Professional experience: inherent requirements

Ethical behaviour is acting in ways that are honest, fair, responsible, and respectful of others, guided by moral principles and a concern for the well-being of individuals and the wider community.

Education students are governed by professional standards and are accountable and responsible for ensuring professional ethical behaviour in all contexts. Members of the teaching profession follow values which underpin the teaching profession, namely, integrity, dignity, responsibility, respect, justice and care.

Students will demonstrate knowledge of, and engage in, behaviour consistent with all relevant standards.

Ethical behaviour standards are designed to guide and encourage all teachers to achieve high standards of ethical behaviour and professionalism in their dealings and relationships with students, families, caregivers, colleagues and the broader community.

Reasonable adjustments must ensure that standards, codes, guidelines and policies are maintained and do not result in unethical behaviour. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Complying with privacy and confidentiality requirements in academic, professional and field experience settings.

Behavioural stability is the consistency and predictability of an individual’s actions and responses over time and across situations, particularly in how they regulate emotions, make decisions, and interact with others.

Behavioural stability, adaptability and self-awareness are necessary to effectively and sensitively function and adapt in educational settings.

Students will demonstrate behavioural stability by working constructively in diverse and challenging academic and educational environments.

Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Students will be exposed to complex, stressful situations and will be required to have behavioural stability to manage events objectively and professionally.

Reasonable adjustments must support stable, effective and professional behaviour in both academic and educational settings. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Demonstrating being receptive to constructive feedback and responding appropriately when feedback is provided.
• Effectively managing your emotions and behaviour when dealing with people in diverse community and educational settings.

Legal refers to anything that is permitted, required, or recognised by law, including rules, rights, and actions that are enforceable within a legal system, professional regulations, and professional accreditation standards.

Initial teacher education courses are mandated by specific legislation and regulations to comply with professional accreditation, registration and professional and field experience requirements.

Students will demonstrate knowledge and compliance with Australian law, professional regulation requirements and standards relevant to persons working with children, young people and their families.

Compliance with professional regulations and Australian law ensures students are responsible and accountable for their practice. An understanding of and compliance with legislative and regulatory requirements also reduces the risk of harm to self and others and is a necessary prerequisite to on-campus and field/professional experience.

Reasonable adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Requirements of informed consent, privacy and confidentiality with organisational, family and child information in academic and education settings.
• Complying relevant child protection and safety legislation.

Communication is the process of exchanging information, ideas, thoughts, or feelings between individuals or groups through spoken, written, visual, or non-verbal methods.

Effective verbal communication, in English, is an essential requirement for all courses offered by the SoE. Units within each course of study also require effective verbal, aural, non-verbal and written communication skills.

Students will demonstrate the ability to communicate well at formal and informal levels with peers, lecturers and tutors in small and large groups; the ability to clearly provide instructions and present ideas to individuals and large groups relevant to the learning context: and the capacity to use language effectively with diverse linguistic and cultural groups and individuals (including children and adults) in a range of social situations, including professional and field settings.

Verbal communication is the primary medium of communication in an educational setting with the timely, accurate, clear and effective delivery of information providing clear instructions and fostering student learning. Interactive verbal communication is also essential in developing and maintaining effective relationships with all educational stakeholders, including for listening to, understanding and responding to feedback from supervising teachers.

Reasonable adjustments must enable clear and accurate verbal communication that facilitates effective and safe teaching practice. Communication supports such as Augmentative and Alternative Communication (AAC) and adjustments such as additional time for comprehension and expression may be available for on campus learning activities. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Communicating in English effectively and appropriately in tutorials, lectures and on professional and field experience.
• Demonstrating knowledge and use of ICTs such as data projectors, computers and DVDs to support oral communication for tutorial presentations and small group presentations on professional and field experience.

Cognition refers to the mental processes involved in acquiring, understanding, storing, and using knowledge, including thinking, reasoning, memory, attention, perception, and problem-solving.

Consistent and effective knowledge and cognitive skills are necessary to provide safe, professional and competent teaching practice, including knowledge of theory and the skills of literacy, numeracy and Information and Communication Technology (ICT).

Students will demonstrate their capacity to locate appropriate and relevant information; the ability to process information relevant to practice; the ability to integrate, reflect on and implement theoretical knowledge in tutorials, professional and field experience settings.

The delivery of quality teaching relies on the understanding and application of theory in practice.

Reasonable adjustments must ensure knowledge can be clearly demonstrated and cognitive skills are not compromised or impeded. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Identify and apply knowledge of policy and procedures during professional and field experience settings.
• Conceptualise and use appropriate knowledge in response to academic assessment items.

Competent English literacy skills are essential for professional and effective delivery of teaching content.

Students will demonstrate their ability to accurately acquire information and convey appropriate and effective messages in English; ability to read and comprehend a range of texts in English; and capacity to understand and apply academic conventions to write coherent English in a scholarly and professional manner.

The ability to read, interpret and understand multiple sources of information is fundamental for effective preparation and teaching practice, including the ability to acquire information and to accurately convey information is fundamental to teaching and learning.

Reasonable adjustments must ensure a student can demonstrate an appropriate capacity to acquire, comprehend, apply and communicate accurately in English. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser. Note: students for whom Standard Australian English is an additional language or dialect (EAL/D) may seek support from Academic Skills Advisers. Reasonable adjustments do not apply in these situations unless any difficulties with English are due to learning disabilities.

• Speak clearly and accurately in English.
• Competently construct and share a range of texts including digital, written and visual texts in a variety of social contexts.

Competent numeracy skills are essential for effective teaching.

Students will demonstrate their ability to correctly and accurately interpret and apply statistical, geometrical, algebraic, measurement and numerical data in a range of contexts.

Competent numeracy skills are fundamental for the effective delivery of teaching content and fostering the numeracy development of the students.

Reasonable adjustments must ensure a student can demonstrate effective numeracy skills. Unless a task requires mental calculation, calculating devices such as calculators and spreadsheets may be used. Whether it’s appropriate or practical to use such calculating devices during professional experience placements may vary between placements. You should discuss this with the placement coordinator (PEO) before you commence your placement. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Apply numeracy skills to interpret and solve problems in a range of educational and academic contexts, such as analysing and interpreting student learning data to inform teaching practices.
• Competently apply basic mathematics knowledge and everyday mathematical skills in on campus learning activities and professional experience placement tasks.

Information and communications technologies (ICT) are fundamental to program requirements, teaching practice and current pedagogy.

Students will demonstrate their knowledge of, and confidence in, the use of ICT processes and tools in academic, professional and curriculum contexts.

Use of ICTs is necessary to provide an effective teaching and learning environment.

Reasonable adjustments must enable the student to demonstrate a capacity to comprehend, interpret and use ICT. They may include Augmentative and Alternative Communication (AAC) devices. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Demonstrate knowledge and use of ICTs such as data projectors, computers and DVDs to support oral presentations for tutorials, and during professional and field experience.
• Use ICTs for accurate and responsive reports, student profiles, record keeping, lesson presentation material, curriculum plans, assessments and evaluations.

Interpersonal engagement is the active and meaningful interaction between individuals, involving communication, mutual responsiveness, empathy, and participation in professional relationships or collaborative activities.

Interpersonal engagement is essential to work effectively, sensitively and to build relationships in community and educational settings.

Students will demonstrate their ability to work effectively, sensitively and confidentially with children, young people, parents/carers and community members, including the ability to create rapport with peers, academic and professional staff conducive to effective working relationships. Student’s will also demonstrate cultural competence, sensitivity and willingness to work with individual children and young people in a complex and diverse Australian society.

Graduates of accredited courses must meet the Graduate Teacher Standards requirements. Inclusion is mandated in the Australian educational context as the Australian Professional Standards for Teachers require effective, sensitive and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and ability in various context.

Reasonable adjustments must enable appropriate levels of interpersonal engagement and behaviour. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser.

• Interacting with mutual respect, equity and dignity towards others, including participating in a respectful and culturally competent manner in tutorial discussions.
• Collaborating, modifying and reflecting on their teaching during professional and field experience in response to student needs and supervisor feedback.

Sensory ability is the capacity to receive, process, and respond to information from the senses - such as sight, hearing, touch, taste, smell, balance, and body awareness - to understand and interact with the environment.

Adequate visual acuity is required to provide safe and effective supervision of children and young people in a range of educational and community settings.

Students will demonstrate sufficient visual acuity to perform the required range of skills, such as monitoring children and young people’s behaviour and safety, in classroom and school ground settings and reading and comprehending information in a variety of formats, including handwritten and electronic documents.

Visual observations, examinations and assessment are fundamental to safe and effective scope of teaching practice, including being necessary to demonstrate the required range of skills, tasks and assessments in both university and practical contexts.

Reasonable adjustments must address the need to perform the required range of tasks involved in field placements. Any strategies to address the effects of a vision impairment must be effective, consistent and not compromise care or safety. Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings. A reasonable adjustment may also be the use of assistive technology to enhance vision. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser. You should discuss requirements for adjustments during professional experience with the placement coordinator (PEO) before you start your placement.

• Engage in activities at both near and far distances by monitoring children and young people's behaviour, interactions, safety and wellbeing indoors and outdoors.
• Monitor and assess student learning in a variety of formats.

Strength and mobility is the ability to use muscular power and joint range of motion effectively to perform, sustain, and adapt movements required for active engagement in physical tasks, exercise, and school-based activities.

Participation in physical activities and movement is typically required to function effectively in community and educational settings.

Students will demonstrate the ability to perform gross and fine motor skills to function within the scope of practice.

Sufficient gross and fine motor skills are necessary to perform, coordinate and prioritise care, in order to reduce the risk of harm to self and others. Tasks that involve gross motor skills include sitting, lifting, carrying, pushing, pulling, standing, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects, as well as handwrite. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others.

Reasonable adjustments may be available to facilitate functional effectiveness, safety of self and others, and a capacity to provide appropriate education and care. Examples include the use of mechanical devices for lifting, electric wheelchairs and adjustable classroom furniture. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser. You should discuss requirements for adjustments during professional experience with the placement coordinator (PEO) before you start your placement.

• Safely move and use large pieces of equipment.
• Set up safe learning environments both indoors and outdoors.

Sustainable performance is the ability to maintain effective, high-quality functioning over time without compromising physical health, mental wellbeing, resources, or long-term capacity.

The study and practice of education requires both physical and mental endurance at a consistent and sustained level.

Students will demonstrate the capacity to maintain consistency and quality of performance throughout the designated period of time; the ability to perform all required activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately, including having consistent and sustained physical and mental energy to complete specific tasks in a timely manner and over time.

Sufficient physical and mental endurance are essential to performing multiple tasks over varying periods of time and providing safe and effective participation in all teaching, professional and field experience activities.

Reasonable adjustments may be available to enable consistent and sustained performance over a given period. Example strategies include the use of rest breaks to support performance for on campus learning activities. Adjustments specific to the individual can be discussed with a QUT Equity Services Adviser. You should discuss requirements for adjustments during professional experience with the placement coordinator (PEO) before you start your placement.

• Performing multiple tasks simultaneously whilst supervising the safety and care of children.
• Providing consistent supervision, education/instruction and care to children/young people over a negotiated time frame.