EDUC 7209 - Professional Experience III

North Terrace Campus - Semester 1 - 2023

The Professional Experience placement is central to the Initial Teacher Education program. EDUC 7209 is the third and final placement in the Master of Teaching degree. This 20-day Professional Experience course prepares final year Pre-service teachers for their secondary school placement in a Department for Education, Independent, Lutheran or Catholic school.

  • General Course Information
    Course Details
    Course Code EDUC 7209
    Course Professional Experience III
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 20 day placement
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 7207, EDUC 7210, EDUC 7211
    Incompatible EDUC 7206, EDUC 7208
    Assumed Knowledge Literacy and Test for Initial Teacher Education Students (LANTITE), Curriculum Assessment and Policy, Curriculum and Pedagogy in 2 subject specialisations
    Restrictions Available to Master of Teaching (Middle and Secondary) students only
    Assessment Teaching Performance Assessment (TPA) (Hurdle), Professional Placement.
    Course Staff

    Course Coordinator: Dr Brendan Bentley

    School of Education
    Faculty of Arts
    The University of Adelaide
    Level 8.22, Nexus 10 Tower
    Adelaide SA 5005
    T: +61 (0)8 831 36824E: brendan.bentley@adelaide.edu.au
    View Dr Brendan Bentley's Researcher Profile here
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    This course is not scheduled for this year.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)
    1 Understand and account for in planning, the diversity for student cohorts and how they learn. 1.1, 1.2, 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, 4.1, 4.4, 4.5, 5.1
    2 Understand and apply the teaching methodologies of their curriculum area(s). 1.1, 1.2, 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, 4.1, 4.2, 4.3, 4.4, 4.5
    3 Plan for and implement effective and appropriate learning activities. 1.1, 1.2, 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, 4.1, 4.2, 4.3, 4.4, 4.5
    4 Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.6, 4.1, 4.2, 4.3,
    5 Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders about their learning. 3.6, 5.1, 5.2, 5.3, 5.4, 5.5,
    6 Engage with other professional educators such as Curriculum area associations. 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    7 Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community. 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
    Note: Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standards
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    2, 3, 5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2, 3

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    .

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    .

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    4, 7
  • Learning Resources
    Required Resources
    All readings will be provided during lectures and seminars. Pre-service teachers are requried to download and have available a copy the School of Education's 2022 Professional Experience Handbook.
    Recommended Resources
    Australian Professional Standards for Teachers (APST).
    Online Learning
    This course requires face to face engagement and is not presented online.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Either a 4 or 1 day intensive and 20 day Professional Experience placement. Pre-service teachers who have not already met the TPA are required to attend a 4 day compulsory intensive. Pre-service teachers who have completed the TPA requirements are to attend a 1 day intensive. Attendance at the pre-placement intensive requires interaction through active participation. Attendance at these workshops is a hurdle assessment.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Pre-placement workshops: Pre-service teachers who have not met the TPA are required to attend a 4 day compulsory intensive. Pre-service teachers who have completed the TPA are required to attend a 1 day intensive. Attendance at the pre-placement intensive requires interaction through active participation. Attendance at these workshops is a hurdle assessment.
    Learning Activities Summary
    Schedule
    Week Topic Learning Outcomes APST (Graduate)
    1 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    2 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    3 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    4 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    5 Placement 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    Specific Course Requirements
    Working With Children Clearance (Post 1st July 2019) or Department of Community Supervision and Intervention and Responding to abuse and neglect training-Education and Care are mandatory requirements.

    Pre-service teachers will be involved in the ongoing creation and development of a professional e-Portfolio addressing all 37 of the Graduate Level Australian Professional Standards for Teachers (APST).
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome APST (Graduate)
    Placement (20 days)
    (Professional Experience Interim and Final Report)
    Summative 50% 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    ePortfolio Summative 50% 1, 2, 3, 4, 5, 6, 7 ALL APSTs listed against Learning Outcomes
    The Teacher Performance Assessment (TPA) is made up of 2 components, the Placement Report and the e-Portfolio. Both assessment tasks must be completed successfully and each is a hurdle requirement. Both use a Non-Graded-Pass (NGP) assessed on a pass/fail basis.  
    Assessment Related Requirements
    Mentor Teachers in placement schools in consultation with university liaisons complete the assessment of the Pre-service teacher during Professional Experience B placement. Mentors are required to supervise and report on the Pre-service teacher’s progress by providing an interim report and final report at the conclusion of the placement.

    This placement, along with Professional Experience (10 day), Professional  Experience A and the e-Portfolio are the capstone elements of the Bachelor of Teaching degree. At the completion of this subject Pre-service teachers are required to meet the Teacher Performance Assessment (TPA) requirement at the Graduate APST level. The Teacher Performance Assessment (TPA) consists of both the e-Portfolio and final placement report.
    Assessment Detail
    Assessment Task Description APST (Graduate)
    Placement The 20 day Professional Experience Placement is the final placement experience for Master of Teaching Pre-service teachers. The placement is undertaken in a secondary school setting and requires Pre-service teachers to teach continuously for the duration of the placement in their specialised subject area. This teaching experience is the culmination of their university degree. The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the Final Professional Experience Report and constitutes 50% of the Teacher Performance Assessment.  All APSTs listed against Learning Outcomes
    e-Portfolio During the 20 day Professional Experience Placement Pre-service teachers are required to collect for their e-Portfolio a total of two artefacts or pieces of evidence addressing all of the Australian Professional Standards for Teachers (APST). The successful completion of this placement requires Pre-service teachers to meet the APST Standards at the graduate level as detailed in the e-Portfolio rubric and constitutes 50% of the Teacher Performance Assessment. All APSTs listed against Learning Outcomes
    Submission
    Submission information will be provided to students once enrolled into this course.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    GS8 (Coursework Grade Scheme)
    Grade Description
    CN Continuing
    FNS Fail No Submission
    NFE No Formal Examination
    F Fail
    NGP Non Graded Pass
    P Pass
    C Credit
    D Distinction
    HD High Distinction
    RP Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.