EPT443 Professional Experience: Effective Teaching and Assessment in the Secondary Context (16)

This capstone subject draws on teacher education students' cumulative learning from across the coursework components of the degree and includes the final professional experience placement for their course. During this professional experience placement students will complete a Teaching Performance Assessment (TPA) in which they will demonstrate they have met the Australian Professional Standards for Teachers (APST) at graduate level. They will also be required to submit evidence of their practice (planning, teaching, assessing and reflecting) and evaluate their impact on school students' learning.

In preparation for completing the TPA, students will explore the purposes, methods, strengths and challenges of assessing learning in secondary school settings. Students will examine different approaches, skills and practices for assessing, recording and reporting school students' learning. Specific attention is also given to identifying and understanding the challenges and complexities encountered by teachers when assessing and reporting on students' performance and the value of reflection in, on and of practice to improve student learning outcomes.

Students' satisfactory completion of the TPA is a requirement for graduation from their teacher education program.

Availability

Session 1 (30)
Online
Bathurst Campus
Session 2 (60)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EPT443. 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

HD/FL

Duration

One session

School

School of Teacher Education

Enrolment Restrictions

This subject EPT443 is only available to students enrolled in the Bachelor of Education (Health and Physical Education), Bachelor of Outdoor Education, Bachelor of Education (Technology and Applied Studies), Bachelor of Education (Secondary) Industry entry and Bachelor of Education (K-12).

This subject is not available to students who have completed EEE314 or EEE405 or EPT436. This subject replaces subjects EEE314 and EEE405.

Prerequisites

( EPT123 or EPT241 or EPT329 ) 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 REC302 or ENM308 ) 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 ( JST320 or JST338 or JST318 ) and ( EMH442 or EML442 or EMM442 or EMR442 or EMS442 or EMT444 or EMT446 or ETL411 )

Subject Relationships

EPT444 Shares similar content

Incompatible Subjects

EPT444

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers at graduate level during 30 days of professional experience in secondary classroom settings;
  • be able to use a variety of evidence and data, including NAPLAN results, to plan teaching and learning sequences constructively aligned to curriculum documentation;
  • be able to apply current models of pedagogy and strategies appropriate to the context and stage, to cater for the diverse needs of learners;
  • be able to apply a range of strategies to assess, record, report and provide feedback to students and parents/carers on achievement of learning outcomes;
  • be able to analyse and interpret student assessment data to evaluate student learning and to inform planning and /or to modify subsequent teaching practice to progress student learning;
  • be able to use assessment tools and moderation processes to support consistent and comparable, standards based judgements of student learning;
  • be able to reflect on and appraise the impact of their teaching on student outcomes, drawing on relevant theory and evidence collected, to modify and improve future teaching and progress student learning; and
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers (APST) at graduate level through the satisfactory completion of a Teaching Performance Assessment (TPA).

Syllabus

This subject will cover the following topics:
  • The Australian Professional Standards for Teachers
  • Preparing for placement; requirements and the responsibilities of a being a classroom teacher
  • Development of SMART (Specific, Measurable, Achievable, Relevant and Time) professional goals
  • Expectations for a 30 day professional experience placement
  • State and national principles and policies, including NAPLAN, and their influence on assessment requirements and practices
  • Purposes of assessment (including NAPLAN)
  • Interpreting student data
  • Different approaches, skills and practices in assessment - strengths and challenges
  • Assessment for/as learning
  • Assessment as evidence of student learning and achievement
  • Assessment strategies
  • Effective feed forward and feedback on student learning
  • Reliability and validity in assessment and moderation: Making consistent and comparable judgements
  • Analysing student work
  • Learning Intentions, marking rubrics and assessment criteria
  • Recording and reporting student achievement
  • Evaluating and improving teaching programs
  • TPA requirements - folio of annotated evidence and a report or narrative of their case study in a multimodal text

Workplace Learning

This subject contains a 30 days Compulsory Workplace Learning component.

This subject will involve 30 days of supervised professional experience in a secondary school setting (years 7-12) 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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