|Semester 2, 2022 Online|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||27 June 2022|
Examiner: Karen Trimmer
Pre-requisite: ESP3100 and Students must be enrolled in one of the following Programs: BEDU or BSED
Educators regularly collaborate with colleagues, school community members and other professionals. This course develops pre-service teachers’ understanding of and ability to apply effective and ethical collaborative practices in a variety of scenarios. The Professional Standards for Teachers includes a focus on professional engagement and collaboration with parents, carers, external professionals and community representatives.
The aim of this course is to enable pre-service teachers to develop the set of skills needed for working collaboratively with a range of educational stakeholders in a variety of contexts. Pre-service teachers will be provided with opportunities to apply knowledge of effective and ethical collaborative decision-making processes and frameworks to hypothetical scenarios. The course will require pre-service teachers to explain and justify collaborative decisions by referring to relevant theories and frameworks. The course builds upon theoretical foundations of collaborative practice to develop pre-service teachers' knowledge and understanding as well as the ability to apply relevant skills associated with developing collaborative partnerships. Pre-service teachers will draw upon relevant literature and research, as well as relevant policies and procedures, to make decisions, then explain and justify their responses with reference to a range of specific scenarios.
Course learning outcomes
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:
- use terminology appropriately;
- identify policies, procedures and strategies to work affectively with stakeholders including parents/carers, including Aboriginal and Torres Strait Islander parents/carers, community representatives and other professionals (APST 2.4, 3.7, 7.3, 7.4);
- utilise collaborative frameworks, policies, procedures, ethical and pedagogical considerations to analyse and respond to scenarios (APST 2.4, 3.7);
- identify and apply a broad range of strategies for working effectively, sensitively and confidentially with various stakeholders, including parents/carers and Aboriginal and Torres Strait Islander stakeholders to promote reconciliation and further understanding of histories, cultures and languages (APST 2.4, 3.7, 7.3, 7.4);
- draw on literature and evidence as well as feedback sought from other educators/community representatives to adjust and justify decisions and critically reflect on decision making processes, especially when working in collaboration with others (APST 6.3);
- utilise a range of strategies to evaluate your teaching program to incorporate feedback from collaboration in order to improve student learning (APST 3.6).
|1.||Policies and procedures||20.00|
|2.||Collaborating with caregivers||20.00|
|3.||Roles and relationships||20.00|
|5.||Non-traditional learning sites||5.00|
|6.||Reflexive decision making||20.00|
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Weighting (%)||Course learning outcomes|