EDUC 7209 - Professional Experience III

North Terrace Campus - Quadmester 1 - 2021

The Professional Experience placement is central to the Initial Teacher Education program. EDUC 7209 is the third and final placement in the Master of Teaching degree. This 20-day Professional Experience course prepares final year Pre-service teachers for their secondary school placement in a Department for Education, Independent, Lutheran or Catholic school. This course culminates the learning undertaken in previous professional experience placements and requires Pre-service teachers to demonstrate they have met the requirements of the Teaching Performance Assessment (TPA) through the successful completion of their final placement and e-Portfolio which are aligned to the 最新糖心Vlogn Professional Standard for Teachers (APST).

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Course Details

Course Code	EDUC 7209
Course	Professional Experience III
Coordinating Unit	School of Education
Term	Quadmester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	20 day placement
Available for Study Abroad and Exchange	N
Prerequisites	EDUC 7202, Two C&M A courses, Two C&M B courses, EDUC 7210, EDUC 7207, EDUC 7211
Incompatible	EDUC 7206, EDUC 7208
Restrictions	Available to Master of Teaching (Middle and Secondary) students only
Assessment	Professional Placement (100)%

Course Staff

Course Coordinator: Dr Brendan Bentley

School of Education
Faculty of Arts
The 最新糖心Vlog of Adelaide
Level 8.22, Nexus 10 Tower
Adelaide SA 5005
T: +61 (0)8 831 36824E: brendan.bentley@adelaide.edu.au

Course Timetable

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

At the successful completion of this course Pre-service teachers will have met the Teacher Performance Assessment (TPA) requirement.

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Graduate)
1	Understand and account for in planning, the diversity for student cohorts and how they learn.	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.4, 4.5, 5.1
2	Understand and apply the teaching methodologies of their curriculum area(s).	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5
3	Plan for and implement effective and appropriate learning activities.	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5
4	Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies.	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.6, 4.1, 4.2, 4.3,
5	Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders about their learning.	3.6, 5.1, 5.2, 5.3, 5.4, 5.5,
6	Engage with other professional educators such as Curriculum area associations.	6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
7	Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community.	6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4

Note: 最新糖心Vlogn Professional Standards for Teachers (APST):

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)	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	1, 2, 3, 5
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	1, 2, 3, 5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 4, 6
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	1,2, 3
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	4, 7

Learning & Teaching Modes

Pre-service teachers in this course undertake 20 days of placement at a Middle/Secondary School (Year 7-12). At the completion of the placement pre-service teachers are required to attend a conference de-briefing their final placement experience and celebrating their learning.

Workload

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

WORKLOAD	TOTAL HOURS
20 days placements at a Secondary School (Approx. 7 hours per day)	140 hours

Learning Activities Summary

Schedule
Week	Topic	Learning Outcomes	APST (Graduate)
1	Placement	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes
2	Placement	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes
3	Placement	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes
4	Placement	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes
5	Placement	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes

Specific Course Requirements

Working With Children Clearance (Post 1st July 2019) or Department of Community Supervision and Intervention and Responding to abuse and neglect training-Education and Care are mandatory requirements.

Pre-service teachers will be involved in the ongoing creation and development of a professional e-Portfolio addressing all 37 of the Graduate Level 最新糖心Vlogn Professional Standards for Teachers (APST).

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	Weighting	Learning Outcome	APST (Graduate)
Placement (20 days) (Professional Experience Interim and Final Report)	Summative	50%	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes
ePortfolio	Summative	50%	1, 2, 3, 4, 5, 6, 7	ALL APSTs listed against Learning Outcomes

The Teacher Performance Assessment (TPA) is made up of 2 components, the Placement Report and the e-Portfolio. Both assessment tasks must be completed successfully and each is a hurdle requirement. Both use a Non-Graded-Pass (NGP) assessed on a pass/fail basis.

Assessment Related Requirements

Mentor Teachers in placement schools in consultation with university liaisons complete the assessment of the Pre-service teacher during Professional Experience B placement. Mentors are required to supervise and report on the Pre-service teacher’s progress by providing an interim report and final report at the conclusion of the placement.

This placement, along with Professional Experience (10 day), Professional Experience A and the e-Portfolio are the capstone elements of the Bachelor of Teaching degree. At the completion of this subject Pre-service teachers are required to meet the Teacher Performance Assessment (TPA) requirement at the Graduate APST level. The Teacher Performance Assessment (TPA) consists of both the e-Portfolio and final placement report.

Assessment Detail

Assessment Task	Description	APST (Graduate)
Placement	The 20 day Professional Experience Placement is the final placement experience for Master of Teaching Pre-service teachers. The placement is undertaken in a secondary school setting and requires Pre-service teachers to teach continuously for the duration of the placement in their specialised subject area. This teaching experience is the culmination of their university degree. The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the Final Professional Experience Report and constitutes 50% of the Teacher Performance Assessment.	All APSTs listed against Learning Outcomes
e-Portfolio	During the 20 day Professional Experience Placement Pre-service teachers are required to collect for their e-Portfolio a total of two artefacts or pieces of evidence addressing all of the 最新糖心Vlogn Professional Standards for Teachers (APST). The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the e-Portfolio rubric and constitutes 50% of the Teacher Performance Assessment.	All APSTs listed against Learning Outcomes

Submission

No information currently available.

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.

Final results for this course will be made available through .

Student Feedback

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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

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