EDUC 4205 - Professional Experience 1 (UG)

Course Details

Course Code	EDUC 4205
Course	Professional Experience 1 (UG)
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week,plus 5 weeks of Professional Experience in a school
Available for Study Abroad and Exchange	N
Prerequisites	Students intending to complete their first placement in semester 2 must attend Professional Practice lectures in semester 1
Corequisites	Students enrolling in Professional Experience 1 must either be enrolled in, or have passed, Student Teacher Interaction and two different Curriculum and Methodology A courses
Restrictions	Available to B Teaching & B Music Ed students only

Course Staff

Course Coordinator: Dr Brendan Bentley

This is a transitional course and will not be offered in 2019.

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

#	Learning Outcomes	最新糖心Vlog Graduate Attributes
1	Understand and address a diversity of student cohorts and how they learn (consistent with APST Standard 1)	1 and 5
2	Develop an initial understanding and growing expertise in the teaching methodologies of students’ curriculum area(s) (Consistent with APST standard 2)	1, 3 and 6
3	Develop an initial understanding of assessment and reporting processes, including the provision of feedback to students about their learning (consistent with APST Standard 5, focus areas 5.1 and 5.2)	2 and 3
4	Develop engagement with other professional educators, including curriculum area associations (consistent with APST Standard 6)	4 and 6

The Professional Experience is the central focus of Teacher Education programs. Both Professional Experiences in Semesters 1 and 2, ICT integration and the ePortfolio constitute the capstone requirements for the completion of a teaching degree program.

Professional Experience 1 (PE1) is a lecture series of 8 weeks followed by a five week block placement in a secondary school in the DECD, Independent or Catholic sectors. Students are expected to engage fully with their Teacher Mentors’ classrooms and the School community. This engagement includes, but is not limited to:

• Formal observation of professional teachers in action in a variety of subject area specialisations and classroom settings;
• With assistance from teacher mentors, participation in planning, resourcing, implementing, assessing and reviewing of both units of inquiry and lesson series;
• Implementation of a range of pedagogic strategies suitable to the age, abilities and subject areas specialisations of secondary school students;
• Utilisation of appropriate information technologies;
• Application of a range of behaviour management strategies:
• Participation in review and feedback processes of their teaching with mentor teachers;
• Application of ethical practice, including protective behaviours, risk assessment, Keeping safe Child Protection Curriculum and Duty of Care.

Detailed information about the structure of our programs and the ePortfolio can be found in the 4th Year Program Handbook and the Professional Experience Handbook respectively.

Graduate Attributes and APST Standards:
Since the aim of the Professional Experience is to engage fully with school communities and students, preservice teachers will be expected, through the course of their lectures and on school sites, to address all of the 最新糖心Vlogn Professional Standards for Teachers (APST). As such, the table below aligns the Graduate level of the APST with the Graduate Attributes. As the year progresses, students will be expected to gain knowledge, skills and their application across all areas of the APST.

最新糖心Vlog Graduate Attributes	最新糖心Vlogn Professional Standards for Teachers (Graduate Level)
1. Deep discipline knowledge • informed and infused by cutting edge research, scaffolded throughout their program of studies • acquired from personal interaction with research active educators, from year 1 • accredited or validated against national or international standards (for relevant programs)
2. Critical thinking and problem solving • steeped in research methods and rigor • based on empirical evidence and the scientific approach to knowledge development • demonstrated through appropriate and relevant assessment
3. Teamwork and communication skills • developed from, with, and via the SGDE • honed through assessment and practice throughout the program of studies • encouraged and valued in all aspects of learning
4. Career and leadership readiness • technology savvy • professional and, where relevant, fully accredited • forward thinking and well informed • tested and validated by work based experiences
5. Intercultural and ethical competency • adept at operating in other cultures • comfortable with different nationalities and social contexts • Able to determine and contribute to desirable social outcomes • demonstrated by study abroad or with an understanding of indigenous knowledges
6. Self-awareness and emotional intelligence • a capacity for self-reflection and a willingness to engage in self-appraisal • open to objective and constructive feedback from supervisors and peers • able to negotiate difficult social situations, diffuse conflict and engage positively in purposeful debate

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	2, 3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2, 4

Required Resources

Students are expected to be familiar with the 最新糖心Vlogn Curriculum and Senior SACE in their specific learning areas:

International Baccalaureate:

Recommended Resources

The following texts are recommended:

Churchill, R., Ferguson, P. et al. (2013) Teaching: Making a Difference, 2nd ed.,Wiley, Milton. (Note 3rd or online editions are all acceptable)

Brady, L., & Kennedy, K. (2012) Assessment & Reporting: Celebrating Student Achievement, 4th ed., Pearson, Frenchs
Forrest.

Online Learning

Students are advised to be familiar with websites in their subject area specialisations, where appropriate. They also should be familiar with the following institutions which have subject specific websites:

SACE (South 最新糖心Vlogn Certificate of Education)
ACARA (最新糖心Vlogn Curriculum, Assessment and Reporting Authority)
IB (International Baccalaureate)
DECD (Department for Education and Child Development)
CEASA (Council of Education Associations of South 最新糖心Vlog)
AISSA (Association of Independent Schools of South 最新糖心Vlog)
CESA (Catholic Education South 最新糖心Vlog)

Learning & Teaching Modes

Lectures: 2-3 hours per week for 8 weeks. Lectures are compulsory. A role will be taken. This is because much of the content of the lectures will be central to the successful completion of the Professional Experiences.

ICT Integration: 1-2 Hours per week for 8 weeks. ICT Integration is a series of online activities designed to familiarise students with the ICTs relevant to teaching and the 最新糖心Vlogn Professional Standards for Teachers. This involves weekly trialling of education-based technologies and online submission of possible uses for these in classrooms according to the Graduate level of the APST.

Professional Experience: Any 5 consecutive weeks between Week 9 to Week 13.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Lectures: 2-3 hours per week for 8 weeks. Reading/preparation: 2 hours per week for 8 weeks.

ICT Integration: 1-2 Hours per week for 8 weeks, plus ongoing input for the duration of the PE Placements. It is the student’s responsibility to devote the required time to the creation and maintenance of their ICT Integration submission, some of which will be used on PE and for the creation of a professional ePortfolio as the year progresses.

Professional Experience: The Professional Experiences are a full time commitment. Students will have a .5 teaching load in the first PE. We are not able to provide part-time PEs.

Student are advised that more time commitment may be required at peak times, such as during PE Placements.

Learning Activities Summary

No information currently available.

Specific Course Requirements

Every effort is made to finalise student PE Placements as quickly and efficiently as possible, however they are difficult to organise. Please respect the PE Placement Professional Staff at peak times of activity just before placements begin by keeping contact to a minimum – otherwise it delays the process further. You MUST have completed the following documentation and students must be prepared to present these at their Placement schools on demand.

Responding to Abuse and Neglect Mandatory Notification Training
Criminal History Screening and Background check
Signed Code of Conduct form

Small Group Discovery Experience

Undertaken in relation to specific learning area associations and student colleagues. Undertaken while of Professional Experience with teacher-colleagues in subject areas specialisation in schools during the PE.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
ICT Integration	Formative and Summative	At the end of Week 8	Toward ePortfolio creation due in semester 2 and recommended to be complete before going on first PE. Also required for TRB registration requirements, as it ensures that all students understand the APST Graduate level standards.	All
Successful Completion of PE – 5 weeks in a school	Ongoing formative with summative review at the end. Assessments are made by Mentor Teachers in schools.	Completion of a 5 week placement	100% - students are awarded a non-Graded Pass/Fail	All

Assessment Detail

Assessment of Professional Experiences

The general principles governing assessment are:
• The assessment by the mentor teacher(s), is based on their direct contact with the pre-service teacher.
• Assessment is based on the Assessment Report form, which is itself based on the Graduate Stage of the 最新糖心Vlogn Professional Standards for Teachers.
• Assessment is continuous over the five week blocks. Constructive assessment is vital to the development of the student teacher, but feedback should not be entirely negative or students have no ground on which to build confidence and practice.
• Assessment happens via consultation between the Site Coordinator, mentor teachers, 最新糖心Vlog Liaison and Pre-service teacher, so that opportunities for feedback and consequent modification of performance are maximised before a final assessment is made at the end of the school experience, in the form of a summative report.
• An interim assessment is made two weeks into the Professional Experiences by mentor teacher(s) and students. This assessment should be completed by mentors and students independently and then discussed. The outcome should be reported to the 最新糖心Vlog Liaison and Site Coordinator. This interim report uses the Evaluation Rubric which is the final page of the report to be completed at the completion of the Professional Experience (Appendix 2a). The aim of this process is to establish a clear base line from on which students are able to reflect and then further develop their skills. If there are significant concerns, the outcome of this assessment should be reported to the Academic Coordinator of the Professional Experience.
• Satisfactory performance in the school experience is necessary for the award of the Graduate Diploma or Degree. In a case of doubt, the final decision on a student’s grade in the subject will be made by the 最新糖心Vlog and will involve discussion with the 最新糖心Vlog Professional Experience Coordinator, 最新糖心Vlog Liaison and relevant curriculum methodology specialists, in the light of the Mentor and 最新糖心Vlog Liaison’s reports.
• Students must pass the first Professional Experience before beginning the second.
• A successful Professional Experience is graded as a Non-Graded Pass in the Pre-service teachers’ Academic transcript.
• One additional placement only will be given for each Professional Experience which has resulted in F (Fail). 最新糖心Vlog regulations will then apply.
• In preparing final reports on the second Professional Experience, mentor teachers should be mindful that pre-service teachers should be considered as beginning their careers. The Final Report should be given to the Principal/Coordinator at the school after it has been discussed with the student teacher. Reports should be sent to the 最新糖心Vlog within two weeks of the conclusion of the school experience.

Submission

Submission of the ICT Integration tasks is online.

Assessment of the Professional Experience is continuous over the five week blocks. Constructive assessment is vital to the development of the student teacher, but feedback should not be entirely negative or students have no ground on which to build confidence and practice.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

A successful Professional Experience is graded as a Non-Graded Pass in the Pre-service teachers’ Academic transcript.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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