EPT436 Professional Experience: Teacher as Professional in the Secondary Context (8)

This subject draws together teacher education students' discipline-specific pedagogical content knowledge and skills in preparation for, and during, a thirty day professional experience placement in a secondary school setting. Students will analyse and reflect on the quality of their teaching in previous placements and explore how to improve aspects of their teaching practice. Students will use the Quality Teaching Model and the Graduate Teaching Standards to frame their reflection and dialogue, and to set learning goals for improving teaching and learning. In collaboration with their supervising teachers, students will plan, teach, assess and reflect on learning as appropriate to their classes and in alignment with secondary curriculum requirements. Students will collaborate with members of the wider school community and develop strategies to recognise the diversity and differences amongst learners. Students will provide evidence of their commitment to, and progression toward attaining the Australian Professional Standards for Teachers at the graduate level.

Availability

Session 1 (30)
On Campus
Albury-Wodonga Campus
Bathurst Campus
Wagga Wagga Campus
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EPT436. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

SY/US

Duration

One session

School

School of Education

Enrolment Restrictions

This subject is only available to students enrolled in the Bachelor of Education (Health and Physical Education), Bachelor of Education (K-12), Bachelor of Outdoor Education, Bachelor of Education (Technology and Applied Studies) and Bachelor of Education (Secondary) Industry entry and the Bachelor of Educational Studies.
This subject is not available to students who have completed subject EPT443.

Prerequisites

( EPT329 or EPT241 ) and ( ACC311 or MKT303 or MKT310 or MKT331 or MKT335 or MKT340 or MKT350 or MKT360 or MKT381 or MKT389 or INR310 or HRM320 or HRM330 or HRM381 or HRM386 or MGT330 ) or ( MTH307 or MTH328 or MTH418 ) or ( LIT301 or LIT303 or LIT324 ) or ( HST301 or HST308 or HST311 ) or ( BIO312 or BIO326 or BIO328 or CHM321 or CHM323 or PHY301 or PHY302 or PHY304 ) or ( GEO303 or GEO314 or GEO360 or PKM302 or SOC302 or REC302 ) or ( EHR303 or EHR332 or EHR334 or EHR305 ) or ( FDS304 or NUT325 ) or ( EPI306 or EPI307 ) or ( ITC301 or ITC331 or ITC332 or ITC357 ) or ( AGS300 or ASC350 or AGR304 or PSC360 or AGS301 ) or ( TXT03C ) or ( FDS305 ) or ( HRM310 ) or ( BIO323 or BIO327 or CHM324 ) or ( COM327 or LIT302 ) or ( ITC313 or ITC314 or ITC322 or ITC333 ) or ( ACT312 or CCI302 ) or ( ART317 or CCI301 ) or ( GEO360 or GEO303 or ENM308 ) or ( JST318 or JST320 or JST338 ) and ( EMH442 or EMA442 or EML442 or EML444 or EMM442 or EMR442 or EMS442 or EMT444 or EMT446 or ETL411 )

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss and use various typologies of quality teaching to reflect on, evaluate and improve aspects of their teaching practice;
  • be able to apply current models of teaching and learning for a range of learners across a range of year levels (7-12);
  • be able to explore positionality through reflection and reflexive practice as students and educators;
  • be able to describe aspects of diversity and strategies to recognise the diversity and differences amongst a class of learners;
  • be able to apply sociological understandings of social justice issues relevant to gender, ethnicity, social class, and religion in planning for and teaching diverse learners across a range of year levels (7-12);
  • be able to critique a range of assessment strategies and moderation activities appropriate to the context;
  • be able to reflect on teaching practices, identify learning goals, and engage in professional dialogue with members of the profession and the wider school community for improving teaching and learning;
  • be able to demonstrate an applied knowledge of, and provide evidence of growth as a teaching professional in relation to, the Australian Professional Standards for Teachers; and
  • be able to submit a professional experience placement report demonstrating the successful completion of a 30 day professional experience placement in a secondary school.

Syllabus

This subject will cover the following topics:
  • The Quality Teaching Model as a framework to describe effective teaching
  • Quality teaching in practice - planning, teaching, assessment and reflection
  • Sociological understanding of student diversity according to gender, ethnicity, social class, and religious perspectives
  • Strategies to identify and recognise the diversity and differences in a class of learners (cultural, linguistic, social class, religious perspectives)
  • Inclusive classrooms: The teacher education student's role and responsibility, developing a personal inclusion-based philosophy
  • Models of reflection and levels of reflective practice
  • Reflexive learning and teaching for social justice (productive pedagogies, turn-around pedagogies, transformative pedagogies)
  • Assessment and moderation in Stages 4-6
  • Evidence of practice and portfolio development
  • Analysing past professional practice and goal setting
  • Requirements and expectations for professional experience placement in a secondary school setting
  • Australian Professional Standards for Teachers.

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EPT436 in Session 1 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Title
Value %
1
Professional goals (for teacher education student)
2
Tpa part 1.1: smart goal and implementation plan
3
Professional experience report
0
4
Tpa part 1.2: presentation & part 2: portfolio
0

Workplace Learning

This subject contains a 30 days Compulsory Workplace Learning component.

This subject will involve 30 days professional experience in a secondary school setting as required for accreditation.

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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