Pre-requisites

4 Method Units
ED920.506 Developmental Learning and Pedagogies
ED921.506 Ecology and Management of Learning Environments
ED922.506 Students with Additional Needs
ED924.506 Learners, Educators and Social Contexts
ED931.506 Curriculum, Assessment, Evidence and Data
ED950.506 Research Practices for Innovative Educators
ES926.506 Literacy and Numeracy Across the Curriculum
ES927.506 Adolescent Identity and Contexts
ES928.506 Secondary School Systems and Reflexive Praxis
PR935.500 Professional Practice: Teaching Secondary (25 days)

Co-requisites

ED923.506 Information Communications Technology and Design
ES928.506 Secondary School systems and Reflexive Praxis
ES957.506 Major Project

Learning Outcomes

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

• In the context of a placement the student will plan and implement lesson sequences that target student learning through a range of teaching strategies and demonstrate knowledge of the scope and sequence of the content area.

• In the context of a placement the student will plan, implement and critically evaluate strategies, including a range of verbal and non-verbal communication strategies, to provide students with safe, supportive and engaging learning environments.

• In the context of a placement the student will develop, implement and evaluate a range of assessments to diagnose and gauge the learning and teaching needs of students, and provide feedback to students on their learning.

• In the context of a placement the student will analyse and use assessment data to ascertain student learning needs and plan for differentiated teaching and learning.

• In the context of a placement the student will evaluate teaching programs and critically reflect on their own and others’ teaching practices, seek and apply advice and constructive feedback from supervisors and experienced teachers in order to improve teaching programs and practices and their identity as a teacher including a Christian perspective.

• In the context of a placement the student will participate as a professional in the life of the school community, demonstrating an understanding of the required roles and responsibilities.

• In the context of a placement the student will evaluate and define personal learning needs, and engage in a range of professional learning activities targeted at improving teaching and learning outcomes.

• In the context of a placement, the student will demonstrate proficiency and professionalism in their teaching practice that is commensurate with and shows understanding of the expectations of the Australian Professional Standards for Teachers in identifying professional learning needs and the key principles described in the codes of ethics and conduct for the teaching profession.

Unit Description

During the school-based learning experiences, pre-service teachers will demonstrate a responsive and responsible approach to professional practice and satisfactory completion of Professional Experience placements and debriefings. They will reflect on the role and responsibility of a teacher, demonstrating Christian values and principles, and a professional manner with students, colleagues and the school community in alignment with the Codes of Ethics and Conduct.

The third and final professional experience is a block of 30 consecutive days in a Secondary school, and is during the second semester of the second year. The aim for this teaching block is for pre-service teachers to operate as independent yet supervised teachers. The pre-service teachers will ideally move quickly through a team teaching model with the Mentor Teacher and have full control of the class learning environment for at least the final two weeks.

In this experience students are required to demonstrate that they are ‘ready to teach’ by satisfactorily meeting all the Standards for Graduating Teachers. The College will make the final determination in assessing the student, drawing upon feedback from the supervising teacher and the supervising teacher’s summative report as well as the students’ task submissions to assess the student’s completion of the practicum unit and determine if they are ‘ready to teach’.

Mentor Teachers will provide advice and support for the pre-service teachers and will assess their teaching against the Australian Professional Standards for Teachers at the graduate level. As pre-service teachers progress through the Professional Experience, they are expected to demonstrate increasing competence and professional growth. They will seek, reflect on and apply constructive feedback from supervisors and teachers in order to improve their teaching practices. Through this professional experience you will focus on developing a reflective practice in order to improve classroom practices. On campus classes will introduce the teaching performance assessment. During your placement you will reflect on and evaluate your practices and their impact on students, and your progress towards the Australian Professional Standards for Teachers at the graduate level.

All pre-service teachers are to become well immersed with school life. Pre-service teachers are required to incorporate digital technologies in their teaching, learning and administration practices displaying improving personal proficiency.

Successful completion of all Professional Experiences is essential to gaining the award of Master of Teaching (Secondary).

Pre-service teachers will have a Working with Children check before they commence Professional Experience.

This unit is to be completed in a student’s final semester.

Topics

• Reflective Approaches to Improving Practice
• Measuring impact and progress against the Australian Professional Standards for Teachers
• Preparing for the final professional experience
• Preparing for the teaching performance assessment
• Debriefing and reflecting on the professional experience
• Preparing to transition into the profession
• Teacher registration and engagement with representatives of the sector

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Unit offerings

Face to face: (Demand based)

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.