Course coordinator
Ms Jennifer Levitt
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- 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
Quota: Minimum 10 student enrolments for internal offering
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 |
20/08/2024 2:00 pm |
| Paper/ Report/ Annotation | Assessment Item Two - Annotated Bibliography | 35% 2000 words |
17/09/2024 2:00 pm |
| Portfolio | Assessment Item 3 - Professional Learning Plan | 45% 1150 Words |
22/10/2024 2:00 pm |
Assessment details
Assessment Item One - Reflective Journal
- Mode
- Written
- Category
- Reflection
- Weight
- 20% 1200 words
- Due date
20/08/2024 2:00 pm
Task description
Assessment Item One - Reflective Journal
Length: 1200 words
Weighting: 20%
Details:
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
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 - Annotated Bibliography
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% 2000 words
- Due date
17/09/2024 2:00 pm
Task description
Assessment Item Two - Annotated Bibliography
Length: 2000 words; 8-10 references
Weighting: 35%
Details:
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
refer to current policies and reports in your field of work or imagined future
field of work (e.g. Professional standards for teachers).
Your reference list should contain 8-10
references including books, book chapters and journal articles. You should draw
on literature beyond that contained in the course readings.
Important Note:
An annotated bibliography requires more than
merely describing and summarising the literature relating to the selected
approach. It requires some analysis and critique of the selected literature. Try to organise the annotated bibliography around key concepts or
main understandings gleaned from the literature. It is expected that contemporary
literature will be used i.e. within the last 5 -15 years.
Submission guidelines
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% 1150 Words
- Due date
22/10/2024 2:00 pm
Task description
Assessment Item Three: Professional Learning Plan
Details of assignment should be discussed with lecturer prior to commencement.
Weighting: 45%
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
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
Final grades are determined through the use of weighting formula based on the grades awarded for and weighting of each assignment. Each student will have a grade out of 7 for each assignment. Assignment 1 is weighted as 20%, Assignment 2 as 35%ﾠand Assignment 3 is weighted as 45%. The weighting formula is illustrated by the following examples
Student A
Grade for Assignment 1 Part A: 5
Grade for Assignment 1 Part B: 4
Grade for Assignment 2: 5
Calculation of final grade using weighting formula: (5 x .2ﾠ= 1) + (4 x .35 = 1.4) = (5 x .45= 2.25) = 4.65ﾠ ﾠFinal Grade 5
Student B
Grade for Assignment 1 Part A: 5
Grade for Assignment 1 Part B: 6
Grade for Assignment 2: 5
Calculation of final grade using weighting formula: (5 x .2ﾠ= 1) + (6 x .35 = 2.1) + (5 x .45 = 2.25)ﾠ=ﾠ5.35ﾠ ﾠFinal Grade 5
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).
ﾠ
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 generative AI to support or inform assessmentﾠ
This task has been designed to be challenging, authentic and complex. ﾠWhilst 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.ﾠ
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
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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 (22 Jul - 28 Jul) |
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 (29 Jul - 04 Aug) |
Lecture |
Module 2 - Reflection on learning and development Overview and Introduction to Science of Learning view of Professional Learning: Reflection on learning and development. Elements of effective Professional Learning. Part 1 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 (05 Aug - 11 Aug) |
Lecture |
Module 2 - Reflection on learning and development Reflection, learning and development - Part 2: Creating Conditions for Effective Professional 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 (12 Aug - 18 Aug) |
Lecture |
Module 2 - Reflection on learning and development Reflection, learning and development - Part 3 Implications for Professional 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 (19 Aug - 25 Aug) |
Lecture |
Module 3 - Introducing 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 (26 Aug - 01 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 (02 Sep - 08 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 8 (09 Sep - 15 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 9 (16 Sep - 22 Sep) |
Lecture |
Module 4 - Introducing 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 |
Mid Sem break (23 Sep - 29 Sep) |
Lecture |
Mid-Semester break |
Week 10 (30 Sep - 06 Oct) |
Not Timetabled |
Module 4 -Mentoring |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Module 5 - Ethics, Policy, and Professional Issues Ethics, Policy, and Professional Issues. Readings: All readings are accessed via the Learning Modules contained on the EDUC7020 Blackboard site |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Module 6 - 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 (21 Oct - 27 Oct) |
Lecture |
Application and Implications for Professional Settings: Drop-In Session 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 |
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.