Professional Practice & Seminar Prim 4

This subject has the following teaching availabilities in 2016:

85 hours

Students must have completed 150 points of Master of Teaching (Primary) subjects including EDUC90489 Professional Practice and Seminar Prim 3 before enrolling in this subject.

EDUC9xxxx, Education Research Project (Prim)

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

This subject develops Teacher Candidates’ reflective dialogue through use of evidence-based practice in a generalist primary classroom. The placement is focused on interventionist primary classroom teaching and evidence-informed practice. In collaboration with mentor teachers and Clinical Specialists from the university, Candidates will design, implement, evaluate and reflect upon a sustained series of interventions relevant to their teaching context. Candidates will demonstrate graduate attributes and readiness for interventionist primary classroom teaching under the three domains of professional knowledge, practice and engagement during the Practicum Exhibition.

On completion of this subject Teacher Candidates should be able to:

• Evaluate the impact of their teaching on student learning outcomes and experience in the classroom
• Demonstrate a strategic approach to the development of productive learning environments
• Use critical, reflective processes to guide their development in teaching
• Articulate the goals and directions of their professional development in teaching

There are two assessment tasks; both assessment tasks must be passed:

• Professional Practice during all days of practicum, 70%
• Practicum Exhibition during the second half of semester after block placement, 30%

There are 3 hurdle requirements:

• Attendance on all days of practicum
• Attendance at all practicum seminars
• Satisfactory completion of all Professional Portfolio artefacts

Churchill, et al (2011).Teaching: Making a difference, Milton, Wiley

This subject is not available as a breadth subject.

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

• Be skilled communicators who can effectively articulate and justify the role of assessment in teaching;
• 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 co-operation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have conscious personal and social values base that is evident in their teaching.