HAWTHORN INSTITUTE OF EDUCATION · Brian Berry, Cert Radio & TV Service Tech Dan McKinlay, Cert Medical Electronics, Cert Computer Electronics, Grad Dip Electronic Data Processing

HAWTHORN INSTITUTE OF EDUCATION

AWTHORN INSTITUTE OF EDUCATION 2 AUBURN ROAD, HAWTHORN,VICTORIA, 3122. AUSTRALIA. PHONE:818 0631

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CONTENTS

Principal Dates

The Institute - Director's Message

Institute Council

Institute Staff

4

5

7

8

Admission Requirements and General Rules 27

Initial Courses

Diploma of Technical Teaching 43

Graduate Diploma in Education 64

Post Initial Courses

Graduate Diploma in Educational Administration 81

Graduate Diploma in Graphic Communication Education 86

Graduate Diploma in Educational Studies (Student Care) 93

Inservice Education and Training (INSERT) • 98

General Information

The Centre for the Supply, Production and Utilization of Resources (SPUR) 103

The Centre for Education Administration & Management 109

Support Services 110

Directory 113

Emergencies 114

3

PRINCIPAL DATES FOR 1983

Jan 31 Australia Day

Feb 1 Technical schools/TAFE colleges commence.

2 Commencement of Induction Program for beginning teachers-in-training.

21 Commencement of Semester 1 lectures for post-initial teacher-training programs.

28 Commencement of regular Institute lectures for initial teacher-training programs.

Mar 14 Labour Day

Apr 1 Good Friday

4 Easter Monday

5 Easter Tuesday

May 6 First Term ends

23 Second Term commences

Jun 13 Queen's Birthday Holiday

24 End of Semester 1 lectures

Jul 11 Commencement of Semester 2 lectures for post-initial teacher-training programs.

Aug 19 Second Term ends

Sep 5 Third Term commences

22 Show Day

Oct 28 Supervised teaching experience ends

Nov 1 Melbourne Cup Day

4 End of Institute lectures

Dec 15 State school year ends

4

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Gordon Bail Director

THE INSTITUTE

The 1980s continue as a decade of challenge within education and industry as we try to solve the problems created particularly by rapid changes in technology. Whether we like it or not, we find ourselves in a highly technological society and it behoves us all to creatively seek solutions to the technical and social problems which confront us. The Hawthorn Institute of Education is the only college of advanced education in Australia which specializes in the training and re-training of adult people to become technical/ vocational teachers and trainers/instructors in industry and commerce. The Institute is also continuing to play an increasing role in the training and development of vocational teachers for overseas countries and we view with some satisfaction the projects which we are conducting for Indonesia and Papua New Guinea.

One of the most important and pleasing aspects of the Institute is its many strong links and unique relationships with Secondary Technical Education, Technical and Further Education, Adult Education, and Industry/Commerce. Strong links such as these are essential as the Institute plays an important role in helping this State and country to integrate and co-ordinate training and so maximize the use of total training resources.

The rate of change of technology and science is increasing and the instructors and teachers at the front line in the classroom must be equipped with the skills and expertise to teach people to handle this technology correctly and safely. Students who are taught and trained now will be the generation on which industry and commerce, and indeed the general community, will depend for our future development. Our technical/vocational teachers, and our industry-based trainers, must be kept up-to-date, not only with the latest technology, but also with the most effective and efficient methods of passing on knowledge and skills. This, together with the training of teachers who will provide a more realistic and practically oriented education for the very high percentage of our secondary level students who have no desire to proceed to an academic tertiary education, is no easy task. Hawthorn Institute of Education accepts the challenge and, as the only specialist vocational teacher/trainer training institute in Australia, I am confident that it will succeed.

Gordon Bail

5

Appointed by the Governor in Council

Elected by the Students

Elected by the General Staff

Secretary

INSTITUTE COUNCIL

INSTITUTE COUNCIL J.H. Earle, BArch, DipTRP, DipArch, FRAIA, ARIBA, FRAPI,

FRTPI, AAILA, AlArbA (Chairman)

J.J. Craig, AASA(Snr), ACIS

B.J. Ridgway, ED, MSAEA, AAIM, AITD

A.C. Sharp, MAIB, AAIM, AIPSM

G.L. Lloyd, TPTC, BA, BEd

G.R. Bail, BA, DipEd(Melb), BEd(Mon), DipMechE, TTTC, MIE(Aust), MACE

A. Turner, BA, DipEd, TTLC

J.J. O'Sullivan, TPTC, BA, BEd(Mon), MA(Leics), MBPsS

H.N. Hewitt, FCA, AASA

P.E.F. Kirby

Dr. J.A. McDonell, BA, MSc, PhD

K.A. Morrison, DipMechE, TTTC

I.D. Scott

W.G. Tickell, BA, BEd, MEd

Member to be elected

Member to be elected

D.B. Hattingh, AASA(Snr), ACIS

Appointed by the Minister for Education

Ex Officio (Director)

Appointed by the Faculty of Teacher Education

Elected by the Academic Staff

Co-opted by the Council

7

INSTITUTE STAFF

Director

Deputy Director

Assistant Director

INSTITUTE ADMINISTRATION Gordon R. Bail, BA, DipEd, BEd, DipMechE, TTTC, MIEAust,

MACE

Secretary, June E. Loader

Harold E. Jones, DipMechE, BMechE, TTTC, DipEd, MEngSc, GradDipEdAdmin, MIEAust, MACE

Secretary, Marion J. Makin, LibTechCert

Peter D. Brereton, BA(Hons), MEd, MACE

Secretary, Helen M. Moodie

Manager, Overseas Barry J. Taylor, BCom, BEd, MEd Projects Secretary, Heather K. Dean

Co-ordinator of Staffing

Business Manager

Academic Registrar

Trevor J. Batrouney, BA, BEd, MEd, MACE

Secretary, Annabel Tyson

David B. Hattingh, AASA(Snr), ACIS

Secretary, Lois A. Martin

Donald K. Mitchell, TPTC, BCom, BEd, GradDipEdAdmin, MACE

Secretary, Melanie J. Paramor

8

INSTITUTE STAFF

Office of the Business Manager Business Manager David B. Hattingh, AASA(Snr), ACIS

Secretary, Lois A. Martin

Deputy Business Peter E. Morrison Manager

Bursar To be appointed

Buildings Officer E. Ralph Bliss, MICE, MIEAust

Purchasing Officer Victor K. Stewart, IPSM

Staffing Officer Helen Boerma

Property Officer Bruce Renshaw

Administrative Jayne Miller Officers Pim Eekhof

Richard Field

Erica Peagram

Bruce Robinson

Maintenance Albert Hofman Officers Greg Sheridan

Office of the Academic Registrar Academic Registrar Donald K. Mitchell, TPTC, BCom, BEd, GradDipEdAdmin, MACE

Secretary, Melanie J. Paramor

Deputy Academic Jack K. Snow, ED, FRMTC(AppChem), TTTC, DipTechTchg Registrar

Assistant Academic Colin W. Noden Registrar

Administrative Deborah E. Stewart, BA, DipEd, GradDipSecStuds Officer

Administrative Wendy J. Sach Officer

Administrative Joy E. Peek Assistant

9

INSTITUTE STAFF

Co-ordinator

Complementary Component Studies

Special Core Programs

Course Secretary

Co-ordinator

Course Secretary

Co-ordinator

Co-ordinator

Co-ordinator

Course Developer

Co-ordinator

Administrative Officer

COURSE ADMINISTRATION Diploma of Technical Teaching Malcolm G. Wraight, TTrIC, BEd, MACE

Graeme G.R. Patterson, TPTC, BA, BEd, MACE

Frederick F. Calhoun, TTrIC, DipProdEng, BEd Commissioner for taking Declarations and Affidavits

Judith A. Carr

Graduate Diploma in Education Peter O. Skilbeck, 3Com, DipEd, MEdAdmin

Kaye R. Lees

Graduate Diploma in Educational Administration Noel L. Stonehouse, TPTC, BCom, DipEd, MEd, MACE

Graduate Diploma in Graphic Communication Education Ronald J. Bail, TTrIC, BldgTechCert, BEd

Graduate Diploma in Educational Studies in the area of Student Care Keith E. Walker, BA, DipEd, DipPsych, MAPsS

Bachelor of Education Michael T. Hamerston, BA, MEd, MA

Inservice Education and Training (INSERT) Neville A. Hamer, ARMIT(Art Design), TTTC, BEd, AIDIA(Ed),

MACE

Lyn Wiles, BCom

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INSTITUTE STAFF

INSTITUTE CENTRES, DEPARTMENTS, UNITS

Centre for Teaching in Applied Technology Brian G. Williamson, TTrIC, BEd

Secretary, Sandra McDiarmid

Department of Building Studies Norman C. Arkley, TTrIC, DipTechTchg

Geoff Rodgers, TTrIC, DipTechTchg, TechCert(Bldg), BldgTechCert,DipBldgCon

John David, TTrIC, DipTechTchg

To be appointed

Donald Pearl, TTrIC

Rodney J. Kelly, TTrIC

John L. Holley, TTrIC, DipTechTchg

To be appointed

Robert Ripley, TTrIC, DipTechTchg

Ron Tormey, TTrIC, DipTechTchg

Head of Centre

Head of Department

Carpentry & Joinery Si Miscellaneous Building Trades

Cabinet Making & Furniture Trades

Secondary Woodwork

Wood Finishing

Plumbing & Gas Fitting

Sheetmetal TAFE/Sec

Electrical

Wood Machining

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Technician - Plastics

INSTITUTE STAFF

Department of Engineering Studies Raymond G. Retell, TTrIC, DipTechTchg, AMSAE(Aust)

Bartley W. Pridmore, TTrIC, MIAME, VOFA

Alan F. Barratt, TTrIC, AutoTechCert

Graeme Scott, TTrIC, DipTechTchg, IREE(EngAssoc), BEd

Geoff F. Hodgson, TTrIC, DipTechTchg

Leon M. Churches, TTrIC, EngDrCert, DipTechTchg, BEd

Bruce L. Smith, TTrIC, HigherTechCert(Metal), DipTechTchg

Ronald W. Barker, TTrIC, WeldTechCert, DipTechTchg

Graeme G. Stuchberry, TTrIC, MetFabTechn

Richard C. Verity, CertArt, AssocDipArt, DipEd

Robert A. Davis, TTrIC, DipTechTchg, Higher Technician Drafting & Tool Design

John M. Haley

Department of Teaching in Services and Manufacturing Trades Sydney B. Jackson, TTrIC, DipTechTchg, FBID

Wende Moss, DipTechTchg

Ian M. Mitchell, DipAgricSci, TTTC, BAppSc, BEd

Kenneth Cameron, TTrIC, Wool Clg & Text Cert Dert of Tech DipTechTchg

Terrence M. Duffy, TTrIC, DipLCMSpeech, DipCurrAdmin, CertCatering Studies

To be appointed

Head of Department

Automotive Trades

Electronic & Radio Trades

Fitting & Machinery

Metal Fabrication

Plastic Technology

Head of Department and Painting & Decorating

Hairdressing & Beauty Trades

Agricultural & Horticultural Trades

Wool Trades

Food Trades

Printing Trades

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INSTITUTE STAFF

Head of Department and Graduate Diploma In Graphic Communication Education

Graphic Communication, Diploma of Technical Teaching

Department of Graphic Communication and Design Ronald J. Bail, TTrIC, BldgTechCert, BEd

Kevin Ward, TTrIC, DipTechTchg, GradDipGraphCommEd

William B. Smith, GradDipGraphCommEd

Foster Adern, DipArt&Design, TTTc

John S. Stinchcombe, TTrIC, DipTechTchg

Bruce Hall, DipindDes, DipEd

Edward A. Barkley, TTrIC, DipTechTchg

Philip H. Meyer, DipArt, DipEd

Centre Support Unit Barry J. Brinkworth, TTrIC, CertElecEng, BEd, MACE

Frederick R. Calhoun, TTrIC, DipProdEng, BEd

Ernest J. Bastow, TTrIC, DipTechTchg

Keith Rankcom, TTrIC, DipTechTchg

Barry Shadlow, GradDipEdAdmin, MIAO(A), MIPMA, AAIM

Technical Support Staff Geoffrey Swindley, CertlndElectronics

Barry Bruce

Stephen Miller

Michael Kirschner

William Buck

Brian Berry, Cert Radio & TV Service Tech

Dan McKinlay, Cert Medical Electronics, Cert Computer Electronics, Grad Dip Electronic Data Processing

Aids Development

Design Education

Head of Unit

Special Core Programs

Resource Development Unit

Health Sciences & Safety

Engineering

Building

Gardening

Electrical/Electronic

Computer Manager

13

INSTITUTE STAFF

Centre for Educational Administration and Management

Head of Centre W. Graeme Wigg, TSTC, BA, BEd, MEd

Secretary, Marygrace Charlton

Geoffrey Drummond, BA, MAPsS

Norma Richards, TPTC, BEc, MEd, (on leave 1983)

Noel L. Stonehouse, TPTC, BCom, DipEd, MEd, MACE

William C. Pappas, CertPrint, TTrIC, DipTechTchg, GradDipVocCouns, BA, BBSc, BEd

Patricia Strong, BA, DipPsychology, MAPsS

Department of Business Studies Teaching Head of Department Trevor Matthews, BCom, BEd

Nola M. Sherry, BA, DipComPrac, TTTC, BEd

Department of Communication Studies Head of Department Nancy F.J. Morris, TPTC, BA, BEd, MEd, MACE

Russell H. Beedles, BA, DipEd

Robert J. Crosthwaite, DipElecEng, TTTC, BEd

Leon S. Devine, BA, BEd, DipSp&D

Blair D. Edgar, TPTC

Jennifer G. Hearn, ASDA, LTCL

Julie E. Philip, BEd, AssocDipVals

Roger de Zilwa, BA, TSTC, DipFilm&TVProd

Department of Creative Arts Teaching Head of Department Ralph K. Blunden, DipArt, TTTC, BA

Judy Elliott, DFFS, DipAppSci(Home Economics), TTTC

Mary Ingham, MusDip, TSTC

Len Nurse, TMusA, MCTT

Frances P. Vereker, CertArt, DipArt, TTTC

14

INSTITUTE STAFF

Department of Education and Society Head of Department Elizabeth M.A. McDonald, BA, DipEd, Advanced DipEd, MAPsS,

MBPS, GradDipOrgBehaviour, MACE

Richard M. Cotter, TPTC, MA(Melb), MA(Lond)

Ronald L. Dobson, BA, DipEd, BEd

Norman G. Fary, BCom, BEd(Melb), MEd(Mon), FACE (on leave 1983)

John P. McArdle, TPTC, BA(Hons), MEd, MACE

John P. McMahon, BA, DipEd, MEd

Graeme G.R. Patterson, TPTC, BA, BEd, MACE

Cassandra Pybus, BA(Hons), PhD, TPTC

Department of Educational Psychology Head of Department Stuart P. Rigby, BA, BSc, BEd, DipEdPsych, MAPsS

Anne C. Ballard, BA, DipEd

Pauline James, BSc(Hons), DipEd, BEd, MEdSt

Ruth M. Meyer, BA, ARMIT, TSTC, ALAA, BEd, DipEdPsych

John O'Sullivan, TPTC, BA, BEd, MA, MBPsS

Paul Stayfer, BA, DipAppPsych, MAPsS

Jon W. Stebbins, TPTC, BSc, BEd, DipEdCouns, MAPsS

David I. Stickels, BSc, DipinfProc, TTTC, MAPsS

John Venables, BA, TSTC, DipEdCouns, MAPsS

Keith Walker, BA, DipEd, DipPsych, MAPsS

Department of English - Humanities -Literacy Head of Department Kevin Murray, TPTC, BA, BEd, MA, MACE

Secretary, Lina Secatore

Michael J. Cigler, BA, DipEd, MA, DipEd, CertRemEd, CertlmmigrantEd, CertTESL

Michael T. Hamerston, BA, DipEd, MEd

L. Ernestine Lobb, TPTC, BA, DipEd, PrCertLAA, MACE

Dianne Mulcahy, BA, DipEd, MEd

Heather C. Murray, MA(Hons), DipEd Robert R. Murray, TPTC, TTLC, BA, BEd, MACE

Andrew Ferguson, BA, DipEd

15

INSTITUTE STAFF

Department of Integrated Studies Head of Department John E. Rudolph, BA, DipEd, BEd

Royce G. Amiet, DipCivEng, BSc, TTTC, BEd

David Dodwell, BA(Hons), ACTT

Margret Holding, BSc, DipEd, BEd, MAPsS

David L. Mead, BA(Hons), PGCE

Raymond J. Newland, TTrIC, Motorcycle Inst Cert (MSF)

Anna B. Pha, MA, BEd

Pauline Seitz, BA, DipAdultEd

Desma Strong, BA, BEd, MA(Educ)

Sydney S. Strong, BA, TSTC

Department of Mathematics Teaching and Computer Studies

Head of Department Michael Barraclough, BSc, TSTC, BEd, MEd

Robert L. Hayes, TPTC, BSc, BEd, MEd, MACE

Olive G. Moore, TPTC, BSc

Brian E. Phipps, TPTC, BSc, DipEd, MACE, MACS

Marianne Smulders, BSc(Hons), DipEd

Department of Principles of Teaching Head of Department Brian L. Broughton, DipMechEng, DipElecEng, TTTC, BEd

Peter R. Auer, TSTC, BA, DipEd, BEd, MA, MACE

Warren Gould, TTrIC, DipTechTchg, TSpTC, AMSAE

David W. Hibburt, BA, BEd, MEd

Margaret F. Mayers, BArch, TTTC, MEd, MACE

Ian Younger, DipElecEng, TTTC

Department of Physical Education and Recreation

Head of Department Jack Potter, TPTC, BCom, DipPhysEd, MEd

Ian Broadley, DipPhysEd, BA, ACTT, BEd

Thomas B. Hancock, DipPhysEd, TPTC

16

INSTITUTE STAFF

Head of Department

Department of Science Teaching Colin F. Irving, BSc, BEd, ARACI

Winston A. Boord, DipAppChem, BSc, ACTT (on leave 1983)

Peter P. De La Rue, BSc, BEd

Reginald C. Lipson, DipMechEng, TTTC, BSc

Patricia Hannah, Laboratory Technician

Centre for the Supply, Production and. Utilization of Resources (SPUR) John Ward, BSocSci, ARMIT, ALAA, TTLC, TPTC, MACE

Secretary, Carol Larionow

Ann Turner, BA, DipEd, MEd, TTLC

Terry Guthridge, BA, BEd, MEd

Vacant

Avenell Harris, BA, ALAA, TPTC, TTLC

John Maidment, BA, ARMIT, ALAA

Robert Hornett, BA, ARMIT

Robert Griffiths, BA, ARMIT

Michelle Stone, CertAppSocSc

Perry Anderson

Suzanne M. Bodor, CertAppSocSc, BA

Joyce Foley, BA

Ruth Hogg

Tamara Skyba, CertAppSocSc

Desmond G. Wakefield

Head of Centre

Special Projects Officer

Head Media

Chief Librarian

Co-ordinator, Senior Librarian

Pleader Services/ Cataloguing

Acquisitions Librarian

Serials Librarian

Circulation/Reserve Desk

Technical °rocessing

17

INSTITUTE STAFF

Norman W. Hill, TPTC, ALAA, BEd, MACE (AN Media Consultant)

Susan J. Clubb, CertAppSocSc

Patrick Ryan

Judith Saultry

Stanley Kodym, BEng, CertEditing (Film & TV)

Al Kan, CertCinemasOpers-16mm

Trevor Spicer

Paul Tehan, DipFineArt

Gerald Quinn

Terry Guthridge, BA, BEd, MEd, (Educational Technology)

David R. James, TPTC, DipAg, BEd, MEdSt

Kevin Adams, TPTC, GradDipEdTech

Fay Irvine, TTIC, TESL, DipTechTchg, GradDipEdTech

AN Library

Equipment Service

Cinema

Media Unit Head

Media Education

Lecturer-in-charge

Alan Winch, TTrIC

Media Workshop

Media Production Manager

Graphics Open Access

Manager

Graphic Designer

Receptionists

Telephonist

Paul Tehan, DipFineArt

Ted Clark, BA

Graeme Harper, ARMIT, BEd, MRPS, ETVAA

Ken Ray, BEd, ACTT, CertDramaFilm&TV

Hugo Sereno, B'castingOp/tech Rad&TV Stud/transmitting plants (1st cl), BsAs

Belinda McManamny, CertGraphDes(NZ)

Vija Stokes, Trained SecArt&CraftCert, BEd

Public Relations Unit John L. Kerr

Helen Kemp, DipArt, TTTC

Mary Rossi

Suzanne McIntyre

Jenny McCormack

18

INSTITUTE STAFF

Investigation and Development Unit Head of Unit Kenneth E. Eckersall, CertPrint, TTrIC, BA, MEd

Industrial Training Unit Co-ordinator Arthur Brennan, TTrIC, DipGenStudies

Industrial Liaison

Les Laity Officer

Institute Services Counsellor

To be appointed

Health

Sr Elizabeth G. Meyer, SRN (on leave 1983)

Student Services

Kenneth J. Bremner, GradDipEdAdmin Officer

19

INSTITUTE STAFF

OVERSEAS PROJECTS UNIT Manager Barry J. Taylor

Secretary, Heather K. Dean

Co-ordinator Robert R. Buck

Assistant Kevin W. Egan Co-ordinator

Co-ordinator of James D.H. Brown Languages

Lecturers Anne Allan

Noel Cazaly

William Cherry

Graeme Martin

Ian Shand

Stanley J. Williams

Project Accountant Eric Boer

Assistant Project Officer

Development Co-ordinator

Senior Advisor, Vocational Education, Directorate of Technical and Vocational Education, Jakarta

Dirk M. Balthazaar

Gwen A. Jensen

Indonesian Australian Technical Education Project Peter J. Ward

Vocational Teacher Upgrading Centre, Ragunan

Project Leader Geoffrey D. Sanderson

Administrative Ian L. Neilson Officer

Accounting Robert J. Duncan

20

INSTITUTE STAFF

Business Management

Dressmaking/Textile & Fashion Design

Educational Administration

Food Studies

Hairdressing/ Grooming

Language

Library

Secretarial

Social Welfare

Teaching Methodology & Media

Vocational Mathematics

Project Leader

Deputy Project Leader/Media

Administrative Officer

Automotive/Body Repair Studies

Building Materials/ Testing

Building Trades

Roderick H. Chisholm

To be appointed

Robert J. Mathieson

To be appointed

To be appointed

Graeme R. Bowtell

Rosemary Seneviratne

Valane Davies

Heather Shobbrook

Gerard J. Van de Voorde

Richard F. Trewavas

Roger M. Ley

Ross O'Loghlen

Kenneth M. Burnett

To be appointed

James E. Horne

Technical Teacher Upgrading Centre, Bandung Brian W. Foster

21

INSTITUTE STAFF

Educational Administration

Electrical Trades

Electronic Trades

Fitting & Machining

Language

Library

Masonry

Metal Fabrication

Plumbing

Teaching Methodology/ Curriculum

Trade Mathematics & Science

Sydney A. Barter

Keith B. Gavan

Graham G. Kingston

David J. Priestley

To be appointed

To be appointed

John Jarvie

Glynne C. Francis

Barrie J. Morrison

To be appointed

Trevor R. Riordan

Additional staff may be appointed in 1983.

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Graduate Diploma in Education

Diploma of Technical Teaching

ADMISSION REQUIREMENTS AND GENERAL RULES

The following admission requirements and general rules have been established under the policies laid down by the Council and the Faculty of Teacher Education of the Institute.

Although the general rules have application to all award courses, the admission requirements below relate specifically to the two courses of initial teacher preparation offered at this Institute, the Graduate Diploma in Education, and the Diploma of Technical Teaching.

The admission requirements for the Institute's post initial courses are detailed in the course regulations and the course details for each particular course elsewhere in this handbook.

ADMISSION REQUIREMENTS GENERAL To be eligible for consideration for entry to the course for the Graduate Diploma in Education, the 'Dip.Ed.', applicants must have either a degree from an approved institution, or a UG2 diploma, or an approved equivalent qualification. In selecting candidates, the strongest preference will be given to those who have also completed at least two years of industrial/commercial/ professional experience.

To be eligible for consideration for entry to the course for the Diploma of Technical Teaching, the 'Dip.Tech.Tchg.', applicants will be expected to have either a UG3 diploma and at least two years of relevant work experience, or a Certificate of Technology (or equivalent) plus six years of full•time (or equivalent full•time) related work experience, (if studies for the Certificate have been taken concurrently with work experience, the total time involved must be not less than eight years), or a Certificate of Proficiency (or equivalent) of the Victorian Industrial Training Commission and substantial relevant work experience such that the period of apprenticeship and work experience totals not less than eight years.

27


SPECIFIC In addition to the general entry requirements noted above, applicants will be required to meet the following additional particular requirements for teaching in the area for which they are basically qualified:

Specialist T.A.F.E. Teaching (Certificate and technician levels) A recognised diploma, degree, or certificate (at the level of the Certificate of Technology), together with relevant and extensive industrial experience.

Specialist T.A.F.E. Teaching (Apprenticeship and secondary trade levels) The Certificate of Proficiency of the Victorian Industrial Training Commission together with relevant and extensive industrial experience in the area of the Certificate of Proficiency.

Humanities Intending applicants must hold a degree or diploma in which they have completed sequential studies both for English and Social Studies to at least second year post-Year 12 level.

• A study "for English" means a study of English, whether under that name or others such as Communication (Studies), Literature, Media Studies, Vocational Writing, etc.; but for the purpose of providing a second sub-major may be taken to include studies in a foreign language, linguistics, philosophy or psychology (if

- the syllabus included psycholinguistics).

• A study "for Social Studies" means a study of any of anthro-pology, economics, geography, history, political science, social psychology, or sociology, etc.; but for the purpose of providing a second sub-major may be taken to include certain law subjects, or philosophy (including, especially, ethics or political philosophy).

Mathematics and Science As entrants are expected to undertake both Mathematics and Science Method, intending applicants must hold a degree or diploma in which they have completed sequential studies in Mathematics and an appropriate branch of Pure or Applied Science, to at least second year post-Year 12 level.

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Art A UG2 diploma or degree in the area of Art & Design. Intending applicants should have taken courses structured to allow for a major study in two-dimensional art forms, e.g. graphics, painting, print-making, film-making, photography, etc., together with a sub-major study in an area relating to a three-dimensional art form, e.g. ceramics, sculpture, industrial design, gold and silversmithing and crafts, etc., or vice versa.

Business Studies A UG2 diploma or degree in the area of Business Studies. Graduates should have completed at least a sub-major in accounting or economics, together with a minor study in business law, data processing, economics or accounting.

Secretarial Studies A degree, or the Diploma of Business Studies (Private Secretarial Practice). (Holders of the UG3 Diploma of Private Secretarial Practice will be considered for admission to the Diploma of Technical Teaching only.)

Home Economics — Foods A UG2 diploma or degree in the areas of Home Economics, Foods or Food Services. (Holders of UG3 diplomas will be considered for admission to the Diploma of Technical Teaching only.)

Clothing and Textiles A UG2 diploma in the area of clothing and textiles. (Holders of UG3 diplomas will be considered for admission to the Diploma of Technical Teaching only.)

School Librarianship A UG2 diploma or degree in the area of Librarianship, or a degree and an approved post-graduate qualification in librarian-ship. (Holders of the Registration Certificate of the Library Association of Australia will be considered for admission to the Diploma of Technical Teaching only.)

Physical. Education A UG2 diploma or degree in the area of Physical Education.

Music A UG2 diploma or degree in the area of Music with proven performing ability. (Holders of UG3 diplomas or licentiates will be considered for admission to the Diploma of Technical Teaching only.)

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NOTES: (1) With the exception of applicants in the Specialist TAFE teaching areas, to whom particular industrial experience requirements apply, applicants in all other teaching areas are expected to have not less than two years of relevant work experience post qualification.

(2) Equivalent Qualifications An "approved equivalent", wherever referred to above, means studies of at least equivalent standard which have been taken in Australia or overseas.

Intending applicants should request an assessment of their qualifications, if obtained overseas, from

Committee on Overseas Professional Qualifications (Expert Panel in Generalist Qualifications), P.O. Box 1407, CANBERRA CITY, A.C.T. 2601.

APPLICATIONS Applications for entry to the Institute must be made on the appropriate form available from the Admissions Officer, Room 160.

Notices calling for applications are placed in the major Victorian daily papers: closing dates nominated in such notices will be strictly observed.

Successful applicants will receive, by mail, detailed information on enrolment procedures.

Every student pays a student service fee. No enrolment will be complete until this fee is paid, on the day of enrolment.

SELECTION AND STATUS OF CANDIDATES GENERAL RULES The following rules with regard to the selection of candidates and the determination of status should be read in the context of the regulations of the Institute Council relating to the various courses, and the requirements, both general and specific, of the Faculty of Teacher Education relating to admission.

1. Applications and 1.1 No application for admission may be considered unless it has Decision been registered with the Academic Registrar as an application

for admission.

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1.2 No application for status may be considered unless it has been transmitted by the Academic Registrar.

1.3 Decisions in respect of selection or status will be conveyed to the applicants by the Academic Registrar.

2. Equivalents

3. Special Entry

Where the word "equivalent" appears in a course regulation in relation to admission and candidature, it shall be taken to mean "a qualification which has been awarded for studies judged to be equivalent to the course leading to the award(s) specified in the regulation", and the equivalence is to be judged in the light of the following criteria: — the general academic practices and standards of the

institution(s) at which the studies were undertaken; — the objectives of the studies and the methods adopted to

achieve those objectives; — the standards for admission to those studies; — the duration of the studies having regard to the standard of

entry and the objectives; — the breadth, depth and balance in the studies and the amount

of intellectual effort required; • — the methods of assessment of student achievement; — in the case of studies for overseas qualifications, any

assessment by the Committee on Overseas Professional Qualifications.

3.1 Special entry is intended for those applicants who do not meet normal entry conditions specified in the appropriate course regulation but who, through different backgrounds and experiences, have reached what can be regarded as a

- comparable level of preparation to undertake the course.

3.2 In establishing whether an applicant has reached a comparable level of preparation, selection and status, sub-committees may consider: 3.21 qualifications held by the applicant; 3.22 the level and scope of the applicant's established

competence and experience in the field of specialisation; 3.23 the applicant's assessed performance in teaching; 3.24 in relation to involvement in the field of a post-initial

graduate diploma, the level and scope and probable future of the applicant's involvement.

3.3 Identifiable special strengths will be required in order to compensate for any deficiency in normal entry requirements.

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3.4 In assessing the matters specified in 3.2, sub-committees will -3.41 where necessary, interview the applicant before making

a recommendation; 3.42 take into account in any case where an applicant is s

currently employed as a teacher, any view expressed by that applicant's present employer as to the applicant's suitability for training;

3.43 consult appropriate experts currently engaged in industry or commerce when assessing competence or experience in a field outside of teaching;

3.44 have regard to the requirements of statutory bodies in Victoria with authority over the employment or registration of teachers.

4. Admission of 4.1 In selecting applicants for admission to graduate diplomas, Certain sub-committees will observe any requirements of the Victorian Categories of Post Secondary Education Commission in respect of the Applicants proportion of applicants admissable in each of the following

categories: (a) holders of degrees or UG2 diplomas; (b) holders of the equivalent to (a); (c) special entry.

4.2 Without prejudice to section 2 above: for the time being a teacher in the Technical Schools Division who has by examination achieved fully qualified status in terms of the regulations of the Teachers Tribunal and who applies for admission to a post-initial diploma course may be considered for admission under category (b) of Sub-section 4.1.

5. Status 5.1 Any granting of credit for studies completed elsewhere must conform with the current requirements of the accrediting authority.

5.2 In Graduate Diploma courses, candidates who have already completed studies elsewhere that are compatible with the description of the course in the accredited submission (or such amendment thereto as Faculty may have authorised) will in general be required to undertake alternative studies rather than be granted status; but in any case status on account of studies completed elsewhere may not exceed one-third of the requirements of the course.

5.3 Candidates may be awarded status under special rules approved by the Admissions Committee of the Faculty, or with its approval in individual cases not covered by the rules.

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ADDITIONAL RULES FOR SELECTION AND STATUS FOR THE DIPLOMA OF TECHNICAL TEACHING (To be read in conjunction with the General Rules for Selection and Status.)

A. Selection 1. In calculating periods of approved vocational study and occupational experience for the purposes of the course regulation -

1.1 An applicant considered under sub-clause 3(a)(i) of the Course Regulation will be expected to have had at least eight years after entering upon an apprenticeship or its equivalent;

1.2 For an applicant considered under sub-clause 3(a)(ii) of the Course Regulation, the eight years or more will be expected to include at least six years after starting the course for the Certificate of Technology or equivalent;

1.3 An applicant considered under sub-clause 3(b) of the Course Regulation will be expected to have had, in addition to the UG3 associate diploma, the equivalent of at least two years of full-time approved occupational experience after starting the course for the associate diploma, provided that an applicant holding the Trained Technical Teachers Certificate or an approved equivalent issued on the basis of the completion of an approved UG3 associate diploma, a one-year course of teacher training, and one year of approved occupational experience may be admitted to candidature if that applicant has attained by examination the status of "fully qualified for promotion to all classes" as defined by the Victorian Teachers Tribunal or has completed an approved equivalent program of studies.

2. Requirements for admission to various fields of specialisation -

2.1 Applicants may be selected for training in particular fields of specialisation in accordance with the following guide-lines. For each sub-clause named in 2.2 below, those who meet the requirements of the sub-clause may be taken to include those who are deemed to hold an equivalent qualification or to merit special entry in relation to the specified criteria.

33


2.2 Those who meet the may be selected requirements in the

for training as - Course Regulation of -

B. Status

teachers of trade subjects

teachers of trade or post-school technician subjects teachers of home economics, fashion/needlecraft, private secretarial practice, post-school subjects

2.3 Where it is proposed to select an applicant for a field of specialisation otherwise than in accordance with the above guidelines the case will normally be referred to the Admissions Committee of Faculty.

3. Without prejudice to Clause 2 of the General Rules, an applicant, in a field which has not until recently been proclaimed as a trade who has had at least 10 years of approved vocational experience may be considered for admission under sub-clause 3(c) of the Course Regulation.

4. Except with the approval of the Admissions Committee of Faculty, no more than 10 per cent of the candidates for the Diploma shall have been admitted by special entry.

1. No candidate may be awarded more than 107 credit points under Clause 7 of the Course Regulation.

2. The number of credit points that may be awarded for previously completed studies shall be determined by matching specific studies with the schedule of requirements and the description of the course contained in the accredited submission (or such amendment as Faculty may have authorised) but in any case - 2.1 Except with the approval of the Admissions Committee of

Faculty, no more than 25 credit points may be awarded for studies completed elsewhere in place of studies otherwise included in the Core program;

2.2 Within the classification Specialist Studies, no more than 40 credit points may be awarded for studies completed elsewhere.

3. Notwithstanding anything to the contrary in paragraph B2 of these rules, until 31 March 1983 the following special conditions shall apply to candidates who had completed the two-year course before 30 June 1979 or were at the time enrolled to complete a subject or subjects outstanding from

Sub-clause 3(a)(i)

Sub-clause 3(a)(ii)

Sub-clause 3(b)

34

1. Limitation


the two-year course, and to such other candidates as may have been declared by the Admissions Committee of the Faculty to be eligible because of exceptional circumstances.

3.1 A teacher who has attained, by qualification, the status of "fully qualified for promotion to all classes" as defined by the Victorian Teachers Tribunal, and who has completed a course of initial teacher preparation at the Technical Teachers College or the State College of Victoria at Hawthorn, may be granted credit of 99 points towards the Diploma;

3.2 A teacher who has attained, by qualification, the status of "fully qualified for promotion to all classes" as defined by the Victorian Teachers Tribunal, and who had completed a course of initial teacher preparation at the Technical Teachers College or the State College of Victoria at Hawthorn and who: (i) has qualified for an approved Certificate of

Technology awarded by an approved institution; or

(ii) has qualified for an approved UG3 associate diploma; or

(iii) has a qualification deemed by the Faculty to be at least equivalent to either (i) or (ii) above;

may be granted credit of 107 points towards the Diploma.

3.3 In the case of a teacher who has been granted credit as in 3.1 or 3.2 and who completed his or her course of initial teacher preparation at the Technical Teachers College under the schedules in force before 1966, the program of further studies approved for completing the requirements for the Diploma shall ordinarily include appropriate further professional and/or general studies.

EXAMINATION AND PROGRESS OF CANDIDATES GENERAL RULES The examinations and requirements referred to in these rules are those for studies conducted by this Institute or under its authority; where a candidate has obtained approval to count studies elsewhere towards an award of this Institute, the examinations in those studies are conducted under the rules of the relevant institution.

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2. Nature of Examinations

3. Attendance

4. Absence from Examination


The examination in the course or any part thereof shall comprise such prescribed occasional, periodic or final written, oral, practical or other requirements as are to be assessed in order to determine whether a candidate has attained a satisfactory (or where relevant a superior) standard.

Attendance at scheduled sessions may be prescribed as a course requirement and may be made a condition for admission to examination.

The Institute is aware that, from time to time, a student may wish to miss scheduled Institute sessions in order to attend a special school activity, such as a camp, excursion, or conference. On such occasions, the approval of the Institute must be sought using the appropriate form. This form, which is available from the appropriate Course Co-ordinator, must be lodged with him at least one week prior to the intended absence(s).

Details of the relevant requirements will be made available for the information of candidates before the commencement of any part of the course or as soon as practicable thereafter.

5.1 For each of the prescribed requirements comprising an examination a due date shall be set for its completion and a time and place may be set for its submission.

5.2 If sought within time, an extension of the due date may be granted for sufficient reasons by an appropriate authorised officer of the Institute, but no claim of such an extension will be admitted in any appeal unless the extension has been granted in writing signed by the appropriate officer.

5.3 Except with the consent of the Course Co-ordinator, no extension granted under 5.2 may be to a date later than one week prior to the final date set for the Course Co-ordinator to return results of candidates enrolled for studies in that course in the relevant academic period (such as a year, or semester, or term).

6.1 A candidate who has not obtained an extension under 5.2 and who is prevented by urgent personal or medical circum-stances from completing all or part of an examination on or before the due date may, as soon as practicable, report those circumstances in writing to the Academic Registrar, together with appropriate documentary evidence, and may request that they be taken into account in determining results or reviewing progress.

5. Notice of Requirements

6. Due Dates, Extensions, etc.

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7. Supplementary Examinations

8. Categories of Results, etc.

9. Credit for Previous Studies and Studies Undertaken Elsewhere


6.2 After considering circumstances reported pursuant to 6.1, the course committee may permit the candidate to complete the examination in whatever way it sees fit, or award a result on the basis of the candidate's previously submitted work.

Supplementary requirements may be set in any case where the specified examination leaves the examiners in doubt as to the merit of a candidate, and shall for that candidate form part of the relevant examination.

The results of candidates will be recorded by the Academic Registrar in one of the following forms with the meanings and subject to the conditions specified: D = Distinction Used only where this result is provided for in C = Credit the conditions prescribed for the course.

P = Pass N = Fail W = Withdrew Used only in accordance with Rule 12. RP = Result This is a temporary result only and must be

Pending converted to P or N (or where relevant C or D) within a specified time.

CG = Credit granted, by the course committee, for previous studies or studies undertaken elsewhere.

All candidates will be provided with a transcript of their results as soon as practicable after the end of the appropriate academic period.

10.1 Candidates shall be entitled to a report from the Academic Registrar on their examination and/or attendance in any subject or program in which they have been awarded an N result, and shall have the right of appeal against that result provided that written notice, including a statement of the grounds of the appeal, is lodged with the Academic Registrar within fourteen days of the mailing of the result to the candidate's address as shown in official Institute records.

10.2 The course committee will determine any such appeal and may invite the appellant to appear.

11.1 Candidates may apply for credit for studies which they had completed before being admitted to candidature and which may be deemed to fulfil a requirement of the course.

11.2 Where such studies had been commenced but not completed before the candidate's admission, credit may be

10. Publication of Results

11. Reports and Appeals

37

12. Withdrawal


allowed upon their successful completion provided that the circumstances were reported to the Academic Registrar at the time of the candidate's admission.

11.3 Except as provided in 11.1 and 11.2 no credit will be allowed for studies completed elsewhere unless the approval of the course committee was obtained before the studies were commenced.

11.4 All applications for credit for previous studies or studies undertaken elsewhere must be made in writing through the Academic Registrar and must include relevant documentary evidence, and will be determined in accordance with the Rules for Selection and Status.

12.1 A candidate may withdraw from a course or from any part thereof provided that written notice of withdrawal is given to the Academic Registrar no later than six weeks before the end of the then current term or semester, or by such later date as the Academic Registrar may in particular cases permit.

12.2 A candidate who wishes to intermit studies must make written application to the Academic Registrar at least one calendar month before the intended period of intermission, and must obtain permission in writing before the commencement of the intermission; provided that in extraordinary circumstances beyond the candidate's control the academic registrar may waive the period of notice and the requirement that permission be obtained in advance.

12.3 Candidates who have enrolled for a subject or program, but have not completed the relevant examination by the final due date for that examination and who have neither obtained an extension under 5.2 nor notified their withdrawal as provided in 12.1 or been permitted to intermit as in 12.2 may be awarded an N result in that subject or program and may be dealt with under the rules for unsatisfactory progress.

12.4 A candidate who does not re-enrol to resume studies directly after a permitted intermission may be deemed to have withdrawn without notice and may be excluded from the course.

12.5 A candidate who for sufficient reason (such as having to move interestate) is unable to complete a course by under-taking studies conducted by or under the authority of this Institute may seek approval under Rule 11 to complete by undertaking studies elsewhere. Normally, any such approval will be limited to one-third of the requirements of the course;

38


and candidates who have a greater portion of the course to complete will be expected to enrol with another institution and there seek credit for studies they have completed at Hawthorn. This clause shall not constrain the approval of programs for the Complementary Component of the Diploma of Technical Teaching.

13. Unsatisfactory 13.1 The case of a candidate whose progress gives cause for Progress

concern may be reported by the Course Co-ordinator to the course committee, which may require candidates to show cause why they should not be excluded from the course.

13.2 Where the course committee deems that a candidate has made unsatisfactory progress, it may recommend that the candidate be suspended or excluded from the course or may prescribe such further requirements as in its opinion are necessary in order for the candidate to qualify for the award.

13.3 A candidate who receives an RP ("Result Pending") or an N ("Fail") result will in respect of those results be dealt with according to the following rules: 13.31 With the consent of the course committee an N result

may be made good; but the candidate will be required to (a) re-enrol for the relevant part or parts of the course,

and (b) complete such requirements as may be prescribed

by the course committee, provided that a full-time candidate who at the end of a year of an initial training course has not passed in more than two subjects (or an equivalent proportion of an integrated program) may be excluded from the course or may be required to complete that whole year of the course.

13.32 A candidate who is awarded an RP result will be required to complete within a specified time the requirements of the prescribed examination or such supplementary examination as may have been prescribed.

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INITIAL COURSES

DIPLOMA OF TECHNICAL TEACHING The course for the Diploma of Technical Teaching, a diploma registered by the Australian Council on Awards in Advanced Education in Category UG2, comprises two parts: 1. A Core Program consisting mainly of professional studies; 2. A Complementary Component consisting entirely or

predominantly of specialist studies.

The Core Program is undertaken by all candidates by a series of studies in a variety of modes over two years at Hawthorn Institute of Education or undertaken by a staged program provided at times and locations which are negotiated with client groups. On the successful completion of the core programs, candidates will receive the Certificate of Technical Teaching.

The Complementary Component, which constitutes the third year of the course, may have been wholly or partly completed before commencing the Core Program, or may be undertaken or completed at the conclusion of the Core Program. This flexible arrangement is designed to cater for the diverse backgrounds of non-graduate entrants to technical teaching. It is intended that those entrants who lack the Complementary Component require-ments will normally complete those requirements by part-time study following the Core Program. It is also intended that those requirements will ensure that course graduates will have acquired expert knowledge and skills in their specialised field to a level substantially beyond that at which they will be required to teach. The requirements may also accommodate studies which will contribute to the further development of candidates as educators and as educated persons.

The Institute will determine what credit may be granted for previous studies, and will advise on, approve and supervise individual programs of further study. It will also provide some studies which will be suitable for inclusion in particular programs.

A points system operates in the course for the diploma as follows:

43

DIPLOMA OF TECHNICAL TEACHING

Core Program Complementary Component

75 points 40 points

Course Aims

Diploma of Technical Teaching 115 points

The overall aim of the course is to meet the developmental needs of trainee-teachers in respect of their capacities to:

• demonstrate the essential knowledge, skills and attitudes to enable them to design and implement effective learning experiences for their students;

• fulfil a professional role as members of an educational organization;

• maintain a program of self-development which will extend competence in educational, specialist and personal areas relevant to their roles as teachers.

The fulfilment of this general aim will require that on completion of the course for the Diploma of Technical Teaching, each trainee will be able to demonstrate an ability to:

• plan, prepare and implement effective learning experiences for both adult and adolescent learners;

• manage the learning environment, including the use of a variety of methods, materials and resources to promote effective students' learning in a safe and appropriate setting;

• evaluate student learning and the effectiveness of the learning program;

• develop the relevant areas of the curriculum in relation to the overall aims of their school, college or training organization;

• advise students concerning learning progress, personal and career matters and identify appropriate referral resources;

• develop and maintain professional relationships with colleagues, including teaching, administrative and support staff;

• develop and maintain professional relationships with individuals and bodies external to their own educational organization;

• maintain a personal development program which extends teaching competence, enhances technical competence and develops personal, social and professional skills.

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CORE PROGRAMS SUBJECT-BASED MODE (See page 47 for subject. details )

Hours Per week Year 1 Year 2

Principles and Methods of Teaching 1 4

Principles and Methods of teaching 2 — 3

Syllabus Studies 4

Educational Psychology — 2

Education and Society — 2

Communication Studies 2 —

General Studies — 4

Teaching Experience

Total Credit: 75 Points

INTEGRATED MODES The Core Program may be studied through a variety of integrated combinations of the prescribed course material. Various types of programs have been developed and further developments will occur during 1983.

The following is an example of a program in the integrated mode which has been developed for students who teach in middle level or equivalent TAFE courses.

INTEGRATED PROGRAM FOR MIDDLE LEVEL TEACHERS The program has some elements in common with that undertaken by middle level students who are candidates for the Graduate Diploma in Education. This commonality is due to the similar developmental needs of both student groups and the base of teaching experiences they received.

The program has some planned, organised elements, together with some opportunities for self-directed learning for the student. The self-directed learning occurs for individuals in Syllabus Studies and/or in Individualised Projects. Group self-directed learning occurs through Home Groups.

45


The structure of the course over the two years is:

Hours per week Year 1

Semester 1

Principles and Methods of Teaching 5

Educational Psychology or Communication Studies 2

Syllabus Studies 2

Home Group 2 11

Semester 2

Syllabus Studies 2

Electives related to Principles and Methods of Teaching and Educational Psychology/ Communication Studies 4

Home Group 5 11

Year 2

Semester 1

Communication Studies or Educational Psychology 2

Education and Society 2

Syllabus Studies 2

General Studies 4

10

Semester 2

General Studies

Syllabus Studies 2

Individualised project and/or electives from any course area. 4

10

Total Credit: 75 points

Teaching Experience takes place during the two years as for other Diploma of Technical Teaching core students.

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STAGED PROGRAM MODE Introduction to Teaching & Training

Stage 1

Stage 2

Stage 3A

Stage 3B

Stage 4A

Stage 4B

Practicum 1

Practicum 2

Practicum 3

2 points

13 points

13 points

8 points

8 points

8 points

8 points

4 points

4 points

7 points

Total Credit: 75 points

Stages 1 and 2 are concerned with basic teaching and training skills. A Vocational Training Certificate may be issued on completion of these two stages and the Practicum 1 and 2.

Stages 3A and B are designed to deal with more advanced teaching and training skills. The completion of these stages would be acknowledged by a statement from the Institute.

Stages 4A and B are designed to introduce professional and general studies which develop the participant's understanding of the wider context of technical and further education as a backdrop to vocational training in Australia, and to provide opportunity for personal development relevant to the training task. Completion of these stages and Practicum 3 would be recognized by the issue of the Certificate of Technical Teaching.

SUBJECT-BASED MODE—SUBJECT DETAILS

Principles and Methods of Teaching These studies emphasise the development of classroom competencies within and across each of the major curriculum areas relevant to secondary technical schools and/or TAFE colleges, and the development of skills in curriculum design, implementation and evaluation. They are complementary to practical experience in the classroom and student teachers taking them must normally be enrolled concurrently for Teaching Experience.

Major Curriculum Areas Building and Furniture Studies Design Education Studies

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Time Allotment

Engineering Studies Graphic Communication Studies Service and Manufacturing Studies Plumbing and Sheetmetal Studies Principles of Teaching Secretarial Studies Speech and Drama

Four hours per week in the first year and three hours per week in the second year. Programs in this subject are planned and implemented by teams of lecturers combining expertise for teaching in specific areas and for general curriculum design, implementation and evaluation. Specialised audio-visual training is available on an open access basis in the Institute's media centre. For students whose specific curriculum area is taught at both secondary and TAFE levels (e.g. Forms 1-5 and apprenticeship), studies may concentrate on the secondary level in the first year and on the TAFE level in the second year. Where the area is taught only at TAFE levels, first year studies may concentrate on the earlier years/modules of the TAFE course.

Syllabus Studies Students are required to undertake these studies for a total equivalent of four hours per week for one year. Normally they are concentrated in the first year of the course. Individual student requirements are prescribed by each Principles and Methods of Teaching team according to the student's background and the needs of the specific teaching area for which he/she is preparing.

Syllabus studies are an extension of Principles and Methods of Teaching studies and are co-ordinated with them. To help students to understand how basic principles, procedures and techniques of teaching may be applied in particular areas of their teaching curricula; where necessary, to refresh, adapt and extend their knowledge and skills in those areas; and in association with their school experience to develop competence in teaching those areas.

Media Education The contribution of a wide range of educational media to the teaching process is an integral part of all specialist areas. Arrangements for training in the operation and use of equipment within the Institute are made through the Lecturer-in-charge, Media Access Workshop in the Resource Centre. (Refer SPUR Section.)

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Educational Psychology There is no formal course in Educational Psychology in the first year of the course. Contact with Educational Psychology lecturers in the first year is on an informal basis and may involve their working with groups of students on a consultancy basis within the framework of Principles and Methods of Teaching.

During the second year, Educational Psychology is allotted two hours per week throughout the year. This is organised as for Educational Psychology (Graduate Diploma in Education), and consists of a Common Introductory Unit given to method groups in Term One, followed by a choice of optional units to mixed method groups in Term Two, and again a further range of options in Term Three. The formal course is thus composed of three parts: Common Introductory unit in Term One, first Option in Term Two, and second Option in Term Three. The aims of the course and the details of the Units are as stated in the Graduate Diploma in Education. Students may be advised that in certain cases, particular options are especially appropriate to their teaching areas.

Education and Society This subject aims to give students an overview of the development and administration of education in Victoria, some familiarity with various levels and types of educational provision, and an under-standing of some contemporary issues in technical and further education. It is designed to help them to sharpen and broaden their insight into the role of teachers and educational institutions, so that they may see their own work in a wider context and clearer perspective. It also aims to provide them with develop-mental experience in observing educational practice, identifying important questions, investigating problems, forming carefully-founded opinions, and reporting their thinking.

The time allptment is two hours per week arranged in two three-hour sessions every three weeks. A number of sessions is devoted to excursions.

Communication Studies English (First Year) This area aims to help students to understand the communication process, to improve the communication skills they employ in their various roles as teacher, student and staff colleague; and to extend their appreciation of the language arts.

Speech Communication The basic course in Speech Communication (Year 1) is designed to provide an overview and an analysis of the various aspects that comprise human communication.

49


The aims of the course are: • to develop ân understanding of the communication process, its

relation to teaching-learning processes and its centrality to human behaviour in classrooms, groups, schools and society;

• to develop the effective use of communication skills, verbal and nonverbal;

Class contact — one hour per week during the first year.

Written Communication • For those trainees with writing problems, to improve their written

communication to the level required by the Institute course and the writing tasks of teaching.

• For all trainees, including those who have mastered the forms of academic writing, to use language to process and comprehend the complexities encountered in the teaching experience, and to master the special language modes of schools and teaching.

• To appreciate that language serves a more fundamental purpose than communication; that it is an instrument of thought, giving access to ideas and feelings which could not have been reached in any other way.

• To appreciate, as a result, the role that language can play in their own students' learning.

Class contact — one hour per week throughout the first year.

General Studies (Second Year) In the second year of the course a General Studies area is offered.

This general studies area comprises studies that will continue the personal growth of individuals and enhance their understanding of aspects of the society and culture within which they will operate as teachers. They are grouped under two headings. Humanities and Social Sciences, and Science and Technology.

Humanities and Social Sciences It is expected that 2 major courses will be offered. The choice will be one of the following: Australia and the World — Current Issues. Society and the Individual Through Literature.

Science and Technology An elective program will be offered with selections from: The Language and Use of Number.

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Understanding Science. Language and Technology.

Humanities and Social Sciences Australia and the World — Current Issues

This subject is designed to foster an intelligent interest in topics within the broad field of the social sciences and humanities; to help students to acquire confidence in investigating such topics and arriving at informed opinions about them; to encourage effective presentation of information and argument about such topics; and open and reasoned discussion of them; and also to extend students' general knowledge and their understanding of selected topics.

Class contact — two hours per week throughout the second year.

Society and the Individual through Literature

This subject is designed to help students gain some insight into the way in which our individual lives are commented upon, our range of sympathies is widened, and our general human experience is enlarged through the understanding and enjoyment of literature and drama.

To arouse and develop an interest in human affairs and humane values, especially through the consideration of themes immediately relevant to living and teaching in our own society.

Class contact — two hours per week during the second year.

Science and Technology The Language and Use of Number

This subject aims to help the students to understand the fundamentals of number and the number laws; to enhance thereby their understanding of, and ability in, the use of mathematics as a language and tool in technology; and to develop an appreciation of the social impact of number and modern aids to computation.

Understanding Science

This subject aims to provide for students, as intelligent laymen, sufficient knowledge and experience of selected topics to enable them to — appreciate the contribution of science to the development of technology, and the effects of science on society; distinguish more readily between evidence and opinion in scientific matters;

51


understand the relationships between facts and scientific theories; and recognise the human origins of science and the suitability of scientific ideas as evidence accumulates.

Language and Technology

This unit is designed for students interested in the development of literacy skills in technical subjects. It aims to develop critical approaches to existing instructional materials on the basis of their suitability for differing language levels. It also aims to develop the skills necessary for the preparation of teaching materials in the area of technology.

Class contact — two hours per week for the period of 15 weeks.

Teaching Experience The Diploma of Technical Teaching for both the subject based and the integrated modes is an intern program whereby all students are required to be teaching for at least three days per week for the length of the course in technical schools, TAFE colleges or other educational settings.

After an orientation period at the Institute, and in the teaching situation, students undertake a concentrated Learning to Teach program whereby the skills of planning, implementing and evaluating teaching and learning are mastered. For each student a detailed contract of requirements is prepared in consultation between the student, the Institute and the institution in which the student is teaching. An Institute mentor and field supervisor assist the student to achieve the detailed requirements of the contract.

This Learning to Teach program is part of the total "practicum", i.e. that part of the course whereby the student, in a teaching context, is able to explore the wider aspects of the teaching situation and put into practice the knowledge and skills acquired in the total Institute program.

Full details of the teaching experience program are contained in the booklet, Teaching Experience 1983, which is issued to all students at the commencement of the course.

COMPLEMENTARY COMPONENT The major aim of the Complementary Component is to ensure that graduates will have acquired knowledge and skills in a specialised field to a level substantially beyond that at which they will be required to teach. While the major thrust will be specialist studies some areas of professional and general studies may be studied.

52

T. 16 Project

Proj. Meth.


Course Structure The 40 points required for the Complementary Component may be obtained by a flexible program of studies.

These studies may be taken: 1. after completion of the core

2. before completion of the core 3. partly before and partly after completion of the core.

The following combinations illustrate the normal types of study program for the Complementary Component:

Type I

Elements A and D Type II

Elements A and E Type Ill

Elements A and F Type IV

Elements B and D Type V

Elements B and E Type VI

Elements B and F Type VII

Elements C and E

These combinations are illustrated below.

A. Middle Level 24 or UG Level program incl.

major sequence

24

Technician's Certificate

C. 24

Specialist Studies Program

D. 16 Additional Middle Level or UG Level

program

E. 16 General and/or

Professional Studies

INSTITUTE PROGRAMS AND UNITS The Institute has developed a range of programs and units in the professional/specialist fields. Listed below are the programs and units to be offered for student selection in 1983. However, the programs and units actually conducted will depend on student choice and staff availability.

53


Programs P.2.1 Design Education (Secondary) This program is designed for teachers of woodwork, sheetmetal, electrical/electronic workshop practices, mechanical appreciation and related subjects. It consists of studies of design and the design process; studies of problem-solving as a teaching and learning model; and directed study which focuses on the implementation of problem-solving techniques. (16 points)

P.2.2 Design Education (TAFE) This program has been designed for teachers of apprentices or certificate students in the areas of building studies, furniture construction, engineering studies, sheetmetal, clothing and textiles, printing, painting and decorating, signwriting and jewellery. The program covers substantially the same material as does program 2.1 but has been adapted to the needs of the participants listed above. (12 points)

P.2.3 Design Education (TAFE: Personal Trades) This program is designed for TAFE teachers in the personal trades. It is divided into five sections:

Elements and Principles of Design Color Light Graphics Curriculum

The aim is to develop the participants' knowledge and skills in the above areas as applied to their fields of specialization.

(9 points)

P.3 Outdoor Education This program is designed to introduce teachers to both the theory and practice of outdoor education. In particular, it focuses on the place of outdoor education in the total school curriculum and on the appropriate knowledge and skills to engage in this activity.

(9 points)

P.4 Graphic Communication This program provides a course of study which will satisfy some of the immediate needs of teachers of Graphic Communication in regard to their classroom teaching and course development. It contains a combination of professional and specialist studies.

(16 points)

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P.5.1 Sport in the School Curriculum The program examines the teaching of sport at all levels, from the non-skilled performer through to the gifted athlete. There is a core area relating to skill acquisition, organization of sport, access to information, psychology of sport and the sociology of sport. The content is aimed at the teacher of sport in the secondary-technical school or in a parallel situation outside of the school curriculum. Candidates can also use the specialist expertise within their own area to present, conduct and teach activities to the group.

(9 points)

P.5.2 Advanced Sport in the School Curriculum This program has been designed as an extension of the program "Sport in the School Curriculum". The program caters for teachers of sport/recreation who require a more specialist expertise in certain areas of their school program. Students elect units as a form of packages of points, the minimum being two points and the maximum seven points. (Variable points)

P.6 Technology and Technical Education: Current Developments This program is divided into three sections:

1. This section introduces teachers to the concept of change in society, technology and industry through an examination of case studies of changes in technical education.

2. In this section participants may undertake different units which combine both specialist and professional elements, i.e. these units will impart skills and knowledge in a particular specialist area as well as appropriate methods of teaching these within the various specialist areas. Units offered for study within Section 2 are: P.6.1 An Introduction to the Computer for Teachers of Trade

Subjects P.6.2 Theory and Practice of Portable Power Tools P.6.3 Automotive Electronics P.6.4 New Products Review P.6.5 Introduction to Numerical Control P.6.6 The Safe Usage and Maintenance of Woodworking

Machinery P.6.7 Electronics for Electrical/Electronic Practices Teachers P.6.8 Woodturning

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3. This section of the program consists of: (i) an examination of the units undertaken as examples of

change and innovation within technical education; (ii) an examination of procedures for implementation of

innovation within classrooms, schools, and the technical education system. (Variable points)

In 1983, the first and third sections will be incorporated into each unit in order to conduct studies in each of these specialised fields as an integrated program.

P.7 Education Technology This program is designed to integrate the theory and practice of educational technology so that participants can develop an under-standing of how to produce media, when to use it and for what purpose. The program covers the following areas: the historical development and major theoretical bases of educational technology; its relationship to curriculum development, the systematic approach to instructional design, mastery learning; a theoretical and practical study of basic photography and television in education; the selection, evaluation and utilisation of resource materials; graphics and design and production of media.

(16 points)

P.8.1 Curriculum Development (TAFE): Implementation and Evaluation This program is designed to enable teachers and administrators within the TAFE area of apprentice training to develop the skills to design and implement a coherent and systematic approach to curriculum development. (9 points)

P.8.2 Curriculum Investigation and Evaluation This program is designed to enable teachers to further develop their skills in the evaluation of subject curriculum units and programs. The program focuses on the participants' actual situation and encourages the application of various techniques in order to gather relevant information concerning an aspect of the subject curriculum. Applied projects are an integral part of the course and are designed to enable an evaluation to be designed and implemented. The final assignment, a report on the evaluation undertaken, will utilize the data gathered in the applied projects.

(9 points)

P.9 Specialist Studies Program This program is designed for any candidate requiring points in the

56


specialist study field. It has been developed to provide participants with a variety of studies that will be relevant to both their technical and teaching needs and to enable them to learn the skills associated with: (i) the latest theory and practice of their base and extended

trade/technical background; (ii) exploring and utilising resources; (iii) widening their industrial experience and investigating the

teaching strategies which relate to them.

It designs with the participants a framework to illustrate and emphasize the need for developing and updating their technical and teaching expertise and to provide them with self-directing learning approaches to enable them to achieve these needs.

The program consists of a compulsory, 30 hour preparatory section and a series of 20 hour modules. The purpose of the preparatory section is to provide the participant with the skills required to design and undertake the field experience segment and its accompanying report.

Each module has a 12 hour technical component and a related 8 hour field experience component which is followed up with a written report that inter-relates the two segments and outlines the educational and teaching implications, together with an evaluation of the content and processes involved.

The progress of each participant will be monitored and assessed by an Institute supervisor. The technical segment can be under-taken at the Institute or at other locations providing approval has been given by the appointed supervisor.

(Variable points - maximum 24)

P.11 Know Your Organization: A Guide to Action This program is designed for teachers who are responsible for tasks and projects in addition to teaching; who wish to develop further understanding of the dynamics of organizations; and who wish to increase their personal skills for operating in their organizations.

The program will provide insights into the structures and processes of participants' educational organizations: TAFE colleges, technical schools or training organizations. The processes to be studied will include decision-making, delegation and communication. Emphasis will be placed on the development of skills for handling such practical problems as conflict, stress and time management. (9 points)

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Units


Strand 1: Teaching, Learning and the Curriculum 1.3 Specific Learning Disabilities 1.4 Remediation of Learning Disabilities 1.7 Student-centred Mastery Learning 1.8 Teacher Effectiveness Training 1.11 Teaching Mathematics in Trade Courses 1.12 Safety in the Workshop 1.13 Basic Surveying for Secondary Technical and TAFE Teachers

Strand 2: Communication in Education 2.1 Visual Communication — 1A 2.2 Visual Communication — 1B 2.3 Visual Communication — 1C 2.7 English for Specific Purposes 2.10 Applied Communication Skills

Strand 4: Education and Society 4.1 Technical Education in Contemporary Society 4.3 Education, Unemployment and the Schools 4.5 Technological Development and the TAFE Teacher 4.6 The TAFE Teacher in Special Education 4.7 Technical Education in South-East Asia

Strand 5: Project and Project Methodology 5.1 Project Methodology 5.2 Project

(Further details of these studies may be found in the Institute Programs and Units Booklet 1983.)

Assessment General Approach

For elements taught by the Institute, assessment will generally be based on participation in the course and on the quality of assigned written or practical tasks. Assessment in each element (subject or unit) is cumulative; final examinations are not ordinarily used. To be assessed on the basis of the normal requirements for a subject or unit, a candidate must have attended at least 80 per cent of the scheduled sessions in that subject or unit, or have completed prescribed additional work to compensate for a shortfall in attendance; but a candidate who has missed half of the scheduled sessions will be required to repeat the subject or unit.

58


Where a candidate's program of study for the Complementary component includes an approved investigation and report, the assessment of that element will be based on the quality of the report and on any additional requirements (such as a test, or oral, examination) that may be prescribed in addition to the report. Where a program of study for the Complementary component includes credits for studies examined by another institution the conditions of assessment will be those of the relevant examining institution.

For elements examined by the Institute, results will be awarded in two grades only, Pass and Fail. "Result Pending" may be used in special circumstances but is a temporary result only and must be converted to Pass or Fail in a specified time.

Responsibility

Overall responsibility for assessment will rest with the Course Committee, which will be responsible for general policy on assessment and credits within the Diploma, for approving arrange-ments proposed by Subject and Course Co-ordinators for the assessment of Institute-taught elements, for appointing examiners for approved investigations, and for recommending successful candidates for the award of the Diploma.

Course Co-ordinator Mr. Malcolm G. Wraight, Room W117, telephone extension 232.

REGULATION 1. In this regulation unless inconsistent with the context or

subject matter

1.1 "Council" refers to the Council of the Hawthorn Institute of Education;

1.2 "Faculty" refers to the Faculty of Teacher Education of the Hawthorn Institute of Education;

1.3 "approved" or "prescribed" means approved or prescribed by the Faculty;

1.4 "UG3 associate diploma" means an award registered in category UG3 in the register of the Australian Council on Awards in Advanced Education;

1.5 "the Diploma" means the Diploma of Technical Teaching awarded under this regulation.

2. There shall be a Diploma of Technical Teaching which shall be awarded in one grade only.

3. An applicant may be admitted to candidature who

59


(a) has had at least eight years of approved vocational study and occupation experience, and has qualified for (i) a Certificate of Proficiency of the Victorian Industrial

Training Commission, or equivalent; or (ii) a Certificate of Technology, or equivalent, awarded by

an approved institution; or

(b) has qualified for a UG3 associate diploma, and has had not less than two years of approved occupational experience; or

(c) has such other vocational qualifications and industrial experience as may be deemed by the Faculty to be at least equivalent to either (a) or (b) above;

provided that an applicant otherwise ineligible for admission under this clause may be admitted if deemed by the Faculty to be an applicant especially suited for admission by virtue of his or her qualifications, experience and suitability for technical teaching.

4. The course for the Diploma (a) shall comprise

(i) a prescribed Core Program of studies which shall (except to the extent that a candidate may be exempted from this requirement) be undertaken by all candidates directly after their admission; and

(ii) a Complementary Component of approved studies:

and (b) shall be subject to such conditions as may be determined

from time to time by the Faculty and published in the Institute Handbook or in a supplement or supplements thereto.

5. Candidates shall be awarded credit points for the successful completion of prescribed or approved studies towards the Diploma: 5.1 Credit points shall be classified as being awarded for

Professional studies, or General studies, or Specialist studies.

5.2 The number and classification of credit points that may be awarded for particular studies shall be as determined from time to time by the Faculty except that if in the opinion of the Faculty two or more particular studies are substantially the same, credit points may be awarded for one of them only.

60


5.3 Prior approval must be obtained for any proposed studies to be undertaken subsequent to admission to the course for the purpose of providing credit points towards the Complementary Component.

6. To qualify for the Diploma a candidate shall

(a) to the satisfaction of the Faculty participate in prescribed classes and other activities;

and

(b) attain a standard satisfactory to the Faculty in prescribed practical, written and other work;

and

(c) obtain a total of 115 credit points, comprising 75 credit points for the Core Program and 40 credit points for the Complementary Component, and including (unless the Faculty in particular cases determines otherwise)

(i) at least 51 credit points for Professional studies;

(u) at least 18 credit points for General studies;

(iii) at least 30 credit points for Specialist studies.

7. Candidates upon admission may apply with documentary evidence for the award of credit points for previously completed studies.

8. Complementary Component:

8.1 If after the determination of his or her status upon admission a candidate would be required to undertake studies other than those of the Core Program in order to satisfy the requirements of clause 6(c) the candidate shall when requested submit a proposed program of studies which may for that candidate be approved as comprising or completing the Complementary Component.

8 2 A proposed program of studies for the Complementary Component may include studies to be undertaken in other institutions, but in respect of such studies the approval of the program by the Faculty implies only that the candidate would be eligible for the award of the determined number and classification of credit points if admitted by the relevant institution and deemed by it to have completed those studies satisfactorily.

8.3 A candidate who wishes to vary his or her approved program of studies for the Complementary Component must obtain the prior consent of the Faculty.

8.4 A candidate pursuing studies for the Complementary Component shall if required

61


(i) report in writing at the end of each academic year the progress which he or she has made in the program;

(ii) attend such interviews and/or tutorials as may be arranged from time to time; and

(iii) in respect of any project work consult regularly with supervisors.

9. A candidate shall pursue the course for the Diploma for at least one academic year and shall, except where otherwise permitted by the Faculty, complete (a) the Core Program within three years after commencing the

Core Program; and

(b) the requirements for the Diploma within seven years after being admitted to candidature;

provided that a course of teacher preparation undertaken at the Technical Teachers College or the State College of Victoria at Hawthorn may for the purpose of this clause be deemed to have been part of the course for the Diploma.

10. Where a candidate (i) having undertaken the Core Program has failed to

complete it satisfactorily, or (ii) has in the opinion of the Faculty made unsatisfactory

progress in the Complementary Component the Faculty (a) may recommend to the Council the suspension or

discontinuance of his or her candidature; or

(b) shall prescribe what further work must be completed and under what conditions in order to qualify for the Diploma.

11. The Council may award the Diploma of Technical Teaching to a candidate who has fulfilled the prescribed conditions.

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Course Aims

GRADUATE DIPLOMA IN EDUCATION

GRADUATE DIPLOMA IN EDUCATION The Graduate Diploma in Education is a one year full-time (or equivalent part-time) course for diploma and degree holders.

The Graduate Diploma in Education is registered with the Australian Council on Awards in Advanced Education in Category PG1.

Course programs are offered primarily for people wishing to complete a course of teacher training to equip them for teaching in secondary-technical schools, TAFE colleges, colleges of advanced education, and industrial, commercial or community organisations.

For teaching at the secondary level, a range of method studies is available, including:

Mathematics and Science; Physical Education;

Physical Education and Social Studies, or Mathematics, or Science; Business Studies (Accounting and Economics and Law);

Business Studies (Secretarial Practice); Music;

Home Economics — Foods; Clothing and Textiles; Home Economics — Foods, and Clothing and Textiles;

English and Social Studies; Library.

For teaching within TAFE colleges, colleges of advanced education, and industrial, commercial or community organisations, method studies are developed appropriate to the person's current teaching area.

The course involves studies at the Institute and concurrent teaching experience at a school, TAFE college, tertiary institution or industry training organisation. The course is geared to enabling people to design, deliver and evaluate learning experiences for students in the appropriate contexts (a school, a TAFE college, a tertiary institution, etc.).

64


Specifically, the course is designed to enable people within their teaching contexts to: • plan effective learning experiences, within their subject area

curriculum, and in relation to the overall aims of the organisation within which they teach;

• utilize knowledge of human behaviour and the factors that affect behaviour in the design and delivery of these learning experiences;

• relate these learning experiences to the backgrounds, needs and interests of the students they teach;

• create and maintain a climate which is conducive to learning by their students;

• mobilise and utilize aids, equipment, and resources appropriate to the learning experiences;

• engage in a variety of methods of delivering learning experiences that are appropriate to objectives for student learning, to the subject area, to the levels and needs of their students, and to the available resources and facilities;

• ensure the safety of their students and the protection of resources and facilities;

• respond to the needs and concerns of individual students as well as to those of the student group in the delivery of learning experiences;

• communicate effectively with their students in the delivery of learning experiences;

• assess student learning outcomes resulting from the learning experiences and sequences;

• employ formative and summative approaches to evaluate the design and delivery of the learning experiences;

• maintain systematic records that contain information on the design, delivery and evaluation of learning experiences and accurate information on student learning outcomes;

• teach in the variety of modes and settings.

In addition, the course is designed to enable people to develop knowledge, attitudes and skills to:

• advise students and, where appropriate, parents and employers, on matters relating to learning progress, personal relationships, and career planning; and, as appropriate, to utilize professional support services;

• communicate effectively with colleagues and work co-operatively as a member of a teaching department;

65

Course Conduct


• participate professionally in a broad range of activities, for example, curriculum development activities;

• recognise and take account of the broader environment of schools, TAFE colleges, and tertiary institutions;

• begin to develop a personal philosophy of teaching that includes the need for continuing self-evaluation and self-development.

Teaching Experience The Graduate Diploma in Education course requires all people to be in a teaching situation, as the course utilizes current teaching experiences as a basis for learning.

Full-time students are normally in a teaching situation for two days each week over the year. For part-time students, an equivalent amount of teaching is normally undertaken. These teaching experiences are supervised as part of the subject, "Teaching Experience". Included in this subject is a Learning to Teach contract by which the skills of planning, implementing and evaluating learning experiences are identified and developed.

Details of the Teaching Experience program are contained in the booklet, "Teaching Experience 1983", which is issued to all people enrolled in the course at its commencement.

Through the emphasis on having an intake of people with significant experience outside of education, the course assumes that people are highly motivated to become qualified teachers and that people have the experience and maturity to help determine their teacher-preparation needs. In doing this, consultation takes place with Institute staff and people from the setting in which teaching experience is being undertaken.

Course programs are designed on the basis of developmental concerns of the person undertaking teacher training. These concerns begin with a focus on self and adequacy in coping with the role of a teacher, move on to concerns related to the effective-ness of self as a teacher, before the third stage where the focus is on students as learners.

66


COURSE PROGRAMS The course is offered through a variety of programs which are team-based, i.e. a group of staff and students work together in a particular program.

Programs include:

• A full-time subject-based program for secondary teaching, or for secondary and TAFE teaching;

• A full-time integrated studies program for secondary teaching, or for secondary and TAFE teaching;

• A full-time middle level program for TAFE teaching;

• A part-time program for secondary teaching, TAFE teaching, or teaching in an industrial, commercial or community setting;

• A part-time program for tertiary teaching.

It is the responsibility of the staff team teaching a particular program to communicate full detail to people undertaking the program. Such detail is available for perusal from the Course Co-ordinator, Peter Skilbeck (Room W119) or the Course Secretary, Kaye Lees (Room W121).

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PROGRAM 1 FULL-TIME SUBJECT-BASED PROGRAM for Secondary Teaching, or for Secondary and TAFE Teaching

Duration One year full-time. A course intake occurs each year, normally in February only.

Structure The course involves: An Induction Program (2 weeks at Hawthorn Institute, plus 2 weeks in own teaching situation), followed by a 30-week course, with 2 weeks in the person's own teaching situation between two 15-week semesters.

In addition to Teaching Experience, the 30-week course involves:

Subject Contact Hours Per Week

Principles and Methods of Teaching including Principles of Teaching

Media Education 7 One or two Methods of Teaching

Educational Psychology including a core 10-week program, followed by two 10-week electives from a range which could 2 include:

The Psychology of Learning The Psychology of Classroom Interaction Visual Perception Social Influences on Learning Specific Learning Difficulties in the Classroom Classroom Observation Individual Development Adolescence Group Workshop in Interpersonal Behaviour Classroom Behaviour Workshop Understanding Personality and Behaviour

68


Communication Studies including a core 10-week program, followed by two 10-week electives from a range which could 2 include:

Speech Communication electives Communication in Action Relational Communication Non-Verbal Communication

Visual Communication electives Photography Film Production Introduction to Video Production Studies in the Mass Media

Drama and Theatre electives Drama Workshop Group Theatre Theatre Workshop

Language elective Australian English

Written Communication Work elective Writers' Workshop


13

69


Duration

Structure

PROGRAM 2 FULL-TIME INTEGRATED STUDIES PROGRAM for Secondary Teaching, or for Secondary and TAFE Teaching

One year full-time. A course intake occurs each year, normally in February only.

The course involves: An Induction Program (2 weeks at Hawthorn Institute, plus 2 weeks in own teaching situation), followed by a 30-week course, with 2 weeks in the person's own teaching situation between two 15-week semesters. In addition to Teaching Experience, the 30-week course involves:


Home Group

Total Group .

Electives Average of 10 (identified and developed on the basis of needs) hours per week

Methods of Teaching (one or two Methods of Teaching)

In-Depth Study Equivalent to 3 contact hours per

week

13

70


Duration

Structure

PROGRAM 3 FULL-TIME MIDDLE-LEVEL PROGRAM for TAFE Teaching

One year full-time. A course intake occurs each year, normally in February and May.

The course involves: An Induction Program (2 weeks at Hawthorn Institute, plus 2 weeks in own teaching situation), followed by a 30-week course, with 2 weeks in the person's own teaching situation between two 15-week semesters.

In addition to Teaching Experience, the 30-week course involves:

Subject

Semester 1

Contact Hours Per Week


Educational Psychology 2

Communication Studies 2


Home Group 4 (including Specific Method) _

13

71


Subject


Semester 2

Home Group 5

Electives and/or Individual Projects s

13

Electives (selected on the basis of the student) include such units as:

Application of Learning Theory to Curriculum Design

Communication Problems of the Migrant Student

Computers and Education Video Production Basic Counselling Skills Advanced Assessment Literacy and the TAFE Student Teaching Practicum First Aid Futuring 16mm Projector Training Advanced Teaching Methods Computer Programming — Basic Computer Programming — Fortran Personality, Thinking and Learning Course and Subject Evaluation Preparation of an Individualised Learning

Program Communication and Learning in Small Groups Values and Ideologies of Industrial Society Adult Learning Photography Drama Production Further Issues

72

4

2

6

4

2


PROGRAM 4 PART-TIME PROGRAM for Secondary Teaching, TAFE Teaching, or Teaching in an Industrial, Commercial or Community Setting

buration Two to four years part-time. A course intake occurs each year, normally in February only.

structure The course (if completed over two years) involves:


Year 1, Semester 1


Communication Studies 1

plus Teaching Experience

Year 1, Semester 2


Educational Psychology 1

6

plus Teaching Experience

Year 2, Semester 1

Education and Society 1 2

Communication Studies 2 2

Specific Methods of Teaching 3

Project (Equivalent)

7

73


Subject


Education and Society 2 2

Educational Psychology 2 2

Specific Methods of Teaching 3

Project (Equivalent)

7

NOTE: Other patterns for undertaking the course can be negotiated.

74


Duration

Structure

PROGRAM 5 PART-TIME PROGRAM for Tertiary Teaching

Two to four years part-time. A course intake occurs each year, normally in February only.

The course (if completed in two years) involves:

Subject


Year 1, Semester 1 Design Management and Evaluation 3

of Learning Experiences — Part 1 - plus Advisory Teaching Experience

Year 1, Semester 2

Psychological Principles and

3

Processes in Tertiary Education plus Advisory Teaching Experience

Year 2, Semester 1 Design, Management and Evaluation of Learning Experiences — Part 2 Educational Investigation

3

4 (Equivalent)

7

Year 2, Semester 2

Issues of Tertiary Education 3

Educational Investigation 4 (Equivalent)

7

NOTE: Other patterns for undertaking the course can be negotiated.

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Assessment Satisfactory attendance and participation at all class sessions is a pre-requisite of assessment for all programs, subjects and units.

In general, assessment throughout the course will be by means of assignments, research papers and individual and group presentations.

Course Co-ordinator Mr. Peter O. Skilbeck, Room W119, telephone extension 233.

REGULATION 1. In this regulation, unless inconsistent with the context or

subject matter

1.1 "Council" refers to the Council of the Hawthorn Institute of Education.

1.2 "Faculty" refers to the Faculty of Teacher Education of the Hawthorn Institute of Education.

1.3 "approved" means approved by the Faculty.

1.4 "UG2 diploma" means an award registered in category UG2 in the register of the Australian Council on Awards in Advanced Education.

1.5 "the course" refers to a course approved by the Senate of the State College of Victoria for the Graduate Diploma in Education at the Hawthorn Institute of Education.

2. There shall be a Graduate Diploma in Education which shall be awarded in one grade only.

3. (a) The course and the conditions under which it may be undertaken shall be as prescribed from time to time by the Faculty and published in the Institute Handbook or in a supplement or supplements thereto.

(b) In addition to such other forms of the course as may be prescribed, there may be a part-time course for tertiary teachers, which shall be available only to applicants who have a substantial teaching function at the advanced education level in a college of advanced education or a university.

76


4. An applicant may be admitted to candidature who: (a) has qualified for a degree from an approved institution, or

a UG2 diploma, or has an approved equivalent - qualification; and

(b) has in the opinion of the Faculty had adequate preparation in the subject or subjects that would constitute the applicant's proposed area of teaching specialization.

Provided that an applicant who would otherwise be ineligible by virtue of sub-clause (a) may be admitted to candidature in the part-time course for tertiary teachers if deemed by the Faculty to be an applicant especially suited to undertake that course, but if so admitted shall undertake that course and continue in it or cease to be a candidate.

5. A candidate shall pursue the course for at least one academic year and shall, except where otherwise permitted by the Faculty, complete the course within three years of commencing the course; except that a candidate undertaking the course on a part-time basis shall, except where otherwise permitted by the Faculty, complete the course within four years of commencing the course.

6. To qualify for the Graduate Diploma, a candidate shall: (a) to the satisfaction of the Faculty, participate in the classes

and other activities prescribed for the course; and (b) attain a standard satisfactory to the Faculty in prescribed

practical, written and other work.

7. Where a candidate, having undertaken the course, has failed to qualify for the Graduate Diploma, the Faculty: (a) may recommend to the Council the suspension or discon-

tinuance of his or her candidature; or (b) shall prescribe what further work must be completed and

under what conditions, in order to qualify for the Graduate Diploma.

8. The Council may award the Graduate Diploma in Education to a candidate who has fulfilled the prescribed conditions.

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Entrance Requirements

Availability and Duration

ourse Structure

POST INITIAL COURSES

GRADUATE DIPLOMA IN EDUCATIONAL ADMINISTRATION This course seeks to develop understanding of the theory and practice of educational administration, together with a range of interpersonal, organisational and supervisory skills appropriate to administrative processes in education. It is neither predominantly theoretical, nor based entirely on the examination of practices; but seeks rather to apply insights drawn from theory to current observable practice.

Applicants may be teachers or administrators in primary, secondary, technical, TAFE or other post-secondary education. They will be expected to have completed an approved course of teacher preparation; to have completed a UG2 diploma or a degree, or be "fully qualified" as technical/TAFE teachers and to have spent at least four years teaching in schools or colleges. (A limited number of places may be available for applicants who lack some part of the normal requirements for entry.) Preference will be given to applicants who currently hold or expect soon to assume some form of administrative responsibility in an educational institution.

In 1983 the course will be offered at Hawthorn and in selected study centres.

Most classes are held in the late afternoon or evening, and some sessions may be arranged at weekends or during school vacations.

Ordinarily, candidates complete the requirements by part-time study over two or three years.

The course comprises six units: Core A, Core B and four electives. Ordinarily, the Core units will be taken first and in sequential order, although candidates may choose to take an elective unit at the same time as Core B.

The aim of the Core Units is to help participants to answer two basic questions:

81

GRADUATE DIPLOMA IN EDUCATIONAL ADMINISTRATION

Course Conduct

What are the important theories and research findings in educational administration? How are they relevant to my current behaviour as an administrator? In more detail that aim may be stated as: (a) to assist participants to reflect on their previous experiences in

organizations; (b) to encourage participants to identify their own attitudes and

values relative to the essential issues in educational administration;

(c) to introduce participants to a selected range of relevant theories and research findings;

(d) to assist participants to relate these theories and findings to their current opinions, practices and positions;

(e) to assist participants to develop a personal administrative style flexible enough to be adapted to changing situations and based on a clear understanding of themselves, their jobs and the job environments.

Electives available in 1983 will include — Leadership in Small Groups Financial Administration Office Administration Home, School and the Educational Administrator The Community and the Administrator The Administration of Curriculum Innovation and Planned Change in Education Organization Development The Use of Computers in Educational Administration Reading and Project Unit Seminar Elective Stress and the Administrator Industrial Relations for Educational Administrators The Educational Administrator and the Law Personnel Management I & II

As the various course components are conducted by a number of full and part-time specialist staff, students can expect considerable variation in the style, presentation and approach to studies. Formal lectures, small group tutorials, discussion seminars, workshops, simulation exercises, visiting lecturers and excursions will all be incorporated into the program.

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Assessment In general, a student's performance in each unit will be assessed on the basis of tasks undertaken during the unit. Such tasks may include seminar papers, case studies, field work, reviews, essays, participation in class the seminars as well as the completion of a journal. Details of requirements are available from the lecturers in charge of each unit or from the Course Co-ordinator.

The result for each unit will be returned in the grade of Distinction, Credit, Pass or Fail.

Course Co-ordinator Mr. Noel L. Stonehouse, Room 255, telephone extension 187.

REGULATION 1 In this regulation unless inconsistent with the context or

subject matter 1.1 "Council" refers to the Council of the Hawthorn Institute of

Education; 1.2 "Faculty" refers to the Faculty of Teacher Education of the

Hawthorn Institute of Education; 1.3 "approved" means approved by the Faculty; 1.4 "UG2 diploma" means an award registered in category

UG2 in the register of the Australian Council on Awards in Advanced Education;

1.5 "the course" refers to a course approved by the Interim Senate of the State College of Victoria for the Graduate Diploma in Educational Administration at the Hawthorn Institute of Education.

2. There shall be a Graduate Diploma in Educational Administration which shall be awarded in one grade only.

3. An applicant may be admitted to candidature who (a) has qualified for a degree from an approved institution, or

a UG2 diploma, or has an approved equivalent qualification; and

(b) has completed an approved course of teacher preparation; and

(c) has not less than four years approved teaching experience;

provided that an applicant otherwise ineligible for admission under this clause may be admitted if deemed by the Faculty to be an applicant especially suited for admission to the course by virtue of his or her qualifications, experience, and involvement in the field of educational administration.

83


4. The course shall comprise the core study of The Educational Administrator which shall be offered as two sequential semester units, and an approved program of four elective units each of one semester in length chosen within the following major topic areas: The Administrator and Society Organizational Theory and Practice Administrative Processes and Management

5. A candidate shall pursue the course for at least one academic year and shall, except where otherwise permitted by the Faculty complete the course within four years of commencing the course.

6. To qualify for the Graduate Diploma a candidate shall (a) to the satisfaction of the Faculty participate in the classes



7. Where a candidate, having undertaken the course, has failed to qualify for the Graduate Diploma the Faculty (a) may recommend to the Council the suspension or discon-

tinuance of his or her candidature; or (b) shall prescribe what further work must be completed, and


8. The Council may award the Graduate Diploma in Educational Administration to a candidate who has fulfilled the prescribed conditions.

84

^

GRADUATE DIPLOMA IN GRAPHIC COMMUNICATION EDUCATION

GRADUATE DIPLOMA IN GRAPHIC COMMUNICATION EDUCATION This course is primarily intended to broaden and extend the competence and understanding of teachers of Graphic Communication, and so equip them for positions of leadership in this area of education.

Course Aims Graduates of the course will be expected to have developed: • increased expertise in Graphic Communication including the

development of specialist knowledge and skills in at least one major area of Graphic Communication, complemented by a broader understanding of other areas;

• increased expertise in the classroom teaching of Graphic Communication, with special emphasis on the teaching of abstraction processes, and encouragement of creativity;

• increased expertise in curriculum development; • increased expertise in relating to people, particularly in a

consultative or advisory capacity; • increased expertise in operating as an effective change agent; • increased knowledge and skills in the principles and practice of

working in groups; • increased knowledge and skills in problem-solving, including

those involved in diagnosis of a situation, planning of action and implementation and control of the action plan;

• increased understanding of some relevant theoretical issues from areas such as Human Perception, Creativity and Communications Theory;

• increased understanding of the practical issues involved in the "real life" implementation of a substantial Graphic Communication Education project.

Entrance Entrants may be teachers in secondary or technical schools or Requirements TAFE colleges, or hold consultant positions in Graphic

Communication. They will be expected to have completed an approved course of teacher preparation; to have completed a UG2 diploma or a degree, or be "fully qualified" as technical/ TAFE teachers; to have spent at least three years teaching; and to have shown aptitude for studies in this field. (A limited number of places may be available to selected applicants who lack some part of the normal requirements for entry.) Preference will be given

86


to applicants who have been involved in Graphic Communication teaching and have further demonstrated their interest by pursuing additional studies in an appropriate area.


In 1983 the course will be offered at Hawthorn. However, consideration is currently being given to the viability of offering parts of the course at venues in non-metropolitan areas of Victoria.

Arrangements are available to enable candidates to undertake the course by late afternoon and evening study, and some sessions may be arranged at weekends or during school vacations.

Normally the course is completed in two years of part-time study with eight contact hours per week for the first three semesters, and an equivalent time in the fourth semester. However, the course may be taken over a longer period as a consequence of the following rule, which applies to candidates admitted under the proviso applying to part (c) of Clause 3 of the Course Regulation: Any applicant who has been admitted to candidature under the proviso applying to part (c) of Clause 3 of the Course Regulation will not be entitled to proceed to the following elements of the course until he or she has completed three years of approved teaching experience; (a) All second stage units as designated. (b) Human Relations units. (c) Graphic Communication Minor Study units. (d) The Project.

Course structure The course comprises six main elements:

Graphic Communication Theory 1, 2A, 2B These subjects comprise a total of one hour of formal class work per week for three semesters (45 weeks). This time is equally divided between — (1) studies in inter-personal communication with emphasis on

various communication models and processes and their relationship to, and resultant effects on, graphic communications;

(2) studies in human perception with emphasis on research findings in visual perception and spatial abilities of children which are appropriate to Graphic Communication.

Graphic Communication Skills Major Studies

The major areas of graphic communication are grouped into three units — Graphic Communication Skills 1A„ 1B and 1C. Each of

87


these are major studies involving three hours of formal class work for two semesters (30 weeks). Participants will be required to select one major study.

Graphic Communication Skills 1 A, includes free-hand and illustrative drawing in a variety of media;

Graphic Communication Skills 1 B, has as its major focus forms of drawing involving instruments and measurement; and

Graphic Communication Skills 1 C, is concerned with skills and knowledge associated with graphic design, including symbology, typography and reprography.

Minor Studies

A wide range of minor studies in Graphic Communication Skills is provided. Each comprises three hours of formal class work for five weeks. Participants will be required to select three from those available in a particular year. Studies available may include:

2A Elements and Principles of Graphic Design 2B Cartography 2C Symbology 2D Pictorial Drawing 2E Orthographic Drawing 2F Drafting Techniques 2G Typography/Reprography 2H Applied and Plane Geometry 21 Engineering Drawing 2J Architectural Drawing 2K Diagrams 2L Illustrative Drawing 2M Architectural Rendering 2N Colour

Graphic Communication Teaching 1, 2A, 2B Each of these subjects involves two hours of formal class work for one semester (15 weeks). In general the subjects aim to further develop each participant's level of understanding of the nature and purpose of Graphic Communication and to improve the effectiveness of classroom teaching and programs of study in this aspect of education. Topics covered will include: subject philosophy and content; applications of Graphic Communication to various levels and aspects of education; classroom applications and alternative teaching strategies; creative processes and strategies for facilitating creativity; integrative and interdisciplinary

88


activities; classroom facilities and resources. Heavy emphasis will be placed on relating theoretical studies to the practice of actual classroom teaching.

Curriculum Development 1, 2A, 2B These subjects comprise a total of one hour of formal class work per week for three semesters (45 weeks). Topics covered will include: basic principles of curriculum development; theoretical bases for curriculum development and evaluation; practical applications of processes involved in curriculum development and evaluation.

Human Relations A, B These subjects are designed specifically as training for leadership/ consultant/co-ordinator/change agent roles which graduates of the course are expected to assume. Topics covered will include: developing personal awareness; role influences and the nature of leadership; basic models of change process; analysis of power relationships in educational organisation; decision making procedures in the curriculum change process. These subjects involve the equivalent of one hour of class work for three semesters. •

Individual or Small Group Project This occupies the final semester of the course and is seen as providing a 'finale' which integrates, via practice, the other course elements.

It will involve participants in completing a substantial project in Graphic Communication education and represents an opportunity for them to apply newly acquired knowledge and skills to some practical purpose.

Course Structure The course structure is represented graphically as follows:

Sem 1 Sem 2 Sem3 Sem4

G C Theory '1A'

1 G C Theory '2A II

G C. Theory .26'

Protect

G C

' 1 A' or ' 1

Skills

B' or '1C.

G C. Skills

'2A"2B"2C' electives

• G C Teaching

'1' G C. Teaching

'2A' G C. Teaching

'2B'

Cwnc Dev't 1•

Curric Dev't 2A•

Curric. Dev't '2B'

Human Rel's 'A'

Human Relations 'B'

89


Education Practice Course participants will generally be teaching concurrently or engaged in other education work relevant to Graphic Communication. In all areas of the course, participants will be encouraged to apply what is being learnt to their education practice and to bring back to the course for discussion and analysis matters which have arisen during their practice.

Individual units within the course require the completion of assignments or projects related to education practice.

Course Conduct As the course components are to be conducted by a number of full and part-time specialist staff, participants can expect considerable variation in the style, presentation and approach to studies. Formal lectures, small group tutorials, seminars, practical workshops, simulation exercises, visiting lecturers and excursions will be incorporated in the program.

Assessment In general, a participant's performance in each of the main units of the course will be assessed on the basis of tasks undertaken during the units. Such tasks may include written assignments, objective tests, practical work folios, reviews, essays and field work. Details of requirements are available from the lecturers in charge of each unit, or from the Course Co-ordinator.

The result for each unit will be returned in the grade of Credit, Pass, or Fail.

Course Co-ordinator Mr. Ron Bail, Room G59, telephone extension 215.

REGULATION 1. In this regulation, unless inconsistent with the context or





1.5 "the course" refers to the course for the Graduate Diploma in Graphic Communication Education awarded under this regulation.

2. There shall be a Graduate Diploma in Graphic Communication Education which shall be awarded in one grade only.

90


3. An applicant may be admitted to candidature who (a) has qualified for a degree from an approved institution, or

has a UG2 diploma, or has an approved equivalent qualification; and


(c) has not less than three years approved teaching experience; and

(d) has been deemed by the Faculty to be an applicant suited for admission to the course;

provided that an applicant who would be ineligible for admission by reason of (a) or (b) of this clause may be admitted if deemed by the Faculty to be an applicant especially suited for admission by virtue of his or her qualifications, experience, and involvement in the field of graphic communication education; and that in respect of (c) an applicant who has had at least two years of approved teaching experience may be admitted to candidature under conditions to be specified in that regard pursuant to Clause 4.

4. The course and the conditions under which it may be under-taken shall be as prescribed from time to time by the Faculty and published in the Institute Handbook or in a supplement or supplements thereto.

5. A candidate shall pursue the course for at least one academic year and shall, except where otherwise permitted by the Faculty, complete the course within four years of commencing the course.




7. Where a candidate, having undertaken the course, has failed to qualify for the Graduate Diploma the Faculty

(a) may recommend to the Council the suspension or discontinuance of his or her candidature; or

(b) shall prescribe what further work must be completed, and under what conditions, in order to qualify for the Graduate Diploma.

8. The Council may award the Graduate Diploma in Graphic Communication Education to a candidate who has fulfilled the prescribed conditions.

91

,

,od

Course Aims

GRADUATE DIPLOMA IN EDUCATIONAL STUDIES (STUDENT CARE)

GRADUATE DIPLOMA IN EDUCATIONAL STUDIES (STUDENT CARE) This course is primarily designed for experienced teachers interested in making more productive personal contact with their students, studying factors which affect the learning and develop-ment of their students and developing basic skills and resources to improve students' educational progress and development — especially in such extended curriculum areas as student services, pastoral programs, transition and access programs.

In general, the course aims to extend the knowledge, skills and resources related to the caring aspects of the teacher's normal classroom and/or administrative role.

In particular it aims to: • develop appropriate skills in practical care; • develop a positive attitude towards, and a sympathetic under-

standing of, the problems experienced by individual adolescents and adults that may affect the ability to profit from education and the ability to cope with life;

• increase knowledge and understanding of the various forces within the society and within the school or TAFE college that influence a student's ability to profit from education and the ability to cope with life;

• develop a knowledge and understanding of school or TAFE college and community welfare provisions, and of the functions and responsibilities of the various specialist professionals, including an appreciation of the variety of professional approaches to student care;

• develop skills necessary for the co-ordination of strategies applicable within schools and TAFE colleges and, if necessary, to complement those applicable within the community;

• provide the opportunity for course participants to integrate the theory and practice presented in the course in terms of their individual abilities, personal experience and specific educational environment.

Entrance Teachers from Education Department and non-Education Requirements Department secondary, secondary-technical and TAFE schools

and colleges are eligible to apply for admission.

93


Course Structure

Course Conduct


Applicants will normally hold a degree, or a diploma at UG2 level (i.e. three years post-Form VI), or an approved equivalent qualification (e.g. fully qualified trade teacher), have completed an approved course of teacher preparation, and have spent at least three years teaching in schools or colleges.

The Institute may also admit a limited number of applicants who, whilst not meeting the above requirements, are regarded as suitable for admission because of their particular qualifications and/or experience and involvement in this field.

Preference may be given to applicants who - • are currently involved in programs such as those referred to

above; and/or • have further demonstrated their interest by pursuing relevant

additional studies.

In 1983 the course will be offered at the Hawthorn Institute of Education only.

Time Commitment: The course is equivalent to one year full-time or two years part-time study. At this stage it is offered on a part-time basis only.

Attendance: Two late afternoon—early evening sessions per week on Mondays and Thursdays. Class contact time will average six hours per week, which may include some extended time slots for workshops or seminars, with a consequent reduction in afternoon—evening sessions.

It is also estimated that a minimum of six extra hours per week will normally be required for reading assignments, and practical work associated with the various units of the course.

The course consists of three major components 1. Studies in Individual and Small Group Behaviour; 2. Studies in Education, Society and Community and 3. Structured Workshop-Seminar Program.

Each of these components comprises 4 sequential semester units, two of which are completed in each year of the course.

Each semester unit is of 15 weeks duration.

Each of the components above involves an average of two hours class contact per week over the whole course.

It is recognised that participants will be seeking skills and knowledge which they can use in their own school or college. The major emphasis of the course will, therefore, be to enable them to

94


apply knowledge, skills and strategies from the course to actual situations and tasks they experience in their own institutions.

Participants can expect considerable variation in the style, presentation and approach to studies. Formal lectures, small group tutorials, seminars, practical workshops, simulation exercises, visiting lecturers and excursions will be incorporated in the program.

Assessment In general, a participant's performance in each of the two theory units of the course will be assessed on the basis of tasks under-taken during the units. Such tasks may include written assignments, objective tests, practical work folios, reviews, essays and field work. Assessment in the Structured Workshop Seminar units will be based on regularly submitted 'position statements', which record and analyse course activities and integrate these with current professional experience.

The result for each unit will be returned in the grade of Pass or Fail.

Course Co-ordinator Mr. Keith E. Walker, Room W211, telephone extension 249.

REGULATION 1. In this regulation unless inconsistent with the context or





1.5 "the course" refers to the course for the Graduate Diploma in Educational Studies in the area of Student Care at the Hawthorn Institute of Education.

2. There shall be a Graduate Diploma in Educational Studies in the area of Student Care which shall be awarded in one grade only.

- 3. An applicant may be admitted to candidature who

(a) has qualified for a degree from an approved institution, or a UG2 diploma, or has an approved equivalent qualification; and

95



(c) has not less than three years approved teaching experience; and

(d) has been deemed by the Faculty on the advice of a selection committee appointed by the Faculty to be a candidate suited for admission to the Course;

provided that an applicant otherwise ineligible for admission under this clause may be admitted if deemed by the Faculty to be an applicant especially suited for admission to the course by virtue of his or her qualifications, experience, and involvement in the field of student care.

4. The course and the conditions under which it may be undertaken shall be as prescribed from time to time by the Faculty and published in the Institute Handbook or in a supplement or supplements thereto.

5. A candidate shall pursue the course for at least two academic years on a part-time basis and shall, except where otherwise permitted by the Faculty, complete the course within four years of commencing the course.




7. Where a candidate, having undertaken the course, has failed to qualify for the Graduate Diploma, the Faculty (a) may recommend to the Council the suspension or

discontinuance of his or her candidature; or (b) shall prescribe what further work must be completed, and


8. The Council may award the Graduate Diploma in Educational Studies in the area of Student Care to a candidate who has fulfilled the prescribed conditions.

96

IN-SERVICE EDUCATION AND TRAINING

INSERVICE EDUCATION AND TRAINING INSERT The Institute has an established unit responsible for the co-ordination of its many in-service education and training programmes. The abbreviated name for this unit is INSERT. INSERT serves the continuing education needs of all teachers and trainers and is open to full-time, part-time or occasional staff who teach in all sections of TAFE, in secondary schools, in industry or in statutory bodies. INSERT programmes are offered in the following categories:

Industrial Training The Industrial Training Unit is staffed with specialists to provide industry with access to established modular programmes for instructors, tailor-made courses for special groups of trainers, a professional consultancy in evaluation and development of training programmes, and packages of specialist teaching aids. For assistance with specialised industrial training needs, contact, in the first instance, either —

Arthur Brennan (Co-ordinator of Industrial Programmes) or Les Laity (Industrial Liaison Officer) on 818 0631, Extension 291.

Professional Development Programmes which are designed to improve the practitioner's understanding of teaching and instructing, or of the institutions in which they work.

Teaching Skills Practical programmes to bring teachers and instructors up-to-date in technical knowledge and practices in their specific subject areas.

Implementing Curriculum Programmes for those wishing to develop new curricula to bring about change, and to plan and evaluate teaching and learning.

Educational Management Programmes for those in, or moving into, middle or senior level management who need re-training to cope with new responsibilities and demands.

98

INSERVICE EDUCATION AND TRAINING

Conducting Staff Development Programmes for those with responsibility for staff development in schools, colleges and industrial and commercial organisations.

Transition Education Programmes to train teachers for work in transition education in secondary school work-experience programmes, with unemployed youth and with older people who need re-training for redeployment.

Support Staff Programmes in the practical skills required in the business management of a school or college.

INSERT programmes are offered on-campus at HIE and off-campus either at regional study centres or in the client's own organisation.

INSERT will tailor-make programmes to individual client requirements. We have consultants available to assist in the clarification of training needs, and we can also provide research facilities and resources for special projects.

INSERT clients have access to Hawthorn's up-to-date technical resources and educational facilities. Participants in our programmes are issued with an identity card which provides them with borrowing rights from our library/resource collection during the year of their enrolment, and access to our sporting, recreational and catering facilities.

Requests for assistance with INSERT matters of an administrative nature should be directed to:

Neville Hamer (Co-ordinator of INSERT) or Lyn Wiles (Administrative Officer for INSERT) on 818 0631, Extension 272.

99

GENERAL INFORMATION

THE CENTRE FOR THE SUPPLY, PRODUCTION AND UTILIZATION OF RESOURCES (SPUR) The intent of the Centre for SPUR is to respond to the immediate and long-term resource needs of the Institute community.

The basic functions of SPUR are as follows: • storage and retrieval of information • media production; and • teaching.

The Centre has the following sections included in its structure: • Library - incorporating AV library and AV equipment loan

service; • Media Unit — incorporating all aspects of media and the

educational technology unit; • Technician Services; • Publishing Service; • Information Service.

THE LIBRARY (Floor 3) The Library supports the Institute's academic program through the selection, acquisition, bibliographic control, organization for use and promotion of multi-media study materials. Specialist advisory services in all aspects of the effective use of educational media are provided.

The Library includes a book and serials collection as well as an audio-visual collection; the latter contains a variety of materials and the equipment necessary for their use. Members of the Library staff are available to give help and guidance in the location and use of materials and equipment, and to familiarize the student with various approaches to exploiting information sources. Audio-visual equipment such as projectors, tape recorders and cameras may be borrowed by both staff and students.

103

Hours

THE CENTRE FOR THE SUPPLY, PRODUCTION AND UTILIZATION OF RESOURCES (SPUR)

A Library guide for students, staff and other users provides information about Library services and facilities. Programs in the effective use of the Library and its resources are provided for all incoming students. Further sessions, including exercises, are offered throughout the academic year.

Specialist bibliographies and indexes are compiled to meet current and ongoing Institute needs and in response to specific staff requests. A current awareness service is offered to staff. Presently, this service is base on access to the ERIC (Education Resources Information Centre) data based through the National Library, and selective distribution of educational reviews. It is planned to develop the current awareness service through on-site access to AUSINET (Australian Information Network) and to overseas data base systems.

The Library is open for study, loans and reader advice: Monday, Tuesday, Wednesday, Thursday — 8,30am — 7.00pm Friday — 8.30am — 5.30pm

During January, May and September term breaks, the opening period is generally shorter.

A current Hawthorn Institute of Education Identity Card must be produced by any person wishing to borrow material. Identity Cards will be issued as part of the student enrolment procedure. Borrowers are required to pay replacement costs of material not returned on request.

Interlibrary loans are arranged on request for materials not held in the collections. Reciprocal borrowing arrangements are available with certain other libraries in Victoria.

Regular displays of topical materials are held in the display areas of the Library. Displays are also mounted in response to specific requests.

MEDIA UNIT The Media area incorporates the Media Education Unit and the Media Production Unit and has three major functions: • Media Production • Media Education • Instructional Design Consultancy.

These functions may be undertaken by personnel from both the Media Production and Media Education Units or by the Unit as a whole. The basic purpose of the Media Unit is to develop

104

THE CENTRE FOR THE SUPPLY, PRODUCTION AND UTILIZATION OF RESOURCES (SPUR)

Specific Functions

a co-operative and cohesive group and to supervise the development of media in the Institute.

To conduct courses in Educational Technology, Instructional Design, Individualized Learning and Media Education as required in Institute courses.

To assist teaching staff and administration staff by:

• production of teaching aids, e.g. slides, OHPs, video tapes;

• production of specialized TV productions (for Technical Education);

• provision of consultancy service.

To assist technical schools/colleges and industry by:

• providing courses in Educational Technology;

• providing a consultancy service;

• running on-site workshops;

• designing teaching resources.

To assist in the development of off-campus courses by producing elements of courses such as video-taped lectures, audio tape, and teaching notes.

To assist in the promotion of Institute courses both nationally and internationally through the production of video tapes, sound slide units and booklets. -

To assist in the production of teaching/learning materials that would be appropriate to technical education.

To provide a consultative service in the area of equipment purchase and usage.

To provide media production services to meet the needs of the Institute through skilled and experienced staff and adequate production facilities.

MEDIA EDUCATION UNIT In addition to providing Media Electives and specialist Media Education lectures on requested topics, staff in this area offer media instruction,. supervise materials' production and offer a consultancy and advisory service to other staff and students.

Related units of work are undertaken individually by students or, if on a group basis, according to contract arrangements between the special method lecturer concerned and the Lecturer-in-Charge of Media Education.

Students may use the facilities of the Media Access Workshop (Rooms 305, 397 and 309) Extension 171 to learn to operate a

105

CENTRE FOR THE SUPPLY, PRODUCTION AND UTILIZATION OF RESOURCES (SPUR)

wide range of audio-visual equipment and to produce learning programs for Institute assignments or to assist in lesson plans. These facilities include all types of still and movie projectors, reprographic and sound reproduction equipment, spirit and ink duplicators, slide production and reproduction equipment, thermal copiers and basic television recorders and editors. Facilities should be booked in advance to ensure availability.

Short courses and workshops are also available in any aspect of Media and are tailored to suit individual clients' requirements. These may include a series of two day workshops on topics such as the use of the Video portapak, 35mm-photography, slide tape production, and overhead transparency production.

MEDIA PRODUCTION UNIT In response to academic, administrative and student needs the Media Production Unit (MPU) produces audio-visual programs using a variety of media including video and audio tape, slides, films, overhead transparencies and general graphic design work. These productions supplement the Institute learning and communication programs becoming available for use through the AV Library of SPUR.

In addition, the MPU now operates courses in advanced video production plus a consultative service in the various aspects of media production such as planning, hard and software acquisition. The MPU is located on the second floor of the Institute in Rooms 232 and 233, extension 160 or 169.

TECHNICIAN SERVICES The function of this unit is to service all audio-visual and electric/ electronic equipment in the Institute.

PUBLISHING SERVICE The functions of this service are: • to establish guidelines for the production of print and audio-

visual materials produced by the Institute; • to assist in the production of Institute materials; • to act for the Institute in the matter of copyright of Institute

materials.

INFORMATION SERVICES The functions of the Information Services are: • to establish and supervise a Data Bank or TAFE Information

Bank;

106

CENTRE FOR THE SUPPLY, PRODUCTION AND UTILIZATION OF RESOURCES (SPUR)

• to establish and supervise an index of research related to TAFE Teacher Education Programs;

• to develop the continuing education programs for library staff; • to establish and develop Institute access to AUSINET and other

overseas data banks appropriate to TAFE needs; • to establish and develop a program of information sharing with

TAFE Colleges and industry; • to establish and maintain a trade and industry information centre

to make available current trade information catalogues and publications.

107

THE CENTRE FOR EDUCATIONAL ADMINISTRATION & MANAGEMENT

THE CENTRE FOR EDUCATIONAL ADMINISTRATION & MANAGEMENT The development of a Centre for Educational Administration & Management at the Hawthorn Institute of Education has been a direct response to the increasing demand for recurrent education in the field of educational management and administration.

Simultaneous with the growing recognition of teacher education as a career-long process, a clearly identifiable set of needs has emerged among those charged with leadership responsibilities in the education system. The Centre is designed to provide a formal but adaptive structure through which some of these needs can be met.

Further details of the Centre's activities may be obtained from the Centre Secretary, Marygrace Charlton, ext. 242.

CENTRE FOR EDUCATIONAL ADMINISTRATION & MANAGEMENT

Head of Centre: W. Graeme Wigg

RESEARCH AND

PUBLICATION

Co-ordinator: W. Graeme Wigg

GRADUATE DIPLOMA IN

EDUCATIONAL ADMINISTRATION

Co-ordinator: Noel L. Stonehouse

CONSULTANCY DIVISION

Co-ordinator: W. Graeme Wigg

The basic objective of all the Centre's activities is to increase the professional effectiveness of participants through such activities as • A post-initial course in educational administration, the Graduate

Diploma in Educational Administration (ACAAE Category PG1).

• Short programs in educational management and administration,

• Consultancy, e g. organization development, school reviews.

• Publications.

• Small-scale action research projects.

Many of these activities are available in off-campus locations, e.g. field-centred training programs.

109

SUPPORT SERVICES

SUPPORT SERVICES COUNSELLING SERVICE The Institute offers a comprehensive counselling service to all its students and staff and to studentship holders in their pre-college years. This service also extends to their families. The service is fully confidential and is offered free by the Institute.

The counselling service provides help in many areas including the following: • personal problems • marital and family problems • difficulties associated with teaching • problems relating to study • any other problems which may affect a person's academic or

personal life.

In addition, tutorials and group discussions are conducted in areas relating to human growth and development, human behaviour, human relationships, family life and the maintaining of mental health.

The Counsellor is located on the third floor in Room 301 B, which is close to the lift.

Students and staff should feel free to avail themselves of the counselling service.

RECREATION AND ACTIVITIES The Institute, through its Student Services Officer, Mr. Ken Bremner (Room 126), encourages a variety of student activities. The Student Association, which has been formed to promote good fellowship amongst students and generally to further student interests, liaises with the Institute through the Student Services Officer, although its links with the Director are very open.

The student body is represented on a number of Institute Committees, often through the Student Association. Elections for the Association's office bearers and Institute group representatives are usually held in early March.

The Institute maintains two squash courts and a personal exercise gymnasium — managed and operated by the Student Services Officer — for both student and staff use, whilst volley-ball, basketball and badminton facilities are available in Blackman Hall at specified times.

110

SUPPORT SERVICES

HEALTH The Institute has a full-time Nursing Sister on the staff.

One of her duties is to run a clinic which is situated on the First Floor (Room 127, ext. 143). Minor illnesses or injuries can be dealt with on the premises. People with more serious problems can receive medical service from a nearby clinic.

There is a growing demand for students to learn basic first aid skills, hence a teaching program has developed which is available throughout the year. The main emphasis of this course is to make teachers feel more capable in school settings when accidents or injuries occur, e.g. handling of epileptic seizures, diabetes, injuries in workshops, etc.

The Institute is conducting pilot courses in first aid as an attempt to rase the status of the teaching of first aid and to try to introduce it in all schools.

In the event of accidents occurring it is advised that they be promptly reported to the Sister who will register the case and assist in organising Workers Compensation claims where necessary.

AIDS DEVELOPMENT CENTRE The function of the Centre is to offer advice and assistance to all students in the design and construction of three-dimensional teaching aids.

A booking is required for use of the facilities for aids construction projects which are undertaken with approval from appropriate method staff. Advice on use and availability of materials is available on application to the Centre.

On completion of projects a minimal charge is made for materials used.

The Aids Development Centre is located in Room G02.

111

DIRECTORY

DIRECTORY INSTITUTE ADDRESS 442 Auburn Road, Hawthorn, Vic. 3122 Telephone 818 0631

INQUIRIES AND FACILITIES General inquiries, payment of fees, purchase of stationery items, hiring of sports gear, etc., are to be made to the General Office.

Inquiries of an administrative nature should, in the first instance, be addressed to the Academic Registrar, Room 155. Those of a confidential nature may be addressed to the Deputy Director, Room E124.

Stationery and Note-paper, folders of various types and sizes, ball-point pens, Instructional etc., may be purchased from the Institute office. Students wishing Material to produce such instructional materials as thermal masters, ink

duplicator masters, overhead projecturals or 35mm slides, will also be able to purchase most of their needs at the Institute office.

Telephone Telephones for students' use are situated in the leisure area adjacent to the cafeteria.

Only in urgent cases will incoming messages be delivered to students; they will otherwise be placed on a clip-board at the Institute office.

Car Parking Students are permitted to park their cars within the Institute grounds, but only within areas specially designated by notices.

Lockers

Lockers are available for students who wish to use them. A fee of $1.00 is charged, which will be refunded when the key is returned at the end of the year. Inquiries at the Central Office.

113

EMERGENCIES

Police

Fire Brigade

Ambulance

Police Station Hawthorn

Police Station Malvern

Johns and Waygood (Lifts Maintenance)

EMERGENCIES Nursing Sister, Room 127, ext. 143 or ring switchboard — 9.

Dr. Ivice, Dr. Robinson, Dr. Spring 168 Auburn Road, Hawthorn Telephone 818 7878 or 818 7979.

Please report any accident or illness to the Nursing Sister.

Dial 000 or ring D24 on 11444.

Dial 000 or 11441

Dial 000

818 0591

20 2487

329 5700

Health

After Office Hours Doctors

114

NOTES

115

NOTES

4.0

NOTES

117

NOTES

118

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'

A BRIEF HISTORY

A variety of part-time training schemes for technical teachers were conducted from as early as 1910 until the early 1950s although it was not until 1952 that the first day training course was introduced at the Technical Teachers' Training Centre, which operated in a room at Melbourne Technical College (now the Royal Melbourne Institute of Technology). In 1954 the Training Centre was given the status of the Technical Teachers' College and the first Principal was appointed in April, 1955. In 1957 the College moved from its rooms at RMIT to the buildings in Glenbervie Road, Toorak which had been vacated by Toorak Teachers' College. Considerable expansion followed and in 1968 plans were developed to build the first specialist Technical Teachers' College in Australia. By August 1970 the first set of buildings on the present Auburn Road, Hawthorn campus was ready for use. These facilities were further developed in the 1970s and during 1980/81 considerable development took place to upgrade the practical workshop areas so as to enable the Institute to train and re-train people to effectively and efficiently teach the latest technologies.

As the Technical Teachers' College, the College was administered by the Teacher Education Branch of the Education Department of Victoria, but with the passage of the State College of Victoria Act in 1972, the College, as the State College of Victoria at Hawthorn, was governed by its own Statutory Council within the general framework laid down by the Act. The dissolution of the State College of Victoria in 1981 saw colleges, with appropriate reference to the Vicctorian Post Secondary Education Commission, taking even greater responsibility for their individual management and administration: Hawthorn Institute of Education was proclaimed as the institution's new title, towards the end of 1981.

Library Digitised Collections

Author/s:

Hawthorn Institute of Education

Title:

Handbook: Hawthorn Institute of Education 1983

Date:

1983

Persistent Link:

http://hdl.handle.net/11343/24968

File Description:

Handbook: Hawthorn Institute of Education 1983

Documents

HAWTHORN INSTITUTE OF EDUCATION · Brian Berry, Cert Radio & TV Service Tech Dan McKinlay, Cert Medical Electronics, Cert Computer Electronics, Grad Dip Electronic Data Processing