Details for Professional Experience 4

This final Professional Experience subject involves the pre-service teacher taking full responsibility for a classroom and develop more fully a range of skills, knowledge and attitudes more closely related to those of beginning teaching. The pre-service teacher will have full responsibility for observing, planning, implementing, student assessment and reporting, and evaluating units of work, including embedding individualised programs for specific school students to support inclusion and diversity.

Awards offering Professional Experience 4

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

• Bachelor of Education (Primary)

Unit Content

Curriculum Objective

This final Professional Experience subject involves the pre-service teacher taking full responsibility for a classroom and develop more fully a range of skills, knowledge and attitudes more closely related to those of beginning teaching. The pre-service teacher will have full responsibility for observing, planning, implementing, student assessment and reporting, and evaluating units of work, including embedding individualised programs for specific school students to support inclusion and diversity. The pre-service teacher will consider the gaps and silences evident in discourses about learners and learning and critically engage with ethical practices for inclusivity. The pre-service teacher submits their Professional e-portfolio at the conclusion of this subject.

Outcomes

1. Demonstrate the ability to analyse learners’ abilities, needs and interests as the basis for the planning of learning and teaching (K-6);
2. Critically analyse practices which support and diversity and inclusion in a wide variety of contexts;
3. Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning;
4. Demonstrate the ability to take major responsibility for a class over an extended period;
5. Develop a personal code of ethics in light of the Australian Professional Standards for Teachers and a Christian or alternate school perspective.

Subject Content

1. Critical reflection regarding inclusion and diversity in primary contexts (K-6); ethical approaches to learner diversity; identifying gaps and silences in the classroom; revisiting the development needs of learners; literacy and numeracy demands of texts and classroom discourse; modified and differentiated and culturally appropriate assessment; reporting and confidentiality; external professional support and community representatives;
2. Repertoires of practice; preparation and planning for individual and group learning contexts; taking responsibility for the classroom; be able to demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching;
3. Critical and ethical analysis of practice in relation to the Australian Professional Standards for Teachers; developing a code of practice in light of a Christian or alternate school perspective; applying ethical approaches to teaching in a personal code of ethics.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

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

Assessment Methods

1. Online Modules (Satisfactory)
2. Professional e-Portfolio and TPA (Satisfactory)
3. Performance Review (100%)

Teaching Performance Assessment (TPA) (required and assessed as a Passing grade)

The TPA is conducted within the final professional experience (EDU500C). The TPA reflects the elements of planning, teaching, assessing and reflecting. Each section is equally weighted (25%) and is deemed to be reflective of the TES’s classroom teaching practice. It assesses 31* out of the 37* of the Australian Professional Standards at GTSD level (*depending on context) which have been mapped across the four elements of the TPA.

Each of the TPA tasks will be grades as Exceeds Expectations, Demonstrated or Not Demonstrated except for the lesson observation in Section 2 which is graded by the TS as Satisfactory or Unsatisfactory. Each element of the TPA must be passed for the TES to meet the criteria for the TPA. The TPA will be graded overall as either a Pass or Fail. All TES must successfully complete the TPA as a requirement for graduation.