Developing Clinical Practice 1

This subject has the following teaching availabilities in 2016:

255 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

The Developing Clinical Practice subject provides the arena in which all the other subjects in the program are integrated into participants’ developing expertise as a classroom teacher, and their developing understandings of professional knowledge, professional practice and professional engagement. As clinical practice is the foundation of MGSE’s MTeach programs, this subject is underpinned with the core conviction that each and every student can learn, and will learn through teaching interventions that are derived from classroom data and research evidence.

Prior to employment, participants undertake a one-week school placement, enabling them to observe teaching and learning, to collaborate with school staff and familiarise themselves with the school community, school culture, organisation and policies. During the summer program participants will observe teaching demonstrations both on campus and through field experiences. Participants have opportunities to learn about experiential and inquiry- based learning pedagogies, and to develop team and co-teaching skills and to deepen their knowledge of collaborative educational processes. They are also encouraged to build their practical skills (such as relationship building and self-care). During the Session 1 learning block, Clinical Specialists and Transition Coaches assist participants, to plan for the commencement of their employment, providing advice regarding school context and supporting participants’ preparation of lessons and units of work.

In schools, participants are supported by: Transition Coaches in their first semester of their teaching contract; Clinical Specialists in the first two years; and School Mentors over the three years. They are assisted to make an effective transition to the teaching role through intensive assistance provided by the Support Team (i.e. Clinical Specialists, Transition Coaches and School Mentors), including the development and implementation of an Individualised Induction and Professional Learning Plan and the establishment of clinical teaching practice. Transition Coaches provide opportunities for co-teaching in order to facilitate student learning and achievement. In addition, participants have opportunities to observe demonstrations of quality teaching, by lead / expert teachers from the school or nearby schools. Clinical Specialists and School Mentors organise these demonstrations as well as providing regular feedback on teaching practice and professional conduct.

Through direct practical teaching, participants are supported to transfer knowledge gained through coursework into skilled practice. The assessment tasks associated with this subject are designed to build capacity for clinical judgement and practice. Participants reflect on observations of teaching practice, receive feedback on their teaching and evaluate their own teaching practice in the context of the Australian Graduate Standards for Teachers. They produce a portfolio as evidence of their professional development as teachers.

On completion of this subject, participants should be able to:

• Demonstrate progress towards attainment of Australian Professional Standards for Teachers
• Establish positive and supportive relationships around learning with all students in their classes and effectively manage student behaviour
• Reflect on observations of quality teaching, build professional knowledge through practice
• Learn in an interactive learning community, responding to continuous feedback on teaching practice
• Refine practice in light of new knowledge acquired and data gathered about student learning
• Use evidence and clinical judgement in teaching practice, to effectively engage and motivate learners
• Know their students and understand what they are ready to learn based on evidence
• Identify preferred teaching strategies that are differentiated to meet the diverse needs of learners
• Devise evidence/ research based interventions (with clearly articulated goals and high expectations for student learning)
• Effectively implement teaching strategies, including the use of effective and innovative methodology (such as, the use of ICT to engage learners and provision of clear feedback to students to assist their learning)
• Determine the expected impact of teaching strategies on student learning, as well and the means for evaluating teaching strategies
• Evaluate their own teaching and professional activity within a framework of professional standards.

Written component: Development of a ‘Portfolio of Evidence of Clinical Teaching Practice’, which includes:

1. Annotated lesson plan (500 words), due January (8%);
2. Comparative observation Task (1000 words), due May (16%);
3. 360-degree analysis of feedback (1000 words), due August (16%).

Teaching Performance: Observed teaching practice in school School Terms 1-4, final result in November (60%)

Hurdle requirements:

• Students are required to pass both of the assessment components (Written component and Teaching Performance)
• Compilation of evidence of clinical practice which includes lesson plans/ unit plans/ notes and a log of a minimum of 15 classroom observations
• Minimum of 80% attendance at all tutorials, seminars and workshops

Participants will be provided with a collection of readings via the online Learning Management System (LMS) and draw on readings from other subjects.

This subject is not available as a breadth subject.

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

• Be skilled communicators who can effectively articulate and justify their professional practice;
• Use evidence based knowledge to inform practice;
• Be flexible and able to adapt to change through knowing how to learn;
• Receive and respond to continuous feedback;
• 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.