Professional Learning Capstone Portfolio PG (10442.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.25 | 6 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
After successful completion of this unit, students will be able to:1. Demonstrate their understanding of portfolio assessment and how advanced professional learning may be evidenced, validated and evaluated through a theoretical lens;
2. Critically reflect on their professional teaching or leadership practices, identify ways to improve their practice, and recognise their impact and influence on their professional workplace; and
3. Document and communicate decisions based on relevant evidence (data and research) from and about professional practices.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
Must have passed at least 12 credit points in the course including 9087 Education Research Perspectives PG.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Intensive | Dr Janet Smith |
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | Intensive | Dr Janet Smith |
Required texts
There is no required text for this unit. Readings will be supplied on the Canvas site during the semester.
Recommended readings
Adoniou, M., & Gallagher, M. (2017). Professional standards for teachers—what are they good for?. Oxford review of education, 43(1), 109-126.
Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43(3), 93-108.
Ingvarson, L. (2010). Recognising accomplished teachers in Australia: Where have we been? Where are we heading?. Australian Journal of Education, 54(1), 46-71.
Ingvarson, L. (2013, February). Professional certification: Promoting and recognising successful teaching practices. In Sustaining Teachers' Professional Growth Cambridge Seminar (pp. 1-19).
Ingvarson, L. (2018). Assessing accomplished teaching with reliability and validity: The ACER Portfolio Project. ACER. https://research.acer.edu.au/research_conference/RC2018/13august/7/
Ingvarson, L. (2019). Teaching standards and the promotion of quality teaching. European Journal of Education, 54(3), 337-355.
Kriewaldt, J. (2012). Reorienting teaching standards: Learning from lesson study. Asia-Pacific journal of teacher education, 40(1), 31-41.
Mulcahy, D. (2011). Assembling the ‘accomplished' teacher: The performativity and politics of professional teaching standards. Educational philosophy and theory, 43, 94-113.
Ryan, M., & Bourke, T. (2013). The teacher as reflexive professional: Making visible the excluded discourse in teacher standards. Discourse: Studies in the cultural politics of education, 34(3), 411-423.
Santoro, N., Reid, J. A., Mayer, D., & Singh, M. (2012). Producing ‘quality' teachers: the role of teacher professional standards. Asia-Pacific Journal of Teacher Education, 40(1), 1-3.
Taylor, A. (2021). The Seductive Power of Teacher Standards and Alternative Forms of Self-Care. Journal of the Australian Council for Educational Leaders, 27(2), 1-10.
Torrance, D., & Forde, C. (2017). Redefining what it means to be a teacher through professional standards: Implications for continuing teacher education. European Journal of Teacher Education, 40(1), 110-126.
Willis, J., Churchward, P., Bourke, T., Spooner-Lane, R., Crosswell, L., Spina, N., (2022). Highly accomplished and lead teachers - new narratives of possibility. Queensland University of Technology
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass this unit.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Indicative hours for this unit:
Individual reading and engagement with unit materials: 100 hours
Engagement with workshops and intensive sessions: 50 hours
Preparation for and completion of assessment tasks: 150 hours
Participation requirements
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses.
Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
You will be expected to have an electronic device for workshops and meetings. You will also be expected to be familiar with the UC Library databases.
Work placement, internships or practicums
None
Additional information
Theoretical foundations: This unit explores theories related to the use of professional portfolios by teachers. Theoretical approaches to the certification of teachers is also explored.
