Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Dr Iain Hay
Contact via via email - please do not leave a phone message, best to email directly
29 Wally's Walk, Room 386
by appointment, via phone, email and in person
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
EDTE354 or (TEP319 and TEP320) or (admission to BEd(Prim) and EDTE301(S))
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Corequisites |
Corequisites
EDTE455
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Students are required to work in a school for at least 20 days under the guidance of a supervising teacher implementing strategies and techniques being studied concurrently in the 400-level professional units in which they are enrolled.
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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:
The Professional Experience Folder
Much of the Teacher Education Student’s development during Professional Experience will be readily observable. As the Teacher Education Student makes curriculum decisions, acts upon and adapts them, he/she should be able to justify and critique their decision making and practice. The Teacher Education Student’s actions, records and critiques become the major indicator for evaluating progress. It is expected, therefore, that observation followed by the discussion will be a significant component of the evaluation of Professional Experience.
It is essential, however, that the Teacher Education Student maintains written records to document evidence of development. Relevant documentation should be kept in their portfolio collection. This documentation can also be used by the Supervising Teacher when evaluating the student’s progress against the PE Evaluation Report.
The portfolio collection will include the following sections based on the Professional Experience expectations:
Professional Experience Unit Placement Expectations
The student will also include the following documents in their portfolio collection:
Students are responsible for ensuring that their evidence is current. Please be aware that you may need to update your training or credential during your program of study.
The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.
This unit is the second PE unit for students in the BABEd, BA-PsychBEd and graduate entry BEd programs. This unit is normally completed in the first semester of the final year of study. By this time students have completed curriculum/methodology in English, Mathematics, History, Geography, Science & Technology, PDHPE and Creative Arts. Expectations for students are that they:
The expected pattern will normally be:
Days |
Activity |
1-2 |
Observation > small group teaching > assisting the ST with lessons |
3-15 |
1 lesson per day > 2/3 lessons per day by day 15 |
15-30 |
Teaching load from ½ day to full day teaching by the last 2-3 days |
Important information - TPA preparation activities and LANTITE
Detailed Expectations
1. Lesson Plans
1.1. Use the DoES lesson plan template
1.2. Consult ST and the teaching program before planning lessons
1.3. Present lesson plans to ST the day before lessons are to be taught
1.4. Lesson plans must be based upon learning outcomes from the syllabus used to design the teaching program
1.5. T&L activities should indicate differentiations (according to need or circumstance where appropriate) and TLAs that are assessment tasks should also be flagged as such
1.6. Every taught lesson should be evaluated.
Name | Weighting | Hurdle | Due |
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Formal observation(s) | 100% | No | Friday 1 November |
Due: Friday 1 November
Weighting: 100%
Assessment for EDTE403 is based on:
A grade of Satisfactory or Fail is awarded at the end of semester. There are no additional assignments for this unit
EXPECTATIONS:
Lectures
*Note: Please refer to the EDTE403: Professional Experience in Primary School 2 - PE Requirements document for further information; this document sets out what the teacher education student is required to do whilst on placement. The document is available on the unit iLearn site and has also been sent to you from the professional experience office.
PRACTICUM REQUIREMENTS
30 day placement:
15 day block (22 July – 9 August)
plus 15 additional days between (12 August - 1 November)
FACE-TO-FACE TEACHING TIME
Students are required to teach 30 days between July and November, 2019 including:
Day 1: Orientation, observation, planning, and small group assistance,
Days 2-30: Whole lessons. Plan, teach and evaluate whole lessons across the 6 KLAs. The focus should be on literacy and mathematics.
LESSON PLANS (see sample at back of unit guide)
A lesson plan must be written prior to the presentation of each and every lesson taught over the 30 days. The plan must be written well before delivery so that your supervising teacher has sufficient time to review it and provide appropriate feedback. Please DO NOT present a lesson plan to your teacher just prior to teaching your lesson. Ensure your teachers has adequate time to review and provide feedback or advice.
As a guide, by the fourth or fifth day of the placement, Teacher Education students should be teaching for about one-third of the day, gradually increasing the number of lessons so that they are teaching up to half the typical daily teaching load by the end of the 30 days period.
*Please note: that the number of required days varies according to your course, with the three week block period as compulsory. The following information has been provided by the professional experience office for your information:
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
For this Unit, students must also be aware of the following specific requirements: - Students must meet the mandatory requirements to undertake placements as specified in this/the Unit Guide. These may include both University requirements and mandatory requirements specified by the accrediting authority such as the Working with Children check.
Fitness to practice requirements:
Macquarie University operates under a ‘Fitness to Practice’ model as specified in the University's Academic Progression Policy. For this Unit, this means that, when undertaking a placement, a student is declaring that they are able to demonstrate professional competence, acceptable professional behaviour, freedom from impairment, and compliance with program specific requirements needed for a student to practice properly and safely throughout their Practical, Clinical or Professional program or unit. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so. For more information https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-progression
- The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.
Other important policies Twice Fail Rule for Professional Experience Units
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
If you are a Global MBA student contact globalmba.support@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 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:
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:
Introduction of three online lectures in weeks about TPA. There is a greater emphasis on preparing for the Teaching Performance Assessment (TPA)