Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor Academic
Sandra Cheeseman
Convenor Academic
Susan Reade
Contact via 9850 9842
Professional Experience Convenor
Belinda Davis
X5B 262
Sandra Cheeseman
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP421 or ECHP422 or ECHP425 or (ECHP222 and admission to GDipECTeach)
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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:
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:
Final Submissions
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:
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. 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).
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.
Name | Weighting | Hurdle | Due |
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Reflection and Philosophy | 35% | No | Friday 18th August |
Professional Experience Viva 1 | 15% | No | Week 3 & 4 and OCD 1 |
Professional Experience | 0% | No | Week 5-7 + 3 Obs days |
Professional Experience Viva 2 | 15% | No | Week 10 & 11 & OCD 2 |
Practitioner Inquiry Project | 35% | No | Monday 30th October |
Due: Friday 18th 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 10 & 11 & 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: Monday 30th October
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.
Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Electronic Communication
During semester time, staff may contact students using the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Unit Coordinators for this unit are
Please use the dialogue function on iLearn to contact us in the first instance.
Professional Experience Unit Academic Expectations
Professional Experience Unit Placement Expectations
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to des.ug@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.
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Lecture Content |
Tutorials for Internals |
Required reading or tasks for Tutorial / OCS |
Week 1 July 31 |
Images of Early Childhood Teachers - Reflection and Philosophy - Introduction to the Unit. Sandra Cheeseman 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 7 |
Professional Experience in ECHP424 Belinda Davis |
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 14 |
Practitioner Inquiry as a strategy for professional practice Sandra Cheeseman
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Yes Viva 1 |
Fleet et al ( 2016). Chapter 2 Principles of inquiry-based practice. Begin finding literature related to your PI. Prepare your Viva ½ group present Viva (Internals) |
Week 4 Aug 21 |
Undertaking and presenting a practitioner inquiry project. Sandra Cheeseman On Campus Session 1 Saturday 26th 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 28 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 6 Sept 4 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 7 Sept 11 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Recess Sep 18 |
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Prepare Viva and Ass 5 |
Recess Sept 25 |
On Campus Session 2 Saturday 30th September |
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Externals Present Viva 2 |
Week 8 Oct 2 |
Public Holiday - No Lecture
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NO |
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Week 9 Oct 9 |
Lecture - Guest Speaker |
Yes - Prac De-brief |
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Week 10 Oct 14 |
Lecture - Guest Speaker |
Yes Viva 2 |
1/2 group present Viva |
Week 11 Oct 23 |
Lecture - Guest Speaker
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Yes Viva 2 |
1/2 group present Viva
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Week 12 Oct 30 |
Lecture - Guest Speaker |
No |
Complete Ass 5 |
Week 13 Nov 6 |
No Lecture |
No |
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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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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: