University of Technology Sydney

028235 Professional Experience 6: Teaching Performance Assessment and Internship

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): (028230 Professional Experience 1: Preparation for Teaching AND 028231 Professional Experience 2: Introduction to Classroom Management AND 028232 Professional Experience 3: Effective Teaching and Learning AND 028233 Professional Experience 4: Building Classroom Management AND 028234 Professional Experience 5: Teacher as Researcher AND (144 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 144 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 144 credit points of completed study in spk(s): C09082 Bachelor of Arts Bachelor of Education (Honours)))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): C10209 Bachelor of Arts in Educational Studies

Description

The subject assists students prepare for the Internship and beyond. This is the final of six Professional Experience subjects where students are required to undertake teaching in school classrooms with the support of an experienced teacher. In this final Professional Experience subject, students enhance and demonstrate their achievement of AITSL graduate teacher standards. This subject builds classroom management capabilities introducing the concepts of careful instructional planning and delivery, and relationship development as effective classroom management practices. This is tied to the Teacher Performance Assessment (TPA) component of the subject. The TPA requires students to plan, teach, assess and evaluate the outcomes of formal, whole-class assessment tasks.

Subject learning objectives (SLOs)

a. Plan, structure and sequence lessons appropriate to the age level of students
b. Develop and implement teaching strategies
c. Justify philosophical approach to teaching and learning
d. Assess and report on student learning
e. Display and analyse student data
f. Identify appropriate strategies based on scenarios

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.

  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
  • Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion (GTS 1, 2) (4.1)

Contribution to the development of graduate attributes

GRADUATE TEACHER STANDARDS

There are five descriptors from the graduate teacher standards that are addressed in this subject and demonstrated in relation to Taught, Practised and Assessed:

1.1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Descriptor 1.1.4 is taught in W1, practised (in tutorial) W2, and assessed (in task/criterion) in Assessment 1

Descriptor 1.2.1 is taught in W2, practised (in tutorial) W3, and assessed (in task/criterion) in Assessment 2

Descriptor 2.3.1 is taught in W4, practised (in tutorial) W5, and assessed (in task/criterion) in Assessment 2

Descriptor 5.3.1 is taught in W7, practised (in tutorial) W8, and assessed (in task/criterion) in Assessment 3

Descriptor 5.5.1 is taught in W9, practised (in tutorial) W9, and assessed (in task/criterion) in Assessment 3

COURSE INTENDED LEARNING OUTCOMES

This subject addresses the following Course Intended Learning Outcomes:

1.Professional Readiness

1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments

1.4 Act as a developer of learning with colleagues and possess collaborative skills

1.5 Employ contemporary technologies effectively for diverse purposes

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry

4. Indigenous Competencies

4.1 Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion

Teaching and learning strategies

Students experience a range of teaching and learning strategies which include pair/small-group tasks, teaching observation and practice, literature and scenario-based activities. Students prepare presentations for, and share resources with, their peers. Student learning is also supported by an online Learning Management System. Students undertake a 20 day supervised professional experience (Internship) in a primary or secondary school class. Students are supported not only by their school-based supervisor, but also by on-campus workshops. These workshops include formative assessment activities.

Content (topics)

Professional Knowledge

  • Know students and how they learn
  • Know the content and how to teach it.

Professional Practice

  • Plan for and implement effective teaching and learning
  • Create and maintain supportive and safe learning environments
  • Assess, provide feedback and report on student learning

Professional Engagement

  • Engage in professional learning

Planning, Organising and Assessing Instruction

  • Formats for instruction: what, why, and management considerations
  • Lesson sequence
  • Assessment considerations

Assessment

Assessment task 1: Expanding practice (situational judgement)

Objective(s):

f

Weight: 25%
Length:

400-600 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrate knowledge of the impact of culture, cultural identity and linguistic background on the education of Indigenous Australians 25 f 4.1
Demonstrate knowledge of disabilities, legislative requirements and teaching strategies 25 f 2.1
Demonstrate knowledge of Indigenous Australian histories, cultures and languages 25 f 4.1
Demonstrate knowledge of managing challenging behaviours 25 f 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Planning for teaching and learning

Objective(s):

a, c and d

Weight: 25%
Length:

750 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clarity of explanation of how students in the class learn 25 c 2.1
Coherence of learning goals/lesson sequence 25 a 1.2
Appropriateness and research-informed content underpinning learning strategies and resources 25 a 2.1
Appropriateness and research-informed content underpinning assessment strategies 25 d 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Report on teaching and learning

Objective(s):

b, d and e

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Relevance, visual quality and accuracy of data display 20 e 1.5
b. Logic and consistency of moderation process 10 d 1.4
c. Depth of reflective and analytical appraisal of teaching regime 50 b 1.2
d. Evidence-base of proposal for future learning strategies 20 b 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

This is an X-grade subject. This means that all assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve. Should a student fail an assessment task they will have one opportunity to re-submit and achieve a Pass grade. In addition for this X-grade subject, students are required to attend 20 days of Professional Experience placement.

Students must successfully complete the Professional Experience placement as an essential requirement of this subject. As part of this requirement, students must attend 20-days at school as a compulsory part of their Professional Experience placement. An attendance roll will be taken by the co-operating teacher. It is essential because it contributes to the NESA Professional Experience requirements for Initial Teacher Education. Assessment of the Professional Experience is made by the co-operating teacher and tertiary advisor in the school placement in terms of each descriptor of the Graduate Teacher Standards i.e. Professional knowledge, Professional practice, and Professional engagement. For further details, and the 20 day in-School attendance requirements, see the Professional Experience Handbook.

Attendance at workshops is essential in this subject because important information is only available through the essential workshopping and interchange of ideas with other students and the tutor. An attendance roll will be taken at each class. Students who fail to attend 8 of 9 classes will be refused to have their final assessment marked (see Rule 3.8). Students must attend only the workshop for which they are enrolled.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and UTSOnline.

References

Brady, L. & Scully, A. (2005). Engagement: Inclusive classroom management. Frenchs Forest: Pearson/Prentice Hall.

Bryan, T. (2004). Beginning teachers' tools & timesavers: A compilation of innovative ideas & practical tips for busy
teachers. Cashmere, Qld.: Vision Ed.

Cavanagh, M., & Prescott, A. (2014). Your professional experience handbook. Pearson Australia.

Heller, D. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria, Va.: Association for
Supervision and Curriculum Development.

Johnson, S. (2004), Finders And Keepers: Helping New Teachers Survive And Thrive In Our Schools. San Francisco: Jossey-Bass.

Latham, G., Blaise, M., Dole, S., Faulkner, J., Lang, J., & Malone, K. (2006). Learning to teach: New times, new practices. Melbourne: Oxford University Press.

Marsh, C. (2004). Handbook For Beginning Teachers. 2nd Ed. Frenchs Forest, N.S.W. Pearson Education Australia.?

Marsh, C. (2004). Becoming A Teacher. Frenchs Forest, N.S.W.: Pearson Education Australia.

Rodrigues, S. (2005). International perspectives on teacher professional development : changes influenced by politics, pedagogy and innovation, New York: Nova Science Publishers.

Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning teaching: Stories from the classroom. London: Springer.