EUB406 Stepping Out/ Quality Teaching Performance Assessment
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: | EUB406 |
|---|---|
| Prerequisite(s): | Successful completion of 336cp in (ED39 or ED49 or ED59) or successful completion of 384cp in (ID22 or ID24 or ID25) |
| Corequisite(s): | EUB445 or EUB444-2 |
| Antirequisite(s): | EDB174 |
| Assumed Knowledge: | Completion of all your units in your course is assumed knowledge. |
| 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: | EUB406 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 336cp in (ED39 or ED49 or ED59) or successful completion of 384cp in (ID22 or ID24 or ID25) |
| Co-requisite: | EUB445 or EUB444-2 |
| Assumed Knowledge: | Completion of all your units in your course is assumed knowledge. |
| Anti-requisite: | EDB174 |
| Coordinators: | Michelle Mukherjee | michelle.mukherjee@qut.edu.au |
Overview
The unit provides a means of transition from pre-service teachers to the role of a professional educator capable of working across diverse contexts and settings. This unit contributes to the capstone for your pre-service teaching degree and connects all of your prior university learning experiences.
The final year Quality Teaching Performance Assessment (QTPA) is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability in relation to the Graduate level of the Australian Professional Standards for Teachers. The QTPA is based on a learning sequence around a discipline-specific area.
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:
- Demonstrate comprehensive professional knowledge of learners and how they learn, knowledge of content and how to teach it, and knowledge of how to plan for, implement, and assess teaching and learning that impacts positively on learners. (Relates to CLO 1; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices.(Relates to CLO 2; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Demonstrate knowledge and understanding of strategies to support inclusive student participation and manage classroom activities to maintain safe and supportive learning environments. (Relates to CLO 3; APST 4.1, 4.2, 4.4)
- Demonstrate responsiveness to a wide diversity of learners, contexts, policy and practice environments. (Relates to CLO 4; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 6.2, 6.3, 6.4)
- Demonstrate contemporary teaching and learning that engages learners. (Relates to CLO 5; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6; APST 6.1, 6.2, 6.3, 6.4, 7.1, 7.2)
- Demonstrate the ability to reflect on experiences and reframe challenges to opportunities for capacity building and learning to improve your practice.(Relates to CLO 7; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5,3.6, 4.1, 4.2, 4.4)
- Engage ethically and respectfully with colleagues, parents/carers, learners, and the wider community from diverse backgrounds. (Relates to CLO 8; APST 4.1, 4.2, 4.4, 7.1, 7.2)
- Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 7.1, 7.2)
Content
This unit provides you with the opportunity to integrate and synthesise your whole of course experiences into a demonstration of the Australian Professional Standards for Teachers at Graduate level. Early Childhood students will also demonstrate meeting the requirements of the Australian Children's Education & Care Quality Authority (ACECQA).
The final year QTPA is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Content:
- Professional knowledge and practice;
- Planning, teaching, and assessing effectively in diverse contexts;
- Creating safe and supportive learning environments;
- Professional and ethical conduct;
- Preparing for final professional experience;
- Effective communication for teaching and learning;
- Teachers as learners and understanding your impact on learners;
- Contemporary and diverse educational contexts (including rural and remote, multi-age, distance education, alternative school sites); and
- Preparation for the QTPA.
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.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5. Innovative - Lead and create innovative future- focused learning.
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
To achieve an authentic and meaningful balance between theory, research and practical real world experiences, the learning approaches in this unit incorporate on-campus sessions and online recordings and resources.
A workshop has been designed for a high level of student participation and interaction involving peer dialogue and participative small group discussions and learning experiences. Pre-service teachers are expected to actively engage in experiences designed for critically reflecting on the unit materials, sharing insights and ideas, and building the professional knowledge, understandings and skills required to demonstrate the unit learning outcomes.
Pre-service teachers in this unit (EUB406) have successfully completed their final professional experience placement. This is their second attempt at submitting their (modified) QTPA. Simulated QTPA data will be provided to pre-service teachers to ensure pre-service teachers will be able to enact the planning, teaching and assessing cycle.
In this unit you will learn through engaging in the following learning experiences:
- Critical reflection on your teaching practices and teaching statement through interaction in workshop activities with peers and academics;
- Online modules tailored to the capstone learning experience accessible through the Canvas site;
- Engagement in dialogue, collaboration and reflective sessions with peers and teaching staff related to the QTPA; and
- Online and blended learning and the use of technology and tools for learning.
Feedback on Learning and Assessment
Opportunities for formative feedback on the development of your QTPA will be available at points throughout the unit.
Assessment
Overview
Assessment in this unit prepares you to maximise the professional experiences you have had to date through your course and extend these through researching and evaluating your own practice. An assessment of teaching performance is designed to make visible your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Data used for the QTPA will be collected during the WIL microplacement.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Quality Teaching Performance Assessment (QTPA)
The four components of the QTPA include:
A. A personal teaching statement
B. Planning for teaching and learning
C. Demonstration of impact
D. Oral presentation
This task should be seen as a cohesive narrative that describes your teaching performance at this stage of your career as a graduate teacher. You will provide a written document containing all components of the QTPA with appropriate evidence and annotations as well as attend an oral presentation with a panel in person or via an online platform.
This task will assess your:
1. Knowledge of the Graduate Australian Professional Standards for Teachers.
2. Application of the Graduate Australian Professional Standards for Teachers.
3. Articulation of your teaching and learning practice and philosophy statement.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 7, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 5.1, 5.2, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4. 7.1, 7.2
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
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to blue card for full details and appropriate forms.
Managing the risk associated with your WIL microplacement 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
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
Relates to: Quality Teaching Performance Assessment (QTPA)
- Physical, social and intellectual development and characteristics of students
Relates to: Quality Teaching Performance Assessment (QTPA) - Understand how students learn
Relates to: Quality Teaching Performance Assessment (QTPA) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Quality Teaching Performance Assessment (QTPA) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Quality Teaching Performance Assessment (QTPA)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Quality Teaching Performance Assessment (QTPA) - Content selection and organisation
Relates to: Quality Teaching Performance Assessment (QTPA) - Curriculum, assessment and reporting
Relates to: Quality Teaching Performance Assessment (QTPA) - Literacy and numeracy strategies
Relates to: Quality Teaching Performance Assessment (QTPA)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Quality Teaching Performance Assessment (QTPA) - Plan, structure and sequence learning programs
Relates to: Quality Teaching Performance Assessment (QTPA) - Use teaching strategies
Relates to: Quality Teaching Performance Assessment (QTPA) - Select and use resources
Relates to: Quality Teaching Performance Assessment (QTPA) - Use effective classroom communication
Relates to: Quality Teaching Performance Assessment (QTPA) - Evaluate and improve teaching programs
Relates to: Quality Teaching Performance Assessment (QTPA)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Quality Teaching Performance Assessment (QTPA) - Manage classroom activities
Relates to: Quality Teaching Performance Assessment (QTPA) - Maintain student safety
Relates to: Quality Teaching Performance Assessment (QTPA)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Provide feedback to students on their learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Interpret student data
Relates to: Quality Teaching Performance Assessment (QTPA) - Report on student achievement
Relates to: Quality Teaching Performance Assessment (QTPA)
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage in professional learning and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage with colleagues and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Apply professional learning and improve student learning
Relates to: Quality Teaching Performance Assessment (QTPA)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Quality Teaching Performance Assessment (QTPA) - Comply with legislative, administrative and organisational requirements
Relates to: Quality Teaching Performance Assessment (QTPA)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB406 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 336cp in (ED39 or ED49 or ED59) or successful completion of 384cp in (ID22 or ID24 or ID25) |
| Co-requisite: | EUB445 or EUB444-2 |
| Assumed Knowledge: | Completion of all your units in your course is assumed knowledge. |
| Anti-requisite: | EDB174 |
Overview
The unit provides a means of transition from pre-service teachers to the role of a professional educator capable of working across diverse contexts and settings. This unit contributes to the capstone for your pre-service teaching degree and connects all of your prior university learning experiences.
The final year Quality Teaching Performance Assessment (QTPA) is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability in relation to the Graduate level of the Australian Professional Standards for Teachers. The QTPA is based on a learning sequence around a discipline-specific area.
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:
- Demonstrate comprehensive professional knowledge of learners and how they learn, knowledge of content and how to teach it, and knowledge of how to plan for, implement, and assess teaching and learning that impacts positively on learners. (Relates to CLO 1; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices.(Relates to CLO 2; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Demonstrate knowledge and understanding of strategies to support inclusive student participation and manage classroom activities to maintain safe and supportive learning environments. (Relates to CLO 3; APST 4.1, 4.2, 4.4)
- Demonstrate responsiveness to a wide diversity of learners, contexts, policy and practice environments. (Relates to CLO 4; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 6.2, 6.3, 6.4)
- Demonstrate contemporary teaching and learning that engages learners. (Relates to CLO 5; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6; APST 6.1, 6.2, 6.3, 6.4, 7.1, 7.2)
- Demonstrate the ability to reflect on experiences and reframe challenges to opportunities for capacity building and learning to improve your practice.(Relates to CLO 7; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5,3.6, 4.1, 4.2, 4.4)
- Engage ethically and respectfully with colleagues, parents/carers, learners, and the wider community from diverse backgrounds. (Relates to CLO 8; APST 4.1, 4.2, 4.4, 7.1, 7.2)
- Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 7.1, 7.2)
Content
This unit provides you with the opportunity to integrate and synthesise your whole of course experiences into a demonstration of the Australian Professional Standards for Teachers at Graduate level. Early Childhood students will also demonstrate meeting the requirements of the Australian Children's Education & Care Quality Authority (ACECQA).
The final year QTPA is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Content:
- Professional knowledge and practice;
- Planning, teaching, and assessing effectively in diverse contexts;
- Creating safe and supportive learning environments;
- Professional and ethical conduct;
- Preparing for final professional experience;
- Effective communication for teaching and learning;
- Teachers as learners and understanding your impact on learners;
- Contemporary and diverse educational contexts (including rural and remote, multi-age, distance education, alternative school sites); and
- Preparation for the QTPA.
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.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5. Innovative - Lead and create innovative future- focused learning.
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
To achieve an authentic and meaningful balance between theory, research and practical real world experiences, the learning approaches in this unit incorporate on-campus sessions and online recordings and resources.
A workshop has been designed for a high level of student participation and interaction involving peer dialogue and participative small group discussions and learning experiences. Pre-service teachers are expected to actively engage in experiences designed for critically reflecting on the unit materials, sharing insights and ideas, and building the professional knowledge, understandings and skills required to demonstrate the unit learning outcomes.
Pre-service teachers in this unit (EUB406) have successfully completed their final professional experience placement. This is their second attempt at submitting their (modified) QTPA. Simulated QTPA data will be provided to pre-service teachers to ensure pre-service teachers will be able to enact the planning, teaching and assessing cycle.
In this unit you will learn through engaging in the following learning experiences:
- Critical reflection on your teaching practices and teaching statement through interaction in workshop activities with peers and academics;
- Online modules tailored to the capstone learning experience accessible through the Canvas site;
- Engagement in dialogue, collaboration and reflective sessions with peers and teaching staff related to the QTPA; and
- Online and blended learning and the use of technology and tools for learning.
Feedback on Learning and Assessment
Opportunities for formative feedback on the development of your QTPA will be available at points throughout the unit.
Assessment
Overview
Assessment in this unit prepares you to maximise the professional experiences you have had to date through your course and extend these through researching and evaluating your own practice. An assessment of teaching performance is designed to make visible your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Data used for the QTPA will be collected during the WIL microplacement.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Quality Teaching Performance Assessment (QTPA)
The four components of the QTPA include:
A. A personal teaching statement
B. Planning for teaching and learning
C. Demonstration of impact
D. Oral presentation
This task should be seen as a cohesive narrative that describes your teaching performance at this stage of your career as a graduate teacher. You will provide a written document containing all components of the QTPA with appropriate evidence and annotations as well as attend an oral presentation with a panel in person or via an online platform.
This task will assess your:
1. Knowledge of the Graduate Australian Professional Standards for Teachers.
2. Application of the Graduate Australian Professional Standards for Teachers.
3. Articulation of your teaching and learning practice and philosophy statement.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 7, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 5.1, 5.2, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4. 7.1, 7.2
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
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to blue card for full details and appropriate forms.
Managing the risk associated with your WIL microplacement 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
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
Relates to: Quality Teaching Performance Assessment (QTPA)
- Physical, social and intellectual development and characteristics of students
Relates to: Quality Teaching Performance Assessment (QTPA) - Understand how students learn
Relates to: Quality Teaching Performance Assessment (QTPA) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Quality Teaching Performance Assessment (QTPA) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Quality Teaching Performance Assessment (QTPA)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Quality Teaching Performance Assessment (QTPA) - Content selection and organisation
Relates to: Quality Teaching Performance Assessment (QTPA) - Curriculum, assessment and reporting
Relates to: Quality Teaching Performance Assessment (QTPA) - Literacy and numeracy strategies
Relates to: Quality Teaching Performance Assessment (QTPA)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Quality Teaching Performance Assessment (QTPA) - Plan, structure and sequence learning programs
Relates to: Quality Teaching Performance Assessment (QTPA) - Use teaching strategies
Relates to: Quality Teaching Performance Assessment (QTPA) - Select and use resources
Relates to: Quality Teaching Performance Assessment (QTPA) - Use effective classroom communication
Relates to: Quality Teaching Performance Assessment (QTPA) - Evaluate and improve teaching programs
Relates to: Quality Teaching Performance Assessment (QTPA)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Quality Teaching Performance Assessment (QTPA) - Manage classroom activities
Relates to: Quality Teaching Performance Assessment (QTPA) - Maintain student safety
Relates to: Quality Teaching Performance Assessment (QTPA)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Provide feedback to students on their learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Interpret student data
Relates to: Quality Teaching Performance Assessment (QTPA) - Report on student achievement
Relates to: Quality Teaching Performance Assessment (QTPA)
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage in professional learning and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage with colleagues and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Apply professional learning and improve student learning
Relates to: Quality Teaching Performance Assessment (QTPA)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Quality Teaching Performance Assessment (QTPA) - Comply with legislative, administrative and organisational requirements
Relates to: Quality Teaching Performance Assessment (QTPA)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
Unit Outline: Flexible Period - 09A 2024, Kelvin Grove, Internal (Start Date: 15 Jul 2024)
| Unit code: | EUB406 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 336cp in (ED39 or ED49 or ED59) or successful completion of 384cp in (ID22 or ID24 or ID25) |
| Co-requisite: | EUB445 or EUB444-2 |
| Assumed Knowledge: | Completion of all your units in your course is assumed knowledge. |
| Anti-requisite: | EDB174 |
| Coordinators: | Michelle Mukherjee | michelle.mukherjee@qut.edu.au |
Overview
The unit provides a means of transition from pre-service teachers to the role of a professional educator capable of working across diverse contexts and settings. This unit contributes to the capstone for your pre-service teaching degree and connects all of your prior university learning experiences.
The final year Quality Teaching Performance Assessment (QTPA) is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability in relation to the Graduate level of the Australian Professional Standards for Teachers. The QTPA is based on a learning sequence around a discipline-specific area.
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:
- Demonstrate comprehensive professional knowledge of learners and how they learn, knowledge of content and how to teach it, and knowledge of how to plan for, implement, and assess teaching and learning that impacts positively on learners. (Relates to CLO 1; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices.(Relates to CLO 2; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Demonstrate knowledge and understanding of strategies to support inclusive student participation and manage classroom activities to maintain safe and supportive learning environments. (Relates to CLO 3; APST 4.1, 4.2, 4.4)
- Demonstrate responsiveness to a wide diversity of learners, contexts, policy and practice environments. (Relates to CLO 4; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 6.2, 6.3, 6.4)
- Demonstrate contemporary teaching and learning that engages learners. (Relates to CLO 5; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6; APST 6.1, 6.2, 6.3, 6.4, 7.1, 7.2)
- Demonstrate the ability to reflect on experiences and reframe challenges to opportunities for capacity building and learning to improve your practice.(Relates to CLO 7; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5,3.6, 4.1, 4.2, 4.4)
- Engage ethically and respectfully with colleagues, parents/carers, learners, and the wider community from diverse backgrounds. (Relates to CLO 8; APST 4.1, 4.2, 4.4, 7.1, 7.2)
- Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 7.1, 7.2)
Content
This unit provides you with the opportunity to integrate and synthesise your whole of course experiences into a demonstration of the Australian Professional Standards for Teachers at Graduate level. Early Childhood students will also demonstrate meeting the requirements of the Australian Children's Education & Care Quality Authority (ACECQA).
The final year QTPA is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Content:
- Professional knowledge and practice;
- Planning, teaching, and assessing effectively in diverse contexts;
- Creating safe and supportive learning environments;
- Professional and ethical conduct;
- Preparing for final professional experience;
- Effective communication for teaching and learning;
- Teachers as learners and understanding your impact on learners;
- Contemporary and diverse educational contexts (including rural and remote, multi-age, distance education, alternative school sites); and
- Preparation for the QTPA.
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.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5. Innovative - Lead and create innovative future- focused learning.
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
To achieve an authentic and meaningful balance between theory, research and practical real world experiences, the learning approaches in this unit incorporate on-campus sessions and online recordings and resources.
A workshop has been designed for a high level of student participation and interaction involving peer dialogue and participative small group discussions and learning experiences. Pre-service teachers are expected to actively engage in experiences designed for critically reflecting on the unit materials, sharing insights and ideas, and building the professional knowledge, understandings and skills required to demonstrate the unit learning outcomes.
Pre-service teachers in this unit (EUB406) have successfully completed their final professional experience placement. This is their second attempt at submitting their (modified) QTPA. Simulated QTPA data will be provided to pre-service teachers to ensure pre-service teachers will be able to enact the planning, teaching and assessing cycle.
In this unit you will learn through engaging in the following learning experiences:
- Critical reflection on your teaching practices and teaching statement through interaction in workshop activities with peers and academics;
- Online modules tailored to the capstone learning experience accessible through the Canvas site;
- Engagement in dialogue, collaboration and reflective sessions with peers and teaching staff related to the QTPA; and
- Online and blended learning and the use of technology and tools for learning.
Feedback on Learning and Assessment
Opportunities for formative feedback on the development of your QTPA will be available at points throughout the unit.
Assessment
Overview
Assessment in this unit prepares you to maximise the professional experiences you have had to date through your course and extend these through researching and evaluating your own practice. An assessment of teaching performance is designed to make visible your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Data used for the QTPA will be collected during the WIL microplacement.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Quality Teaching Performance Assessment (QTPA)
The four components of the QTPA include:
A. A personal teaching statement
B. Planning for teaching and learning
C. Demonstration of impact
D. Oral presentation
This task should be seen as a cohesive narrative that describes your teaching performance at this stage of your career as a graduate teacher. You will provide a written document containing all components of the QTPA with appropriate evidence and annotations as well as attend an oral presentation with a panel in person or via an online platform.
This task will assess your:
1. Knowledge of the Graduate Australian Professional Standards for Teachers.
2. Application of the Graduate Australian Professional Standards for Teachers.
3. Articulation of your teaching and learning practice and philosophy statement.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 7, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 5.1, 5.2, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4. 7.1, 7.2
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
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to blue card for full details and appropriate forms.
Managing the risk associated with your WIL microplacement 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
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
Relates to: Quality Teaching Performance Assessment (QTPA)
- Physical, social and intellectual development and characteristics of students
Relates to: Quality Teaching Performance Assessment (QTPA) - Understand how students learn
Relates to: Quality Teaching Performance Assessment (QTPA) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Quality Teaching Performance Assessment (QTPA) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Quality Teaching Performance Assessment (QTPA)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Quality Teaching Performance Assessment (QTPA) - Content selection and organisation
Relates to: Quality Teaching Performance Assessment (QTPA) - Curriculum, assessment and reporting
Relates to: Quality Teaching Performance Assessment (QTPA) - Literacy and numeracy strategies
Relates to: Quality Teaching Performance Assessment (QTPA)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Quality Teaching Performance Assessment (QTPA) - Plan, structure and sequence learning programs
Relates to: Quality Teaching Performance Assessment (QTPA) - Use teaching strategies
Relates to: Quality Teaching Performance Assessment (QTPA) - Select and use resources
Relates to: Quality Teaching Performance Assessment (QTPA) - Use effective classroom communication
Relates to: Quality Teaching Performance Assessment (QTPA) - Evaluate and improve teaching programs
Relates to: Quality Teaching Performance Assessment (QTPA)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Quality Teaching Performance Assessment (QTPA) - Manage classroom activities
Relates to: Quality Teaching Performance Assessment (QTPA) - Maintain student safety
Relates to: Quality Teaching Performance Assessment (QTPA)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Provide feedback to students on their learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Interpret student data
Relates to: Quality Teaching Performance Assessment (QTPA) - Report on student achievement
Relates to: Quality Teaching Performance Assessment (QTPA)
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage in professional learning and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage with colleagues and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Apply professional learning and improve student learning
Relates to: Quality Teaching Performance Assessment (QTPA)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Quality Teaching Performance Assessment (QTPA) - Comply with legislative, administrative and organisational requirements
Relates to: Quality Teaching Performance Assessment (QTPA)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
Unit Outline: Flexible Period - 09A 2024, Online (Start Date: 15 Jul 2024)
| Unit code: | EUB406 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 336cp in (ED39 or ED49 or ED59) or successful completion of 384cp in (ID22 or ID24 or ID25) |
| Co-requisite: | EUB445 or EUB444-2 |
| Assumed Knowledge: | Completion of all your units in your course is assumed knowledge. |
| Anti-requisite: | EDB174 |
Overview
The unit provides a means of transition from pre-service teachers to the role of a professional educator capable of working across diverse contexts and settings. This unit contributes to the capstone for your pre-service teaching degree and connects all of your prior university learning experiences.
The final year Quality Teaching Performance Assessment (QTPA) is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability in relation to the Graduate level of the Australian Professional Standards for Teachers. The QTPA is based on a learning sequence around a discipline-specific area.
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:
- Demonstrate comprehensive professional knowledge of learners and how they learn, knowledge of content and how to teach it, and knowledge of how to plan for, implement, and assess teaching and learning that impacts positively on learners. (Relates to CLO 1; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices.(Relates to CLO 2; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 5.2, 5.4, 5.5)
- Demonstrate knowledge and understanding of strategies to support inclusive student participation and manage classroom activities to maintain safe and supportive learning environments. (Relates to CLO 3; APST 4.1, 4.2, 4.4)
- Demonstrate responsiveness to a wide diversity of learners, contexts, policy and practice environments. (Relates to CLO 4; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 6.2, 6.3, 6.4)
- Demonstrate contemporary teaching and learning that engages learners. (Relates to CLO 5; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6; APST 6.1, 6.2, 6.3, 6.4, 7.1, 7.2)
- Demonstrate the ability to reflect on experiences and reframe challenges to opportunities for capacity building and learning to improve your practice.(Relates to CLO 7; APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5,3.6, 4.1, 4.2, 4.4)
- Engage ethically and respectfully with colleagues, parents/carers, learners, and the wider community from diverse backgrounds. (Relates to CLO 8; APST 4.1, 4.2, 4.4, 7.1, 7.2)
- Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9; APST 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 7.1, 7.2)
Content
This unit provides you with the opportunity to integrate and synthesise your whole of course experiences into a demonstration of the Australian Professional Standards for Teachers at Graduate level. Early Childhood students will also demonstrate meeting the requirements of the Australian Children's Education & Care Quality Authority (ACECQA).
The final year QTPA is a course requirement that is situated within this unit. The QTPA is an assessment of teaching performance that is designed to measure your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Content:
- Professional knowledge and practice;
- Planning, teaching, and assessing effectively in diverse contexts;
- Creating safe and supportive learning environments;
- Professional and ethical conduct;
- Preparing for final professional experience;
- Effective communication for teaching and learning;
- Teachers as learners and understanding your impact on learners;
- Contemporary and diverse educational contexts (including rural and remote, multi-age, distance education, alternative school sites); and
- Preparation for the QTPA.
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.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5. Innovative - Lead and create innovative future- focused learning.
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
To achieve an authentic and meaningful balance between theory, research and practical real world experiences, the learning approaches in this unit incorporate on-campus sessions and online recordings and resources.
A workshop has been designed for a high level of student participation and interaction involving peer dialogue and participative small group discussions and learning experiences. Pre-service teachers are expected to actively engage in experiences designed for critically reflecting on the unit materials, sharing insights and ideas, and building the professional knowledge, understandings and skills required to demonstrate the unit learning outcomes.
Pre-service teachers in this unit (EUB406) have successfully completed their final professional experience placement. This is their second attempt at submitting their (modified) QTPA. Simulated QTPA data will be provided to pre-service teachers to ensure pre-service teachers will be able to enact the planning, teaching and assessing cycle.
In this unit you will learn through engaging in the following learning experiences:
- Critical reflection on your teaching practices and teaching statement through interaction in workshop activities with peers and academics;
- Online modules tailored to the capstone learning experience accessible through the Canvas site;
- Engagement in dialogue, collaboration and reflective sessions with peers and teaching staff related to the QTPA; and
- Online and blended learning and the use of technology and tools for learning.
Feedback on Learning and Assessment
Opportunities for formative feedback on the development of your QTPA will be available at points throughout the unit.
Assessment
Overview
Assessment in this unit prepares you to maximise the professional experiences you have had to date through your course and extend these through researching and evaluating your own practice. An assessment of teaching performance is designed to make visible your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.
Data used for the QTPA will be collected during the WIL microplacement.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Quality Teaching Performance Assessment (QTPA)
The four components of the QTPA include:
A. A personal teaching statement
B. Planning for teaching and learning
C. Demonstration of impact
D. Oral presentation
This task should be seen as a cohesive narrative that describes your teaching performance at this stage of your career as a graduate teacher. You will provide a written document containing all components of the QTPA with appropriate evidence and annotations as well as attend an oral presentation with a panel in person or via an online platform.
This task will assess your:
1. Knowledge of the Graduate Australian Professional Standards for Teachers.
2. Application of the Graduate Australian Professional Standards for Teachers.
3. Articulation of your teaching and learning practice and philosophy statement.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 7, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 5.1, 5.2, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4. 7.1, 7.2
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
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to blue card for full details and appropriate forms.
Managing the risk associated with your WIL microplacement 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
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
Relates to: Quality Teaching Performance Assessment (QTPA)
- Physical, social and intellectual development and characteristics of students
Relates to: Quality Teaching Performance Assessment (QTPA) - Understand how students learn
Relates to: Quality Teaching Performance Assessment (QTPA) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Quality Teaching Performance Assessment (QTPA) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Quality Teaching Performance Assessment (QTPA)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Quality Teaching Performance Assessment (QTPA) - Content selection and organisation
Relates to: Quality Teaching Performance Assessment (QTPA) - Curriculum, assessment and reporting
Relates to: Quality Teaching Performance Assessment (QTPA) - Literacy and numeracy strategies
Relates to: Quality Teaching Performance Assessment (QTPA)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Quality Teaching Performance Assessment (QTPA) - Plan, structure and sequence learning programs
Relates to: Quality Teaching Performance Assessment (QTPA) - Use teaching strategies
Relates to: Quality Teaching Performance Assessment (QTPA) - Select and use resources
Relates to: Quality Teaching Performance Assessment (QTPA) - Use effective classroom communication
Relates to: Quality Teaching Performance Assessment (QTPA) - Evaluate and improve teaching programs
Relates to: Quality Teaching Performance Assessment (QTPA)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Quality Teaching Performance Assessment (QTPA) - Manage classroom activities
Relates to: Quality Teaching Performance Assessment (QTPA) - Maintain student safety
Relates to: Quality Teaching Performance Assessment (QTPA)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Provide feedback to students on their learning
Relates to: Quality Teaching Performance Assessment (QTPA) - Interpret student data
Relates to: Quality Teaching Performance Assessment (QTPA) - Report on student achievement
Relates to: Quality Teaching Performance Assessment (QTPA)
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage in professional learning and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Engage with colleagues and improve practice
Relates to: Quality Teaching Performance Assessment (QTPA) - Apply professional learning and improve student learning
Relates to: Quality Teaching Performance Assessment (QTPA)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Quality Teaching Performance Assessment (QTPA) - Comply with legislative, administrative and organisational requirements
Relates to: Quality Teaching Performance Assessment (QTPA)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Quality Teaching Performance Assessment (QTPA) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Quality Teaching Performance Assessment (QTPA) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Quality Teaching Performance Assessment (QTPA) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Quality Teaching Performance Assessment (QTPA) - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Quality Teaching Performance Assessment (QTPA) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Quality Teaching Performance Assessment (QTPA) - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO7, Quality Teaching Performance Assessment (QTPA) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO8, Quality Teaching Performance Assessment (QTPA) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO9, Quality Teaching Performance Assessment (QTPA)