The Practicing Professional Primary Teacher
In this course students will reflect upon, and represent within a teaching portfolio, their professional learning during the program. They will refine their personal philosophy of teaching; explore the legal, social and ethical responsibilities associated with being a member of the teaching profession; and consider their responsibility as participants in local, national and global teaching communities. Through 10 days of professional experience in a primary school setting, they will have the opportunity to refine their capacity to employ effective inclusive teaching practices for personalising and individualising the learning for students in their care.
The University of Newcastle, the NSW Institute of Teachers and our education partners in schools and centres require that all students demonstrate a commitment to professional teaching practice by attending and engaging in lectures, tutorials and other activities provided by the university within our Teacher Education programs.
Students’ professional commitment to teaching will be assessed by a 100% attendance requirement at sessions indicated as compulsory in the course outline. These lectures are compulsory because they present information that is critical to successful completion of the placement.
Attendance will be recorded on rolls available at the entrance to lecture theatres and/or tutorial rooms. Students should ensure that they allow sufficient time to be marked as present and provide adequate identification.
Students who arrive late and leave early without prior arrangement with the course coordinator will be deemed to have not completed the attendance requirement. If students leave the activity early and fail to identify themselves a second roll will be taken upon conclusion to the activity.
If a student fails to attend a compulsory session the student is responsible for contacting course coordinator within three (3) working days to request permission to complete a supplementary assessment task. This task will cover the same information that was in the missed session. These tasks will be pass/fail only and will not include written feedback. All replacement tasks are to be submitted at least two weeks before the commencement of the placement. Students who have not complied with any of these requirements will not be provided with a placement.
Faculty of Education and Arts
School of Education
Not currently offered
Previously offered in 2014, 2013, 2012, 2011, 2010
Upon completion of this course, students will be expected to:
- Discuss the legal, social and ethical responsibilities associated with being a member of the teaching profession.
- Articulate a personal philosophy of teaching.
- Develop a teaching portfolio that provides evidence of their attainment of graduate teacher standards, and critically reflects upon their professional learning over the entire program.
- Consider their role as professional partners and participants in local, national and global communities.
- Demonstrate inclusive teaching practices through adapting and differentiating curriculum and instruction to personalise the learning for students in their care.
Revisiting frameworks for understanding, interpreting, and critically reflecting upon professional practice.
Processes for selecting evidence of attainment of Graduate Teacher Standards.
Developing a personal Philosophy of Teaching.
The legal, social and ethical responsibilities associated with being a member of the teaching profession.
Teachers as professional partners and participants in local, national and global communities.
Approaches to designing differentiated curriculum and inclusive teaching methods to personalise the learning for students.
||It is recommended that students have completed, or are concurrently enrolled in EDUC6911, EDUC6912, and EDUC6740 before enrolling in this course.
- Other: (please specify) - Assignment 1 : Professional Experience
To pass this course you must successfully complete 10 days of supervised professional experience in a primary setting, negotiated to ensure you will personalise or individualise the learning of one or more students.
During the professional experience placement, you will have an opportunity to refine your capacity to differentiate curriculum and instruction to meet the learning needs of individual students, without the pressure of monitoring and guiding a whole class.
Participants will be deemed to have passed this component when the School of Education receives the original signed report indicating that the student has met both the attendance requirements and 2.1.5 and 2.1.6 of the NSW Institute of Teachers' Graduate Teacher Standards.
- Other: (please specify) - All assessment tasks are compulsory course requirements that need to be passed in order to pass the course. If a student fails an assessment task the student is responsible for contacting the course coordinator within five (5) working days from the date that the marked assignment is returned to request permission to resubmit the assignment. A single resubmission will be allowed per assignment.
NB: If a student fails the placement component of assessment requirements, the student is deemed to have failed the course.
- Projects - Assignment 2 : Teaching Portfolio
For this assignment you will produce a professional teaching portfolio incorporating:
1. Your philosophy of teaching dialoguing between the academic literature, ethics, and where appropriate, contemporary teaching standards;
2. Evidence of your attainment of Graduate Teacher Standards (excerpts gathered from the coursework and professional experience components of the entire program);
3. Annotation or commentary upon the evidence you have selected, demonstrating a capacity for critical reflection. [Note: reflection on attainment of standards 2.1.5 and 2.1.6 should relate to the individualised learning you have provided for one ore more students as part of the professional experience requirement of the course].
High quality submissions will demonstrates:
1) Compelling evidence of progress towards the attainment of the Professional Teacher Standards.
2) A capacity to critically reflect upon their classroom practice.
3) An acceptable level of academic and professional literacy.
- Problem Based Learning: for 1 hour(s) per Week for 10 weeks
- Lecture: for 1 hour(s) per Week for 10 weeks
- Tutorial: for 1 hour(s) per Week for 10 weeks
2015 Course Timetables for EDUC6764