EUN263 Professional Experience: 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 Outline: Semester 1 2024, Kelvin Grove, Internal

Unit code:EUN263
Credit points:12
Pre-requisite:(EUN260 and (EUN261 or EUN262) and passed both components of LANTITE) or (EUN231 and passed both components of LANTITE).
Coordinators:Michelle Mukherjee | michelle.mukherjee@qut.edu.au
Sarah James | s35.james@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This capstone and final professional experience unit is at the conclusion of your course and provides you with opportunities to reflect, focus and synthesise your prior university and placement experiences.  The 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 incorporates a 25-day professional experience placement in schools. 

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. Apply knowledge of curriculum frameworks and effective pedagogy to positively impact on learners (CLO1).
  2. Apply contemporary research to demonstrate how educational theory and other relevant literature informs and impacts teaching practice (CLO2).
  3. Synthesise the learnings from your course and professional experiences in creating safe, supportive, caring, inclusive and positive learning environments for all your learners in a range of diverse settings (CLO3).
  4. Draw on contemporary resources to create and implement innovative teaching activities for a diverse range of individuals, small groups and whole classes (CLO4).
  5. Communicate and collaborate professionally with teachers, staff, peers, parents/carers and the wider community (CLO5 & 8).
  6. Demonstrate the professions expectations and behaviours in practice of teacher wellbeing, as well as, that of the children and adolescents in your care (CLO6).
  7. Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct (CLO7).
  8. Demonstrate effective and professional communication through articulation of your teaching performance and how you impact positively on student learning (CLO8).

Content

The unit includes the following topics:

  • orienting yourself to an educational setting as a pre-service teacher
  • collegial professional partnerships and engaging with professionals in the field
  • understanding and applying the key principles described in codes of ethics and conduct for the teaching profession
  • mandatory reporting responsibilities
  • documentation and assessment of learning strategies
  • understanding of formative and summative assessment
  • understanding the need for differentiating assessment to meet the need of a diverse range of students 
  • interpreting student assessment data to evaluate student learning
  • developing evidence that demonstrates the graduate level of the Australian Professional Standards for Teachers 

Learning Approaches

A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. 

Professional experience will involve 25 days of supervised teaching practice, formal observations and integration with schooling.

Feedback on Learning and Assessment

You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:

  • professional experience reports (interim and final)
  • comments and feedback from your University Partner and Supervising Teacher
  • feedback from peers during group discussions
  • unit coordinator and tutor comments to the cohort via QUT Canvas.

Assessment

Overview

Assessment in the unit has two parts:

1. Professional Experience Final Report. You must obtain Graduate or Exceeding Graduate level of all APSTs contained in this final report. Failure to do so will mean the failure of the unit.

2. Quality Teaching Performance Assessment (includes written and oral component)

Non-compliance with those course requirements relating to professional experience may prevent you from undertaking your professional experience placement.

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

This unit is a designated unit, please see MOPP C/3.1 for more information. 

You must receive a passing grade (satisfactory) on each assessment task to successfully pass this unit. 

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Placement Performance

You must obtain Graduate or Exceeding Graduate level of all APSTs contained in this final report to be assessed as Satisfactory on your professional experience final report. You will be assessed on 25 continuous days of supervised professional experience in an educational setting. P-3 for EU30; P-6 for EU40 and 7-12 for EU50 students.

This will involve observing classroom practice and planning, teaching and assessing learning experiences for students.

Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4, 5, 6, 7
APST: 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2. 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 7.1, 7.2, 7.3, 7.4

Threshold Assessment:

You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.

Weight: 0
Length: 25 days
Individual/Group: Individual
Due (indicative): End of professional experience
Related Unit learning outcomes: 1, 2, 3, 4, 5, 6, 7

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.

The written component of the QTPA is an assignment for the purposes of an extension.

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

Threshold Assessment:

You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.

Weight: 0
Length: 15 minutes for QTPA oral. Written document approximately 3000 words.
Individual/Group: Individual
Due (indicative): 7 days after final placement
7 days after final placement
Related Unit learning outcomes: 1, 2, 3, 4, 5, 8

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.

Costs

You may incur additional costs while undertaking professional experience. For example: travel to and from teaching sites, potential vaccination requirements and the purchase of professional and safe attire appropriate for the teaching site, if necessary.

Resources

The following resource materials will be used throughout this unit. 

Resource Materials

Prescribed text(s)

Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.

Professional Experience Handbook.

Recommended text(s)

Australian Institute for Teaching and School Leadership.

Other

The QTPA Canvas site

Australian Professional Standards for Teachers.

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 professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.

Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.44.

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: Placement Performance, 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: Placement Performance, Quality Teaching Performance Assessment
  4. Strategies for teaching Aboriginal and Torres Strait Islander students
    Relates to: Placement Performance
  5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  6. Strategies to support full participation of students with disability
    Relates to: Placement Performance

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

  1. Content and teaching strategies of the teaching area
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  2. Content selection and organisation
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  3. Curriculum, assessment and reporting
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
    Relates to: Placement Performance
  5. Literacy and numeracy strategies
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  6. Information and Communication Technology (ICT)
    Relates to: Placement Performance

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

  1. Establish challenging learning goals
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  2. Plan, structure and sequence learning programs
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  3. Use teaching strategies
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  4. Select and use resources
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  5. Use effective classroom communication
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  6. Evaluate and improve teaching programs
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  7. Engage parents/carers in the educative process
    Relates to: Placement Performance

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

  1. Support student participation
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  2. Manage classroom activities
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  3. Manage challenging behaviour
    Relates to: Placement Performance
  4. Maintain student safety
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  5. Use ICT safely, responsibly and ethically
    Relates to: Placement Performance

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

  1. Assess student learning
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  2. Provide feedback to students on their learning
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  3. Make consistent and comparable judgements
    Relates to: Placement Performance
  4. Interpret student data
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  5. Report on student achievement
    Relates to: Placement Performance, 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: Placement Performance, 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: Placement Performance, Quality Teaching Performance Assessment
  2. Comply with legislative, administrative and organisational requirements
    Relates to: Placement Performance, Quality Teaching Performance Assessment
  3. Engage with the parents/carers
    Relates to: Placement Performance
  4. Engage with professional teaching networks and broader communities
    Relates to: Placement Performance

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

EU30 Master of Teaching (Early Childhood)

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

EU50 Master of Teaching (Secondary)

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