Details for Professional Experience (Part A & Part B)

This subject affords the Teacher Education Student a wide range of opportunities to practice their developing skills and techniques in controlled real-life settings under the support of full-time school mentors. The students develop their planning, relational and evaluation skills within the setting of professional teams of communities of practice. Above all, they learn effective behaviour management techniques while observing the performance of professional teachers in their own contexts and they experience how their personal worldview impacts every aspect of their life and work in education.

It is a requirement that all initial Teacher Education Students sit and pass the National Literacy and Numeracy Test (LANTITE) before their final placement. Students should plan to take the LANTITE as soon as possible in the studies.

 

EDU591 Part A: 5 credit points

EDU591 Part B: 5 credit points


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU591
  • Credit points: 10
  • Subject coordinator: Elizabeth Beech

Prerequisites

The following courses are prerequisites:

Awards offering Professional Experience (Part A & Part B)

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

Unit Content

Outcomes

EDU591 Part A:

  1. Critically analyse the key elements that promote positive teacher-student relationships
  2. Plan, program, implement and evaluate authentic learning experiences for student learning needs in a diverse range of teaching and learning contexts
  3. Evaluate a variety of assessment and record-keeping procedures
  4. Critically appraise, according to a Christian or alternate worldview, a range of behaviour management techniques for the classroom
  5. Support teams work within the school communities of practice
  6. Discriminate by observation and critical reflection the practices of Christian educators

EDU591 Part B:

  1. Critically analyse the key elements that promote positive teacher-student relationships
  2. Critically appraise, according to a Christian or alternate worldview, a range of behaviour management techniques for the classroom
  3. Support teams work within the school communities of practice
  4. Discriminate by observation and critical reflection the practices of Christian educators
  5. Plan, program, implement and evaluate authentic learning experiences for student learning needs in a diverse range of teaching and learning contexts
  6. Evaluate a variety of assessment and record-keeping procedures

Subject Content

  1. Becoming a reflective practitioner: apply the Australian Professional Standards for Teachers to identify any professional learning needs; critically analysing core beliefs, assumptions and expectations; reflective tools; participation in communities of practice and preparation for the Observation Journal.
  2. Classroom and behaviour management: comparison of a variety of theories with biblical approaches; teacher-student relationships; verbal and non-verbal communication strategies; anger management, anti-bullying strategies, child protection training (Association of Independent Schools, NSW) and knowledge of current legislation, peer mediation; classroom organisation, desk layout and physical environment.
  3. Administration: The Teacher Education Student (TES) learns the use of curriculum, assessment and reporting knowledge to design learning sequences and lessons plans; planning, programming, documentation, templates and record keeping, school policies and procedures; getting organised; extra curricula involvement; excursions and incursions.

This course may be offered in the following formats

One PD Day per semester over three semesters plus 60 days Professional Experience: EDU591A - 20 days Initial; and EDU591B - 20 days Minor; and EDU599 - 20 days Major. Fast-tracking may occur with two placements in the same Semester.

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

Assessment Methods

 

Part A: Performance Review (50% - Sat/Unsat).

Due date:  Conclusion of Placement – Semester EDU591A

Students are reviewed by their mentor on initial teaching performance, attributes and skills. (Graduate Stage: 1.3.1, 2.2.1, 2.3.1, 3.2.1, 3.3.1, 3.5.1, 4.2.1, 4.4.1, 5.2.1, 5.3.1, 5.5.1, 6.1.1, 6.2.1, 6.3.1, 7.1.1, 7.3.1).

 

Part B: Performance Evaluation (50% - Sat/Unsat).

Due date:  Conclusion of Placement – Semester EDU591B

Students are reviewed by their mentor and tertiary supervisor against the Australian Professional Standards Graduate Teacher – Graduate – early evidence level. (Graduate Stage: 1.3.1, 2.2.1, 2.3.1, 3.2.1, 3.3.1, 3.5.1, 4.2.1, 4.4.1, 5.2.1, 5.3.1, 5.5.1, 6.1.1, 6.2.1, 6.3.1, 7.1.1, 7.3.1).

 

NOTE: EDU591A, EDU591B and EDU599 are usually taken over two or three semesters in order to complete the designated teaching experience days and achieve a ‘Satisfactory’ competence. It is possible to complete this subject and not gain a ‘Satisfactory’ grading. This would negate a graduate’s opportunity for employment as a teacher however other school positions may be available.

 

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references