Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor Academic
Sandra Cheeseman
Contact via 9850 9835
X5B 366
Convenor Professional Experience
Katey De Gioia
Contact via 9850 9786
Tutor
Susan Reade
Contact via 9850 9842
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP421 or ECHP422 or (ECHP222 and admission to GDipECTeach) or admission to GDipEarlyChildhood or GCertTeach(8-12)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This final professional experience unit provides students with the opportunity to consolidate both their pedagogical practice and their professional inquiry skills. Students are placed in an early childhood setting relevant to their course requirements. In preparing students for their professional career this professional experience combines both day to day responsibility for a class or group of children along with a practitioner inquiry project based on a self-assessment of their teaching. The aim of the unit is to build the confidence and capacity of students with a focus on curriculum decision making that reflects the needs of the setting and the student's personal philosophy of teaching.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
IEC Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Late Assessments:
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
IEC Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text: *
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.
Your raw mark for the unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.
Full details about each assessment task is available on the Unit Website
There are five aspects of assessment in this unit. Each aspect has a minimum requirement that must be met. To achieve a passing grade in this unit, students must:
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Name | Weighting | Due |
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Reflection and Philosophy | 35% | Friday 21st August |
Professional Experience Viva 1 | 15% | Week 3 & 4 and OCD 1 |
Professional Experience | 0% | Week 5-7 + 3 Obs days |
Professional Experience Viva 2 | 15% | Week 9 & 10 & OCD 2 |
Practitioner Inquiry Project | 35% | Friday 2nd November |
Due: Friday 21st August
Weighting: 35%
Part A: Reflection
1000-1500 words
In this assignment you will focus on your progress towards the IEC translation of the Macquarie University Graduate Capabilities (Grad Caps).
You will reflect on your movement as a student teacher through your program of study and provide evidence of your growth as a professional in the Graduate Capabilities.
Part B: Teaching Philosophy
500 words MAXIMUM
Produce a succinct statement of your teaching philosophy that might appear at the front of your Professional Portfolio.
Due: Week 3 & 4 and OCD 1
Weighting: 15%
Prior to commencing your Professional Experience, each student will present a five minute Viva at the Tutorial in weeks 3 or 4 (for internal students) or at the On Campus Day 1 (for external students). A Viva is a showcase of thinking and progress to date.
Due: Week 5-7 + 3 Obs days
Weighting: 0%
3 Orientation Days and 15 days of Professional Experience. Evaluation requirements are detailed in the ECHP 424 Professional Experience Documents.
YOU MUST BRING YOUR PE FOLDER (WORK IN PROGRESS) TO THE WEEK 4 TUTORIAL OR THE FIRST ON-CAMPUS DAY. YOU WILL NOT BE ABLE TO START PE UNLESS YOU FOLDER HAS BEEN PASSED BY UNIT STAFF.
Due: Week 9 & 10 & OCD 2
Weighting: 15%
Following your Professional Experience, each student will present a five minute Viva at the Tutorials or On-Campus session following PE.
Due: Friday 2nd November
Weighting: 35%
This assignment provides an opportunity for you to engage in the process of Teacher Research or Practitioner Inquiry whilst you are undertaking your Professional Experience. In this instance the project you choose will be based on a professional challenge for you as a teacher.
IEC Professional Experience Unit Academic Expectations
IEC Professional Experience Unit Placement Expectations
Confidentiality
Withdrawing from this Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Communicating with Unit Staff
There are two coordinators for this Professional Experience Unit. Please contact us either via the dialogue function on ilearn or by phone:
During semester time, staff may contact students using either:
It is the student’s responsibility to check all electronic communication on a regular basis ( at least weekly).
Weeks 1-4:
There will be four live lectures that are common to all students enrolled in ECHP424 to support your preparation for Professional Experience and your assignments in this unit. These will be in weeks 1-4. Grad Dip students will be provided with four recorded lectures providing content focussing on your PE requirements for planning and documenting children’s learning in prior to school settings. The lectures are available in the echo tab on the ilearn page. Students should listen to these lectures prior to coming to the first on-campus day.
During these first weeks all students should complete their three orientation days (usually one day a week works very well). You may complete the orientation days at a time negotiated between yourself and your cooperating teacher. Please note you need to start these orientation days as early as possible and try to undertake some planned teaching experiences during the third orientation day. During the first four weeks of semester, you also need to develop your knowledge of the age group of children that you will be working with, undertake required reading to support your project work, complete Assignment 1 and collect resources and materials to use during student teaching.
Weeks 5-7
During the Professional Experience placement, you will work towards 400-level expectations outlined in the evaluation document relevant to your program. As your work continues, it will be appropriate for you to take more responsibility for working with children. You may begin taking responsibility for whole days as soon as you are ready. You are required to take responsibility for at least ten full days.
University break
This is an opportunity to complete assignments and consolidate your reading.
Weeks 8-15
The final lectures in this unit focus on key issues for graduate teachers in seeking employment and beginning your profession. We have engaged a number of guest speakers, all currently working as teachers, to share with you their perspectives on some of the big issues for new graduate teachers. There are tutorials scheduled for internal students in weeks 8-11. The second on-campus day for External students is on Friday 25th September. The remainder of the semester has been set aside for independent study and work on your final assignment.
IMPORTANT FOR STUDENTS UNDERTAKING PROFESSIONAL EXPERIENCE IN A SCHOOL SETTING
Prior to commencing any school based Professional Experience placements students are required to complete two online training sessions.
• Child protection training: https://www.det.nsw.edu.au/proflearn/cpat/cpat.html
• Anaphylaxis training: http://etraining.allergy.org.au/mod/resource/view.php?id=97
Failure to complete these online training modules by the specified time will result in the student not being able to complete the Professional Experience block placement in a school setting. Please see the announcement on the Unit Website in relation to this requirement.
ECHP 424 is worth three credit points. Therefore, you are expected to allocate about 9 hours a week over 15 weeks in your study for this unit.
The following required readings relate to the fist weeks of semester. Students are expected to source their own literature to support their work on assignments and support their Professional Experience.
Week 1:
Hill, L.T., Stremmel, A.J. & Fu, V.R. (2005). Teaching as inquiry. Rethinking curriculum in early childhood education. Boston,MA: Pearson.
Review of academic programs, White Paper 17, October 2008. Available from http://staff.mq.edu.au/teaching/curriculum_development/graduate_capabilities/
Week 2:
All to read: Cook, P. F and Young, J.R. (2004). Face-to-face with children. Curriculum Studies, 36 (3) 341-360.
Chose one or more of the readings listed below and available on the ilearn readings tab for week 2.
Ebbeck, M, Chan, Y.Y.Y. & Yim. H.Y.B. (2011). Encouraging a culture of research in practicing teachers in Singapore. Early Childhood Education Journal 39, 355-364.
Furtado, L. & Anderson,D. (2012). The reflective teacher leader: An action research model. Journal of School Leadership, 22, 531-567.
Newman, L. & Mowbray, S. (2012). ‘We were expected to be equal’: teachers and academics sharing professional learning through practitioner inquiry. Teachers and Teaching: Theory and Practice, 18 (4), 455-468.
Poekert, P. (2010). The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school. Professional development in Education.37(1), 19-38.
Towers, J. (2012). Administrative supports and curricula challenges: New teachers enacting and sustaining inquiry in schools. Canadian Journal of Education, 35 (1), 259-278.
Weeks 3 - 12:
Please see the reading list provided on the ilearn page
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Lecture Content |
Tutorials for Internals |
Required reading or tasks for Tutorial / OCS |
Week 1 July 27 |
Introduction to the Unit and Expectations for Prac Katey De Gioia Additional Lectures available for Grad Dips in Echo
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Yes |
Unit Outline Hill, Stremmel and Fu ( 2005) - ilearn MQ Review White Paper - ilearn
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Week 2 Aug 3 |
Images of Early Childhood Teachers - Reflection and Philosophy Sandra Cheeseman |
Yes |
Cook and Young (2004) ALL TO READ ilearn and Choose one from the readings in the options in the Week 2 Label on iLearn
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Week 3 Aug 10 |
Practitioner Inquiry as a strategy for professional practice Sandra Cheeseman
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Yes Viva 1 |
Begin finding literature related to your PI. Prepare your Viva ½; group present Viva (Internals) |
Week 4 Aug 17 |
Undertaking and presenting a practitioner inquiry project. Sandra Cheeseman On Campus Session 1 Saturday 22nd August |
Yes Viva 1 |
Begin finding literature related to your PI ½; group presents Viva (internals) Bring your PE Folder to class or on-campus session Externals present Viva at OCS |
Week 5 Aug 24 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 6 Aug 31 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 7 Sept 7 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Recess Sep 14 |
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Prepare Viva and Ass 5 |
Recess Sept 21 |
On Campus Session 2 Friday 25th September |
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Externals Present Viva 2 |
Week 8 Sept 28 |
Lecture - Guest Speaker
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Yes Prac Debrief |
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Week 9 Oct 5 |
Lecture - Guest Speaker |
Yes Viva 2 |
1/2 group present Viva |
Week 10 Oct 12 |
Lecture - Guest Speaker |
Yes Viva 2 |
1/2 group present Viva |
Week 11 Oct 19 |
Lecture - Guest Speaker
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Yes |
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Week 12 Oct 26 |
Lecture - Guest Speaker |
No |
Complete Ass 5 |
Week 13 Nov 2 |
No Lecture |
No |
Complete Ass 5 |
Exams |
No Exam |
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Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: