013402 Professional Experience and Classroom Management 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

Subject level:

Postgraduate

Result type: Pass fail, no marks

Requisite(s): ( 013401 Professional Experience and Classroom Management 1 OR ((013009 Professional Experience 1 (Commerce, Business and Economics) OR 013012 Professional Experience 1 (English) OR 013011 Professional Experience 1 (English/History) OR 013023 Professional Experience 1 (Mathematics) OR 013021 Professional Experience 1 (Science) OR 013018 Professional Experience 1 (Mathematics/Science) OR 013019 Professional Experience 1 (Personal Development, Health and Physical Education) OR 013022 Professional Experience 1 (Visual Arts) OR 013016 Professional Experience 1 (Languages)))) AND 013410c Capstone: Professional Vision in Practice
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.

Description

This subject builds on learning from Professional Experience 1 during an extended professional experience. In this subject students enhance and demonstrate their achievement of AITSL graduate teacher standards regarding: professional knowledge; professional practice; and professional engagement. 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 a formal, whole-class assessment task.

Subject learning objectives (SLOs)

a.	Demonstrate achievement of AITSL Graduate Teacher Standards (GTS 1 – 7)
b.	Plan and execute a variety of instructional formats in the classroom that engage all pupils and minimise their misbehaviour (GTS 4.1, 4.2, 4.3, 4.4) (PA 2.5, 2.6, 2.10)
c.	Deliver clear classroom-based instructions, checking for pupil understanding, active monitoring, and time-efficient transitions. (GTS 3.1, 3.3, 3.4, 3.5) (PA 2.4, 3.6, 5.7)
d.	Communicate clearly their expectations concerning academic and social behaviours that promote respect for all and that build classroom community (GTS 4.1, 4.2, 4.3, 4.4) (PA 2.5, 2.6, 2.10)
e.	Plan, teach, assess and evaluate a whole-class, formal assessment task (undertaken over the course of the Professional Experience placement). (GTS 5.1 – 5.5)

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

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 advanced ability to critically evaluate the physical, social and emotional dimensions of learners

1.2) 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

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

1.6) Exhibit recent technological pedagogical and content knowledge with creativity and initiative

2. Critical and creative inquiry

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

Teaching and learning strategies

Professional experience provides an opportunity to apply learning from a variety of sources in school settings during a work place experience. Using classroom management research as a knowledge base, students will critically examine the relationship between instructional decisions, inter-personal relationships, and resultant student behaviour before and after undertaking their school-based placement. The TPA will also be prepared and discussed in Campus-based Lectures and Tutorials. The process will be supported by supplemental materials in Canvas. Students will receive additional 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)

This subject will address the knowledge and skills to achieve the following standards:

Graduate Teacher Standards

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
Engage professionally with colleagues, parents/carers and the community

Planning, Organising and Assessing Instruction
- Formats for instruction: what, why, and management considerations
- Lesson sequence
- Assessment considerations

Conducting and Facilitating Instruction to Maintain Lesson Momentum
- Major considerations: Clarity, checking for understanding, monitoring, and transitions
- Teacher-student interactions, active and passive monitoring, proximity
- Transition problems and solutions

Assessment

Assessment task 1: Teaching, Learning and Assessment Plan

Objective(s):

a, b, c and d

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 explanation of how students in the class learn	15	c	1.1
b. Coherence of learning goals/lesson sequence	15	a	1.2
c. Appropriateness and research-informed underpinning of learning strategies and resources	15	a	2.1
d. Appropriateness and research-informed underpinning of assessment strategies	15	d	1.3
e. Soundness of professional judgements about authentic and recognisable situations in schools and other settings.	40	b	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Expanding Practice (Situational Judgement)

Objective(s):

b, d and e

Weight:

50%

Length:

1500 words (excluding reference list and appendices)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a) Relevance, visual quality and accuracy of data display	20	e	1.3
b) Logic and consistency of moderation process	10	d	1.3
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	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The assessment tasks constitute the Teaching Performance Assessment (TPA) that is prescribed by AITSL and it is a requirement that both assessment tasks be completed to a satisfactory level.

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 PE2 Professional Experience Report on conclusion of the placement.

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.

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

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

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: Rethinking Professional 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.