Course coordinator
Ms Jennifer Levitt
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course focuses on building knowledge and skills for teachers and administrators in supervision and mentoring. The course will enable students to facilitate teachers' professional growth at all stages of their teaching careers including preservice teaching, beginning teaching and inservice teaching.
This course may not be offered in person if the enrolment is less than 10 students.
Working in today's rapidly changing world requires an ongoing commitment to career long learning and professional development.ﾠWith the introduction of professional standards in many fields including teaching, there is an expectation that professionals will engage in reflective practice and ongoing professional renewal.ﾠParticipation in continuing professional development, supervision and mentoring may contribute to meeting such expectations. Colleagues, advisors, supervisors and mentors may assist professionals continue to learn and grow across their professional lifespans. EDUC7020 Professional Development, Mentoring and Supervision is intended to assist professionals become conversant with the topics of reflection, learning, supervision, mentoring, continuing professional development, and collaborative inquiry.ﾠIt focuses on building knowledge and skills for teachers and administrators in supervision and mentoring to enable them to facilitate teachers' professional growth at all stages of a teaching career including preservice teaching, beginning teaching and in-service teaching.
Course requirements
Restrictions
In person offering may be cancelled unless a minimum of 10 students enrol.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course has Internal and External offerings and will be run in a hybrid environment with simultaneous synchronous in-person and online delivery.
Course contact
Lecturer
Ms Jennifer Levitt
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aims of the course are to develop knowledge and skills in relation to:
- Continuing professional development
- Supervision
- Mentoring
- Working with beginning teachers and facilitating induction into the teaching profession
- Supervising, mentoring and appraising professional colleagues
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the theoretical bases of professional development, mentoring and supervision.
LO2.
Demonstrate the application of professional development, mentoring and supervision in work settings.
LO3.
Demonstrate ethical and professional conduct in professional development, mentoring and supervision.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Assessment Item One - Reflective Journal | 20% 1200 words |
26/08/2025 2:00 pm |
| Paper/ Report/ Annotation | Assessment Item Two - Literature Review | 35% 2000 words |
23/09/2025 2:00 pm |
| Portfolio | Assessment Item 3 - Professional Learning Plan | 45% 1200 Words |
28/10/2025 2:00 pm |
Assessment details
Assessment Item One - Reflective Journal
- Mode
- Written
- Category
- Reflection
- Weight
- 20% 1200 words
- Due date
26/08/2025 2:00 pm
Task description
Assessment task one requires you to complete three reflective journal entries. These should provide an overview of your learning and engagement with the course materials.
Using the ‘Five Rs’ (Bain et al, 1999), you will undertake a process of thinking critically about your learning, your responses to the learning and how you will take that forward into your professional practice in the future.
You will complete three reflections in total of 400 words each (total word count: 1200).
You must have a range of examples of learning materials including:
- Lectures
- Readings
- Online materials and activities
Reflections are to be written in short paragraphs and in first person. There must be evidence of engagement with:
- theories introduced in the course
- engagement with range of course learning materials and literature
- application of the 5 Rs in reflecting on your learning experience
- consideration of how to apply the learning from your reflection in your professional practice
Five Rs (adapted from: Bain, Ballantyne, Packer & Mills, 1999)
Reporting: what was the source of the learning?
Responding: what were your feelings towards the issue? what was your initial response?
Relating: how did the learning relate to your past and current personal and or professional experiences? why was it significant in the context of learning about Indigenous education?
Reasoning: what theories are relevant in helping to understand and critically reflect on the issue? why do you think you had the initial response and what factors impacted on this?
Reconstructing: why was this a significant learning experience for you as a teacher? how will you take this learning forward into practice?
Submission guidelines
Submit via Turnitin link in 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
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Item Two - Literature Review
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% 2000 words
- Due date
23/09/2025 2:00 pm
Task description
Select one topic related to professional development, mentoring and supervision.
Examples of suitable topics include communities of practice, coaching, mentoring, supervision, action research, adult learning, and reflective practice.
Critically review contemporary literature pertaining to the selected topic to facilitate professional growth. Where appropriate you may refer to current policies and reports in your field of work or imagined future field of work (e.g. Professional standards for teachers).
Your literature review should draw from approximately 8-10 references and include a range of quality sources such as books, book chapters and peer-reviewed journal articles. You should draw on literature beyond that contained in the course readings.
Important Note:
A literature review is a systematic examination and synthesis of existing scholarly research on a specific topic or research question. It serves as a comprehensive survey of the academic conversation surrounding your topic. Rather than simply summarising individual sources, a literature review analyses, compares, and synthesizes different perspectives to reveal patterns, debates, and areas where further research is needed.
Submission guidelines
Submit via Turnitin link in 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
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Item 3 - Professional Learning Plan
- Mode
- Product/ Artefact/ Multimedia
- Category
- Portfolio
- Weight
- 45% 1200 Words
- Due date
28/10/2025 2:00 pm
Task description
Topic of assignment should be discussed with lecturer prior to commencement.
Details:
Assessment item three is intended to provide a practical opportunity to plan for your own professional learning. It consists of three parts that culminate in a personalised professional learning plan that you will pitch to a principal/leader. You will have the opportunity to demonstrate your understanding of professional learning, mentoring, and supervision and make direct connections to your own professional context. You will also demonstrate your understanding of how Science of Learning literature and education policy can inform professional learning in education.
In all sections, you are required to use scholarly sources (using APA) and refer to education policy, relevant theories and literature to support the development of your professional learning plan.
Assignment 3 Part A (500 words)
Professional Statement.
Develop a professional statement that allows you to describe your professional context and demonstrate how this informs your understanding of professional learning, mentoring, and supervision. Identify the professional learning need or gap that this plan will address.
Your statement should include:
- Your professional identity, values, and priorities
- Theories and literature that have influenced your professional identity, values, and priorities
- Identify a professional learning gap or need
- Reference to the Australian Professional Standards for Teachers
Assignment 3 – Part B (500 words)
Professional Learning Plan.
Describe the professional learning gap or need you identified in the professional statement (Part A). Explain why it is important for you to address this. Present a detailed overview of the proposed professional learning plan and explain how this will meet your identified professional learning need or gap.
Your plan should include:
- Your identified professional learning need or gap
- An overview and justification of activities, resources, and required budget considerations
- A timeline of the Plan
- Expected professional outcomes of the plan aligned with the Australian Professional Standards for Teachers.
- Reference to educational policies and Science of Learning principles.
Assignment 3 – Part C (2 minutes)
Video Pitch
You will record a two-minute video pitch of your professional learning plan. In the pitch you will seek approval from a leader in your context who can approve professional learning applications (e.g. the principal, deputy, or other line manager).
The pitch is intended to persuade the audience to approve your application for the PL plan.
You should include:
- Justification for this professional learning plan - include identified gap or need
- How this professional learning plan is aligned with research and/or education policy
- Expected professional outcomes and benefits to the school/institution
- Timeline and potential budget requirements
Submission guidelines
Submit the written component via the Turnitin link in Blackboard.
Submit the video component via EchoVideo link in 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
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Little or no understanding of relevant theory and practice; written work lacks structure with little or no attention to style guidelines, proofreading and grammar |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited understanding of relevant theory and practice; written work is poorly structured with limited attention to style guidelines, proofreading and grammar |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Some understanding of relevant theory and practice; some structure evident in written work with some evidence of attention to style guidelines, proofreading and grammar |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding of relevant theory and practice; written work is adequately structured with attention to style guidelines, proofreading and grammar |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Solid understanding of relevant theory and practice; written work is well structured with good attention to style guidelines, proofreading and grammar |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Detailed understanding of relevant theory and practice; written work is fluent and very well structured with detailed attention to style guidelines, proofreading and grammar; high level of synthesis and analysis evident in written work |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Intimate understanding of relevant theory and practice; written work is fluent and very well structured with detailed attention to style guidelines, proofreading and grammar; outstanding level of synthesis and analysis evident in written work |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Assignment 1 (A1): grade of 6 at 35% weighting
Assignment 2 (A2): grade of 5 at 35% weighting
Assignment 3 (A3): grade of 6 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be: (A1) + (A2) + (A3)
(0.35 x 6) + (0.35 x 5) + (0.3 x 6) = 2.1 + 1.75 + 1.8 = 5.65
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for 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. ﾠ
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT 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 generative AI or MT 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 and MT 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.
Additional learning resources information
The EDUC7020 Blackboard website contains a detailed reference list. In addition, each learning moduleﾠdescribed on Blackboard recommends readings and learning activities.
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 (28 Jul - 03 Aug) |
Lecture |
Module 1 - Overview and Introduction to Science of Learning view of Professional Learning Overview and Introduction to Science of Learning view of Professional Learning: introductions, course overview, assessment tasks and definitions. Setting learning goals. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Module 2 - Reflecting on Professional Identity Reflecting on Professional Identity. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Module 2 - Professional learning and development Professional learning and development Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Module 2 - Professional learning and development Professional learning and development Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Module 3 - Supervision Introducing supervision. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Module 3 - Supervision Supervision Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Module 3 - Mentoring Mentoring Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Module 4 - Mentoring Understanding mentoring. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Module 4 - Coaching Coaching Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester break |
Week 10 (06 Oct - 12 Oct) |
Lecture |
Module 5 - Feedback Providing and receiving feedback for professional learning. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Module 6 - Ethics, Policy, and Professional Issues Ethics, Policy, and Professional Issues. *Questions pertaining to assessment three will be covered this week. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Module 7 - Application and Implications for Professional Settings Application and Implications in professional settings. Students enrolled internally are expected to attend. Students enrolled externally are welcome to attend. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Drop-In Session This week is an opportunity to drop in and ask your questions, discuss issues in the course and share your progress. |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.