EUB270 Professional Experience: Creating Positive Learning Environments
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: | EUB270 |
|---|---|
| Prerequisite(s): | (EUB170 or EUB171 or EUB172 or EUB242 or EUB242-2 or EUB140) and a recorded result (Achieved or Not Achieved) of both components of LANTITE |
| Equivalent(s): | EUB444, EUB444-2 |
| 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: | EUB270 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB171 or EUB172 or EUB242 or EUB242-2 or EUB140) and a recorded result (Achieved or Not Achieved) of both components of LANTITE |
| Equivalent: | EUB444 or EUB444-2 |
| Coordinator: | Bessie Stone | bessie.stone@qut.edu.au |
Overview
This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations, and research-based strategies that limit the incidence and impact of challenging classroom behaviours. In preparation for professional experience, the unit will cover evidence-based classroom strategies that focus on preventative practices and practical skills to maintain safe, orderly, and inclusive environments for the whole class, small groups, and addressing student diversity.
You will participate in 20 days of professional experience. Learning in this unit will be related to preparing for and reflecting on the time you will spend in a school. This professional experience includes an opportunity for ED39 preservice teachers to complete observations of an upper primary class.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Construct a plan for responding to challenging behaviour and building safe, supportive, inclusive and positive learning environments.
- Select appropriate classroom management policies, theories and academic and professional literature to justify approaches to managing behaviours.
- Reflect on your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing.
- Plan ways to communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
- Demonstrate planning, teaching, and management of safe and supportive learning environments, assessing and recording learning, and professional conduct during professional experience.
Content
This unit will focus on the knowledge and skills for building positive learning environments. It will cover these topics:
- managing a safe and organised classroom, including, ways to respond to challenging behaviour
- managing the safe and ethical use of ICT
- strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
- giving clear instructions and setting classroom expectations
- verbal and non-verbal communication skills
- proactive planning and strategies that are responsive to the learning strengths and needs of students who have experienced trauma, would benefit from differentiation, and those who are from diverse linguistic, cultural, religious and socioeconomic backgrounds, including Aboriginal and Torres Strait Islander backgrounds.
- the feedback and questioning cycle
- school behaviour policies and individual student behaviour plans
- developing communication and relationships with parents/carers to support positive relationships with students
- preparing for placement - setting professional expectations, developing relationships and networks, professional conversations, personal organisation, setting personal and professional goals for while on placement, and
- QCT values and Code of Conduct.
Learning Approaches
Professional experience units explicitly teach and practise course content prior to the commencement of placement. The varied length of placements is dependent on the course requirements. QUT teaching staff ensures each professional experience unit accommodates the teaching and practising of content with regard to the timing of placements as outlined on the Professional Experience, the QUT Semester calendars, and the unit overview.
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 20 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about creating positive learning environments to professional experience.
- Classroom Management Plan - This will require you to draw on your understanding of strategies for proactively managing a classroom, responding to and managing challenging behaviour, and developing a classroom management plan.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Classroom Management Plan. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Placement
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Classroom Management Plan
Part A - Classroom management plan (Digital Poster)
In the first part, you will develop a classroom management plan based on your teaching and learning philosophy and aligned with the key principles described in codes of ethics and conduct for the teaching profession. Your classroom management plan will identify strategies and plans of action to implement preventative strategies and intervention practices that respond to challenging behaviours and support safe, ethical and responsible use of ICTs by students. This plan will be submitted prior to professional placement. Please note: Not submitting this piece may result in you not being able to attend professional experience.
Part B - Reflection
From your observations, you will reflect on your professional experience to identify the ways in which teachers organise classrooms and manage student behaviour. Consider practical approaches witnessed to managing challenging behaviour and strategies teachers use to communicate with colleagues and parents/carers about student behaviours. Consider how your plan aligns with relevant legislative, administrative and organisational policies and processes required for teachers.
You will also reflect on your own experiences during professional experience to explore what worked well, challenges and opportunities for improvement. Use this reflection to identify professional learning needs, relevant and appropriate sources of professional learning for your work as a teacher, and align with the Australian Professional Standards for Teachers. Also reflect on how working with external professionals and community representatives may broaden your professional knowledge in creating positive learning environments.
Part C - Adjusted classroom management plan
You will also reflect on how you could revise your classroom management plan that you submitted in Part A. Using theory from the unit you will annotate your plan to identify adjustments that you would make.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
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 in relation to computer use will apply.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Placement - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Placement, Classroom Management Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Classroom Management Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Placement, Classroom Management Plan - Strategies to support full participation of students with disability
Relates to: Professional Placement
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Placement - Content selection and organisation
Relates to: Professional Placement - Curriculum, assessment and reporting
Relates to: Professional Placement - Literacy and numeracy strategies
Relates to: Professional Placement - Information and Communication Technology (ICT)
Relates to: Professional Placement
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Placement - Plan, structure and sequence learning programs
Relates to: Professional Placement - Use teaching strategies
Relates to: Professional Placement - Select and use resources
Relates to: Professional Placement - Use effective classroom communication
Relates to: Professional Placement - Evaluate and improve teaching programs
Relates to: Professional Placement
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Placement, Classroom Management Plan - Manage classroom activities
Relates to: Professional Placement, Classroom Management Plan - Manage challenging behaviour
Relates to: Professional Placement, Classroom Management Plan - Maintain student safety
Relates to: Professional Placement, Classroom Management Plan - Use ICT safely, responsibly and ethically
Relates to: Professional Placement, Classroom Management Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Placement - Provide feedback to students on their learning
Relates to: Professional Placement - Make consistent and comparable judgements
Relates to: Professional Placement - Interpret student data
Relates to: Professional Placement - Report on student achievement
Relates to: Professional Placement
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Classroom Management Plan - Engage in professional learning and improve practice
Relates to: Classroom Management Plan - Engage with colleagues and improve practice
Relates to: Professional Placement, Classroom Management Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Placement, Classroom Management Plan - Comply with legislative, administrative and organisational requirements
Relates to: Professional Placement - Engage with the parents/carers
Relates to: Professional Placement, Classroom Management Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Placement, Classroom Management Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB270 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB171 or EUB172 or EUB242 or EUB242-2 or EUB140) and a recorded result (Achieved or Not Achieved) of both components of LANTITE |
| Equivalent: | EUB444 or EUB444-2 |
Overview
This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations, and research-based strategies that limit the incidence and impact of challenging classroom behaviours. In preparation for professional experience, the unit will cover evidence-based classroom strategies that focus on preventative practices and practical skills to maintain safe, orderly, and inclusive environments for the whole class, small groups, and addressing student diversity.
You will participate in 20 days of professional experience. Learning in this unit will be related to preparing for and reflecting on the time you will spend in a school. This professional experience includes an opportunity for ED39 preservice teachers to complete observations of an upper primary class.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Construct a plan for responding to challenging behaviour and building safe, supportive, inclusive and positive learning environments.
- Select appropriate classroom management policies, theories and academic and professional literature to justify approaches to managing behaviours.
- Reflect on your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing.
- Plan ways to communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
- Demonstrate planning, teaching, and management of safe and supportive learning environments, assessing and recording learning, and professional conduct during professional experience.
Content
This unit will focus on the knowledge and skills for building positive learning environments. It will cover these topics:
- managing a safe and organised classroom, including, ways to respond to challenging behaviour
- managing the safe and ethical use of ICT
- strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
- giving clear instructions and setting classroom expectations
- verbal and non-verbal communication skills
- proactive planning and strategies that are responsive to the learning strengths and needs of students who have experienced trauma, would benefit from differentiation, and those who are from diverse linguistic, cultural, religious and socioeconomic backgrounds, including Aboriginal and Torres Strait Islander backgrounds.
- the feedback and questioning cycle
- school behaviour policies and individual student behaviour plans
- developing communication and relationships with parents/carers to support positive relationships with students
- preparing for placement - setting professional expectations, developing relationships and networks, professional conversations, personal organisation, setting personal and professional goals for while on placement, and
- QCT values and Code of Conduct.
Learning Approaches
Professional experience units explicitly teach and practise course content prior to the commencement of placement. The varied length of placements is dependent on the course requirements. QUT teaching staff ensures each professional experience unit accommodates the teaching and practising of content with regard to the timing of placements as outlined on the Professional Experience, the QUT Semester calendars, and the unit overview.
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 20 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about creating positive learning environments to professional experience.
- Classroom Management Plan - This will require you to draw on your understanding of strategies for proactively managing a classroom, responding to and managing challenging behaviour, and developing a classroom management plan.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Classroom Management Plan. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Placement
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Classroom Management Plan
Part A - Classroom management plan (Digital Poster)
In the first part, you will develop a classroom management plan based on your teaching and learning philosophy and aligned with the key principles described in codes of ethics and conduct for the teaching profession. Your classroom management plan will identify strategies and plans of action to implement preventative strategies and intervention practices that respond to challenging behaviours and support safe, ethical and responsible use of ICTs by students. This plan will be submitted prior to professional placement. Please note: Not submitting this piece may result in you not being able to attend professional experience.
Part B - Reflection
From your observations, you will reflect on your professional experience to identify the ways in which teachers organise classrooms and manage student behaviour. Consider practical approaches witnessed to managing challenging behaviour and strategies teachers use to communicate with colleagues and parents/carers about student behaviours. Consider how your plan aligns with relevant legislative, administrative and organisational policies and processes required for teachers.
You will also reflect on your own experiences during professional experience to explore what worked well, challenges and opportunities for improvement. Use this reflection to identify professional learning needs, relevant and appropriate sources of professional learning for your work as a teacher, and align with the Australian Professional Standards for Teachers. Also reflect on how working with external professionals and community representatives may broaden your professional knowledge in creating positive learning environments.
Part C - Adjusted classroom management plan
You will also reflect on how you could revise your classroom management plan that you submitted in Part A. Using theory from the unit you will annotate your plan to identify adjustments that you would make.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
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 in relation to computer use will apply.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Placement - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Placement, Classroom Management Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Classroom Management Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Placement, Classroom Management Plan - Strategies to support full participation of students with disability
Relates to: Professional Placement
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Placement - Content selection and organisation
Relates to: Professional Placement - Curriculum, assessment and reporting
Relates to: Professional Placement - Literacy and numeracy strategies
Relates to: Professional Placement - Information and Communication Technology (ICT)
Relates to: Professional Placement
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Placement - Plan, structure and sequence learning programs
Relates to: Professional Placement - Use teaching strategies
Relates to: Professional Placement - Select and use resources
Relates to: Professional Placement - Use effective classroom communication
Relates to: Professional Placement - Evaluate and improve teaching programs
Relates to: Professional Placement
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Placement, Classroom Management Plan - Manage classroom activities
Relates to: Professional Placement, Classroom Management Plan - Manage challenging behaviour
Relates to: Professional Placement, Classroom Management Plan - Maintain student safety
Relates to: Professional Placement, Classroom Management Plan - Use ICT safely, responsibly and ethically
Relates to: Professional Placement, Classroom Management Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Placement - Provide feedback to students on their learning
Relates to: Professional Placement - Make consistent and comparable judgements
Relates to: Professional Placement - Interpret student data
Relates to: Professional Placement - Report on student achievement
Relates to: Professional Placement
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Classroom Management Plan - Engage in professional learning and improve practice
Relates to: Classroom Management Plan - Engage with colleagues and improve practice
Relates to: Professional Placement, Classroom Management Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Placement, Classroom Management Plan - Comply with legislative, administrative and organisational requirements
Relates to: Professional Placement - Engage with the parents/carers
Relates to: Professional Placement, Classroom Management Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Placement, Classroom Management Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUB270 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB171 or EUB172 or EUB242 or EUB242-2 or EUB140) and a recorded result (Achieved or Not Achieved) of both components of LANTITE |
| Equivalent: | EUB444 or EUB444-2 |
| Coordinator: | Bessie Stone | bessie.stone@qut.edu.au |
Overview
This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations, and research-based strategies that limit the incidence and impact of challenging classroom behaviours. In preparation for professional experience, the unit will cover evidence-based classroom strategies that focus on preventative practices and practical skills to maintain safe, orderly, and inclusive environments for the whole class, small groups, and addressing student diversity.
You will participate in 20 days of professional experience. Learning in this unit will be related to preparing for and reflecting on the time you will spend in a school. This professional experience includes an opportunity for ED39 preservice teachers to complete observations of an upper primary class.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Construct a plan for responding to challenging behaviour and building safe, supportive, inclusive and positive learning environments.
- Select appropriate classroom management policies, theories and academic and professional literature to justify approaches to managing behaviours.
- Reflect on your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing.
- Plan ways to communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
- Demonstrate planning, teaching, and management of safe and supportive learning environments, assessing and recording learning, and professional conduct during professional experience.
Content
This unit will focus on the knowledge and skills for building positive learning environments. It will cover these topics:
- managing a safe and organised classroom, including, ways to respond to challenging behaviour
- managing the safe and ethical use of ICT
- strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
- giving clear instructions and setting classroom expectations
- verbal and non-verbal communication skills
- proactive planning and strategies that are responsive to the learning strengths and needs of students who have experienced trauma, would benefit from differentiation, and those who are from diverse linguistic, cultural, religious and socioeconomic backgrounds, including Aboriginal and Torres Strait Islander backgrounds.
- the feedback and questioning cycle
- school behaviour policies and individual student behaviour plans
- developing communication and relationships with parents/carers to support positive relationships with students
- preparing for placement - setting professional expectations, developing relationships and networks, professional conversations, personal organisation, setting personal and professional goals for while on placement, and
- QCT values and Code of Conduct.
Learning Approaches
Professional experience units explicitly teach and practise course content prior to the commencement of placement. The varied length of placements is dependent on the course requirements. QUT teaching staff ensures each professional experience unit accommodates the teaching and practising of content with regard to the timing of placements as outlined on the Professional Experience, the QUT Semester calendars, and the unit overview.
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 20 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about creating positive learning environments to professional experience.
- Classroom Management Plan - This will require you to draw on your understanding of strategies for proactively managing a classroom, responding to and managing challenging behaviour, and developing a classroom management plan.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Classroom Management Plan. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Placement
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Classroom Management Plan
Part A - Classroom management plan (Digital Poster)
In the first part, you will develop a classroom management plan based on your teaching and learning philosophy and aligned with the key principles described in codes of ethics and conduct for the teaching profession. Your classroom management plan will identify strategies and plans of action to implement preventative strategies and intervention practices that respond to challenging behaviours and support safe, ethical and responsible use of ICTs by students. This plan will be submitted prior to professional placement. Please note: Not submitting this piece may result in you not being able to attend professional experience.
Part B - Reflection
From your observations, you will reflect on your professional experience to identify the ways in which teachers organise classrooms and manage student behaviour. Consider practical approaches witnessed to managing challenging behaviour and strategies teachers use to communicate with colleagues and parents/carers about student behaviours. Consider how your plan aligns with relevant legislative, administrative and organisational policies and processes required for teachers.
You will also reflect on your own experiences during professional experience to explore what worked well, challenges and opportunities for improvement. Use this reflection to identify professional learning needs, relevant and appropriate sources of professional learning for your work as a teacher, and align with the Australian Professional Standards for Teachers. Also reflect on how working with external professionals and community representatives may broaden your professional knowledge in creating positive learning environments.
Part C - Adjusted classroom management plan
You will also reflect on how you could revise your classroom management plan that you submitted in Part A. Using theory from the unit you will annotate your plan to identify adjustments that you would make.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
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 in relation to computer use will apply.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Placement - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Placement, Classroom Management Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Classroom Management Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Placement, Classroom Management Plan - Strategies to support full participation of students with disability
Relates to: Professional Placement
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Placement - Content selection and organisation
Relates to: Professional Placement - Curriculum, assessment and reporting
Relates to: Professional Placement - Literacy and numeracy strategies
Relates to: Professional Placement - Information and Communication Technology (ICT)
Relates to: Professional Placement
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Placement - Plan, structure and sequence learning programs
Relates to: Professional Placement - Use teaching strategies
Relates to: Professional Placement - Select and use resources
Relates to: Professional Placement - Use effective classroom communication
Relates to: Professional Placement - Evaluate and improve teaching programs
Relates to: Professional Placement
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Placement, Classroom Management Plan - Manage classroom activities
Relates to: Professional Placement, Classroom Management Plan - Manage challenging behaviour
Relates to: Professional Placement, Classroom Management Plan - Maintain student safety
Relates to: Professional Placement, Classroom Management Plan - Use ICT safely, responsibly and ethically
Relates to: Professional Placement, Classroom Management Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Placement - Provide feedback to students on their learning
Relates to: Professional Placement - Make consistent and comparable judgements
Relates to: Professional Placement - Interpret student data
Relates to: Professional Placement - Report on student achievement
Relates to: Professional Placement
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Classroom Management Plan - Engage in professional learning and improve practice
Relates to: Classroom Management Plan - Engage with colleagues and improve practice
Relates to: Professional Placement, Classroom Management Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Placement, Classroom Management Plan - Comply with legislative, administrative and organisational requirements
Relates to: Professional Placement - Engage with the parents/carers
Relates to: Professional Placement, Classroom Management Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Placement, Classroom Management Plan
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: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
Unit Outline: Semester 2 2024, Online
| Unit code: | EUB270 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB171 or EUB172 or EUB242 or EUB242-2 or EUB140) and a recorded result (Achieved or Not Achieved) of both components of LANTITE |
| Equivalent: | EUB444 or EUB444-2 |
Overview
This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations, and research-based strategies that limit the incidence and impact of challenging classroom behaviours. In preparation for professional experience, the unit will cover evidence-based classroom strategies that focus on preventative practices and practical skills to maintain safe, orderly, and inclusive environments for the whole class, small groups, and addressing student diversity.
You will participate in 20 days of professional experience. Learning in this unit will be related to preparing for and reflecting on the time you will spend in a school. This professional experience includes an opportunity for ED39 preservice teachers to complete observations of an upper primary class.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Construct a plan for responding to challenging behaviour and building safe, supportive, inclusive and positive learning environments.
- Select appropriate classroom management policies, theories and academic and professional literature to justify approaches to managing behaviours.
- Reflect on your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing.
- Plan ways to communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
- Demonstrate planning, teaching, and management of safe and supportive learning environments, assessing and recording learning, and professional conduct during professional experience.
Content
This unit will focus on the knowledge and skills for building positive learning environments. It will cover these topics:
- managing a safe and organised classroom, including, ways to respond to challenging behaviour
- managing the safe and ethical use of ICT
- strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
- giving clear instructions and setting classroom expectations
- verbal and non-verbal communication skills
- proactive planning and strategies that are responsive to the learning strengths and needs of students who have experienced trauma, would benefit from differentiation, and those who are from diverse linguistic, cultural, religious and socioeconomic backgrounds, including Aboriginal and Torres Strait Islander backgrounds.
- the feedback and questioning cycle
- school behaviour policies and individual student behaviour plans
- developing communication and relationships with parents/carers to support positive relationships with students
- preparing for placement - setting professional expectations, developing relationships and networks, professional conversations, personal organisation, setting personal and professional goals for while on placement, and
- QCT values and Code of Conduct.
Learning Approaches
Professional experience units explicitly teach and practise course content prior to the commencement of placement. The varied length of placements is dependent on the course requirements. QUT teaching staff ensures each professional experience unit accommodates the teaching and practising of content with regard to the timing of placements as outlined on the Professional Experience, the QUT Semester calendars, and the unit overview.
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 20 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about creating positive learning environments to professional experience.
- Classroom Management Plan - This will require you to draw on your understanding of strategies for proactively managing a classroom, responding to and managing challenging behaviour, and developing a classroom management plan.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Classroom Management Plan. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Placement
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Classroom Management Plan
Part A - Classroom management plan (Digital Poster)
In the first part, you will develop a classroom management plan based on your teaching and learning philosophy and aligned with the key principles described in codes of ethics and conduct for the teaching profession. Your classroom management plan will identify strategies and plans of action to implement preventative strategies and intervention practices that respond to challenging behaviours and support safe, ethical and responsible use of ICTs by students. This plan will be submitted prior to professional placement. Please note: Not submitting this piece may result in you not being able to attend professional experience.
Part B - Reflection
From your observations, you will reflect on your professional experience to identify the ways in which teachers organise classrooms and manage student behaviour. Consider practical approaches witnessed to managing challenging behaviour and strategies teachers use to communicate with colleagues and parents/carers about student behaviours. Consider how your plan aligns with relevant legislative, administrative and organisational policies and processes required for teachers.
You will also reflect on your own experiences during professional experience to explore what worked well, challenges and opportunities for improvement. Use this reflection to identify professional learning needs, relevant and appropriate sources of professional learning for your work as a teacher, and align with the Australian Professional Standards for Teachers. Also reflect on how working with external professionals and community representatives may broaden your professional knowledge in creating positive learning environments.
Part C - Adjusted classroom management plan
You will also reflect on how you could revise your classroom management plan that you submitted in Part A. Using theory from the unit you will annotate your plan to identify adjustments that you would make.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
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 in relation to computer use will apply.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Placement - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Placement, Classroom Management Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Classroom Management Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Placement, Classroom Management Plan - Strategies to support full participation of students with disability
Relates to: Professional Placement
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Placement - Content selection and organisation
Relates to: Professional Placement - Curriculum, assessment and reporting
Relates to: Professional Placement - Literacy and numeracy strategies
Relates to: Professional Placement - Information and Communication Technology (ICT)
Relates to: Professional Placement
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Placement - Plan, structure and sequence learning programs
Relates to: Professional Placement - Use teaching strategies
Relates to: Professional Placement - Select and use resources
Relates to: Professional Placement - Use effective classroom communication
Relates to: Professional Placement - Evaluate and improve teaching programs
Relates to: Professional Placement
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Placement, Classroom Management Plan - Manage classroom activities
Relates to: Professional Placement, Classroom Management Plan - Manage challenging behaviour
Relates to: Professional Placement, Classroom Management Plan - Maintain student safety
Relates to: Professional Placement, Classroom Management Plan - Use ICT safely, responsibly and ethically
Relates to: Professional Placement, Classroom Management Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Placement - Provide feedback to students on their learning
Relates to: Professional Placement - Make consistent and comparable judgements
Relates to: Professional Placement - Interpret student data
Relates to: Professional Placement - Report on student achievement
Relates to: Professional Placement
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Classroom Management Plan - Engage in professional learning and improve practice
Relates to: Classroom Management Plan - Engage with colleagues and improve practice
Relates to: Professional Placement, Classroom Management Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Placement, Classroom Management Plan - Comply with legislative, administrative and organisational requirements
Relates to: Professional Placement - Engage with the parents/carers
Relates to: Professional Placement, Classroom Management Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Placement, Classroom Management Plan
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: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Classroom Management Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO7, Professional Placement, Classroom Management Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO7, Professional Placement - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, ULO7, Professional Placement - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO7, Professional Placement, Classroom Management Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO7, Professional Placement - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, ULO7, Professional Placement, Classroom Management Plan