Teachers as Professionals (9918.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.25||6||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of the unit, students will demonstrate:
1. Skills in identifying their own professional learning needs;
2. Learning about the benefits of professional learning and the identification of sources of development in the wider learning community;
3. Understanding of their legal and ethical responsibilities as a teacher;
4. Strategies for balancing their school/home responsibilities in productive ways; and
5. Understanding of professional engagement with colleagues, students and the wider community.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
PrerequisitesStudents must have passed 72 credit points. Students in the following courses must also have passed 9894 Planning Assessing and Reporting: 321JA Bachelor of Primary Education, 322JA Bachelor of Primary Education (STeM), 323JA Bachelor of Primary Education (Creative Arts), 324JA Bachelor of Primary Education (H&PE), 326JA Bachelor of Early Childhood and Primary Education.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Miss Emily Hills|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Miss Emily Hills|
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, J., Mackay, J., McGill, M., Moss, J., Nagel, and Shaw, K. (2016) Teaching: Making a Difference 3rd Edition. Wiley, Australia.
Digital copies available from the publisher: http://www.wileydirect.com.au/buy/teaching-making-a-difference-3rd-edition/
Additional resources will be made available on the unit Canvas site.
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.
This unit encompasses the capstone assessment task (the Assessment for Graduate Teaching). Successful completion of the Assessment for Graduate Teaching is a requirement for completing this unit.
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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Due to the professional nature of this unit, a pass grade requires an aggregate mark of 50% for the coursework components and passes in both placement and the TPA.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017)
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
Submission of assessment items: All assessment items must be uploaded to Canvas.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
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.
You can expect to be engaged in the following:
Lectures: 10 hours
Tutorials: 20 hours
Personal study, tutorial preparation & assessment : 130 hours
Professional experience placement: 30 Days for Primary Education Students and 35 Days for Secondary Education Students
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
This unit involves online tutorials in real time using the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.
Students will need to be recorded during two teaching episodes whilst on placement and then upload this as part of the TPA assessment task. Therefore, access to a recording device of some description is required.
Work placement, internships or practicums
WWVP: You are required to have a current Working with Vulnerable People card in order to participate in this unit
Canvas: Please refer to the Professional Experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements.
Please note: This unit involves professional practicum and therefore additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Students and staff confidentiality must always be maintained, including for assessment items such as e-portfolios, reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, tutorials etc as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
Theoretical foundations: This unit is based on constructivist principles (Piaget 1937, Glaserfeld 2005, Dykstra 2005), on the assumption that students learn best when encouraged to actively create meaning from practical and theoretical experience.
Research led Units: This unit involves research-led education and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.