Professional Practice and Seminar (EY)

Subject EDUC90399 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 25-Jul-2016 to 23-Sep-2016
Assessment Period End 16-Nov-2016
Last date to Self-Enrol 05-Aug-2016
Census Date 19-Aug-2016
Last date to Withdraw without fail 07-Oct-2016

November, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 02-Nov-2016 to 14-Dec-2016
Assessment Period End 23-Dec-2016
Last date to Self-Enrol 10-Nov-2016
Census Date 18-Nov-2016
Last date to Withdraw without fail 02-Dec-2016

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 29-Feb-2016 to 29-May-2016
Assessment Period End 24-Jun-2016
Last date to Self-Enrol 11-Mar-2016
Census Date 31-Mar-2016
Last date to Withdraw without fail 06-May-2016

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 days of Professional Practice and related tasks.
Total Time Commitment:

1 preparation day on campus;
35 days of professional practice in a primary school including 10 hours of seminar;

100% attendance is mandatory in all practicum subjects.


150 points of study in the Master of Teaching (Early Childhood)

A current Working With Children Check (WWCC).


You must take the following subjects in the same study period

Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

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:


Dr Rannah Hetherington, Ms Janice Deans


Subject Overview:

The professional practice and seminar program provides an integrated focus for all subjects across the semester and addresses teacher candidates’ developing understandings of professional knowledge, professional practice and professional engagement in early years classrooms. The school placement focuses on teacher candidates’ demonstrated capacity to teach independently, addressing all curriculum domains and the learning needs of individual students. This subject uses theoretical driven and empirically informed tools (eg. CLASS, 3A) to build a range of effective teaching and learning strategies. Teacher candidates are mentored by experienced teachers in collaboration with Clinical Specialists who are engaged in the on-campus teaching program.

The professional practice seminars support teacher candidates’ ongoing learning about how theory informs practice. The seminars provide opportunities to examine theoretical frameworks and associated practical tasks assigned during the placement that assist candidates to identify and address the learning needs of students in early years classrooms. Seminars include class presentations, analysis of assessment tasks and in-depth reflection on theory and practice for teaching in the early years classroom. Teacher Candidates will provide evidence of their development as an interventionist classroom practitioner during the Clinical Praxis Examination.

Learning Outcomes:

On completion of this subject teacher candidates should be able to:

  • Apply professional criteria to their own teaching and professional activity;
  • Synthesise their theoretical and practical understandings of teaching in early years classrooms;
  • Collect evidence of children’ s learning, and analyse to purposefully plan and implement specific programs for individual children;
  • Develop skills and strategies to ensure the emotional, organisational and instructional support of individual children across a range of settings;
  • Use constructive feedback and discussion to evaluate and reflect on values and practices in relation to professional practice;
  • Communicate effectively with other professionals, parents and children;
  • Promote the profession of teaching in the wider community.

There are 2 assessment tasks (Teacher candidates must pass both components):

  • Professional Practice: Successful assessment of teaching performance against all domains and dimensions of the statutory standards during all days of practicum, 70%
  • Clinical Praxis Exam, end of semester, 30%

There are 3 hurdle requirements:

  • Attendance on all (35) days of practicum;
  • Attendance at all (5) practicum seminars;
  • Satisfactory completion of all (3) Professional Portfolio Artefacts (due throughout the semester).

Prescribed Texts:

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2011). K-3 CLASS Dimensions Guide. Teachstone: Charlottesville.

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, students will have the knowledge, skills and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify their professional practice 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 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.
Related Course(s): Master of Teaching (Early Childhood)
Master of Teaching (Early Years)

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