University of Technology Sydney

013241 Professional Experience Teaching Practice 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: Grade, no marks

Requisite(s): (96 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10406 Bachelor of Technology Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education) AND (013232 English Teaching Methods 1 OR 013235 Human Society and its Environment Teaching Methods 1 OR 013238 Mathematics Teaching Methods 1 OR 013243 Science Teaching Methods 1 OR 013246 Technological and Applied Studies Teaching Methods: Technology (Mandatory))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013401 Professional Experience and Classroom Management 1

Description

The focus of this subject is on student wellbeing, including classroom management and includes a 30-day school placement.

During the placement in a designated school, students have the opportunity to experience the classroom as a teacher. The satisfactory completion of a supervised teaching placement is a threshold requirement for this subject. The subject develops classroom management capabilities, introducing the concepts of appropriate instructional planning and delivery, and relationship development as effective classroom management practices drawing upon relevant policy, legislation and guidelines for student wellbeing to maximise student engagement in learning.

Subject learning objectives (SLOs)

a. Organise classroom activities and provide clear directions. (GTS 4.2, 3.3)
b. Appropriately identify and apply practical approaches to manage challenging behaviour in the classroom and the whole-school context (GTS 4.3)
c. Devise and implement strategies that support students’ wellbeing and safety, and promote compliance with curriculum and legislative requirements in codes of ethics and conduct for the teaching profession (GTS 4.4)
d. Deploy a range of verbal and non-verbal communication strategies to support students (GTS 3.5)
e. Identify relevant features of the class and school environment to contextualise practices within the framework
f. Appropriately identify theoretical approaches to manage wellbeing and challenging behaviour in the classroom and the whole-school context (GTS 4.3)
g. Communicate effectively in academic and professional contexts. (GTS 3.5)

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)
  • 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

There are five APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised, and assessed.

3.3 Include a range of teaching strategies.

Standard descriptor 3.3.1 is taught and practised in session 3 and assessed in Assessment task 1 and 2

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Standard descriptor 3.5.1 is taught and practised in session 5 and assessed in Assessment task 1 and 2.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

Standard descriptor 4.2.1 is taught and practised in session 4 and assessed in Assessment task 2.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

Standard descriptor 4.3.1 is taught and practised in session 6 and assessed in Assessment task 1 and 2.

4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum, and legislative requirements.

Standard descriptor 4.4.1 is taught and practised in session 3 and assessed in Assessment task 1 and 2

Teaching and learning strategies

Student learning is supported through workshops, pre-class activities and asynchronous online teaching and learning activities and resources. Early formative feedback for assessment tasks is provided. Classes are based on a collaborative approach which involves essential workshops and interchange of ideas with other students and the lecturer. The subject engages students in a process of reflection on their learning through the course and its relevance to the APST standards.

The supervised teaching placement provides an opportunity to apply the student’s learning at university and in school settings. In particular, students receive additional feedback on their classroom management skills and on their progress towards attaining the APST standards during professional experience placement from their UTS Tertiary Supervisor and their school-based Supervising Teacher.

Content (topics)

Students in this subject develop 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 for developing practical approaches to supporting a positive classroom environment. The subject engages students in a process of reflection on their learning through the course and its relevance to the APST standards.

Assessment

Assessment task 1: Student wellbeing framework

Objective(s):

b, d, f and g

Weight: 50%
Length:

1800 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance and appropriateness of theories/policies 20 f 1.1
Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour 20 b 1.1
Identification and discussion of appropriate strategies to support well being 30 d 3.1
Identification and discussion of appropriate teaching strategies to manage challenging behaviours 20 b 1.3
Accuracy, clarity and cohesiveness of written text, including range and accurate referencing in APA style 10 g 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Managing the classroom environment

Objective(s):

a, c, d, e and g

Weight: 50%
Length:

1600 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Accuracy of descriptive detail about the school and class 15 e 1.1
Relevance and appropriateness of behaviour management strategies deployed in instructional episodes 30 a 3.1
Practicality of strategies to address wellbeing encountered in specific classroom episodes 30 d 1.3
Reflection and refinement of framework 15 c 1.1
Accuracy, clarity and cohesiveness of written text, including range and accurate referencing in APA style 10 g 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must:

  • pass all assessment tasks as a way of demonstrating achievement of the subject learning objectives (External accrediting bodies - NESA and AITSL - require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate Teacher Standards).
  • pass their Professional Experience placement.

Students will receive an X Fail grade if they do not achieve a Pass in both of the assessment tasks AND (2) their Professional Experience placement.

In order to meet the requirements of this subject, students will be assessed by their UTS Tertiary Supervisor and their Supervising Teacher(s) while on placement and must receive a Satisfactory result recorded on their PE1 Professional Experience Report on conclusion of the placement.

Required texts

A selection of required readings will be available on the subject’s Canvas site. These readings will be used to inform workshop activities.

References

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.

Brouwer, P. (n.d.). Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education, 27(6), 1049–1058. https://doi.org/info:doi/

Buckworth, J. (2017). Unstated and unjust: juggling relational requirements of professional experience for pre-service teachers. Asia-Pacific Journal of Teacher Education, 45(4), 369–382. https://doi.org/10.1080/1359866X.2017.1335853

Clarke, J. & Boud, D. (2016). Refocusing portfolio assessment: Curating for feedback and portrayal Innovations in Education and Teaching International.DOI:10.1080/1470397.2016.1250664

Daunert, A. & Price, L. (2014). E-Portfolio: a practical tool for self-directed, reflective, and collaborative professional learning. in C. Harteis, A. Rausch & J. Seifried (eds), Discourses on professional learning: on the boundary between learning and working. Dordrecht: Springer, pp. 231-51.

de Morais, M., & Pindesova, M. (2016). Perception of the Classroom Climate from the Perspective of Teachers and Pupils. The New Educational Review, 45(3), 102–111. https://doi.org/10.15804/tner.2016.45.3.08

Fitzgerald, A., Parr, G., & Williams, J. (2018). Re-imagining Professional Experience in Initial Teacher Education Narratives of Learning. https://doi.org/10.1007/978-981-13-0815-4

Kriewaldt, J., Ambrosetti, A., Rorrison, D., & Capeness, R. (2018). Educating Future Teachers: Innovative Perspectives in Professional Experience (1st ed. 2018.). https://doi.org/10.1007/978-981-10-5484-6

Little-Wienert, K., & Mazziotti, M. (2018). Twelve tips for creating an academic teaching portfolio. Medical Teacher, 40(1), 26–30. https://doi.org/10.1080/0142159X.2017.1364356

Patrick, R. (n.d.). “Don’t rock the boat”: conflicting mentor and pre-service teacher narratives of professional experience. The Australian Educational Researcher, 40(2), 207–226. https://doi.org/info:doi/

Sandberg, G. (n.d.). Different children’s perspectives on their learning environment. European Journal of Special Needs Education, 32(2), 1–13. https://doi.org/info:doi/

Scott, T. (2017). Teaching behavior?: Managing Classrooms Through Effective Teaching. Thousand Oaks, California