Pre-requisites

CF604 Faith, Reason and Justice
ED621 Ecology and Management of Learning Environments: School Observation (5 days)
ED631 Curriculum, Assessment and Data: School Observation (5 days)
A combination of 6 units from the student’s Major and Minor

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Critically review and understand legislative, administrative and organisational policies and processes required for teachers across all stages of schooling, working in Christian faith-based, government, and other school contexts according to school stage

• Apply an understanding and synthesis of the Australian Professional Standards for Teachers, The Victorian Teaching Profession Code of Conduct, and the Child Safe Standards as well as legal and Christian dimensions to define professional identity and engagement

• Evaluate strategies for involving parents/carers in educative processes and develop strategies for working effectively, sensitively and confidentially with them

• Understand the rationale for continued professional learning and the implications for improving student learning

• Critically review the role of the Australian Professional Standards for Teachers for reflecting upon and identifying personal professional learning needs, and identify relevant and appropriate sources of professional development, applying a Christian perspective

Unit Description

In this unit, you will explore and understand teacher’s professional identity and engagement and explore the wider legal and regulatory environment within which schools are situated, including a Christian perspective. You will develop knowledge and understanding of the Australian Professional Standards for Teachers, The Victorian Teaching Profession Code of Conduct, the Child Safe Standards and their application to the teaching profession. You will develop your understanding of legislative, administrative and organisational policies and processes required for teachers related to a range of topics, including student safety and well-being, mandatory reporting, bullying and harassment, relationships in school contexts, inclusive practices, privacy, and ICT. You will identify and develop understanding of the various stakeholders in education contexts, particularly focusing on developing strategies to engage and involve parents/carers in educative processes.

This unit also covers the importance of continued professional learning for teachers; how to effectively use the Australian Professional Standards for Teachers to determine your learning needs; and understanding of the broad range of relevant and appropriate sources of professional development.

Topics

• Professional identity and the Australian Professional Standards for Teachers and teacher registration
• Professional learning - importance, accountabilities, sources, and implications for improved student learning
• The Victorian Teaching Profession Code of Conduct and the Child Safe Standards
• Teaching in the age of accountability- understanding compliance
• Christianity and teaching - the Christian teacher identity and ethos
• Student well-being and pastoral care
• Policies, administration and legislation (e.g. related to enrollment, disability discrimination, privacy, child protection and mandatory reporting, The Crimes Act, social media, bullying and harassment)
• Duty of care and understanding risk
• Planning and delivering learning activities
• Relationships in school environments - colleagues, parents/carers, students and other stakeholders
• Partnering with parents, the community and building school culture
• Engaging well and teacher self-care

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Unit offerings

Face to face: Semester 2, 2024 (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.