Details for Comprehensive Teaching Integration

In this unit students will reflect on their observation and application of learning and teaching theory in practice and consider what they have experienced as most effective. Students will further engage with the theory of best learning and teaching practice. They will assess their progress according to the Australian Professional Standards for Teachers (APST) at graduate level and identify areas for improvement. They will also consider the role of mentoring and coaching in teacher professional development. This unit will also assist them with preparing for their Teaching Performance Assessment (TPA).

Awards offering Comprehensive Teaching Integration

This unit is offered as a part of the following awards:

• Bachelor of Education (Secondary)

Unit Content

Outcomes

1. Apply knowledge of contextual factors, curriculum frameworks, standards and evidence-based learning and assessment theory to design engaging and meaningful faith integrated learning experiences using teaching area knowledge and skills.
2. Critically reflect on evidence-based learning, assessment theory and pedagogy to discuss and justify best learning and assessment practice. 
3. Incorporate a range of instructional strategies, technologies, and resources to support individual learning needs and perspectives in a unit of work and lesson design and delivery.
4. Define, measure and monitor learner progress against clearly defined learning goals using available data sources. 
5. Reflect on personal teaching and assessment practices and integrate feedback and professional review to identify ongoing opportunities to continually improve.
6. Recognise the difference between mentoring and coaching and articulate how these processes can assist them in their professional development journey.

Subject Content

Overview of subject

Professional Learning Cycle and Reflection

Focus: consider own learning journey to date in relation to:

• APST 1 (Professional Knowledge): Know students and how they learn.

With reference to the required readings, reflect on APST 1 (Professional Knowledge):

• Know students and how they learn. Revisit evidence-based theory covered in EDU116 Learning Theories and Application. Reflect on what they have observed to date. Consider school context and the importance of understanding this for teaching. Sources of information around school contextual information and student demographics.

Focus: consider own learning journey to date in relation to:

• APST 2 (Professional Knowledge): Know the content and how to teach it. Consider worldview perspective and how to embed this in practice and whole school contexts. 

Focus: consider own learning journey to date in relation to:

• APST 3 (Professional Practice): Plan for and implement effective teaching and learning. Discuss designing a unit of work, setting learning goals and how to measure student achievement in relation to these, lesson planning and resource selection. Consider different learner needs and backgrounds. 
• APST 5 (Professional Practice): Assess, provide feedback and report on student learning. Different forms of assessment diagnostic, formative and summative. Consider the use of these in units of work and in the TPA. Consider how to use data to inform the design of units of work and lesson design. Use of data to track student achievement. 

Focus: consider own learning journey to date in relation to:

• Inclusive education, addressing specific learner needs and cultural responsiveness.

The Teaching Performance Assessment (TPA) 

• Elements of the TPA and how to prepare for it.
• Discussion: ethical and legal responsibilities related to teaching and student privacy.
• Preparation for Assessment two: Unit of Work – Teaching and Assessment Project.

Focus: consider own learning journey to date in relation to:

• What they have observed and learned about child and adolescent development theory as well as student and teacher wellbeing

Focus: consider own learning journey to date in relation to:

• APST 4 (Professional Practice): Create and maintain supporting and safe learning environments.
• Consider own current and future pathways for professional development and ways of engagement. An introduction to mentoring and coaching. How to make the most from mentoring and what is coaching. Am I a mentor? The difference between coaching and mentoring. What makes a good mentor and mentee.
• APST 6 (Professional Engagement): Engages in professional learning.
• APST 7 (Professional Engagement): Engage professionally with colleagues, parents/carers and the community.

Reflection and integration

This course may be offered in the following formats

• Face-to-Face (onsite)
• eLearning (online)
• Intensive

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

• Critical Reflection: Forum (50%)
• Integrated Lesson Sequence (50%)