Pre-requisites

PR933 Professional Practice: Teaching Primary (25 days)

Co-requisites

None.

Learning Outcomes

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

• Apply advance knowledge of the discipline and the corresponding curriculum to develop differentiated learning goals that provide achievable challenges for students of varying abilities and characteristics.

• Apply expert judgement to diagnose students’ learning needs using a variety of assessment strategies and data analysis.

• Devise and implement informed and targeted interventions to enhance and extend student learning using a range of strategies to differentiate teaching according to the specific learning needs of a diverse range of students, including Aboriginal and Torres Strait Islanders.

• Seek and evaluate feedback from mentors, teachers and other experts to reflect upon and improve teaching practices and learning outcomes.

• Synthesise information gathered from policy documents, legislative and school processes, educational theory and other relevant sources to advance learning and teaching in the classroom.

• Critically evaluate the outcomes of learning and teaching interventions in the classroom and propose subsequent learning and teaching foci for the students.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

Unit Description

This unit provides the opportunity for students to integrate their learning ie praxis thus far in their course as a preparation for their final 30day placement. It starts with a full acquaintance with the regulatory requirements of the TPA and enables the PST to construct their identity as a professional in anticipation of the context of their school placement, The Teacher Performance Assessment (A3TPA) is designed as an ‘authentic task’; therefore, it must be completed during the final 30-day Professional Experience placement. Pre-service teachers are required to select a suitable class that will be the focus of their A3TPA. The selected class must allow the pre-service teacher to teach a minimum of 5 sequential lessons (learning and teaching sequence). Pre-service Teachers will identify 3 students from the class who represent a diversity of learners within the class e.g. gifted and talented students, students with special educational needs, and/or students learning English as an additional language or dialect, Aboriginal and Torres Strait Islander students. They are required to complete a case study on the 3 selected students from the class that demonstrates their ability to plan, teach, assess and reflect. When completing the tasks, reference is directly made to the Australian Professional Standards for Teachers - Graduate Level Descriptors.

Topics

1. Focus: Constructing yourself as a teaching professional
   A3TPA Section 4: Evidence of Reflection on Teaching and Learning

2. Focus: Action Research
   A3TPA Section 1: Evidence of Planning for Learning

3. Focus: Learners in Context
   A3TPA Section 2: Evidence of Teaching for Learning

4. Focus: The Assessing and Reporting Cycle
   A3TPA Section 3: Evidence of Assessment and Reporting for Learning

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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.