Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This is the culminating professional experience course in the Bachelor of Education (Secondary) program and as such the end point is for preservice teachers to have achieved the Australian Professional Standards for Teachers at a Graduate stage. Becoming a teacher requires commitment and dedication to both lifelong learning and personal autonomy. This 30-day block of professional experience demonstrates a movement along a developmental continuum where preservice teachers increasingly take on the roles and responsibilities of teachers to enter a phase of critical reflection and evaluation of their growth and development. This course focuses on the lifelong importance of professional learning to improve knowledge and practice and reinforces the critical need for ongoing engagement with colleagues, parents/carers and the community to build and foster supportive relationships.
As this course contains a professional experience component in a school it is permission listed so that academic, preservice teacher risk assessment Blue Card status checks can be completed prior to enrolment.
Note: This course commences 1 week before standard Semester 2 classes.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC3605(or EDUC3099) and EDUC4615. The successful completion or concurrent enrolment in all Curriculum Studies courses, as well as a current Blue Card authorised by the School of Education.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
EDUC4715, EDUC6615
Restrictions
Entry to a Bachelor of Education (Secondary) dual Professional Year
Course contact
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
It is expected that students attend and participate in 80% of the workshops in the course
It is highly recommended that you attend the lectures in person (2 hours per week)
Professional experience block placement - 30 days (six weeks)
ﾠ
ﾠ
Aims and outcomes
- To take on the roles and responsibilities of teachers in order to ﾠenter a phase of critical reflection and evaluation of their growth and development;
- To demonstrate a commitment and dedication to both lifelong learning and personal autonomy;
- To understand the ﾠlifelong importance of professional learning to improve knowledge and practice and reinforces the critical need for ongoing engagement with colleagues, parents/carers and the community to build and foster supportive relationships;
- To have achieved the Australian Professional Standards for Teachers at a Graduate stage.
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 that take account of challenging student behaviours, and demonstrate a range of teaching strategies that engage all learners and set appropriate learning goals for students of all abilities and from broad range of backgrounds.
LO4.
Communicate effectively and confidentially with students, care givers and fellow professionals in a range of educational, social and cultural environments to support student engagement.
LO5.
Demonstrate reflective skills 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 reflection and engagement with APSTs, colleagues and mentors to identify professional learning needs and develop achievable plans for personal professional growth that will contribute to improved student learning, and 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 |
|---|---|---|---|
| Placement |
Supervised Professional Experience
|
Pass/Fail |
5/08/2024 - 13/09/2024
Report to be uploaded by 20 September |
| Portfolio |
Graduate Teacher Performance Assessment (GTPA)
|
Pass/Fail |
4/10/2024 2:00 pm |
| Essay/ Critique |
Critical Reflective essay and professional learning goals
|
Pass/Fail |
18/10/2024 2:00 pm
1500 Words |
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
Supervised Professional Experience
- Hurdle
- Mode
- Oral
- Category
- Placement
- Weight
- Pass/Fail
- Due date
5/08/2024 - 13/09/2024
Report to be uploaded by 20 September
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
Students are required to successfully complete 30 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 30 day block will comprise of observations, planning and teaching full lessons and sequences of lessons.
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. 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 and Procedures document for Professional Experience Placements.
APST: 1- 7
Hurdle requirements
Students must pass the professional experience placement in order to pass the course. Supervising teachers and the school practicum (site) coordinator will complete the Final Professional Experience Recommendations report ﾠat the end of the supervised professional experience after consultation with the University facilitator.Submission guidelines
Submit via link on Blackboard. NOTE: all students are responsible for the collection of original evaluation forms. These are to be uploaded to Blackboard on completion of the practicum. The evaluation form is to be uploaded to Blackboard no later than Friday 20th September by 2pm. Failure to upload the Final Professional Experience Recommendations report 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, as this is not the case. If you have absent professional experience days which need to be completed, you are to submit your report once these days have been completed. Please email the course co-ordinator to advise. Once the report is uploaded, your UQ facilitator will sign and re-upload the report to Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If there are make up days to complete due to absence during the professional experience, please submit the report once these days have been completed.
Graduate Teacher Performance Assessment (GTPA)
- Hurdle
- Mode
- Written
- Category
- Portfolio
- Weight
- Pass/Fail
- Due date
4/10/2024 2:00 pm
- Learning outcomes
- L02, L03, L04, L05, L06, L07
Task description
The Graduate Teacher Performance Assessment (GTPA) is an integrated assessment that connects the academic program and the professional experience, and in so doing connects research, theory and practice. The GTPA is a single culminating authentic summative assessment designed to demonstrate preservice teachers’ ability to meet the Graduate Teacher Standards and to plan, teach, assess and reflect on their final-year professional practice. The GTPA requires preservice teachers to demonstrate a capacity to interpret student data and modify and transform their teaching practices to improve student learning. This involves the preservice teacher in adapting and strategising teaching practices to meet the specific learning needs of students across the full range of abilities.
The GTPA is assessed by teacher educators within the higher education institutions (HEI). It is complementary to, but separate from, the Professional Experience Report.
The GTPA task will be assessed by your workshop tutor at university.
Refer to the “GTPA Preservice Teacher booklet" document for more information on the task.
APST: 1-7
Hurdle requirements
Students must receive 4/5 to successfully pass the GTPA. The GTPA must be passed in order to pass the course. At the discretion of the Course Coordinator, re-submissions of Assessment task 2: The Graduate Teacher Performance Assessment (GTPA) task, may be possible in the case of a student demonstrating competence in 3 out of 5 practices.Submission guidelines
Please upload your submission using the Turnitin link on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Please note- as the GTPA is an externally administered assessment piece, there are strict fidelity requirements around the completion and submission of the task. Extensions will only be granted by the course co-ordinator with appropriate and relevant documentation.
If there are exceptional circumstances which require an extension request longer than 7 days, please discuss this first with the course co-ordinator.
Late submission
Late submission of assessment without approved extension request via myUQ system will result in a failing grade.
Critical Reflective essay and professional learning goals
- Hurdle
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- Pass/Fail
- Due date
18/10/2024 2:00 pm
1500 Words
- Learning outcomes
- L06, L07
Task description
Critical reflection and identifying professional learning goals are key components of improving knowledge and practice to become an effective teacher, and as such these processes have been recurring themes throughout the three professional experience courses in the Bachelor of Education (Secondary) dual degree program.
Having now completed 80 days of professional experience in schools you are to critically reflect on your knowledge and practice so far and formulate professional learning goals in preparation for your entry to the teaching profession.
You are to prepare a 1500-word critically reflective narrative that will conclude with five professional learning goals for how you aim to demonstrate a positive impact of your teaching on student learning once you become a graduate teacher. Your response should draw on your critical reflections throughout each professional experience course, feedback provided by supervising teachers, the Graduate Teacher Performance Assessment (GTPA) and the evolution of your identified professional learning goals and personal teaching philosophy.
Within your critical narrative you should ensure that you demonstrate an understanding of the following focus areas and their ongoing importance as you progress through the profession:
1.The role of the Australian Professional Standards for Teachers in identifying professional learning needs;
2. The relevant and appropriate sources of professional learning for teachers;
3. Strategies for working effectively, sensitively and confidentially with parents/carers;
4. Strategies for involving parents/carers in the educative process;
5. Strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement;
6. The role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
In order to engage in analysis and synthesis you must refer to academic literature throughout your critical reflection narrative (you should aim to include 8-10 references in your reference list).
APST: 3.7, 5.5, 6.1, 6.2, 7.3, 7.4
Hurdle requirements
Students must successfully pass this task in order to pass the course.Submission guidelines
Submit via Turnitin link on 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.
Late submission
Late submission of assessment without approved extension request via myUQ system will result in a failing grade.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: In order to pass EDUC4625, students must pass each assessment task. AND Meet the requirements of participation in and 80% attendance at workshops. 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 require level of competence in any one of the assessment tasks listed above. |
Supplementary assessment
Supplementary assessment is not available for some items in this course.
If you receive a grade of N for this course, you may be eligible for supplementary assessment depending on the reason that you have failed. EDUC4625 has partial exemption as it includes a supervised professional experience. Supplementary assessment may be offered to allow you to meet the minimum passing requirements except in circumstances where course failure is based on failure of supervised professional experience.
Additional assessment information
Students are expected to attend and participate in 80% of the workshops.ﾠ An alternative task/s due for completion ﾠprior to the commencement of the professional experience ﾠmay be requiredﾠ at the discretion of the Course Coordinator due to lack of attendance at workshops.
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
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
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.
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 (15 Jul - 21 Jul) |
Lecture |
An introduction to the course, final professional experience and GTPA
APST: 1-7 Learning outcomes: L01, L02, L03, L05, L08 |
Workshop |
Using data and evidence to inform the teaching cycle
APST: 1.1-1.6, 2.1-2.6, 3.1-3.5 Learning outcomes: L02, L03, L04, L05 |
|
Week 2 (22 Jul - 28 Jul) |
Lecture |
Planning, teaching, assessing and feedback
APST: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 2.6, 3.3, 3.4, 4.1, 5.1-5.5 Learning outcomes: L02, L03, L04, L05 |
Workshop |
Planning, teaching, assessing and feedback
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 2.5, 2.6, 4.1, 5.1-5.5, 7.3 Learning outcomes: L02, L03, L04, L05 |
|
Week 3 (29 Jul - 04 Aug) |
Lecture |
Reflection and appraisal of teaching practice; Engaging with parents and caregivers
APST: 5.1, 5.4, 6.4 Learning outcomes: L05 |
Workshop |
Reflection and appraisal of teaching practice
APST: 1.1, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2 Learning outcomes: L05 |
|
Multiple weeks From Week 4 To Week 9 |
Placement |
Final professional experience placement
APST: 1-7 Learning outcomes: L01, L02, L03, L04, L05, L06, L08 |
Week 10 (16 Sep - 22 Sep) |
Lecture |
GTPA summary and Employment
APSTS: 1-7 Learning outcomes: L02, L03, L04, L05, L07 |
Workshop |
Professional experience debrief and GTPA summary
APST: 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 Learning outcomes: L02, L03, L04, L05 |
|
Week 11 (30 Sep - 06 Oct) |
Lecture |
Reflection on your program journey
APST: 6 Learning outcomes: L06 |
Workshop |
Professional engagement as a teacher
APST: 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 Learning outcomes: L06 |
|
Week 12 (07 Oct - 13 Oct) |
Workshop |
Reflection on your prgram journey
APST: 6-7 Learning outcomes: L04, 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:
- Placement
- Working with Children
- Fitness to Practise
- Student Travel Procedure