Students

EDST4180 – Transitioning to the Secondary Teaching Profession

2022 – Session 2, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit convenor
Janet Dutton
janet.dutton@mq.edu.au
Contact via Staff communication forum iLearn
Room 367 29 Wally's Walk
As arranged via email
Credit points Credit points
10
Prerequisites Prerequisites
EDST3140 or EDST314
Corequisites Corequisites
EDST4020
Co-badged status Co-badged status
Unit description Unit description
The unit focusses on the issues and processes of the transition to teaching. The unit explores the nature of teachers' worlds and work including: teacher identity, professional life phases, strategies for resilience and the impact of school culture, professional learning and education policy on teachers' practice. The unit allows students to reflect on ways to develop responsive relationships with parents and school communities and on the significance of research-based practice in leading innovation and transforming schools for the future.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Design evidence based learning experiences that foster safe and supportive classroom environments.
  • ULO2: Evaluate the implications of professional ethics and responsibilities and the legislative, administrative and organisational requirements of teachers' work.
  • ULO3: Examine the range of relationships between students, teachers, family and school and ways to communicate, be responsive and build productive links.
  • ULO4: Critically reflect on teaching experiences and research and demonstrate understanding of best practice teaching.
  • ULO5: Identify the factors that impact professional learning, professional life phases and teacher resilience.
  • ULO6: Reflect on the research-based pedagogies and knowledge that inform innovation and future directions in educational policy and practice.

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

 

Please note:

  • Students should regularly save a copy of all assignments before submission.
  • Students are responsible for checking that the correct file has been uploaded, that their submission has been successful, and that it has been submitted by the due date and time.

 

Assignment extensions and late penalties

 

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

 

  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

  • Late Assessment Submission Penalty 

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of ‘0’ (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue.   

 

This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings, etc.). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs, etc.) will only be addressed by the unit convenor in a Special Consideration application. Special Consideration outcome may result in a new question or topic.

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

 

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

 

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

 

The following generic grade descriptors provide university-wide standards for awarding final grades.

 

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. 
There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.

 

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.

 

Results

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.

Assessment Tasks

Name Weighting Hurdle Due
Teachers’ work, student learning and future issues in education in Australia 50% No 23:59 28/08/2022
Viva voce or oral/multi-modal reflection 50% No Multiple. Week 12 & 13. Bookings as advised on iLearn.

Teachers’ work, student learning and future issues in education in Australia

Assessment Type 1: Project
Indicative Time on Task 2: 30 hours
Due: 23:59 28/08/2022
Weighting: 50%

 

2500 words. An extended response that offers a research informed personal perspective on teachers’ work, student learning and future issues in education in Australia.

 
On successful completion you will be able to:
  • Design evidence based learning experiences that foster safe and supportive classroom environments.
  • Examine the range of relationships between students, teachers, family and school and ways to communicate, be responsive and build productive links.
  • Identify the factors that impact professional learning, professional life phases and teacher resilience.
  • Reflect on the research-based pedagogies and knowledge that inform innovation and future directions in educational policy and practice.

Viva voce or oral/multi-modal reflection

Assessment Type 1: Viva/oral examination
Indicative Time on Task 2: 25 hours
Due: Multiple. Week 12 & 13. Bookings as advised on iLearn.
Weighting: 50%

 

10 min. Viva voce or oral/multi-modal reflection on an issue of educational significance and that reflects on areas such as: the distinctive features of a particular teaching subject, role and responsibilities of a teacher and issues relating to the transition to the teaching profession.

 
On successful completion you will be able to:
  • Design evidence based learning experiences that foster safe and supportive classroom environments.
  • Evaluate the implications of professional ethics and responsibilities and the legislative, administrative and organisational requirements of teachers' work.
  • Examine the range of relationships between students, teachers, family and school and ways to communicate, be responsive and build productive links.
  • Critically reflect on teaching experiences and research and demonstrate understanding of best practice teaching.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Structure

The unit comprises 2 on campus seminars,  3 x online tutorials, weekly lecture content, and a strong core of independent/group learning activities as advised on iLearn. Activites and tasks will have a strong connection to the teaching profession. Guest speakers will share insights on key issues relating to schools, teachers and education more broadly.

Timetable 

Students will have opportunities to discuss issues and questions arising from the lecture materials and prescribed readings basing arguments/discussions on evidence from published research and other relevant material. Students are required to participate in small group activities, whole class discussion, to read the prescribed material in advance, and to complete brief tasks either as individuals or groups if/as advised.

Attendance at all synchronous tutorials/activities and completion of unit tasks is expected.  There will be a supporting website for the unit providing additional readings, links and materials. Lectures will  be available through Echo360 in iLearn from the following website link: http://ilearn.mq.edu.au

Information about the unit iLearn site  

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Regular access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

Other useful information about how the teaching is structured. Suggested wording below. Please amend for your unit.

Unit Schedule

The unit focusses on the issues and processes relating to the transition to teaching. It also explores the nature of teachers' worlds and work including:

  • teacher identity
  • professional life phases
  • strategies for resilience and sustainable approaches to teacher workload and
  • the impact of school culture, professional learning and education policy on teachers' practice.

The unit allows students to reflect on ways to develop responsive relationships with parents and school communities and on the significance of research-based practice in leading innovation and transforming schools for the future.

A detailed unit schedule is published on iLearn. 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

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

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

 

Fitness to Practice

Academic Senate has approved the development of a Fitness to Practice (FTP) procedure to provide further clarity to students enrolled in practical, clinical and professional programs who have not met the requirements of the General Coursework Rules. It establishes how the University will manage the progression of students enrolled in practical, clinical or professional (PCP) programs or units listed on Schedule 3 of the Academic Progression Policy, with embedded placements and/or registration, accreditation or other mandated requirements. 

 

The Procedure is governed by General Coursework Rules, and the Academic Progression Policy and is supported by the Inherent Requirements Framework. It provides the process to identify, notify, intervene, support, monitor and exclude when required, those students who are not meeting the FTP requirements of their program. 

 

FTP is the demonstration of 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. 

 

Students must ensure they meet Inherent Requirements before enrolling in their program; that they have the physical, cognitive, communication and behavioural capacity to complete the program. Students with a disability or chronic health condition may have reasonable adjustments made. Students must also demonstrate that they are fit to practice and demonstrate the capabilities and professional behaviours required of that profession. 

 

Attendance for undergraduate units

See the university timetable for information about when classes begin in this unit. https://timetables.mq.edu.au/

 

Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.

 

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

 

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

 

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

 

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

 

On campus seminars

  • Information about the dates of the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/
  • The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide. 
  • Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.

Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

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.

5 Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.

Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.

In this unit, you will learn using the 5Rs framework in the following important ways:

Reflexive:

Task 1 and 2 allow you to engage reflexively with teachers’ work, student learning and future issues in education in Australia.

Responsive:

Assessment Task 2 requires you to consider the distinctive features of a particular teaching subject, the roles and responsibilities of a teacher, and issues relating to the transition to the teaching profession. 

Ready to learn:

Tutorial activities and readings will help you to understand the factors shaping quality teaching and consider ways to build on your existing learning as you transition into the early years of teaching and beyond.  

Research engaged:

The unit readings will give you the opportunity to engage with and evaluate research relevant to your teaching and plan research-informed strategies for engaging your future students in their work. 

Resilient:

Resilience during the transition to teaching will be supported by exploring teacher identity, professional career phases, and strategies for resilience and sustainable approaches to teacher workload.

Unit information based on version 2022.02 of the Handbook