice will be provided to enable the opportunity to improve practice.ﾠ
- Continued practice in the design and implementation of units/lessons will also be a feature of this course.ﾠ
- A focus on the relationship between the Australian professional standards for graduate teachers and the work of a teacher.
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of schools as workplaces and be familiar with the statutory, ethical and other requirements that govern the work of teachers in schools.
LO2.
Demonstrate the application of professional and disciplinary knowledge to engage with curriculum, pedagogy, assessment and reporting of student outcomes, and use this knowledge to design lesson plans and learning experiences.
LO3.
Create inclusive, supportive and intellectually challenging educational environments, use a range of resources including ICT and a range of teaching strategies that engage all learners, and set appropriate learning goals for students of all abilities and from a broad range of backgrounds.
LO4.
Demonstrate a range of verbal and nonverbal communication strategies to support student engagement.
LO5.
Demonstrate skills of critical reflection to evaluate student learning and assessment data, and make informed decisions regarding student learning and required modifications to teaching practices.
LO6.
Demonstrate skills of and purpose for critical reflection and engagement with APSTs, colleagues and mentors to identify professional learning needs and develop achievable plans for personal professional growth. In doing so, effectively engage with constructive feedback through the stages of preservice teaching and beginning teaching.
LO7.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO8.
Demonstrate all teaching and professional requirements of the professional experience placement.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Policies & Procedures for Professional Experience
|
Pass/Fail |
2/08/2024 2:00 pm |
| Placement |
Professional Experience (Report)
|
Pass/Fail |
12/08/2024 - 6/09/2024
Forms are to be uploaded to Blackboard at the half-way point and then on completion of the practicum. The Interim Report form (or At Risk) form is to be uploaded by Monday the 26th of August, 2pm. The Final Evaluation form is to be uploaded no later than Friday the 13th of September, 2pm. |
| Notebook/ Logbook, Reflection |
Professional practice log and Reflective essay
|
Pass/Fail |
20/09/2024 2:00 pm |
| Reflection |
Personal development plan and critical reflection
|
Pass/Fail |
25/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Policies & Procedures for Professional Experience
- Hurdle
- Mode
- Written
- Category
- Quiz
- Weight
- Pass/Fail
- Due date
2/08/2024 2:00 pm
- Learning outcomes
- L01, L08
Task description
Students must read the Policies and Procedures for Professional Experience Placements document and respond to the statement declaration on Blackboard by the due date. Failure to do so will result in a withdrawal of the placement and the awarding of a grade of Fail for the course.
Hurdle requirements
Students must read the Policies and Procedures for Professional Experience Placements document and respond to the statement declaration on Blackboard by the due date with: I have read, understood and will abide by the 2024 Policies and Procedures for Professional Experience Placements. Failure to do so will result in a withdrawal of the placement and the awarding of a grade of Fail for the course.Submission guidelines
Completion of declaration statement on Blackboard to acknowledge that the student has read, understood and will abide by the policies and procedures.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Professional Experience (Report)
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
12/08/2024 - 6/09/2024
Forms are to be uploaded to Blackboard at the half-way point and then on completion of the practicum.
The Interim Report form (or At Risk) form is to be uploaded by Monday the 26th of August, 2pm.
The Final Evaluation form is to be uploaded no later than Friday the 13th of September, 2pm.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
Students are required to successfully complete 20 days of a supervised and assessed professional experience block placement in an approved school setting. The placement will be arranged only by the School of Education.
The 20-day block will comprise of observations, hands-on classroom assistance, planning and teaching segments of lessons, full lessons and moving to sequences of lessons.
- The first 2 to 3 days to be observation and settling into school environment and context, as well as planning and consulting with supervising teacher(s) for future teaching
- Teaching segments of lessons towards end of Week 1 moving to full lessons start of Week 2
- Sequences of lessons to start towards end of Week 3 until end of placement.
- By the end of the placement students should be teaching 50% of a full-time teaching load
- Preservice teacher observations continue throughout placement
During the practicum, students are expected to demonstrate competence across the APSTs. To do this, students will demonstrate that they have undertaken the inherent requirements of the role of a teacher. This means that students at the very least, will be expected to:
- attend the school at least half an hour before and after school start and finish times to discuss that day's and subsequent days' expectations
- attend any meetings held during the time of the practicum, e.g. year level/departmental or whole of staff meetings or any professional development meetings where attendance is approved by the school,
- participate in extracurricular activities etc available during the block.
Students are expected to have read, and abide by the School of Education Policies & Procedures document for Professional Experience Placements.
Hurdle requirements
NOTE: All students are responsible for the collection of original evaluation forms. Failure to upload the practicum evaluation forms to the link on the Blackboard site may result in a failing grade being awarded for the course. Please do NOT assume that your teacher will forward the form to the university or that the teacher will upload the form to Blackboard.Submission guidelines
Upload via link on Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Professional practice log and Reflective essay
- Hurdle
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Notebook/ Logbook, Reflection
- Weight
- Pass/Fail
- Due date
20/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
Part A – Professional practice log
During your four-week professional experience placement you are to keep a log of items collected, created, presented, and/or modified/adapted that could be used as evidence to demonstrate your fulfilment of Standards Three, Four and Five of Domain Two - Professional Practice. You are to use the attached professional practice log to record, annotate and map your chosen items against the standards and the specific focus areas. You are required to record 5 items - ideally you should aim to include items that address multiple focus areas and standards. Your annotation for each item should be approximately 150-200 words and should explain how the item demonstrates the identified focus areas (refer to the Graduate level descriptors to guide your annotations).
The chosen items must be attached as appendices to your professional practice log.
Part B – Critical reflection: Positive impact on student learning
You are to critically reflect on how you were able to demonstrate a positive impact of your teaching on student learning during your four-week block. The focus on impact does not imply that you must show evidence of student growth on national or jurisdictional standardised tests. Rather the focus is on demonstrating the impact that you as a preservice teacher have had on student learning.
You are to prepare a 1000-word essay that critically reflects on the positive impact of your teaching on student learning. Evidence of the impact on student learning could take the form of a case study. You may choose to collect, interpret and use data sources/evidence to inform and then adjust your teaching to impact on student learning. This data may be from student, classroom, school and/or systemic levels. For example, you could analyse selected work samples from one student early and later in your professional experience block, or you could consult with one student of interest to inform your identification of learning needs and then again at the end of the placement to identify where learning or development has occurred.
It is recommended that some of the items collected in Part A should be linked to this task and should be the evidence you use to inform and prepare your critical reflection.
Hurdle requirements
Students must submit and meet the minimum requirements set out in the marking criteria to pass.Submission guidelines
Link via Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Personal development plan and critical reflection
- Hurdle
- Mode
- Written
- Category
- Reflection
- Weight
- Pass/Fail
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L06, L07, L08
Task description
You are required to complete a personal development plan (PDP) to identify your professional learning needs so far in your teacher preparation program. Using the PDP template on the course Blackboard site you are to evaluate your performance and knowledge against the Australian Professional Standards for Graduate Teachers. You should also refer to feedback provided by your supervising teacher(s) during your placement to assist your evaluation (e.g. lesson feedback, final evaluation).
Using your personal development plan, you are required to write a 1500 word critically reflective narrative where you reflect on your performance during the four-week professional experience block and your courses covered in this program; and identify where you need to improve your practice to better meet the learning needs of both yourself and your students. You should revisit the three professional learning goals that you identified in Primary Professional Experience 1.
You will also need to reference relevant literature that supports your analysis of your development and the ways in which you are seeking personal growth (e.g. consider theories on reflective practice, pedagogy, learning etc.). As a guide, it is suggested that you use 8-10 references in total, using APA 7th edition.
You should identify the ways in which your philosophy of teaching has evolved and changed since your first professional experience placement. You should also identify and explain the strategies that you will put into place before and during your final professional experience and how these strategies will enhance your practice.
Hurdle requirements
Students must submit and meet the minimum requirements set out in the marking criteria to pass.Submission guidelines
Link via Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: Attendance at and participation in 80% of workshops Attendance at the Seminar Satisfactory completion of the Policies and Procedure document Satisfactory completion of supervised practicum Satisfactory completion of the Log and Essay Satisfactory completion of the PDP and Essay ALL assessment tasks must be passed in order to receive a passing grade. Participation refers to your engagement in tutorials in ways that reflect the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards for Teachers. |
| F |
Course grade description: The student has not demonstrated the required level of competence in any one of the assessment tasks listed above and/or has not met the attendance or participation requirements. Students who do not successfully complete all tasks identified for this course will be assigned a failing grade. |
Additional course grading information
Final grades for this course
To pass this course you must attend at least 80% of the workshops and pass all assignments.
For example:
The final overall grade for a student would be an (F) fail if they were to:
Attend and participate in at least 80% of workshops
Receive a pass for (A1) the Policies and Procedure document
Receive a pass for (A2) the supervised practicum
Receive a pass for (A3) the log and essay
Receive a fail for (A4) the professional development plan and essay
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
The following applies to all assessments in this course:ﾠ
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Own copy required
You'll need to have your own copy of the following reading resources. We've indicated below if you need a personal copy of the reading materials or your own item.
| Item | Description |
|---|---|
| Book |
Success in professional experience: building relationships in educational settings
by Dyson; Michael; Plunkett; Margaret; McCluskey; Kerryn - 2018 Edition: 2nd ed Publisher: Cambridge University Press ISBN: 9781108445610; 9781108550703 |
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Preparing for professional practice This lecture aims to clarify the legislative, school and employing authority requirements, and ethical principles and practices in the teaching and learning process. We will cover the standards, legal issues, code of ethics, statutory obligations including occupational safety and child protection policies, as well as school visit protocols. Learning outcomes: L01, L08 |
Workshop |
Preparing for professional practice In this workshop we will explore how you can best prepare for and make the most out of your professional practice experience. The focus will be on the practicalities of professional experience and establishing positive professional relationships with various stakeholders. We will also further clarify the assessment requirements and available resources. Learning outcomes: L01, L08 |
|
Week 2 (29 Jul - 04 Aug) |
Lecture |
Preparing for teaching and learning In this lecture we aim to deepen your understanding of the qualities of an excellent teacher, and the pedagogical knowledge required for effective lesson planning and implementation. Learning outcomes: L01, L02, L03, L06 |
Workshop |
Preparing for teaching and learning In this workshop the aim is to prepare you for the practicalities of planning, implementing and reflecting upon lessons across a range of subjects. We will also engage in ongoing critical reflection, goal setting and planning to prepare you for success in professional placement and subsequent assessment requirements. Learning outcomes: L01, L02, L03, L06 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Preparing for classroom management In this lecture we will cover the key ideas related to fostering positive relationships in the classroom, and effective behaviour management strategies. The focuses will include creating safe and supportive environments, differentiation, organisation, establishing expectations, communication and observation. Learning outcomes: L01, L03, L04 |
Workshop |
Preparing for classroom management In this workshop we will dig deeper into and practice specific strategies related to behaviour management. We will also engage in ongoing critical reflection, goal setting and planning to prepare you for success in professional placement and subsequent assessment requirements. Learning outcomes: L01, L03, L04 |
|
Multiple weeks From Week 4 To Week 7 |
Practical |
Professional Experience 4 weeks (20 days) of full time supervised practicum in a school setting. Observations, planning and teaching segments and full lessons. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Reflection on placement In this lecture we will explore reflective and reflexive approaches to personalised professional development, and connect these with your own experience and upcoming critical reflections. Learning outcomes: L02, L03, L05, L06 |
Workshop |
Reflection on placement In this workshop will largely involve a debrief after professional experience, and sharing strategies and resources from the professional experience placement. Learning outcomes: L02, L03, L05, L06 |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
Know students and how they learn In this lecture we will look at the physical, social and intellectual development and characteristics of students and how these might effect learning and the implications for teaching. Learning outcomes: L01, L02, L03, L04, L06 |
Workshop |
Know students and how they learn In this workshop we will further explore strategies around differentiating for the diversity of learning needs in the classroom. Learning outcomes: L01, L02, L03, L04, L06 |
|
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Using assessments and data in the classroom This lecture will explore assessment data within a primary context (systemic data, school, class) is used to evaluate student learning, provide feedback, and modify teaching practice. Learning outcomes: L01, L02, L03, L05, L06 |
Workshop |
Using assessments and data in the classroom The workshop will focus on various in-class formative and summative assessment practices, and how to provide feedback to guide student learning. Learning outcomes: L01, L02, L03, L05, L06 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Plan for & implement effective teaching & learning In this lecture we will explore evidence-based teaching strategies for designing lessons across a range of subjects. Learning outcomes: L01, L02, L03, L04, L06 |
Workshop |
Plan for & implement effective teaching & learning In the workshop we will focus further discuss and practice different teaching strategies. Learning outcomes: L01, L02, L03, L04, L06 |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
Parental engagement In this lecture we will explore how you can make meaningful connections with parents to support student learning and well-being. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Workshop |
Parental engagement The workshop will build upon previous learning related to professional development, goal setting, and reflection. The focus will be on making meaningful connections with parents to support student learning and well-being. We will discuss the AITSL standards in preparation for the final critical reflection. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 13 (21 Oct - 27 Oct) |
Lecture |
Big picture planning across the curriculum This lecture explores how teachers consider the broader needs of their students by incorporate the general capabilities including critical and creative thinking; digital literacy; ethical understanding; intercultural understanding and personal and social capability; numeracy and literacy to enhance the learning opportunities and broader development of students in their classroom. Learning outcomes: L02, L03, L04, L05, L06 |
Workshop |
Big picture planning across the curriculum In this workshop we will look at practical strategies and target areas of the curriculum for developing the general capabilities in the classroom, including critical and creative thinking; digital literacy; ethical understanding; intercultural understanding and personal and social capability; numeracy and literacy. Learning outcomes: L02, L03, L04, L05, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: