013401 Professional Experience and Classroom Management 1

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Pass fail, no marks

Requisite(s): (013411 English Teaching Methods 1 OR 013415 Mathematics Teaching Methods 1 OR 013423 Languages Teaching Methods 1 OR 013431 Visual Arts Teaching Methods 1 OR 013419 Science Teaching Methods 1 OR 013437 History Teaching Method OR 013438 Business Studies/Economics Teaching Methods 1 OR 013427 Personal Development, Health and Physical Education Teaching Methods 1 OR 013435 Human Society and its Environment Teaching Methods 1)) OR ((013039c Commerce, Business Studies and Economics Teaching Methods 1 OR 013041c English Teaching Methods 1 OR 013045c History Teaching Methods 1 OR 013046c Language Teaching Methods 1 OR 013047c Mathematics Teaching Methods 1 OR 013048c Personal Development, Health and Physical Education Teaching Methods 1 OR 013049c Science Teaching Methods 1 OR 013050c Visual Arts Teaching Methods 1)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 94680 Entering Professional Life (6cp) AND 94681 Entering Professional Life (8cp)

Description

During an extended professional experience, students develop capabilities in the AITSL domains of teaching: professional knowledge; professional practice; and professional engagement. This subject targets classroom management by exploring what effective teachers do to organise an inclusive learning environment to maximise student engagement in learning and minimise disruption. The subject also draws upon relevant policy, legislation and guidelines for anti-racism, anti-bullying and student wellbeing to provide students with the skills and understanding required to begin to manage learning environments in a secondary school. A threshold requirement for this subject is the satisfactory completion of professional experience in a designated school.

Subject learning objectives (SLOs)

a.	Demonstrate the capacity to organise classroom activities and provide clear directions. (GTS 4.2.1) (PA 2.1.1)
b.	Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. (GTS 4.4.1) (PA 2.1.5)
c.	Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. (GTS 7.2.1) (PA 2.1.9; 2.1.10)
d.	Demonstrate knowledge of practical approaches to manage challenging behaviour. (GTS 4.3.1) (PA 2.6; 2.7)
e.	Communicate effectively in academic and professional contexts. (GTS 3.5) (PA 2.7)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments (3.1)
Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcome:

1. Professional readiness

1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

2. Critical and Creative Inquiry

2.1) Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices

3. International and Intercultural Engagement

3.1) Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments

6. Effective communication

6.1) Assess, provide feedback and report on student learning

This subject makes a major contribution to the following National Graduate Teacher Standards

Professional Practice

Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.3, 4.4.

This subject also makes a contribution to the students’ capacity to:

Know students and how they learn – GTS 1.1
Plan for and implement effective teaching and learning – GTS 3.1, 3.3, 3.5
Assess and provide feedback and report on student learning – GTS 5.2.
Engage in professional learning – GTS 6.3
Engage professionally with colleague, parents/carers and the community – GTS 7.1, 7.2

This subject makes a contribution to the following Mandatory Areas of Study:

Teaching students from non-English speaking backgrounds –
Special Education –
Classroom and behaviour management –

Teaching and learning strategies

Professional experience provides an opportunity to apply learning from a variety of sources in school settings during an extended work place experience. Using classroom management research as a knowledge base, students will critically examine classroom environments, rules and procedures, and intervention strategies that maximise pupil engagement in learning and meet instructional objectives. They will work in teams and individually to analyse; their personal classroom management beliefs, best practice classroom management strategies, case studies, and engage in problem solving activities. The process will be supported by workshops activities and supplemental materials in Canvas. Students will receive feedback on their classroom management skills and progress regarding attainment of teaching domain standards during professional experience placement from their UTS Tertiary Supervisor and their Supervising Teacher.

Content (topics)

Students will be taught in this subject to develop the knowledge and skills in the following areas:

Organising classroom activities and providing clear directions
Developing strategies that support students’ wellbeing and safety within school and system curriculum and legislative requirements
Using relevant legislative, administrative and organisational policies and processes
Developing practical approaches to managing challenging behaviour
Developing strategies to support inclusive participation and engagement in classrooms
Seeking and applying constructive feedback from Tertiary Supervisors and Supervising Teachers to improve teaching practice

Assessment

Assessment task 1: Classroom Management Report

Objective(s):

a, b, c, d and e

Weight:

50%

Length:

1500 words (excluding reference list and appendices)

Criteria:

See Professional Experience 1 Handbook

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Clarity of a range of verbal and non-verbal communication strategies to support student engagement	15	a	1.1
b. Coherence of classroom activities and provision of explicit directions	15	a	1.1
c. Relevance of practical approaches to manage challenging behaviour	15	d	1.3
d. Effectiveness of strategies that support students� wellbeing and safety	15	b	3.1
e. Accuracy of key principles that meet professional ethics and responsibilities and comply with legislative, administrative and organisational requirements.	15	b, c	1.3
f. Strength of justification of classroom management strategies employed with reference to relevant scholarly literature.	25	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Reflective Report on Practicum

Objective(s):

a, b, c, d and e

Weight:

50%

Length:

1500 words (lesson plans and mentor feedback contribute approx. 500 words)

Criteria:

Final Assessment Period - CANVAS

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Coherence and relevance of synthesis of mentor feedback in relation to effective teaching and learning and safe learning environments.	30	a, c	1.3
b. Depth of evaluation of the impact of the adjustments made to teaching practices, supported by scholarly research, on student learning.	50	b, d	2.1
c. Accuracy and cohesion of written text	20	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

In order to gain a Pass grade for this subject, students must 1) pass all assessment tasks as a way of demonstrating achievement of all of the subject learning objectives, 2) Pass their Professional Experience placement and 3) meet the requisite standards in the LANTITE (both Literacy and Numeracy) and upload evidence of this on MyPlacement.

Students will receive a Fail grade if they do not achieve a Pass in (1) either or both of the assessment tasks AND (2) their Professional Experience placement. Students will receive a Q grade if they have passed both assessment tasks but have not achieved the requisite standards in the LANTITE, and will be prevented from undertaking the final Professional Experience placement in their course until the Q grade can be resolved to a Pass grade.

Required texts

A selection of required readings will be available on the subject website on UTS Online. These readings will be used to inform workshop activities.

Recommended texts

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. (2009). Behavioral interventions in schools. Evidence-based positive strategies. Washington DC: American Psychological Association.

Baird, B. (2008). The internship, practicum, and field placement handbook: a guide for the helping professions. Upper Saddle River, N.J.: Pearson/Prentice Hall.

Beaman, R., & Wheldall, K. (2000). Use of approval and disapproval in the classroom. Educational Psychology, 20, 431-446.

Cipani, E. (2008). Classroom management for all teachers. Plans for evidence-based practice (3rd Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Colvin, G. (2009). Managing non-compliance and defiance in the classroom. A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.

Emmer, E. T, & Evertson, C. M. (2008). Classroom Management for Middle and High School Teachers (8th ed.). Upper Saddle River, NJ: Allyn & Bacon.

Evertson, C. M., & Weinstein, C. S. (2006.). Handbook of classroom management. Research, Practice, and contemporary issues. Marwah, NJ: Lawrence Erlbaum.

Ewing, R., Lowrie, T. and Higgs, J.(Eds). (2010). Teaching and Communicating: RethinkingProfessional Experiences. Melbourne: Oxford University Press.

Jackson, L., & Panyan, M. V. (2002). Positive behavior support in the classroom. Principles and practices. Baltimore, MA: Paul H. Brookes.

Kauffman, J. M., Pullen, P. L., Mostert, M. P. & Trent, S. C. (2011). Managing classroom behavior. A reflective case-based approach (5th Ed.). Upper Saddle River, NJ: Pearson.

Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom. (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Kounin, J.S. (1970). Discipline and group management in classrooms. New York: Holt: Reinhart & Winston.

Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools. Research-based strategies that work. New York: Guilford Press.

McBurney-Fry, Geraldine. 2002 / McBurney-Fry, G. (2002). Improving your practicum: A guide to better teaching practice. Katoomba: Social Science Press.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Development.

Otten, K., & Tuttle, J. L. (2011). How to reach and teach children with challenging behavior. Practical, ready to use interventions that work. San Francisco, CA: Jossey Bass.

Rorrison, D. (2008). Jumping through spinning hoops: stories of the middle school and secondary practicum. South Melbourne, Vic: Cengage Learning.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351-380.

Yell, M. L., Meadows, N. B., Drasgow, E. & Shriner J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Pearson.