PROFESSIONAL EXPERIENCE GRADUATE OUTCOMES ASSESSMENT

EDU5GOA

2018

Credit points: 15

Subject outline

Professional Experience Primary (EDU5GOA) consists of three components: course work, evidentiary portfolio (GTPA) and a 30 day placement. Students need to pass both components to be able to pass this subject. While undertaking professional placement, student are involved in one-to-one and small group teaching, half the classes and whole class over the 30 day period. Students undertake general lessons across the curriculum but with an emphasis upon lessons on literacy and numeracy, and are responsible for classroom management practices in collaboration with the supervising teacher. In this subject students apply the principles and practices of effective teaching and learning to independently plan and execute teaching units. This will incorporate practices for students to become reflective practitioners.
Pre-service teachers for Professional Experience Primary (EDU5GOA) will be assessed as Meeting Graduate Teaching Standards.





SchoolSchool of Education

Credit points15

Subject Co-ordinatorRebecca Miles

Available to Study Abroad StudentsYes

Subject year levelYear Level 5 - Masters

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites EDU5MLE

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsTowards a New End: New pedagogies for Deep LearningPrescribedFullan and Langworthy, 2013NPDL
MediaReflective Practice Education ResourcePrescribedDE&T, 2016DE&T
MediaStudents explore Deep Learning PedagogiesPrescribedDE&T, 2016DE&T
MediaGoal SettingPrescribedAitsl, 2015Aitsl
TechnologiesInspiration SoftwarePrescribedInspiration Software, Inc, 2016Inspiration Software, Inc
TechnologiesBubbl.us SoftwarePrescribedLKCollab, 2016LKCollab
ReadingsInvesting in ChildrenPrescribedSheldon Danziger, S. and Waldfogel, J., 2000London School of Economics
Discipline SpecificVictorian CurriculumPrescribedVCAA, 2016VCAA
ReadingsKey components of effective professional experience in Initial teacher education in AustraliaPrescribedLe Cornu, R. , 2015Australian Institute for Teaching and School Leadership, Melbourne.
ReadingsProfessional standards for TeachersPrescribedAitsl, 2016Aitsl
ReadingsVIT- Code of Conduct and EthicsPrescribedVIT, 2016VIT
MediaVIT (code of Conduct) Media filesPrescribedVIT, 2016VIT
ReadingsUsing student assessment for professional learning: focusing on students outcomes to identify teachers needsPrescribedTimperley, H., 2011DEECD
MediaPebblePad Software (Overview)PrescribedPebblePad, 2016PebblePad
MediaMoodle: Learning Management System (LMS) Software OverviewPrescribedMoodle, 2016Moodle
ReadingsHow to Develop a Professional Portfolio. 6th Ed.PrescribedCampbell, D. Melenyzerer, B. Nettles, D. Wyman, J., 2014Pearson
ReadingsWhat Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively IntertwinedPrescribedAlan Schoenfeld, 2014Educational Reseacher

Graduate capabilities & intended learning outcomes

01. Collected and interpreted baseline data to establish students# learning needs and current levels of performance

Activities:
Modules 1/2/3/4/5 (see Subject Learning Guide)
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Aligned curriculum, pedagogy and assessment with a focus on learning

Activities:
Modules 1/2/3/4/5
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)

03. Provided annotated exemplars of student work at different achievement levels

Activities:
Modules 1/2/3/4/5
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

04. Engaged in assessment moderation informed by achievement standards

Activities:
Modules 1/2/3/4/5
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

05. Completed a current Evidentiary Teaching Portfolio

Activities:
Modules 1/2/3/4/5
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

Select to view your study options…

Start date between: and    Key dates

Albury-Wodonga, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 31 - 43
One 30.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Lecture/Workshop Week: 33 - 33
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement

Albury-Wodonga, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 10 - 22
One 30.0 days placement - off site per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Lecture/Workshop Week: 12 - 12
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on weekdays during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement

Bendigo, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 31 - 43
One 30.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Lecture/Workshop Week: 33 - 33
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement

Bendigo, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 10 - 22
One 30.0 days placement - off site per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Lecture/Workshop Week: 12 - 12
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on weekdays during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement

Melbourne, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 31 - 43
One 30.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Lecture/Workshop Week: 33 - 33
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRebecca Miles

Class requirements

Placement - Off Site Week: 10 - 22
One 30.0 days placement - off site per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Lecture/Workshop Week: 12 - 12
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora Campus only"

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on weekdays during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
Collect and interpret baseline data to establish students needs and current performance level = 15001. Collect a range of suitable data types for the students in your class 2. Explain how the data could be interpreted in planning your teaching, learning and assessment approaches and interactions with students. 3.Review the validity of data choices and assumptions that inform teaching, learning and assessment approaches30 01, 02, 03
Aligning curriculum, pedagogy and assessment with a focus on learning = 15001. Develop a summative assessment task and accompanying marking criteria/ standards 2. Critically reflect on how you used the data collected in component 1 to design the assessment task, taking account of students# prior learning and diversity 3. Ensure the assessment is fit for purpose and aligns with curriculum, teaching and learning opportunities30 01, 03, 04
Providing annotated exemplars of student work at different achievement levels = 10001. Provide three annotated student assessment responses 2. Reflect on learnings from setting and marking assessment tasks 3. Explain (cognitive commentary) how you arrived at your judgement of student assessment responses 20 01, 02
Engaging in assessment moderation informed by achievement standards = 1000Keep a record of moderation discussions held during your professional experience placement or academic program20 03, 04
Evidentiary Portfolio (Impact on student learning and professional engagement) 05
Professional Experience (25 days)Hurdle Requirement