EUB344 Professional Experiences: Informing Professional Practice
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: | EUB344 |
|---|---|
| Antirequisite(s): | EUB343, EUB343-1, EUB343-2, EUB370 |
| 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: | EUB344 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUB343, EUB343-1, EUB343-2, EUB370 |
| Coordinators: | Jennifer Clifton | jen.clifton@qut.edu.au |
Overview
This unit supports the developing stage of pre-service teacher professional practice. This unit focuses on developing the professional knowledge and practices associated with evidence of learning and evidence of impact. You will gain an understanding of and develop strategies for assessing, providing feedback and reporting on student progress, including quality assuring teacher judgements of student achievement. Data management, interpretation and analysis skills will be introduced, and factors that influence the measures of student performance.
You will participate in 15 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. You will also focus on developing skills and practices for professional resilience, specifically, personal wellbeing.
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:
- Understand the purpose of assessment, and develop a range of diagnostic and formative strategies to gather, gauge and provide feedback on evidence of learning relative to learning intentions and success criteria. (Relates to CLO 2, 4)
- Rationalise the importance of consistent and comparable judgements of student learning, and implement quality assurance strategies for assessment and reporting. (Relates to CLO 1)
- Collect, track and interpret evidence of learning, and use evidence to evaluate and improve teaching. (Relates to CLO 1)
- Understand the role of large-scale assessment and data in Australian and international education. (Relates to CLO 1, 2)
- Use professional experience to develop skills in establishing positive environments, building school-community relationships, practicing resilience and managing personal wellbeing. (Relates to CLO 7)
Content
This unit has three interrelated foci. Firstly, there will be an ongoing focus on preparation for, participation in and reflection on a 15-day professional experience placement.
Your placement will include: 3 days of observation of classrooms and school processes and 12 days of teaching. Throughout your placement, you must demonstrate
- that you are able to contribute to professional discussions with the teacher
- your ability to plan, carry out and reflect upon your own and others teaching
- your ability to work collegially and collaboratively with your fellow students and teachers at the school.
- professional behaviours such as being on time, keeping appointments and showing respect for the people and the work at school.
You will develop your ability to effectively plan, teach, manage student engagement, assess and record learning, and conduct yourself professionally. In addition, you will explore with your supervising teacher how to establish positive environments, build school-community relationships, and practice resilience, including designing and implementing learning experiences that promote acceptable boundaries, respect for self and others equality, productive relationships and proactive strategies for managing and resolving conflict without violence.You will also have a knowledge and understanding of student protection and related issues.
The second focus will be on the professional practices associated with gathering, gauging and responding to evidence of student learning. You will also gather and reflect on evidence of teacher impact. Using your understanding of learning intentions and success criteria, you will investigate the different modes and purposes of assessment and feedback. You will engage with the importance of making comparable and defensible judgements of student performance and the role of quality assurance processes in professional practice. This will include the skills of tracking student progress. You will also be introduced to the broader educational context for assessment. By developing an understanding of the National Assessment Plan, you will appreciate the influence of high stakes assessment and the quantification of education on schools, teaching, learning and reporting. You will learn how to analyse and interpret public-facing school performance data.
The third focus will be on understanding personal wellbeing. You will be introduced to the importance of personal wellbeing, how to manage work-life balance and motivation. This will be developed as part of building teacher resilience program across all professional experience units.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
7. Resilient - Reframe challenges into opportunities for capacity building and learning.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally.
Learning Approaches
The core approach to learning in this unit will be experience-based. Prior to professional experience you will engage in workshops focused on developing essential understandings and practices. While on professional experience, you will enact and reflect on practices learned in your course, observe the professional practices of teachers, participate in school activities and use discussions with your supervising teacher(s) and school leaders to explore various facets of professional practice. During and after professional experience you will engage in reflective activities. You will also participate in an online module about teacher wellbeing.
Please refer to your course information. Non-compliance with course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
If you are enrolled in a Professional Experience unit in any teaching period and your studies are ongoing after the census date, you may note a grade of AT (Assessment continuing) will appear on your academic record. Should you need to withdraw from the unit after the Census Date, you will need to contact the Faculty of Education Student Support Office educationenq@qut.edu.au because you will not be able to withdraw yourself via eStudent. Please note that your grade will be finalised as normal by the Faculty at the end of the teaching period.
There may be other reasons that will require you to withdraw from the unit earlier than expected after consultation with the Professional Experience Coordinator and the Academic Lead (Professional Experience). In such cases, you will still need to contact the Student Support Office to request withdrawal.
The Faculty is adopting this strategy to maintain our current positive working relationships and to manage our professional experience units with our partners at professional experience sites.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Feedback on Learning and Assessment
To assist you to reflect on your learning, you will receive a feedback in a range of forms, including:
- Individual and collaborative reflection in workshops and on professional experience;
- Collaborative activities and discussions;
- Peer and tutor feedback during workshop activities;
- Self-assessment using the criteria and standards for the summative assessment tasks; and
- Formal feedback on summative assessment tasks.
Assessment
Overview
Assessment in this unit is directly connected to your participation in professional experience. The report from your supervising teacher(s) on your professional growth and participation in professional experience will provide evidence of your ability to enact the relevant professional practices. After professional experience, you will present a reflective showcase of your learning from this unit.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Placement Performance
During this professional experience, you will engage with educational contexts in professional ways to develop your understanding of the Australian schooling environment. On professional practice, you will gather, gauge and respond to evidence of student learning.
This task will assess your ability to:
1. Create safe and supportive learning environments.
2. Assess and record learning.
3. Conduct yourself professionally.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 6, 7, 8, 9
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Assessment in Practice
After professional experience, you will present a 8-minute video, in which you will demonstrate the use of assessment within your professional experience practice. You will :
- explain how you used the backward design in the full teaching and learning context
- present and reflect on evidence of your students’ learning
- relate your professional experience to your teaching context in your home country.
This is an authentic assessment because teachers use assessment for learning strategies to gauge and improve student learning and teacher impact, and they share outcomes with colleagues via professional learning networks.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 9
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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 resource materials will be used throughout this unit.
Resource Materials
Prescribed 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.
Other
Queensland College of Teachers. Elaboration: Domestic and family violence
National Assessment Program - Literacy and Numeracy (NAPLAN)
Readings and the online module for wellbeing will be available on the unit Canvas site.
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 MOPPC/4.4
Unit Outline: Flexible Period - 11A 2024, Kelvin Grove, Internal (Start Date: 14 Oct 2024)
| Unit code: | EUB344 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUB343, EUB343-1, EUB343-2, EUB370 |
| Coordinators: | Phillipa Greig | p.greig@qut.edu.au |
Overview
This unit supports the developing stage of pre-service teacher professional practice. This unit focuses on developing the professional knowledge and practices associated with evidence of learning and evidence of impact. You will gain an understanding of and develop strategies for assessing, providing feedback and reporting on student progress, including quality assuring teacher judgements of student achievement. Data management, interpretation and analysis skills will be introduced, and factors that influence the measures of student performance.
You will participate in 15 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. You will also focus on developing skills and practices for professional resilience, specifically, personal wellbeing.
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:
- Understand the purpose of assessment, and develop a range of diagnostic and formative strategies to gather, gauge and provide feedback on evidence of learning relative to learning intentions and success criteria. (Relates to CLO 2, 4)
- Rationalise the importance of consistent and comparable judgements of student learning, and implement quality assurance strategies for assessment and reporting. (Relates to CLO 1)
- Collect, track and interpret evidence of learning, and use evidence to evaluate and improve teaching. (Relates to CLO 1)
- Understand the role of large-scale assessment and data in Australian and international education. (Relates to CLO 1, 2)
- Use professional experience to develop skills in establishing positive environments, building school-community relationships, practicing resilience and managing personal wellbeing. (Relates to CLO 7)
Content
This unit has three interrelated foci. Firstly, there will be an ongoing focus on preparation for, participation in and reflection on a 15-day professional experience placement.
Your placement will include: 3 days of observation of classrooms and school processes and 12 days of teaching. Throughout your placement, you must demonstrate
- that you are able to contribute to professional discussions with the teacher
- your ability to plan, carry out and reflect upon your own and others teaching
- your ability to work collegially and collaboratively with your fellow students and teachers at the school.
- professional behaviours such as being on time, keeping appointments and showing respect for the people and the work at school.
You will develop your ability to effectively plan, teach, manage student engagement, assess and record learning, and conduct yourself professionally. In addition, you will explore with your supervising teacher how to establish positive environments, build school-community relationships, and practice resilience, including designing and implementing learning experiences that promote acceptable boundaries, respect for self and others equality, productive relationships and proactive strategies for managing and resolving conflict without violence.You will also have a knowledge and understanding of student protection and related issues.
The second focus will be on the professional practices associated with gathering, gauging and responding to evidence of student learning. You will also gather and reflect on evidence of teacher impact. Using your understanding of learning intentions and success criteria, you will investigate the different modes and purposes of assessment and feedback. You will engage with the importance of making comparable and defensible judgements of student performance and the role of quality assurance processes in professional practice. This will include the skills of tracking student progress. You will also be introduced to the broader educational context for assessment. By developing an understanding of the National Assessment Plan, you will appreciate the influence of high stakes assessment and the quantification of education on schools, teaching, learning and reporting. You will learn how to analyse and interpret public-facing school performance data.
The third focus will be on understanding personal wellbeing. You will be introduced to the importance of personal wellbeing, how to manage work-life balance and motivation. This will be developed as part of building teacher resilience program across all professional experience units.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
7. Resilient - Reframe challenges into opportunities for capacity building and learning.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally.
Learning Approaches
The core approach to learning in this unit will be experience-based. Prior to professional experience you will engage in workshops focused on developing essential understandings and practices. While on professional experience, you will enact and reflect on practices learned in your course, observe the professional practices of teachers, participate in school activities and use discussions with your supervising teacher(s) and school leaders to explore various facets of professional practice. During and after professional experience you will engage in reflective activities. You will also participate in an online module about teacher wellbeing.
Please refer to your course information. Non-compliance with course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
If you are enrolled in a Professional Experience unit in any teaching period and your studies are ongoing after the census date, you may note a grade of AT (Assessment continuing) will appear on your academic record. Should you need to withdraw from the unit after the Census Date, you will need to contact the Faculty of Education Student Support Office educationenq@qut.edu.au because you will not be able to withdraw yourself via eStudent. Please note that your grade will be finalised as normal by the Faculty at the end of the teaching period.
There may be other reasons that will require you to withdraw from the unit earlier than expected after consultation with the Professional Experience Coordinator and the Academic Lead (Professional Experience). In such cases, you will still need to contact the Student Support Office to request withdrawal.
The Faculty is adopting this strategy to maintain our current positive working relationships and to manage our professional experience units with our partners at professional experience sites.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Feedback on Learning and Assessment
To assist you to reflect on your learning, you will receive a feedback in a range of forms, including:
- Individual and collaborative reflection in workshops and on professional experience;
- Collaborative activities and discussions;
- Peer and tutor feedback during workshop activities;
- Self-assessment using the criteria and standards for the summative assessment tasks; and
- Formal feedback on summative assessment tasks.
Assessment
Overview
Assessment in this unit is directly connected to your participation in professional experience. The report from your supervising teacher(s) on your professional growth and participation in professional experience will provide evidence of your ability to enact the relevant professional practices. After professional experience, you will present a reflective showcase of your learning from this unit.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Placement Performance
During this professional experience, you will engage with educational contexts in professional ways to develop your understanding of the Australian schooling environment. On professional practice, you will gather, gauge and respond to evidence of student learning.
This task will assess your ability to:
1. Create safe and supportive learning environments.
2. Assess and record learning.
3. Conduct yourself professionally.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 6, 7, 8, 9
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Assessment in Practice
After professional experience, you will present a 8-minute video, in which you will demonstrate the use of assessment within your professional experience practice. You will :
- explain how you used the backward design in the full teaching and learning context
- present and reflect on evidence of your students’ learning
- relate your professional experience to your teaching context in your home country.
This is an authentic assessment because teachers use assessment for learning strategies to gauge and improve student learning and teacher impact, and they share outcomes with colleagues via professional learning networks.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 9
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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 resource materials will be used throughout this unit.
Resource Materials
Prescribed 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.
Other
Queensland College of Teachers. Elaboration: Domestic and family violence
National Assessment Program - Literacy and Numeracy (NAPLAN)
Readings and the online module for wellbeing will be available on the unit Canvas site.
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 MOPPC/4.4