Course coordinator
Mrs Brianna Bright
Please contact me via email if you would like to meet with me.
Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
30 days supervised practicum (6 week block). The practicum provides opportunities for purposeful supervised experiences to develop pre-service teachers' understandings of themselves as teachers, the students they will teach, the contexts in which they will teach, and the teaching/learning process. During the practicum program, pre-service teachers will work with a range of learners with diverse needs and abilities, in a variety of social, cultural and geographical contexts. It represents a movement along a developmental continuum where students increasingly take on the roles and responsibilities of teachers to enter a phase of critical reflection and evaluation of their growth and development. From this course, students will be prepared to continue along the continuum of lifelong learning, engaging in professional learning to improve practice.
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.
Preservice teachers entering the course are moving further along a developmental continuum. As professional knowledge and skills have been developing to this point, the preservice teachers are able to progress from closely supervised practice towards a level of consultative and collaborative practice appropriate to the roles and responsibilities of beginning teachers. Students will be prepared to continue along a path of engagement with continued professional learning to improve practice and student learning.
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Learning experiences in this course are structured to challenge and support all preservice teachers as they work to develop a personal pedagogy informed by current best practice and pedagogical theory. The course is structured to develop through an articulated program of on-campus learning experiences and one block field practicum placement:
- an understanding of learning and teaching within the contexts of rapidly changing primary educational environments
- an understanding of the diverse ways in which schools function as learning communities
- an understanding of the critical role of relationships and partnerships within these communities of practice
- an understanding of relationships that characterise ethical professional practiceﾠ
- the skills required to apply professional and disciplinary knowledge to engage with curriculum, pedagogy, assessment and reporting of student outcomes
- the skills required to design and manage learning experiences that are socially just and inclusive
- the skills required to apply a range of literacies relevant to the educational context and the requirements of the discipline
- the skills required to create supportive and intellectually challenging learning environments to engage all learners
- the skills required to evaluate and reflect analytically and critically on personal practice to inform ongoing assessment of professional growth through the stages of beginning teaching.
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This course allows students to demonstrate in a professional setting the national professional standards for graduates required by the Queensland College of Teachers for registration.
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Course requirements
Assumed background
It is required that students enrolled in EDUC7540 will have successfully completed EDUC7530 and EDUC7535 and have a Blue Card current for the semester.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC7530 and EDUC7535 plus successful completion or concurrent enrolment in 28 units EDUC courses, plus Blue Card
Restrictions
Restricted to the Master of Teaching (Primary) program students
Jointly taught details
This course is jointly-taught with:
Lecture is shared with EDUC4750
Course contact
Lecturer
Mrs Brianna Bright
Please contact me via email if you would like to meet with me.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note: 80% attendance at workshops is expected.
Lectures:
Monday 12.00-2.00pm
Workshops:
Workshops will be held twice per week. Students are to attend both workshops each week. There are no workshops or lectures week beginning 29 July- this week is an opportunity for you to prepare for your professional experience.
Tuesday: 12.00pm- 2.00pm
Thursday: 10.00am-12.00pm
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Aims and outcomes
- To graduateﾠteachers who can contribute innovatively and creatively to addressing the educational challenges of changing social and community demands and the impact of technological change.
- To develop an understanding of teaching as a dynamic and challenging form of professional work.
- To further develop an understanding ofﾠteaching and learning within the contexts of rapidly changing primary educational environments.
- To 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, 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 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 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
|
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
Supervised professional experience
- Hurdle
- Mode
- Activity/ Performance
- 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
Task Description: Students are required to successfully complete 30 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: pre-service teacher, supervising teacher, school coordinator and UQ facilitator. If you have absent days to make up please advise the course co-ordinator 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
- 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 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 before the due date 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 coordinator.
Late submission
Late submission of assessment without approved extension request via myUQ 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 three professional experience courses in the Master of Teaching (Primary) program.
Having now completed 70 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 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 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.
If you have received a grade of N for this course, you may be eligible for supplementary assessment depending on the reason that you have failed. EDUC7540 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 experienceﾠ may be requiredﾠ at the discretion of the Course Coordinator due to lack of attendance at workshops.
The following applies to all assessment in this course:
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.
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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.
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.
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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.
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 & 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 |
|
Week 3 (29 Jul - 04 Aug) |
Not Timetabled |
No classes this week - professional experience preparation No lecture or workshops this week. This is an opportunity for you to prepare for your professional experience placement. You may like to organise a meeting with your supervising teacher, observe your class, collect initial data etc to help prepare for your professional experience placement. |
Multiple weeks From Week 4 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