USQ Logo
The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDC1300 The Collaborative Educator

Semester 2, 2022 Online
Units : 1
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

Staffing

Examiner: Karen Trimmer

Requisites

Pre-requisite: ESP3100 and Students must be enrolled in one of the following Programs: BEDU or BSED

Overview

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:

  1. use terminology appropriately;
  2. 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);
  3. utilise collaborative frameworks, policies, procedures, ethical and pedagogical considerations to analyse and respond to scenarios (APST 2.4, 3.7);
  4. 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);
  5. 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);
  6. utilise a range of strategies to evaluate your teaching program to incorporate feedback from collaboration in order to improve student learning (APST 3.6).

Topics

Description Weighting(%)
1. Policies and procedures 20.00
2. Collaborating with caregivers 20.00
3. Roles and relationships 20.00
4. Collegial collaboration 15.00
5. Non-traditional learning sites 5.00
6. Reflexive decision making 20.00

Text and materials required to be purchased or accessed

Friend, M., & Cook, L 2020, Interactions: Collaboration skills for school professionals, 9th edn, Pearson Education Limited, Hoboken.

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.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Essay No 50 1,2,3
Assignments Written Report No 50 4,5,6
Date printed 27 June 2022