EDUC 7209 - Professional Experience III
North Terrace Campus - Semester 1 - 2023
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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 hereCourse 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
Note: Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standardsOn 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 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.
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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:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
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 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 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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
