Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Field studies units provide a range of highly-focused professional learning experiences including supervised field experiences in school settings. They provide the opportunity for university studies in education, curriculum and the disciplines to be translated into the design and implementation of engaging and intellectually challenging learning experiences for learners in school settings. As such, field studies units are integral to any program of teacher education.

'Senior Years Field Studies 1' is the first field studies unit in the senior years' stream of the graduate preservice teacher education program. It provides you with your first supervised professional experience in teaching. Through a combination of university-based professional learning and school-based supervised field experience, the unit provides the opportunity for you to develop the professional capacity to plan, implement and evaluate effective and inclusive teaching/learning programs. The unit closely articulates with your first Education Studies unit, 'Engaging Diverse Learners', and with your first Curriculum Studies unit.

Designated Unit
This is a designated unit. Designated units are field experience units deemed to be critical to progress in your course. At the end of each semester, if you fail to achieve a satisfactory level of performance in a designated unit you may be eligible for a period of probation or exclusion.

Aims

The aims of this unit are to:

• Build your professional and practical capacities as a senior years' educator.



• Introduce you to a number of productive pedagogies so that you are professionally prepared to design and implement engaging and intellectually challenging learning experiences in a senior years setting.



• Introduces you to the QCT's Professional Standards and assist you in applying these standards to your professional practices in school classrooms.

Objectives

On completion of this unit, you should be able to:

1. Design and implement engaging, intellectually challenging and flexible learning experiences that promote the active construction of personal knowledge; support students' personal development and social participation; and which value and respect individual and group differences by contributing to co-curricular school programs through participation in planned activities which refelct relevant curriculum frameworks [QCT Standards 1, 3, 4 & 6]

2. Create and maintain, through effective use of teaching time, materials, resources and physical space, safe, supportive and inclusive learning environments characterised by clear expectations for student learning and behaviour [QCT Standard 7]

3. Reflect critically on professioanl practice and use the Queensland College of Teachers Professional Standards to analyse your professioanl strengths and areas in need of improvement; set personal professional goals; and assess your capacity to meet the Queensland College of Teachers' professional and ethical requirements [QCT Standard 10]

4. Demonstrate acceptable standards of communication and professional responsibility and commit to reflective practice and professional renewal [QCT Standards 2, 9 & 10]

Content

This unit will cover the following topics and will contribute to your developing Professional Learning Profile:

Module 1: Productive pedagogies and professional responsibilities in the senior years of learning
In this university module, you will be introduced to a number of fundamental strategies comprising productive pedagogies in the senior years, including instructional techniques, inclusivity and effective classroom management. The module also addresses the expectations and responsibilities of graduate preservice teachers in senior years' settings.

Module 2: Professional learning in the field
In this site-based module, you will be required to observe, design, implement and evaluate particular teaching strategies and programs that respond to the diverse nature of senior years' learners. To maximise learning outcomes for all students, you will participate in professional and collaborative relationships with senior years' students and the broader educational community associated with your school. Further, you will be required to demonstrate personal/professional orientations to curriculum, pedagogy and assessment practices that offer all senior years' students access to quality educational experiences.

The Professional Standards for Teachers will be introduced in this unit and will be used as a tool to reflect on your professional knowledge, philosophy, understanding and practice. The unit content contributes to your developing Professional Learning Profile.

Approaches to Teaching and Learning

Authentic and practice-oriented approaches to teaching and learning are utilized in both the university and site-based modules within the unit. In the university module, internal students will participate in a series of campus-based, interactive lecture-workshops. External students will participate in online, interactive and problem-based learning experiences provided on the unit's online learning site. All students will access the unit's online learning site for necessary resources and discussion. In the site-based module, all students will participate in supervised field experience. A set text, field experience manual and online readings will constitute additional learning resources in the unit. All assessment items in the unit are designed as learning experiences and are intended to help build your professional capacities as a teacher.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback and through feedback in response to teaching episodes. Summative assessment will be based on a grade of Satisfactory/Unsatisfactory. It comprises the following two items:You will be provided with formative feedback on your assessment through verbal and online feedback, comprehensive assessment criteria sheets and through written comments on assignment work. You will be provided with summative feedback on your assessment via formal criteria sheets.

Assessment name: Demonstration
Description: Supervised field experience in an appropriate educational setting
Length: 22 days comprising two single days and a four week block (20 consecutive days)
Due Date: Final Report completed by supervising teacher on last day of field experience. Field Experience Office (FEO) copy due at FEO immediately thereafter.
Relates to objectives: 1, 2 & 4
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Assessment name: Portfolio
Description: A Professional Learning Profile that provides evidence of your developing philosophy, values and beliefs about teaching as well as demonstrating your current learning across the QCT's Professional Standards for Queensland Teachers.
Length: 1200-1500 words
Relates to objectives: 3 & 4
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

References

Barry, K. & King, L. (2002). Beginning teaching and beyond (3^rd ed.). Tuggerah, NSW: Social Science Press.

Fetherston, T. (2007). Becoming an effective teacher. South Melbourne, Victoria: Thomson.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2003). Teaching: Challenges and dilemmas (2^nd ed.). Southbank: Thomson Learning.

Latham, G., Blaise, M., Dole, S., Faulkner, J., Lang, J. & Malone, K. (Eds.). (2006). Learning to teach: New times, new practices. South Melbourne, Victoria: Oxford University Press.

Marsh, C. (2004). Becoming a teacher: Knowledge, skills and issues.(3^rd ed.). Frenchs Forest: Pearson Education.
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Risk assessment statement

There are no out of the ordinary risk associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a field experience as part of this unit will need a valid suitability card or Blue Card which has been registered with QUT before they can commence their placement.

Please refer to http://www.studentservices.qut.edu.au/enrol/course/spec_req/bluecard.jsp for full details and appropriate forms.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012