EUB104 Future Focused Teaching
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB104 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB104 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Jennifer Clifton | jen.clifton@qut.edu.au |
Overview
This unit introduces key concepts and skills required when working in education and understanding teachers' work. This unit will provide explicit academic and professional experience preparation underpinned by the Australian Professional Standards designed to support you through your degree and transition to the profession. The specific skills of observation, reflection and collegial conversations with peers and key personnel from the field will be considered and applied to educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the role of professional learning for teachers in relation to the Australian Professional Standards for Teachers.
- Analyse the roles and representations of teachers.
- Conduct professional and collegial conversations with peers, teachers and other professionals.
- Conduct ethical observational practice and professional record keeping.
- Identify and apply relevant policy, curriculum documents and practice initiatives in educational contexts.
Content
- An introduction to the Australian Professional Standards for Teachers, the key principles described in codes of ethics and conduct for the teaching profession, and legislative, administrative and organisational policies and processes required for teachers according to school stage;
- Transition to the profession;
- Ethical observations and reflections;
- Development of written and verbal academic literacy skills;
- Professional and ethical conduct in keeping accurate and reliable records of student achievement, including observations and reflections;
- Effective communication and interpersonal skills for teaching and learning;
- Collegial conversations with peers and the field;
- Professional conversations seeking and applying feedback from supervisors and teachers to improve teaching practices;
- A range of strategies for working with and reporting to students and parents/carers in effective, sensitive and confidential ways;
- Personal and professional values and beliefs and how these relate to teachers' practice and teacher identity;
- Sources of continuous professional learning and implications for improved student learning;
- The role of external professionals and community in broadening teachers knowledge and practice; and
- Impact of policy for practice initiative in education.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain critical formative and summative feedback that will be relevant for your future learning and practice. Feedback will be provided by academics and peers through engagement in unit lecture, tutorials and workshops. Summative feedback will be provided on Assessment 1 and 2.
Assessment
Overview
There are two assessment pieces in this unit including:
1. Personal teaching response
2. Reflections on policy and practice initiatives in educational contexts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teacher Representations
You will create a visual depiction of different representations of teachers presented in the unit using a graphic organiser or representation of your choice. Accompanying this visual depiction will be a written personal response to these representations. You will draw on content and literature relating to teacher representation critiqued in this unit. You will also consider how the APSTs, professional learning and external professionals will continue to shape and craft your career.
You will share your personal response with your peers and engage in a constructive feedback process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Observations and Reflections on Practice
You will engage in cycles of observation and reflection related to classroom practice and collegial conversations. In response, you will write personal reflections following a reflective framework. The reflections will incorporate knowledge of ethical observational practice, professional record keeping and professional conduct for teachers, that draw upon relevant policies and processes.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Allen, J., & White, S., (2018). Learning to teach in a new era. Melbourne: Cambridge University Press.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Observations and Reflections on Practice
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Teacher Representations - Engage in professional learning and improve practice
Relates to: Observations and Reflections on Practice - Engage with colleagues and improve practice
Relates to: Teacher Representations - Apply professional learning and improve student learning
Relates to: Observations and Reflections on Practice
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Teacher Representations - Comply with legislative, administrative and organisational requirements
Relates to: Teacher Representations - Engage with professional teaching networks and broader communities
Relates to: Teacher Representations
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB104 |
|---|---|
| Credit points: | 12 |
Overview
This unit introduces key concepts and skills required when working in education and understanding teachers' work. This unit will provide explicit academic and professional experience preparation underpinned by the Australian Professional Standards designed to support you through your degree and transition to the profession. The specific skills of observation, reflection and collegial conversations with peers and key personnel from the field will be considered and applied to educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the role of professional learning for teachers in relation to the Australian Professional Standards for Teachers.
- Analyse the roles and representations of teachers.
- Conduct professional and collegial conversations with peers, teachers and other professionals.
- Conduct ethical observational practice and professional record keeping.
- Identify and apply relevant policy, curriculum documents and practice initiatives in educational contexts.
Content
- An introduction to the Australian Professional Standards for Teachers, the key principles described in codes of ethics and conduct for the teaching profession, and legislative, administrative and organisational policies and processes required for teachers according to school stage;
- Transition to the profession;
- Ethical observations and reflections;
- Development of written and verbal academic literacy skills;
- Professional and ethical conduct in keeping accurate and reliable records of student achievement, including observations and reflections;
- Effective communication and interpersonal skills for teaching and learning;
- Collegial conversations with peers and the field;
- Professional conversations seeking and applying feedback from supervisors and teachers to improve teaching practices;
- A range of strategies for working with and reporting to students and parents/carers in effective, sensitive and confidential ways;
- Personal and professional values and beliefs and how these relate to teachers' practice and teacher identity;
- Sources of continuous professional learning and implications for improved student learning;
- The role of external professionals and community in broadening teachers knowledge and practice; and
- Impact of policy for practice initiative in education.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain critical formative and summative feedback that will be relevant for your future learning and practice. Feedback will be provided by academics and peers through engagement in unit lecture, tutorials and workshops. Summative feedback will be provided on Assessment 1 and 2.
Assessment
Overview
There are two assessment pieces in this unit including:
1. Personal teaching response
2. Reflections on policy and practice initiatives in educational contexts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teacher Representations
You will create a visual depiction of different representations of teachers presented in the unit using a graphic organiser or representation of your choice. Accompanying this visual depiction will be a written personal response to these representations. You will draw on content and literature relating to teacher representation critiqued in this unit. You will also consider how the APSTs, professional learning and external professionals will continue to shape and craft your career.
You will share your personal response with your peers and engage in a constructive feedback process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Observations and Reflections on Practice
You will engage in cycles of observation and reflection related to classroom practice and collegial conversations. In response, you will write personal reflections following a reflective framework. The reflections will incorporate knowledge of ethical observational practice, professional record keeping and professional conduct for teachers, that draw upon relevant policies and processes.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Allen, J., & White, S., (2018). Learning to teach in a new era. Melbourne: Cambridge University Press.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Observations and Reflections on Practice
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Teacher Representations - Engage in professional learning and improve practice
Relates to: Observations and Reflections on Practice - Engage with colleagues and improve practice
Relates to: Teacher Representations - Apply professional learning and improve student learning
Relates to: Observations and Reflections on Practice
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Teacher Representations - Comply with legislative, administrative and organisational requirements
Relates to: Teacher Representations - Engage with professional teaching networks and broader communities
Relates to: Teacher Representations
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUB104 |
|---|---|
| Credit points: | 12 |
Overview
This unit introduces key concepts and skills required when working in education and understanding teachers' work. This unit will provide explicit academic and professional experience preparation underpinned by the Australian Professional Standards designed to support you through your degree and transition to the profession. The specific skills of observation, reflection and collegial conversations with peers and key personnel from the field will be considered and applied to educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the role of professional learning for teachers in relation to the Australian Professional Standards for Teachers.
- Analyse the roles and representations of teachers.
- Conduct professional and collegial conversations with peers, teachers and other professionals.
- Conduct ethical observational practice and professional record keeping.
- Identify and apply relevant policy, curriculum documents and practice initiatives in educational contexts.
Content
- An introduction to the Australian Professional Standards for Teachers, the key principles described in codes of ethics and conduct for the teaching profession, and legislative, administrative and organisational policies and processes required for teachers according to school stage;
- Transition to the profession;
- Ethical observations and reflections;
- Development of written and verbal academic literacy skills;
- Professional and ethical conduct in keeping accurate and reliable records of student achievement, including observations and reflections;
- Effective communication and interpersonal skills for teaching and learning;
- Collegial conversations with peers and the field;
- Professional conversations seeking and applying feedback from supervisors and teachers to improve teaching practices;
- A range of strategies for working with and reporting to students and parents/carers in effective, sensitive and confidential ways;
- Personal and professional values and beliefs and how these relate to teachers' practice and teacher identity;
- Sources of continuous professional learning and implications for improved student learning;
- The role of external professionals and community in broadening teachers knowledge and practice; and
- Impact of policy for practice initiative in education.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain critical formative and summative feedback that will be relevant for your future learning and practice. Feedback will be provided by academics and peers through engagement in unit lecture, tutorials and workshops. Summative feedback will be provided on Assessment 1 and 2.
Assessment
Overview
There are two assessment pieces in this unit including:
1. Personal teaching response
2. Reflections on policy and practice initiatives in educational contexts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teacher Representations
You will create a visual depiction of different representations of teachers presented in the unit using a graphic organiser or representation of your choice. Accompanying this visual depiction will be a written personal response to these representations. You will draw on content and literature relating to teacher representation critiqued in this unit. You will also consider how the APSTs, professional learning and external professionals will continue to shape and craft your career.
You will share your personal response with your peers and engage in a constructive feedback process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Observations and Reflections on Practice
You will engage in cycles of observation and reflection related to classroom practice and collegial conversations. In response, you will write personal reflections following a reflective framework. The reflections will incorporate knowledge of ethical observational practice, professional record keeping and professional conduct for teachers, that draw upon relevant policies and processes.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Allen, J., & White, S., (2018). Learning to teach in a new era. Melbourne: Cambridge University Press.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Observations and Reflections on Practice
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Teacher Representations - Engage in professional learning and improve practice
Relates to: Observations and Reflections on Practice - Engage with colleagues and improve practice
Relates to: Teacher Representations - Apply professional learning and improve student learning
Relates to: Observations and Reflections on Practice
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Teacher Representations - Comply with legislative, administrative and organisational requirements
Relates to: Teacher Representations - Engage with professional teaching networks and broader communities
Relates to: Teacher Representations
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
Unit Outline: Semester 2 2024, Online
| Unit code: | EUB104 |
|---|---|
| Credit points: | 12 |
Overview
This unit introduces key concepts and skills required when working in education and understanding teachers' work. This unit will provide explicit academic and professional experience preparation underpinned by the Australian Professional Standards designed to support you through your degree and transition to the profession. The specific skills of observation, reflection and collegial conversations with peers and key personnel from the field will be considered and applied to educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the role of professional learning for teachers in relation to the Australian Professional Standards for Teachers.
- Analyse the roles and representations of teachers.
- Conduct professional and collegial conversations with peers, teachers and other professionals.
- Conduct ethical observational practice and professional record keeping.
- Identify and apply relevant policy, curriculum documents and practice initiatives in educational contexts.
Content
- An introduction to the Australian Professional Standards for Teachers, the key principles described in codes of ethics and conduct for the teaching profession, and legislative, administrative and organisational policies and processes required for teachers according to school stage;
- Transition to the profession;
- Ethical observations and reflections;
- Development of written and verbal academic literacy skills;
- Professional and ethical conduct in keeping accurate and reliable records of student achievement, including observations and reflections;
- Effective communication and interpersonal skills for teaching and learning;
- Collegial conversations with peers and the field;
- Professional conversations seeking and applying feedback from supervisors and teachers to improve teaching practices;
- A range of strategies for working with and reporting to students and parents/carers in effective, sensitive and confidential ways;
- Personal and professional values and beliefs and how these relate to teachers' practice and teacher identity;
- Sources of continuous professional learning and implications for improved student learning;
- The role of external professionals and community in broadening teachers knowledge and practice; and
- Impact of policy for practice initiative in education.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain critical formative and summative feedback that will be relevant for your future learning and practice. Feedback will be provided by academics and peers through engagement in unit lecture, tutorials and workshops. Summative feedback will be provided on Assessment 1 and 2.
Assessment
Overview
There are two assessment pieces in this unit including:
1. Personal teaching response
2. Reflections on policy and practice initiatives in educational contexts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teacher Representations
You will create a visual depiction of different representations of teachers presented in the unit using a graphic organiser or representation of your choice. Accompanying this visual depiction will be a written personal response to these representations. You will draw on content and literature relating to teacher representation critiqued in this unit. You will also consider how the APSTs, professional learning and external professionals will continue to shape and craft your career.
You will share your personal response with your peers and engage in a constructive feedback process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Observations and Reflections on Practice
You will engage in cycles of observation and reflection related to classroom practice and collegial conversations. In response, you will write personal reflections following a reflective framework. The reflections will incorporate knowledge of ethical observational practice, professional record keeping and professional conduct for teachers, that draw upon relevant policies and processes.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Allen, J., & White, S., (2018). Learning to teach in a new era. Melbourne: Cambridge University Press.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Observations and Reflections on Practice
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Teacher Representations - Engage in professional learning and improve practice
Relates to: Observations and Reflections on Practice - Engage with colleagues and improve practice
Relates to: Teacher Representations - Apply professional learning and improve student learning
Relates to: Observations and Reflections on Practice
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Teacher Representations - Comply with legislative, administrative and organisational requirements
Relates to: Teacher Representations - Engage with professional teaching networks and broader communities
Relates to: Teacher Representations
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO2, Teacher Representations - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO5, Teacher Representations - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Teacher Representations - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO1, Observations and Reflections on Practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Teacher Representations - Communicative: Engage and communicate effectively and professionally.
Relates to: Teacher Representations