Professional Practice and Portfolio 2

Subject EDUC90594 (2012)

Note: This is an archived Handbook entry from 2012.

Credit Points: 18.75
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2012:

January, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: Full-time employment as a teacher with a 0.8 teaching load
Total Time Commitment: Not available
Study Period Commencement:
Credit Points:

You must take the following subject in the same study period

Study Period Commencement:
Credit Points:
Recommended Background Knowledge:


Non Allowed Subjects:


Core Participation Requirements:

Full-time employment as a teacher with a 0.8 teaching load


Mrs Dagmar Turnidge


Education Student Centre

Subject Overview:

The Professional Practice and Portfolio subjects provide the arena in which all the other subjects in the program are integrated into the Associates’ developing expertise as a classroom teacher, and their developing understandings of professional knowledge, professional practice and professional engagement and social context of the school. This subject focuses on the associate’s awareness of the characteristics of knowledge, practice and professional engagement for professional accountability in teaching, and on deepening their understanding of the use of assessment for tracking student learning more closely to inform teaching for individual student’s learning needs. Associates will continue to add to their portfolio evidence of their professional development as teachers.


On completion of this subject Associates should be able to:

  • Demonstrate their capacity to use a range of strategies to establish a positive and inclusive learning environment;
  • Establish a safe and productive learning environment with clear expectations for student behaviour;
  • Use a range of strategies to assess and monitor student learning needs and use this to inform teaching, to report on student learning and provide feedback to students;
  • Independently access and manage a range of learning and teaching resources including technologies to support their specialist area in teaching;
  • Locate their professional practice within Standards for Graduate Teachers;
  • Plan and implement strategies to support their professional growth;
  • Engage effectively with parents and other members of the broader community who are stakeholders in education.

Teaching performance and professional engagement in the school (50 per cent), due throughout second year.

Development of a portfolio (4500 words) of evidence of clinical practice (50%) including:

  • Outline of an Action Focus due in Semester 1, 500 words
  • 2 X Descriptive lesson observations due in Semester 1, 750 words each
  • Draft Action Plan with outline of Unit plan/work program, due in early Semester 2, 2,000 words
  • Reflection on professional learning due at end of semester 2, 500 words

There is one hurdle requirement:

  • Associates maintain a folder containing for example: lesson plans/ unit plans/ notes and observation sheets and any other relevant documents they deem relate to their teaching practice.
Prescribed Texts:


Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, Associates will have the knowledge, skills and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify their professional practice;
  • Be flexible and able to adapt to change through knowing how to learn;
  • Understand the significance of developing their practice on the basis of research evidence;
  • Work in teams with skills in cooperation, communication and negotiation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base that is evident in their teaching.

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