010051 Beginning Teaching: Surviving and Thriving

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.

Subject level:

Undergraduate

Description

The subject addresses some of the challenges that beginning teachers meet in their first years of teaching including: interactions with parents; membership of the wider school community; collegial and professional interactions; and management of professional roles and responsibilities. Students explore strategies that assist them to thrive, rather than merely survive, as beginning teachers. The hidden curriculum of the primary and secondary school is examined as a means of equipping students with a repertoire of skills that facilitate a smooth transition to becoming a professional primary school or secondary teacher.

Subject learning objectives (SLOs)

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 students and how they learn (encourage self-knowledge, know yourself to engage, critically evaluate contexts; physical, social and emotional dimensions of learners, i.e. special needs) (1.1)
• Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
• Enquire into and research practice to improve educational experiences and outcomes (2.1)
• Critically analyse and reflect on and synthesise theories of learning and teaching (2.2)
• Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices (3.1)
• Engage professionally with colleagues, parents/carers and the community (practise skills of resilience, resourcefulness, responsiveness and reflection) (5.1)
• Possess literacy and numeracy skills across a broad range of communication modes and technologies (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

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

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

2. Critical and creative inquiry

2.1) Enquire into and research practice to improve educational experiences and outcomes

2.2) Critically analyse and reflect on and synthesise theories of learning and teaching

3. International and intercultural engagement

3.1) Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices

5. Active citizenship

5.1) Engage professionally with colleagues, parents/carers and the community

6. Effective communication

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

Teaching and learning strategies

Students will typically experience the learning in this subject through the following processes and/or content that will be covered. Strategies for student learning in the subject will include: role play and analysis of school-based scenarios, participation in online communication with practitioners in schools, reading-based activities; and the sharing of experiences with beginning teachers. It is envisaged that the subject will be offered as a blended learning experience, including workshops, online interactions and discussions with education stakeholders.

Content (topics)

Students in this subject will become familiar with recent and current research and practice in terms of:

• Schools and their dealings with parents and the community, including Parents and Citizens Associations;
• BOSTES/ESA accreditation processes;
• Maximising chances of employment through interviews, and maximising chances or re-employment as a casual teacher;
• Challenges known to face beginning teachers, such as staffroom etiquette, classroom management, understanding rules, procedures and expectations.

Assessment

Assessment task 1: Early Career Teacher Interview and Analysis

Assessment task 2: Preparation and response to early career scenario

Minimum requirements

Participation Requirements

Students are expected to engage with the subject through willing contribution to group and class-based discussions, through class-based reflection on relevant reading, and through contribution to the development of UTSOnline Beginning Teaching Scenarios. Specifically, each student, before class on 16 March, is required to contribute one Beginning Teaching Scenario to the UTSOnline forum. Scenarios are categorised thus: Teachers, Students, Parents/Community, and Other. Each scenario describes a challenge, situation or issue encountered in a beginning teaching context. Each scenario is brief: not more than two paragraphs. Each scenario is based in real experience. Students are advised to read the initial scenarios as a guide to reflecting on their own experiences and developing their own contribution. Students will choose one category in which to contribute. Student contributions to the scenarios will be used as touchstones throughout the sequence of topics during the semester, and will form an element of Assessment Task 2.1 and 2.2.

References

• Barry, K. & King, L. (1998). Beginning Teaching And Beyond. Katoomba, N.S.W.: Social Science Press.
• Bleach, K. (1999) The induction and mentoring of newly qualified teachers: a new deal for teachers. London: David Fulton.
• Brady, L. & Scully, A. (2005). Engagement: inclusive classroom management. Frenchs Forest: Pearson/Prentice Hall
• Brady, L. & Schuck, S. (2005). Online mentoring for the induction of beginning teachers. Educational Enquiry, 6(1), 65-75.
• Bryan, T. (2004). Beginning teachers' tools & timesavers : a compilation of innovative ideas & practical tips for busy teachers. Cashmere, Qld.: Vision Ed.
• Bubb, S. (2003). A newly qualified teacher's manual: how to meet the induction standards. London: David Fulton.
• Buchanan, J. (2017). How do the standards stand up? Applying quality teacher frameworks to the Australian Professional Standards. In J. Nuttall, A. Kostogriz, M. Jones & J. Martin (Eds.). Teacher education policy and practice: Evidence of impact, impact of evidence. Singapore: Springer. Pp. 115-128.
• Buchanan, J. & Schuck, S. (2016). Preparing a 'classroom ready' teacher: The challenge for teacher educators. In I. Gibbs (Ed.), Teacher Education Assessment, Impact and Social Perspectives (pp1-22). Hauppauge, NY: Nova Science Publishers.
• Calderhead, J. & Shorrock, S. (1997). Understanding Teacher Education: Case Studies In The Professional Development Of Beginning Teachers. London: Falmer Press.
• Dixon, M. (2004). Invitations & Inspirations: Pathways To Successful Teaching. Carlton South, Vic.: Curriculum Corporation.
• Fogarty, R. (2002) Ten things new teachers need to succeed. Pearson Education Australia.
• Gordon, S. & Maxey, S. (2000). How to help beginning teachers succeed. Alexandria Va.: Association for Supervision and Curriculum Development.
• 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.
• Kameenui, E. & Carnine, D. (1998). Effective Teaching Strategies That Accommodate Diverse Learners. Upper Saddle River, N.J.: Merrill.
• Latham, G., Blaise, M.,Dole, S., Faulkner, J., Lang, J., & Malone, K. (2006). Learning to teach: New times, new practices. Melbourne: Oxford University Press.
• Loughran, J. (Ed.) (1999). Researching Teaching: Methodologies And Practices For Understanding Pedagogy. London: Falmer Press.
• Mandel, S. (2003) The new-teacher toolbox. Pearson Education Australia.
• 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.
• Moyles J. (ed.) (1995). Beginning Teaching, Beginning Learning In Primary Education. Buckingham, UK: Open University Press.
• Nelson, K. & Lindley, K. (2004). Starting strong: surviving and thriving as a new teacher. Pearson Education Australia.
• Pirola-Merlo, S. (2003). Relationship Management in the Primary School Classroom: Strategies in the Legal and Social Context. 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., Varadharajan, M. & Burke, P. (2018). The experiences of early career teachers: New initiatives and old problems. Professional Development in Education, 16(4), 1-13.
• Schuck, S., Prescott, A., & Buchanan, J. (2007). Sharing and supporting through an online network: Four studies with newly appointed teachers. In. P. Jeffery (Ed.) Engaging pedagogies: AARE 2006 International Education Research Conference Proceedings. Adelaide: AARE (CD-ROM and web based). Retrieved 6 June 2006 from http://www.aare.edu.au/06pap/sch06678.pdf
• Schuck, S., Brady, L., & Griffin, J. (2005). Initiation and Rites of Passage: Learning the School Culture. Change: Transformations in Education 8(1), 44-55.
• Schuck, S. (2003). Help wanted, please! Supporting beginning teachers through an electronic mentoring community. In D. Lassner & C. McNaught (Eds.) Proceedings of Ed-Media 2003 World Conference on Educational Multimedia, Hypermedia and Telecommunications pp. 1904-1911. Norfolk, VA, USA: Association for the Advancement of Computing in Education
• Schuck, S. (2003). Getting help from the outside: Developing a support network for beginning teachers. Journal of Educational Enquiry, 4(1), 49-67.
• Smylie, M. and Miretzky, D. (Eds.) (2004). Developing the teacher workforce. Chicago: NSSE: University of Chicago Press.