ESF1100 The Educator as Professional
|Semester 1, 2019 On-campus Toowoomba|
|Short Description:||The Educator as Professional|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Yvonne Salton
Enrolment is not permitted in ESF1100 if either CMS1000 or EDC1200 has been previously completed
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
At an early stage in their educational journey, pre-service teachers need an opportunity to consider their personal capacity, skills and general capabilities to successfully enter the profession, in line with the Australian Professional Standards for Teachers. When considering teaching as a profession, it is important to understand and be able to address the inherent requirements for becoming a secondary teacher. Teachers share a significant responsibility in preparing young people to lead successful and productive lives. A career in secondary education requires knowledge and understanding of the relevant issues to support the students to learn and the implications for effective teaching.
The purpose of this first year course is to introduce pre-service teachers to the professional practice of teaching. It provides pre-service teachers with an understanding of the requirements of the Code of Conduct for teachers, expected ethical behaviour, planning for learning in a specific discipline, and the legal requirements of a practising teacher within a secondary school context. As a foundation for a career in secondary education, this course provides an opportunity for professional engagement within educational environments. Based on the research and the implications for how students learn, pre-service teachers design and justify their approach to teaching the content relevant to their discipline area. Pre-service teachers are provided with an opportunity to reflect on their personal capacity and suitability to teach.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- determine suitability for the teaching profession through engagement with the Australian Professional Standards for Teachers and effectively utilise feedback given through engagement with colleagues to plan professional learning to improve teaching practice (APST 6.1, 6.3)
- identify and apply key principles of the codes of ethics, professional conduct and other legal and policy requirements for the teaching profession that ensure pre-service educators meet professional responsibilities (ASPT 7.1)
- identify strategies that support safe, responsible and ethical behaviour in learning and teaching; including appropriate use of digital technologies (APST 4.5)
- identify rationale for professional learning and professional learning needs (APST 6.1, 6.3)
- utilise relevant and appropriate sources of professional learning for secondary teachers (APST 6.2, 6.4)
- engage with and utilise research on how students learn to construct effective teaching episodes in one discipline area (APST 1.2).
|1.||Suitability to be a teacher||15.00|
|2.||Key principles underpinning professional responsibilities||15.00|
|3.||Safe and supportive learning environments||20.00|
|5.||Planning for effective secondary teaching.||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=ESF1100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||16 Apr 2019|
|ASSIGNMENT 2||50||50||28 May 2019|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities 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.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (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 achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
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 http://policy.usq.edu.au.
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 http://www.usq.edu.au/library/referencing.
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.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
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).
Computer, e-mail and Internet access: Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware .
Pre-requisite knowledge: Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.