EUN240 Teachers Researching Practice

Unit Outline: Flexible Period - 02A 2022, Kelvin Grove, Internal (Start Date: 17 Jan 2022)

Overview

This capstone unit will assist you in further developing your knowledge, skills and application of contemporary research in education contexts designed to positively impact student learning. 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 with relation to the Graduate level of the Australian Professional Standards for Teachers. The unit links to the work previously undertaken throughout your course. Data required for the assessment of this unit must be collected during your final professional experience unit - EUN232 or EUN231-1 plus EUN231-2. If you are an EU30 or EU40 student, your QTPA must relate to your primary specialisation.

This is a research unit as part of AQF-level 9.

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:

1. Demonstrating comprehensive professional knowledge of content areas, effective teaching and learning that impacts positively on learners (CLO1).
2. Developing and reflecting on your knowledge, skills and application of contemporary research including the demonstration of ways in which educational theory and research informs and impacts teaching practice (CLO2).
3. Synthesising various knowledges to create safe, supportive, caring, inclusive and positive learning environments that impact positively on learners (CLO3).
4. Drawing on a contemporary range of resources, lead and create innovative teaching and learning that engages diverse learners (CLO4).
5. Engaging in professional dialogues and reflection on practice to support ongoing professional learning through collaborating and connecting with teaching professionals, peers, parents/carers and the broader community (CLO5).
6. Accessing and being responsive to constructive feedback from supervisors and teachers to build capacity for quality teaching and learning (CLO6).
7. Engaging ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds (CLO7).
8. Demonstrating effective and professional communication through articulation of your teaching performance and how you impact positively on student learning (CLO8).

Content

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.

Workshops are 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.

There are two streams in this unit.

Stream A is for pre-service teachers who are taking this unit for the first time concurrently with their final professional experience placement (EUN232/EUN231-2). Stream A pre-service teachers will collect their QTPA data as part of the planning, teaching and assessment cycle on their 25 day professional experience placement.

Stream B: is for pre-service teachers who have already completed their final profession experience placement but not passed their course work and must concurrently complete a WIL microplacement experience in order to collect QTPA data, The timing of this placement will be reliant on the placement site but will be approximately for 4 weeks. If data collection fails to be completed due to a sufficient lack of engagement on the part of the pre-service teacher with the planning, teaching and assessing cycle then the pre-service teacher will fail this unit.

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 Blackboard 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 and participating in professional dialogues to support your ongoing growth and development as a teacher. An assessment of teaching performance is designed to measure your knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers.

The summative assessment task for this unit is the QTPA. The QTPA is assessed through an oral presentation to panellists and accompanying written documentation. During the oral presentation you will talk to your written documentation.The data used for the QTPA will be collected during the final professional experience placement or WIL microplacement.

The QTPA is graded Satisfactory/Unsatisfactory. You must obtain a satisfactory grade to pass the unit. Successfully completing the Final Year QTPA is a course requirement, that is, it is a condition of course completion and graduation in your Initial Teacher Education degree.

Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Quality Teaching Performance Assessment

As a reflective professional practitioner you will have engaged in research and this will inform your practice. The 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 as well as present an oral presentation in person or via an online platform.

Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4, 5, 6, 7, 8
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, 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

Resource Materials

Other

The QTPA Blackboard site.
Online learning modules.

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.

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 MOPP C/4.4.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Physical, social and intellectual development and characteristics of students
   Relates to: Quality Teaching Performance Assessment
2. Understand how students learn
   Relates to: Quality Teaching Performance Assessment
3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Quality Teaching Performance Assessment
4. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Quality Teaching Performance Assessment

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Quality Teaching Performance Assessment
2. Content selection and organisation
   Relates to: Quality Teaching Performance Assessment
3. Curriculum, assessment and reporting
   Relates to: Quality Teaching Performance Assessment
4. Literacy and numeracy strategies
   Relates to: Quality Teaching Performance Assessment

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Quality Teaching Performance Assessment
2. Plan, structure and sequence learning programs
   Relates to: Quality Teaching Performance Assessment
3. Use teaching strategies
   Relates to: Quality Teaching Performance Assessment
4. Select and use resources
   Relates to: Quality Teaching Performance Assessment
5. Use effective classroom communication
   Relates to: Quality Teaching Performance Assessment
6. Evaluate and improve teaching programs
   Relates to: Quality Teaching Performance Assessment

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Quality Teaching Performance Assessment
2. Manage classroom activities
   Relates to: Quality Teaching Performance Assessment
3. Maintain student safety
   Relates to: Quality Teaching Performance Assessment

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Quality Teaching Performance Assessment
2. Provide feedback to students on their learning
   Relates to: Quality Teaching Performance Assessment
3. Interpret student data
   Relates to: Quality Teaching Performance Assessment
4. Report on student achievement
   Relates to: Quality Teaching Performance Assessment

6 Professional Engagement: Engage in professional learning

1. Identify and plan professional learning needs
   Relates to: Quality Teaching Performance Assessment
2. Engage in professional learning and improve practice
   Relates to: Quality Teaching Performance Assessment
3. Engage with colleagues and improve practice
   Relates to: Quality Teaching Performance Assessment
4. Apply professional learning and improve student learning
   Relates to: Quality Teaching Performance Assessment

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

1. Meet professional ethics and responsibilities
   Relates to: Quality Teaching Performance Assessment
2. Comply with legislative, administrative and organisational requirements
   Relates to: Quality Teaching Performance Assessment

Course Learning Outcomes

EU30 Master of Teaching (Early Childhood)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Quality Teaching Performance Assessment
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Quality Teaching Performance Assessment
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Quality Teaching Performance Assessment
4. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4, Quality Teaching Performance Assessment
5. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO5, Quality Teaching Performance Assessment
6. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO6, Quality Teaching Performance Assessment
7. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
   Relates to: ULO7, Quality Teaching Performance Assessment
8. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO8, Quality Teaching Performance Assessment

EU40 Master of Teaching (Primary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Quality Teaching Performance Assessment
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Quality Teaching Performance Assessment
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Quality Teaching Performance Assessment
4. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4, Quality Teaching Performance Assessment
5. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO5, Quality Teaching Performance Assessment
6. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO6, Quality Teaching Performance Assessment
7. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
   Relates to: ULO7, Quality Teaching Performance Assessment
8. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO8, Quality Teaching Performance Assessment

EU50 Master of Teaching (Secondary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Quality Teaching Performance Assessment
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Quality Teaching Performance Assessment
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Quality Teaching Performance Assessment
4. Innovative: Lead and create innovative future- focused learning.
   Relates to: ULO4, Quality Teaching Performance Assessment
5. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO5, Quality Teaching Performance Assessment
6. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO6, Quality Teaching Performance Assessment
7. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
   Relates to: ULO7, Quality Teaching Performance Assessment
8. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO8, Quality Teaching Performance Assessment