013242 Professional Experience Teaching Practice 2

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 2025 is available in the Archives.

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

Requisite(s): (013241 Professional Experience Teaching Practice 1 OR 013401 Professional Experience and Classroom Management 1) AND (48 credit points of completed study in spk(s): C04255 Master of Teaching Secondary Education OR 144 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education OR 144 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 144 credit points of completed study in spk(s): C10406 Bachelor of Technology Master of Teaching Secondary Education OR 144 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 144 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education)
Anti-requisite(s): 013402 Professional Experience and Classroom Management 2

Description

Students undertake a six-week classroom placement as a pre-service teacher and receive feedback on their teaching practice from their UTS tertiary supervisor and their supervising classroom teacher. The coursework component focuses on bringing together students’ knowledge and teaching practices gained throughout the course to successfully complete the Teacher Performance Assessment (TPA). In the TPA, students plan, teach, assess and evaluate the outcomes of a formal, whole-class assessment task to comply with the Assessment for Graduate Teaching (AfGT). The subject culminates in curating and annotating the portfolio within the framework of the APST (teacher standards). In the supervised teaching placement in schools, students apply learning from a variety of sources in school settings during a workplace experience. Students receive feedback on their teaching practice and progress regarding attainment of teaching domain standards during professional experience placement from their UTS Tertiary Supervisor and their Supervising Teacher.

Subject learning objectives (SLOs)

a.	Compile, analyse and evaluate evidence of own teaching practice for NESA Graduate Teacher Standards through the TPA during the teaching placement in schools (GTS 1 – 5; 6.3)
b.	Plan for, and implement, effective teaching and learning (GTS 3.1, 3.3, 3.4, 3.5)
c.	Assess, provide feedback and report on student learning ((GTS 5.1, 5.2,5.3, 5.4)
d.	Create and maintain supportive and safe learning environments (GTS 4.1, 4.2, 4.3, 4.4) (PA 2.5, 2.6, 2.7)
e.	Collaborate with colleagues to develop and implement practical approaches to managing students with challenging behaviours in a whole-school context (GTS 4.2. 4.3,4.4) (PA 2.7)
f.	Develop professional practice and compile evidence and undertake reflection on the requirements of the Australian Professional Standards for Teachers (APST)/GTS from NESA.

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)
Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Assess, provide feedback and report on student learning (1.4)
Engage in professional learning for educators (1.5)

Contribution to the development of graduate attributes

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

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Standard 5.1 is taught and practised in Week 1 lecture and tutorial, and assessed in Assessment task 1, Criterion A.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Standard 5.2 is taught and practised in Week 2 lecture and tutorial, and assessed in Assessment task 1, Criterion B.

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

Standard 5.3 is taught and practised in Week 3 lecture and tutorial, and assessed in Assessment task 1, Criterion C.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Standard 5.4 is taught and practised in Week 3 lecture and tutorial, and assessed in Assessment task 1, Criterion C.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

Standard 6.1 is taught and practised in Week 2 lecture and tutorial, and assessed in Assessment task 2, Criterion B.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Standard 6.3 is taught and practised in Week 2 lecture and tutorial, and assessed in Assessment task 1, Criterion A.

Teaching and learning strategies

Students actively engage in workshops. They critically review their learning throughout the subject and course and use it to build their teaching practice during their school-based placement. They receive early formative feedback on assessment tasks. This subject is based on a collaborative approach which involves essential workshops and interchange of ideas with other students and the lecturer. The subject also engages students in a process of reflection on their learning and supports them through interactive activities to curate their portfolio. Students continue to develop the portfolio established in the beginning of their course, to demonstrate their achievement of the Graduate Teacher Standards for the Australian Professional Standards for Teachers (APST). Students engage with guest speakers on how to gain employment as a teacher. Mock interviews are conducted for all students by former School Executives.

Content (topics)

This subject includes three key components:

30-day placement
the Teacher Performance Assessment (TPA)
curating of professional portfolio.

Students engage in all aspects of the Teacher Performance Assessment (TPA) - plan, teach, assess and evaluate the outcomes of a formal, whole-class assessment task to comply with the Assessment for Graduate Teaching (AfGT) and are expected to seek and apply constructive feedback from Tertiary Supervisors and Supervising Teachers to improve teaching practice. They also prepare students for their 30-day extended professional experience in schools and focus on reflecting on their learning throughout the course and curating their portfolio which addressed the NESA APST standards.

Assessment

Assessment task 1: Teaching Performance Assessment (TPA)

Objective(s):

a, b, c, d and e

Weight:

70%

Length:

Part A: 500 words

Part B: 3000 words (excluding reference list and appendices)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Relevance of the plan for learning sequence and associated assessment task and the extent outcomes and student learning are addressed. Rigorous application of supervisor feedback to improve teaching practices (TPA Assessment Rubric Element 1)	25	a, b, c, d, e	1.1
b. Appropriateness of analysis and evaluation of teaching practice, including references to specific incidents and feedback (TPA Assessment Rubric Element 2)	25	a, b, c, d, e	1.2
c. Rigour of moderation processes, assessment of impact on student learning and justification of next steps for teaching using evaluation of assessment data (TPA Assessment Rubric Element 3)	25	a, b, c, d, e	1.3
d. Depth of situational analysis (TPA Assessment Rubric Element 4)	25	d	1.4

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Curated Portfolio

Objective(s):

Weight:

30%

Length:

1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Depth of reflection on own learning and expertise	50	f	1.5
b. Relevance of annotations and appropriateness of evidence for APST Graduate standards in -portfolio (6.1)	50	f	1.5

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 (1) both of the assessment tasks AND (2) their Professional Experience placement.

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

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

References

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.

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/