edu5goa professional experience graduate outcome
PROFESSIONAL EXPERIENCE GRADUATE OUTCOMES ASSESSMENT
EDU5GOA
2018
Credit points: 15
Subject outline
Professional Experience Primary (EDU5GOA) consists of five components of which a minimum of four must be of a satisfactory standard, and taken collectively, provide confirmation of graduate teachers' readiness to teach. While undertaking professional placement, students are involved in one-to-one and small group teaching, half the classes and whole class over the placement. 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. Compulsory Professional Experience: pre-service teachers undertake a compulsory 30-day professional experience placement in a school/educational setting.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorGreg Powell
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
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Towards a New End: New pedagogies for Deep Learning | Prescribed | Fullan and Langworthy, 2013 | NPDL |
| Media | Reflective Practice Education Resource | Prescribed | DE&T, 2016 | DE&T |
| Media | Students explore Deep Learning Pedagogies | Prescribed | DE&T, 2016 | DE&T |
| Media | Goal Setting | Prescribed | Aitsl, 2015 | Aitsl |
| Technologies | Inspiration Software | Prescribed | Inspiration Software, Inc, 2016 | Inspiration Software, Inc |
| Technologies | Bubbl.us Software | Prescribed | LKCollab, 2016 | LKCollab |
| Readings | Investing in Children | Prescribed | Sheldon Danziger, S. and Waldfogel, J., 2000 | London School of Economics |
| Discipline Specific | Victorian Curriculum | Prescribed | VCAA, 2016 | VCAA |
| Readings | Key components of effective professional experience in Initial teacher education in Australia | Prescribed | Le Cornu, R. , 2015 | Australian Institute for Teaching and School Leadership, Melbourne. |
| Readings | Professional standards for Teachers | Prescribed | Aitsl, 2016 | Aitsl |
| Readings | VIT- Code of Conduct and Ethics | Prescribed | VIT, 2016 | VIT |
| Media | VIT (code of Conduct) Media files | Prescribed | VIT, 2016 | VIT |
| Readings | Using student assessment for professional learning: focusing on students outcomes to identify teachers needs | Prescribed | Timperley, H., 2011 | DEECD |
| Media | PebblePad Software (Overview) | Prescribed | PebblePad, 2016 | PebblePad |
| Media | Moodle: Learning Management System (LMS) Software Overview | Prescribed | Moodle, 2016 | Moodle |
| Readings | How to Develop a Professional Portfolio. 6th Ed. | Prescribed | Campbell, D. Melenyzerer, B. Nettles, D. Wyman, J., 2014 | Pearson |
| Readings | What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined | Prescribed | Alan Schoenfeld, 2014 | Educational Reseacher |
Graduate capabilities & intended learning outcomes
01. Critically analyse and synthesise suitable 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. Research and apply established theories to align curriculum, pedagogy and assessment. Interpret and transmit knowledge, skills and ideas to students with a focus on learning.
- 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)
03. Use expert judgement and adaptability to provide differentiated learning opportunities to students at different achievement levels. Provide annotated exemplars to demonstrate this.
- 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)
- 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)
04. Reflect on student learning as influenced by professional practice and engage in assessment moderation informed by achievement standards.
- 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)
- 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)
Subject options
Select to view your study options…
Albury-Wodonga, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |
Albury-Wodonga, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |
Bendigo, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |
Bendigo, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |
Melbourne, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |
Melbourne, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off SiteWeek: 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/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Collect and interpret data to establish students needs and current performance level (800-1000 words | 1. 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 approaches | 20 | 01, 02, 03 |
| Aligning curriculum, pedagogy and assessment with a focus on learning (800-1000 words) | 1. 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 opportunities | 20 | 01, 03, 04 |
| Providing annotated exemplars of student work at different achievement levels (800-1000 words) | 1. 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 (800-1000 words) | Keep a record of moderation discussions held during your professional experience placement or academic program | 20 | 03, 04 |
| Appraising impact of teaching (Summary Statement) (800-1000 words) | Appraise effectiveness of teaching and identify impact on student learning | 20 | 04 |
| Professional Experience (25 days) and completion of the Evidentiary Professional Teaching Portfolio | Hurdle Requirement |