EAL323
Engagement with Professional Standards 1-3
12.5%
Unit Outline
Dr John Kertesz
CRICOS Provider Code: 00586BU
Contents
Contact Details3
Course Philosophy Statement and Course Learning Outcomes4
Graduate Quality Statement4
Unit Description5
Changes Made to this Unit5
Learning Outcomes for EAL3235
Prior Knowledge &/ or Skills6
Learning Resources Required6
Details of Teaching Arrangements8
Teaching Strategies/Learning Approaches Specific to This
Unit8
Unit Schedule9
Assessment for EAL32311
How Your Final Result is Determined14
Requests for Extensions14
Penalties14
Review of Results and Appeals14
Academic Referencing14
Plagiarism15
Academic Misconduct15
Information Essential to all Units16
Unit Outline Version: 11-10
1
EAL323Unit Outline Version: 02-1516
Contact DetailsUnit Coordinator/ Lecturer
Name:
Dr John Kertesz
Campus:
Sandy Bay
Email:
[email protected]
Phone:
+61 3 6226 7678
Fax:
+61 3 6226 2569
Room number:
HH525
Consultation hours:
By request
Course Coordinator
Click on the link below to view Course Coordinators’ contact
details (Education courses only).
http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff
** For all other specific contact details related to this unit
(e.g., Tutors, Administrative staff, Student Adviser), please refer
to the unit content in MyLO.
Course Philosophy Statement and Course Learning Outcomes
The Faculty of Education has developed Course Philosophy
Statements and Course Learning Outcomes for each course. The course
philosophy underpins every aspect of learning and teaching and
ensures our courses are consistent, relevant and compliant with
accrediting agencies’ and professional standards. This ensures a
holistic approach to the discipline and robust curriculum
alignment. The course philosophy and course learning outcomes are
reviewed annually to ensure continual improvement, renewal and
currency. The principles embedded in these documents reflect our
commitment to leading practice nationally and internationally in
the content, design and delivery of curriculum in a higher
education context.
Please visit the link below to find the Course Philosophy
Statement and Course Learning Outcomes for your course (Education
courses only):
http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy
Graduate Quality Statement
The University of Tasmania experience unlocks the potential of
individuals. Our graduates are equipped and inspired to shape and
respond to the opportunities and challenges of the future as
accomplished communicators, highly regarded professionals and
culturally competent citizens in local, national, and global
society. University of Tasmania graduates acquire subject and
multidisciplinary knowledge and skills, and develop creative and
critical literacies and skills of inquiry. Our graduates recognise
and critically evaluate issues of social responsibility, ethical
conduct and sustainability. Through respect for diversity and by
working in individual and collaborative ways, our graduates reflect
the values of the University of Tasmania.
Please visit the link below to find out how this Graduate
Quality Statement is mapped to the Course Learning Outcomes for
your course (Education courses only):
http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy
Unit Description
This unit is structured around reflective and deliberative
practice, focussed on Standards 1, 2 and 3 from the Australian
Professional Standards for Teachers. Through their ePortfolio,
students will demonstrate their achievement of each focus area and
initiate professional learning activities to ensure all standards
are clearly achieved and evidenced at the graduate standard. The
ePortfolio is both a form of summative assessment and a strategy to
facilitate ongoing engagement with the standards and independent
and continuing professional learning. Students will individually
and collectively evaluate and test evidence of practice, and
further develop professional reflection skills necessary to respond
to student learning needs.
Changes Made to this Unit
The Faculty of Education is committed to the improvement of all
units and courses and welcomes the perspectives of students,
including insights gained through the University’s student
evaluation of teaching and learning (eVALUate). In light of this
feedback, the following changes have been made to this unit to
improve student learning:
· This unit is new.
Learning Outcomes for EAL323Learning OutcomesOn successful
completion of this unit, you will be able to:Australian
Professional Standards for Teachers**Your work in this unit will
contribute to the following focus area/s:
1. Critically evaluate competencies against Australian
Professional Standards for Teachers
2. Create an ePortfolio evidencing the achievement of APST 1-3
at graduate standard
3. Evaluate professional learning needs to sustain ongoing
professional improvement.
4. Critically reflect on own teacher identity.
1.1 Physical, social and intellectual development and
characteristics of students.
1.2 Understand how students learn.
1.3 Students with diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait
Islander students.
1.5 Differentiate teaching to meet the specific learning needs
of students across the full range of abilities.
1.6 Strategies to support full participation of students with
disability.
2.1 Content and teaching strategies of the teaching area.
2.2 Content selection and organisation.
2.3 Curriculum, assessment and reporting.
2.4 Understand and respect Aboriginal and Torres Strait Islander
people to promote reconciliation between Indigenous and
non-Indigenous Australians.
2.5 Literacy and numeracy strategies.
2.6 Information and communication technology (ICT).
3.1 Establish challenging learning goals.
3.2 Plan, structure and sequence learning program.
3.3 Use teaching strategies.
3.4 Select and use resources.
3.5 Use effective classroom communication.
3.6 Evaluate and improve teaching programs.
3.7 Engage parents/carers in the educative process.
** Australian Professional Standards for TeachersPlease refer to
the following link for further information on the Australian
Professional Standards for Teachers:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers
Prior Knowledge &/ or Skills
As a student in this unit you will be encouraged to be an active
participant in your own learning. Your life experiences will be
valued and drawn upon within your studies. Work submitted for
assessment in this unit may draw on knowledge and skills that you
can reasonably be expected to have acquired before enrolling in
this unit, or in the course. This includes knowledge of appropriate
communication, information literacy, analytical, critical thinking,
and problem-solving skills. You are encouraged to take
responsibility for further developing these skills and applying
them to professional contexts. These skills and attitudes are those
you will need as a teacher, and to experience personal
achievement.
Students undertaking this unit must have completed all Level 2
units and be in their final year of study in the BEd (AL).
Learning Resources Required
Library
Reading Lists
Reading Lists provide direct access to electronic readings and
provide an easy way to find material on Reserve set by the Unit
Coordinator for a particular unit. To access Reading Lists please
go to http://rlms.utas.edu.au/erl/
Required Readings
Required Readings are set by the Unit Coordinator as readings
that are essential for this unit. Students need to buy these texts
as they will be a useful resource throughout your study and your
future teaching practice.
Faigley, L. (2015). The little Penguin handbook (3rd ed.).
Frenchs Forest, NSW: Pearson Australia.
Recommended readings
Recommended Readings are set by the Unit Coordinator as readings
that will be useful for this unit to develop your knowledge and
understanding of teaching and course-specific content. If you are
seeking sources of evidence to support your assessment work, you
will find these readings a useful starting point. There is no
requirement to buy these texts/materials.
Costantino, P.M., & De Lorenzo, P. (2009). Developing a
professional teaching portfolio: A guide for success. Upper Saddle
River, NJ: Pearson.
Harris, J., Caldwell, B., & Longmuir, F. (2013). Literature
review: A culture of trust enhances performance. Australian
Institute for Teaching and School Leadership: Melbourne.
Hattie, J. (2003). Teachers make a difference: What is the
research evidence. In Australian Council for Educational Research
(ACER), Building Teacher Quality (Conference Proceedings),
http://www.aitsl.edu.au/school-leadership-ecollection/search-the-school-leadership-ecollection/detail/?id=teachers-make-a-difference-what-is-the-research-evidence
Other Resources
The following journals may provide useful extra reading for
students, and are available from the UTAS eJournal library:
Australian Journal of Adult Learning
Australian Journal of Teacher Education
Education
International Journal of Lifelong Education
International Journal of Training Research (this is the journal
produced by the Australian Vocational Education and Training
Research Association, or AVETRA).
Journal of Further and Higher Education
New Directions for Adults and Continuing Education (this is not
available from the UTAS library but can be found here)
New Directions for Teaching and Learning (this is also not
available from the UTAS library but can be found here)
New Horizons in Adult Education and Human Resource
Development
Reflective Practice
Equipment & Materials
You will be notified if you are required to purchase any
additional equipment or materials.
ePortfolio
The Faculty of Education currently supports the use of an
ePortfolio tool which can be accessed through MyLO. You may wish to
use this tool to document your development as a teacher throughout
your initial teacher education course. Any required use of the
ePortfolio tool will be clearly outlined as part of the Assessment
Details in the Unit Outline and the necessary skills will be taught
as part of the learning experiences of the relevant unit.
Details of Teaching Arrangements
External students: Learning and Teaching arrangements are
available from the Home Page of each unit.
Teaching Strategies/Learning Approaches Specific to This
Unit
The teaching and learning strategies of the Bachelor of
Education (Applied Learning) are underpinned by social
constructivist philosophy (Bandura, 1977) to harness and integrate
the divergent backgrounds, experiences, and capabilities of
students while extending the learning skills of each individual and
facilitating higher levels of individual attainment through
collegial cooperation. This is supported by acknowledgment of
Dewey’s progressive concept of the lecturer role as being to
provide “the right type of experience through which the learner may
acquire knowledge and understanding, and this facilitates the
process of growth and development” (Jarvis, 2010, p.186).
Complimenting this philosophical approach is a pedagogical
framework that situates the learner in an authentic environment
(Herrington & Herrington, 2006) that provides a
learner-centred, realistic and effective place of learning. Course
materials and the real-world experience of the student come
together to provide a rich, engaging learning environment that will
echo the complexity found in real-world tasks.
Unit Schedule
Week
Module / Topic
Other notes
1
Module 1: Taking stock reviewing resources.
Examining, categorizing and managing evidence.
Review all assessment tasks and ePortfolio resources.
Read the Unit Outline carefully and make note of assignment due
dates.
Access MyLO and post an introduction.
Start your Standards 1-3 blog and share with colleagues.
2
Start examining Illustrations of Practice for Standards 1-3 on
AITSL website.
Download My Standards App.
Resolve issues and share insights on standards focused
discussion boards.
3
Module 2: Starting the build.
Establishing your presentation approach – thematic or by
standard.
Implementing action plans and accumulating evidence.
Assessment Task 1 due.
Design exit ePortfolio structure.
Avoiding a “shopping list”.
Download AITSL workbooks – Learning from practice – the complete
set.
4
Establishing Communities of Practice (CoP).
Collegial feedback and advice.
Local and online CoP.
Wenger-Trayner website http://wenger-trayner.com/theory/
Making use of available learning tools – Wiggio and
Collaborate.
5
Connecting evidence in detail and verifying validity.
AITSL Workbook – Developing a professional mindset.
Commence professional learning plan review.
Identify additional measures or actions required.
6
Consolidating progress to date and writing up cont.
Costantino & De Lorenzo (2009) Chapter 6.
7
Peer review of first draft.
Sharing draft ePortfolios and providing constructive
feedback.
Assessment Task 2 due.
8
Module 3: Pushing out the boundaries.
Applying additional tools to verify standards achievement and
identify gaps.
Apply the AITSL self-assessment tool and compare outcomes with
own audit and draft submission.
Amend plan accordingly.
9
Impacting on colleagues – creating a culture of trust.
Contextualising self into the wider professional picture.
Harris, Caldwell, & Longmuir (2013).
Hattie (2003).
10
Collegial analysis of feedback and sharing of strengths.
Professional integrity vs sharing or utilising good ideas.
11
Moving beyond just evidence to evidencing the impact of
teaching.
AITSL workbook – Demonstrating impact.
12
Final peer review and ePortfolio consolidation.
Preparation of final submission and collegial feedback.
13
Unit summary.
Assessment Task 3 due.
Assessment for EAL323Assessment ScheduleAssessment TaskDate
duePercent weightingLinks to intended Learning OutcomesContributing
to:
Australian Professional Standards for Teachers
Assessment Task 1: Evaluating professional standards
achievement.
TBC
20%
1, 2, 3, 4.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1,
3.2, 3.3, 3.4, 3.5, 3.6, 3.7.
Assessment Task 2: Assessing professional progress.
TBC
20%
1, 2, 3, 4.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1,
3.2, 3.3, 3.4, 3.5, 3.6, 3.7.
Assessment Task 3: Professional exit portfolio Standards
1-3.
TBC
60%
1, 2, 3, 4.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1,
3.2, 3.3, 3.4, 3.5, 3.6, 3.7.
It is important to note that all standard (text based)
assessment tasks, submitted to MyLO Assignments, will be processed
by Turnitin.
Assessment DetailsAssessment Task 1: Evaluating professional
standards achievement
Task Description: This task audits your achievements against,
and progress towards, the graduate level of Standards 1, 2, and 3
of the Australian Professional Teaching Standards. In this task you
will:
• Examine all of your learning artifacts assembled throughout
the course and evaluate them against the focus areas of standards
1, 2, & 3. It is important to recognize that the issue is not
one of quantity alone, but quality and direct relevance to the
focus area descriptors.
• Consider whether to assemble the artifacts under each separate
standards, or to establish thematic areas where standards 1-3 are
the main focus, but where other standards also might appear. In the
case of a thematic approach, you might need to consider a table
that guides the reader to the key focus evidence.
• Determine any gaps or focus areas where you might require
additional effort and/or evidence.
• Develop a systematic professional learning plan to resolve
this requirement through your professional practice placement, a
pedagogy focused problem based project, the examination of
literature that focuses on the pedagogy of your professional area,
or a combination of all three.
Your submission will be in the form of an incomplete ePortfolio
with:
• Clear and justified evidence of those focus areas where you
feel the standard has been achieved, and
• A professional learning/action plan for immediate
implementation and resolution. The plan may form a separate
webfolio that becomes an artifact that can be associated to both
the relevant standard/focus area as well as professional learning
Standard 6.
Students might wish to negotiate the presentation of their plan
of action for the standards in this unit. Options for submission
include narrated PowerPoint, Prezi, or Brainshark presentations, or
video presentation to, and collegial discussion with, peers.
Whatever solution is selected, the current progress of your
Standards 1, 2, & 3 attribution, and your plan for completing
your achievement must be clear to the lecturer and other readers,
and be achievable within the semester. Collegial sharing for advice
and comment is encouraged. Once again, high quality feedback
creates additional evidence of Standard 6 achievement, as well as
your understanding of the standards under examination in this
unit.
Task Length
1000 words.
Assessment Criteria
1. Critically evaluate progress towards achievement of graduate
professional standards.
2. Evaluate evidence against professional performance
indicators.
3. Construct a professional learning plan to address competency
needs.
4. Apply professional and academic standards of presentation to
construct a professional exit portfolio.
Submission Details
Refer to the following URL for the submission process:
http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units
Assessment Task 2: Assessing professional progress
Task Description: In this formative assessment task you will
report on the progress of your plan to achieve the graduate level
of Australian Professional Standards for Teachers 1, 2, and 3. This
task is an opportunity to measure your progress and assess changes
to either your plan or approach, and to ensure that you are on
track for the final submission in this unit.
In this task you are required to:
· Submit your developing professional ePortfolio indicating the
progress toward the achievement of standards and the effectiveness
of your professional learning plan.
· Identify additional measures or alternate approaches to your
final submission goal.
Your submission is to be in the form of a 1000 word webfolio
that is entitled “Half way mark”. It is to contain the following
key elements:
· A summary of your progress to date. This may be in tabular
form.
· Links to areas of new achievement and associated evidence.
· Remaining standards focus areas to be addressed and planned
action to do so.
· A short reflection on the journey to date.
Task Length
1000 words.
Assessment Criteria
1. Critically evaluate individual professional competency
against professional standards.
2. Reflect on individual professional performance and continuing
learning needs.
3. Evaluate and modify personal professional learning
planning.
4. Apply professional and academic standards of presentation
construct a professional exit portfolio.
Submission Details
Refer to the following URL for the submission process:
http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units
Assessment Task 3: Professional exit portfolio Standards 1-3
Task Description: This submission is in exit portfolio format
and is to both consolidate and reflect your achievement of
Australian Professional Teaching Standards 1-3. Whilst in an
ePortfolio format and open to either a thematic or sequential
layout, the submission must contain the following elements:
· An introduction that:
· Explains your individual teaching situation and career
stage,
· Contains a critical reflective perspective on the three
standards and their relationship to your professional identity,
and
· Details how the ePortfolio has been structured and key points
for navigation.
· Clear justifications for achievement of focus areas linked
directly to valid evidence.
· A holistic and comprehensive picture of your professional
learning and areas for ongoing development and further
learning.
· Evidence of professional peer/colleague teacher input and
feedback on your standards achievements. A good approach might be
to utilize the final rubric that will be available in Word form.
These artefacts will again be useful for Standard 6 in the next
unit.
Task length
2000 words.
Assessment Criteria
1. Construct an exit ePortfolio to evidence achievement of
professional standards 1-3
2. Justify the achievement of professional standards at the
graduate level
3. Evaluate continuing professional learning needs and
objectives.
4. Critically reflect on teacher identity using professional
standards.
Submission details
Refer to the following URL for the submission process:
http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units
How Your Final Result is Determined
Your overall mark in this unit will be determined by combining
your results from each assessment task. These marks are combined to
reflect the percentage weighting of each task.
It is expected that you will receive help (from your Lecturer in
the first instance) if you are unclear of the requirements for a
particular assessment task well before the due date.
The range of grades available for this unit are: FAIL (NN), PASS
(PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).
All grades are provisional, until confirmation by the Assessment
Board at the end of semester.
Requests for Extensions
Extensions are a formal matter and all requests for extensions
must be applied for via the Assessment Task Extension Request in
the Assignment Submission Folder in your MyLO unit.
Extensions should be requested at least three working days prior
to the submission date. Only the Unit Coordinator can grant an
extension, so please ensure you contact the Unit Coordinator rather
than your tutor or Student Adviser. See Requests for Extension for
further information.
Penalties
The Faculty of Education applies penalties for both exceeding
the word count on an assessment task and late penalties where the
due date for the assessment task is not adhered to. See Penalties
for further information.
Review of Results and Appeals
Appeals against grades for assessment tasks are the right of all
students. It is important to note that a resubmission and an appeal
are two different processes. If an assessment task is awarded an NN
it cannot automatically be resubmitted. The student can, however,
appeal the grade.
Students wishing to appeal against a final result in a unit must
do so within ten days of the result notification. Please download
the Application for Review of Assessment form
See Appeal an Award for an Assessment Task or Appeal an Award
for a Final Result in a Unit for further information.
Academic Referencing
In your written work you will need to support your ideas by
referring to scholarly literature, works of art and/or inventions.
It is important that you understand how to correctly refer to the
work of others, and how to maintain academic integrity.
Failure to appropriately acknowledge the ideas of others
constitutes academic dishonesty (plagiarism), a matter considered
by the University of Tasmania as a serious offence.
The appropriate referencing style for this unit is American
Psychological Association (APA).
The University library provides information on presentation of
assignments, including referencing styles and should be referred to
when completing tasks in this unit.
The Faculty of Education Guide to Writing and Referencing has
been developed by Faculty staff to help students towards good
academic writing and referencing practices. It is available on the
Library website Library Website > Subject Guides > Education
> Referencing tab or via the link above.
Please read the following statement on plagiarism. Should you
require clarification please see your unit coordinator or
lecturer.
Plagiarism
Plagiarism is a form of cheating. It is taking and using someone
else's thoughts, writings or inventions and representing them as
your own; for example, using an author's words without putting them
in quotation marks and citing the source, using an author's ideas
without proper acknowledgment and citation, copying another
student's work.
If you have any doubts about how to refer to the work of others
in your assignments, please consult your lecturer or tutor for
relevant referencing guidelines. You may also find the Academic
Honesty site on MyLO of assistance.
The intentional copying of someone else’s work as one’s own is a
serious offence punishable by penalties that may range from a fine
or deduction/cancellation of marks and, in the most serious of
cases, to exclusion from a unit, a course or the University.
The University and any persons authorised by the University may
submit your assessable works to a plagiarism checking service, to
obtain a report on possible instances of plagiarism. Assessable
works may also be included in a reference database. It is a
condition of this arrangement that the original author’s permission
is required before a work within the database can be viewed.
For further information on this statement and general
referencing guidelines, see the Plagiarism and Academic Integrity
page on the University web site or the Academic Honesty site on
MyLO.
Academic Misconduct
Academic misconduct includes cheating, plagiarism, allowing
another student to copy work for an assignment or an examination,
and any other conduct by which a student:
a. Seeks to gain, for themselves or for any other person, any
academic advantage or advancement to which they or that other
person are not entitled; or
b. Improperly disadvantages any other student.
Students engaging in any form of academic misconduct may be
dealt with under the Ordinance of Student Discipline, and this can
include imposition of penalties that range from a
deduction/cancellation of marks to exclusion from a unit or the
University. Details of penalties that can be imposed are available
in Ordinance 9: Student Discipline – Part 3 Academic
Misconduct.
Information Essential to all Units
In addition to the information contained in this unit outline,
it is essential that you read important details related to other
areas of your study that are available at the following URL:
http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units.
Turnitin and Academic Integrity
Turnitin is an online tool that checks the originality of
electronic documents by comparing them against other documents
stored in its databases. We recommend using this tool prior to
submitting your assessments. http://www.utas.edu.au/turnitin/
Useful Websites
Australian Institute for Teaching and School Leadership
http://www.aitsl.edu.au/
Australian Curriculum, Assessment and Reporting Authority
http://www.acara.edu.au/
Early Years Learning Framework
https://education.gov.au/early-years-learning-framework
