Course coordinator
Mrs Brianna Bright
Please email me if you would like to make a time to meet with me.
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 (Primary) 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 35-day (7 week) 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, students are required to have a valid Blue Card for the duration of the placement.
Note: This course commences 1 week before standard Semester 2 classes.
Becoming a teacher is a complex process requiring development and personal growth in a wide range of skills. The professional experience or school placement provides the essential conduit for the students to develop through observation of practitioners and allows them to demonstrate their own skills in teaching-based activities. This course is developmental and builds on the earlier courses; Introduction to Professional Experience and Professional Experience 1 and 2. This course will further build on the block practicum experiences of Professional Experience 1 and 2. This school based experience provides the basis on whichﾠstudents can draw, to demonstrate their meeting of the Australian Professional Standards for Teachers (graduate level) through practice and the Graduate Teacher Performance Assesment (GTPA).
ﾠ
Course requirements
Assumed background
It isﾠrequired that students enrolled in EDUC4750 will have successfully completed EDUC1740, EDUC2740 and EDUC3750 and have a Blue Card current for the semester.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Successful completion of EDUC3750 (Primary Professional Experience 2) and hold a current Blue Card authorised by the School of Education.
Companion or co-requisite courses
You'll need to complete the following courses at the same time:
EDUC4703 or EDUC4706 (Honours stream)
Restrictions
Entry to the Bachelor of Education (Primary) and Bachelor of Education (Primary)(Honours) programs.
Jointly taught details
This course is jointly-taught with:
Lecture is shared with EDUC7540
Course contact
Lecturer
Mrs Brianna Bright
Please email me if you would like to make a time to meet with me.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note: 80% attendance and participation in workshops is expected.
Lectures:
Monday 12.00pm-2pm
Workshops:
Workshops will be held twice per week. Students are to attend both workshops for your workshop group each week. Each group will have a different tutor.
Workshop Group 1:
Monday 2.00-4.00pm
Wednesday 12.00-2.00pm
Workshop Group 2:
Monday 2.00-4.00pm
Wednesday 12.00-2.00pm
ﾠ
Aims and outcomes
This courseﾠbuilds on earlier professional experience and curriculum courses included in the program. Learning experiences are structured to challenge and support preservice teachers as they develop a personal pedagogy informed by current best practice.ﾠ
The course aims to provide preservice teachers with the opportunity to:
- graduate as teachers who can contribute innovatively and creatively to addressing the educational challenges of changing social andﾠ community demands and the impact of technological change;
- develop an understanding of teaching as a dynamic and challenging form of professional work;
- further develop an understanding ofﾠteaching and learning within the contexts of rapidly changing primary educational environments;
- further develop the professional knowledge andﾠskills of pre-service teachers to the standards required for registration by the Queensland College of Teachers.
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, 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 skills of critical reflection to evaluate student learning and assessment data, as well as to 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 that will contribute to improved student learning. 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 |
Policy and Procedures document
|
Pass/Fail |
25/07/2024 2:00 pm |
| Placement |
Supervised Professional Experience
|
Pass/Fail |
29/07/2024 - 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 |
23/10/2024 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
Policy and Procedures document
- Hurdle
- Mode
- Written
- Category
- Quiz
- Weight
- Pass/Fail
- Due date
25/07/2024 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.
APST: 7.1, 7.2
Statement:
I have read, understood and will abide by, the 2024 Policies and Procedures for Professional Experience Placements.
Hurdle requirements
Students must complete this task in order to undertake the professional experienceSubmission guidelines
Declaration Statement on Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Supervised Professional Experience
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
29/07/2024 - 13/09/2024
Report to be uploaded by 20 September
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
Task Description: Students are required to successfully complete 35 days of supervised block professional experience in an approved school setting.
All students are expected to have read and understood and will abide by the Policies and Procedures for Professional Experience document.
Preservice teachers are required to attend:
· On each school day as for full time teaching staff at the school.
· Before the scheduled start time for the school's students (usually a minimum of 30 minutes) for preparation; consultation with supervising and resource/support staff; submission of lesson plans for subsequent days; other school activities.
· After the scheduled finish time for the school's students (usually a minimum of 30 minutes) for consultation with supervising staff or participation in staff meeting or similar scheduled school activities.
· Preservice teachers must sign an attendance record on each school day at the time of arrival at or departure from the allocated placement school.
Preservice teachers are required to adhere to the Policies and Procedures for Professional Experience as set out by the School of Education. Students who fail to adhere to the Polices and Procedures will be in breach and may have their placement withdrawn.
APST: 1.1, 1.3, 1.5, 2.1, 2.5, 3.2, 3.3, 3.4, 4.1-4.4, 5, 6.3, 7.1, 7.2
Hurdle requirements
The professional experience placement must be passed 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 facilitatorSubmission guidelines
Via Blackboard link. It is your responsibility to upload the Final Professional Experience Recommendations report to Blackboard in order for the UQ facilitator to sign the report. This MUST be uploaded to the Blackboard site no later than 2pm 20 September. Your facilitator will re-upload the report to Blackboard once they have signed it.
The university will not consider the report finalised until it contains the following signatures: preservice teacher, supervising teacher, school coordinator and UQ facilitator. If you have absent days to make up please advise the course coordinator and upload your report once these days have been completed.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If you have make up days to complete due to absence during the professional experience, please upload the final 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, resubmissions of Assessment task 3: 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 before the due date by the course coordinator 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 coordinator.
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
23/10/2024 2:00 pm
- 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 four professional experience courses in the Bachelor of Education (Primary) 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 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 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: Attendance and participation at 80% of workshops Satisfactory completion of supervised professional experience Satisfactory completion of the Graduate Teacher Performance Assessment (GTPA) Satisfactory completion of the Critical Reflective Essay and professional learning goals ALL assessment tasks must be passed in order to receive a passing grade. |
| F |
Course grade description: The student has not demonstrated the required 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.
ﾠIf you receive a grade of N for this course, you may be eligible for supplementary assessment depending on the reason that you have failed. EDUC4750 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.
Late submission of assessment without approved extension request via myUQ will result in a failing grade.
ﾠ
The following applies to all assessment 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.
ﾠ
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass these assessments, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Release of assessment item marks and feedback
In addition to the mark 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, 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 at:ﾠ https://ppl.app.uq.edu.au/content/3.10.02-assessment#Procedures
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, L08 |
Workshop |
Using data and evidence to inform the teaching cycle
APST: 1.1-1.6, 2.1-2.6, 3.1-3.5, 5.1-5.5 Learning outcomes: L02, L03, L05 |
|
Workshop |
Plan, teach and assess
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2,2.3,2.4, 2.5, 2.6, 3.1-3.5, 4.1, 5.1-5.5, 7.3 Learning outcomes: L02, L03, L04, L05 |
|
Week 2 (22 Jul - 28 Jul) |
Lecture |
Parental/carer engagement and Classroom management
APST: 1, 3, 4, 5.4, 7.3 Learning outcomes: L02, L03, L04, L05 |
Workshop |
Assessing, feedback and reporting; reflecting
APST: 1.1, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 5.3, 5.5, 6.3 Learning outcomes: L02, L03, L04, L05 |
|
Workshop |
Appraising teaching practice
APST: 1,2,3,4,5 Learning outcomes: L05 |
|
Multiple weeks From Week 3 To Week 9 |
Placement |
Professional Experience Placement (Prac)
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:1-6 Learning outcomes: L02, L03, L04, L05 |
|
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 11 (30 Sep - 06 Oct) |
Lecture |
Reflection on your program journey
APST: 6 Learning outcomes: L06 |
Workshop |
Critical Reflective essay and learning goals and GTPA
APST: 1-7 Learning outcomes: L06 |
|
Workshop |
Moving forward as an early career teacher
APST: 6.1, 6.2, 6.3, 7.3, 7.4 Learning outcomes: 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