| Semester 1, 2021 On-campus Springfield | |
| Short Description: | Evidence for Teacher Impact |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070111 - Teacher Education: Higher Educ |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: ECL2200 or ESP2200 or EPP3200
Enrolment is not permitted in EDU4100 if EDE4103 or ECP4100 or EDP4130 or EDS4401 has been previously completed
Other requisites
Students must have achieved a pass result for both components of LANTITE. This requirement will be enforced for students enrolling in Semester 1, 2022, onwards.
Students must have successfully completed all previous supervised Professional Experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.
Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website and the Professional Experience Book for full details.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid Blue Card OR Exemption Card
Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at .
Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to .
Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to .
If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to .
Rationale
Data driven instruction is the core business of teachers’ work, enabling teachers with a process of practice that targets instruction to meet the needs of all students. Consisting of a cyclical set of stages, teachers collect, collate and analyse student data to inform planning. Throughout the cycle, teachers participate in critical reflection to consider their teaching practice and the impact of their teaching on student learning. In doing so, teachers have a mechanism by which their teaching can undergo continuous improvement for the benefit of all students.
Synopsis
The coursework focuses upon the implementation of a data driven instruction cycle through the Graduate Teacher Performance Assessment (GTPA). The course requires pre-service teachers to gather evidence of the teacher they are becoming and evaluate the impact this has upon their learners as well as justifying their repertoire of teaching practices.
This course contains a 25-day placement and is the final Professional Experience Placement within the following contexts:
BEED program, the placement is in a school setting (in the nominated primary curriculum specialisation area) from Prep to Year 3 with preservice teachers observing at least one lesson in Yr 4 - Yr 6) for exposure to upper primary.
BPED program, the placement is in a school setting (in the nominated primary curriculum specialisation area) from Prep to Year 6.
BSED program, the placement is in a school setting from Year 7 to Year 12 which is guided by, but not limited to, the preservice teachers nominated teaching areas.
For full details of the professional experience particulars, please refer to the Professional Experience website and the Professional Experience Book.
Objectives
On successful completion of this course preservice teachers should be able to:
- use a variety of student data and evidence to establish students’ readiness for learning and plan teaching and learning sequences connected to official curriculum documentation and the explicit teaching of literacy and numeracy (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4*, 2.5, 2.6, 3.1, 3.2, 3.4, 3.6, 3.7*, 4.1, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 7.1, 7.2, 7.3*);
- employ a range of suitably challenging and engaging teaching and learning strategies for inclusive and differentiated instruction using ongoing data collection and analysis (APST 1.1, 1.2, 1.3, 1.4*, 1.5, 1.6*, 2.1, 2.2, 2.3, 2.4*, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.5, 5.1, 5.2, 5.4, 7.1);
- use assessment tools and moderation processes to assess student learning, make standards based judgements and provide feedback to students (APST 1.1, 1.2, 1.3, 1.4*, 1.5, 1.6*, 2.1, 2.3, 3.2, 3.6, 4.1, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 7.1, 7.2);
- reflect on practice, drawing on relevant theory, at all stages of data driven instruction cycle to improve future teaching and learning (APST 1.2, 1.5, 2.1, 2.3, 3.6, 3.7*, 5.4, 5.5, 6.2*, 6.3, 6.4, 7.3*);
- appraise and discuss the impact of teaching and learning on student outcomes drawing on relevant theory, enacted practice and evidence collected (APST 1.1, 1.2, 3.6, 4.4, 5.4, 6.1*, 6.2*, 6.4, 7.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Collecting, collating and analysing student data | 20.00 |
| 2. | Planning from student data | 20.00 |
| 3. | Developing assessment tasks and marking criteria | 20.00 |
| 4. | Critical reflection on student learning and teacher practice | 20.00 |
| 5. | Appraising impact on student learning | 20.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=01&subject1=EDU4100)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Private Study | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| Professional Experience | 1 | 1 | 29 Mar 2021 | (see note 1) |
| Assignment 1 | 99 | 99 | 31 May 2021 |
Notes
- Pre-service Educators must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless alternative arrangements have been approved or advised by USQ.
Important assessment information
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Attendance requirements:
On-campus Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities (such as lectures and tutorials) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
EXT Attendance Requirements:
There are no weekly attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. Students must attend (prac / residential school etc) -
Requirements for students to complete each assessment item satisfactorily:
To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this course. -
Method used to combine assessment results to attain final grade:
As P is the only passing grade available for this course, all students who are qualified for a passing grade will be given a grade of P. Other students will be given either a Failing grade or an Incomplete grade. -
Examination information:
Not applicable. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
a. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
b. Queensland College of Teachers
c. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
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The successful completion of the Graduate Teacher Performance Assessment (GTPA) is a requirement for graduation from all Initial Teacher Education (ITE) programs.
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Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.
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APSTs with an * in the objectives indicates a context-dependent APST for the GTPA task. Preservice teachers may have the opportunity to demonstrate these APSTs as a result of Professional Experience in relevant contexts.