Year
2024Credit points
10Campus offering
Prerequisites
(EDET501 Effective Teaching 1: Promoting Positive Learner Engagement AND LNTE511 Literacy and Numeracy Test ) OR (EDET501 Effective Teaching 1: Promoting Positive Learner Engagement AND LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students ANDLNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students )
Incompatible
EDFD689 Advocacy and Leading in Areas of Specialisation , EDET613 Effective Teaching 2: Advanced Pedagogy and Leadership in Humanities and Social Sciences , EDFX522 Social and Cultural Contexts of Development and Learning and Graduate Professional Experience Primary 2 , EDET612 Effective Teaching 2: Advanced Pedagogy and Leadership in Science Education , EDET610 Effective Teaching 2: Advanced Pedagogy and Leadership in English and Literacy , EDET611 Effective Teaching 2: Advanced Pedagogy and Leadership in Mathematics and Numeracy , EDET615 Effective Teaching 2: Advanced Pedagogy and Leadership in Technologies , EDET616 Effective Teaching 2: Advanced Pedagogy and Leadership in Health and Physical Education , EDET660 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: English and Literacy (B-12) , EDET661 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Mathematics and Numeracy (B-12) , EDET662 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Science and Inquiry (B-12) , EDET663 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Humanities and Social Sciences (B-12) , EDET664 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: The Arts (B-12) , EDET665 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Technologies (B-12) , EDET666 Effective Teaching 2: Leadership, Management, Advocacy and Teaching: Health, Wellbeing and Physical Education (B-12)
Unit rationale, description and aim
Includes 15 days professional experience placement with a focus on The Arts.
Primary teachers are required to demonstrate a specialisation, with high levels of content and pedagogical content knowledge and skills in order to teach and assess a subject area in depth. Teacher leadership is a critical lever for improving schools from the ground up. Teachers require skills and dispositions to lead others in curriculum and teaching practice in an area of the primary curriculum.
This unit supports pre-service teachers’ development of curriculum specialist expertise alongside leadership capabilities and encourages them to take on a leadership role within The Arts. Pre-service teachers will examine current literature and practitioner research to critically evaluate successful education programs in the field They will synthesise their specialised knowledge and theories and practices of leading improvement, innovation and change in education to develop a teaching program to extend learners in The Arts. They will further apply their knowledge to develop a professional learning program designed to improve their own practice and that of colleagues in order to enhance student learning outcomes in the specialisation.
This unit aims to develop pre-service teachers’ capacity to act as leaders in curriculum and teaching practice in order to improve student learning outcomes in The Arts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Investigate and synthesise contemporary theories and practices related to curriculum, pedagogy and assessment particular to The Arts, with particular emphasis on differentiation, inclusive learner participation and challenging and extending learning | GC1, GC2, GC4, GC7, GC9 |
| LO2 | Articulate an integrated understanding of processes for collecting, analysing and moderating quantitative and qualitative assessment data, to improve student learning, and of strategies for reporting to parents/carers | GC1, GC2, GC4, GC7, GC9 |
| LO3 | Critically analyse contemporary evidence, both theoretical and practical, of the application of educational leadership approaches seeking improvements in The Arts in schooling | GC1, GC2, GC4, GC7, GC8, GC9 |
| LO4 | Synthesise and apply knowledge of the specialisation and effective professional learning, with theories and practices of leading change in education in the development of a professional learning vision in The Arts, including engaging parents/carers in the educative process | GC1, GC2, GC4, GC7, GC8 |
| LO5 | Implement and reflect critically upon teaching and assessment practices employed in the context of the Professional Experience learning environment, and respond to feedback from colleagues and supervisors, as a means to develop and refine professional practice | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 |
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO1, LO3 |
| APST(GA)1.3 | Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | LO5 |
| APST(GA)1.5 | Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. | LO1, LO3, LO4, LO5 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO3, LO4, LO5 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO5 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO1, LO5 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO1 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO1, LO4, LO5 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO5 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO4, LO5 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO4, LO5 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO5 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO2, LO3, LO4 |
| APST(GA)3.7 | Describe a broad range of strategies for involving parents/carers in the educative process. | LO2, LO4, LO5 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO1, LO3, LO5 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO5 |
| APST(GA)4.3 | Demonstrate knowledge of practical approaches to manage challenging behaviour. | LO5 |
| APST(GA)4.4 | Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | LO5 |
| APST(GA)4.5 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | LO5 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO1 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO2, LO5 |
| APST(GA)5.3 | Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. | LO2, LO5 |
| APST(GA)5.4 | Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | LO2 |
| APST(GA)5.5 | Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. | LO2, LO4, LO5 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO4, LO5 |
| APST(GA)6.2 | Understand the relevant and appropriate sources of professional learning for teachers. | LO4, LO5 |
| APST(GA)6.3 | Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. | LO5 |
| APST(GA)6.4 | Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | LO4, LO5 |
| APST(GA)7.1 | Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. | LO2 |
| APST(GA)7.2 | Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. | LO2, LO5 |
| APST(GA)7.3 | Understand strategies for working effectively, sensitively and confidentially with parents/carers. | LO2, LO4, LO5 |
| APST(GA)7.4 | Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | LO4, LO5 |
Content
Topics will include:
Advanced Pedagogy
- Examination of current literature and practitioner research to critically evaluate successful education programs in The Arts.
- Designing evidence-based teaching programs to improve learning outcomes and extend learners in The Arts.
- Differentiating teaching and assessment to meet the specific needs of diverse learners, including extending and challenging students gifted and talented in The Arts.
Assessment
- The role of assessment in the planning, teaching, learning and evaluation cycle and improvement of teaching and learning.
- Nature, purposes and forms of assessment, including formal, informal, diagnostic, formative and summative, specific to The Arts.
- Construction of quality and diverse assessment tasks informed by contemporary assessment theories, policies, approaches and curriculum.
- Approaches for providing timely, focused and constructive feedback to learners.
- Processes for gathering, moderating and interpreting evidence of learning.
- Interpreting student assessment data to evaluate learning and modify teaching practice.
- Reporting student progress to learners, colleagues, parents/carers and other significant stakeholders.
- A range of communication strategies to engage sensitively and confidentially with parents/ carers and involve them in the educative process.
Teacher Leadership and Professional Development
- Defining characteristics and actions involved in teacher leadership.
- Importance of being and becoming a leader in practice as a teacher in The Arts.
- Developing knowledge, skills, attributes and strategies for effective leadership and advocacy.
- The connection between leading learning and improving teacher practice and student learning outcomes in the curriculum specialisation in primary learning contexts.
- The role of the Professional Standards in identifying professional learning needs
- Relevant and appropriate sources of professional learning for teachers in The Arts.
- The role of reflective practice, external professionals, community organisations and continuing professional learning in becoming a leader of teaching and learning in The Arts.
Learning and teaching strategy and rationale
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes guided teaching, independent study and assignment preparation, and a 15-day professional experience placement.
The learning and teaching strategy is informed by three key objectives. The first is that pre-service teachers will build upon their existing understanding of effective curriculum, pedagogy and assessment within their specialisation and engage more deeply in research and effective practice to progress their capabilities in this area to an enhanced level of self-efficacy in order to improve outcomes for learners, including challenging and extending learners. They will accomplish this as they critically investigate and synthesise research and effective practice.
The second is that pre-service teachers develop their expertise in the specialisation area in tandem with conceptual and practical knowledge of leadership in education. These understandings will be supported by studying illustrations of best practice and deriving critical insights around effective teaching and learning within the specialist area and leadership. Particular emphasis will be placed on contextualising and examining the complexity surrounding school-based improvement efforts, as well as key levers to effectively lead change. Pre-service teachers will engage with, discuss, and distil key principles of teacher leadership and change leadership in education from examining case studies and examples of real-world, school-based change leadership in a variety of educational contexts, focusing on schools and learners impacted by educational disadvantage.
The third objective channels Knowles’ andragogical principles arguing that adults learn best when they do so through experiential learning. Thus, guided learning will prioritise the exploration of practice-based, theory-informed approaches to leading professional learning and school-based change, while the majority of learning will be independent self-directed study focused on the investigation of specialist area research and best practice, the exploration of school improvement opportunities, and the potential for application of learning in authentic school and classroom contexts.
This unit is taught fully online or in multi-mode across a 12-week semester or equivalent.
Technology Enhanced Learning
The unit will include a Learning Management System site with resources and online links, announcements, and a discussion board to post questions and reflections that promote critical engagement. It may include:
- Recorded lectures, lecture-style content, lecture notes
- Tutorial notes / guides
- Discussion board to ask questions, exchange ideas and refine learning
- Webinars, podcasts, videos
- Reviews, guided explorations, quizzes
- Focussed readings addressing a wide spectrum of The Arts education and practices.
Face-to-face/Online Learning support
Pre-service teachers are required to regularly log into the Learning Management System to access recorded lectures and important announcements, to communicate with other pre-service teachers and lecturers, and to submit assessment and access feedback and grades. Pre-service teachers who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors. Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS
Within this Effective Teaching unit pre-service teachers will apply their knowledge, skills and strategies through undertaking a professional experience placement comprising 15 days in a Primary context.
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of their class and the educational setting. In collaboration with their supervising teachers and other professional colleagues, they will develop and expand their teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.
The recommended arrangement of the 15 days is:
- Up to 5 days prior to the commencement of the block, for example one day a week, by negotiation with the educational provider
- A minimum of 10 days of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 15-day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.
Days 1 – 5 (Single days or incorporated into the block) - Proposed Teaching Expectations
Days 1 – 3 Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process.
Days 3 – 5 Observation and assisting the supervising and nominated teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through the unit.
Block Practicum: Days 6 – 15 - Proposed Teaching Expectations
Days 6 – 15
- Observation and assisting the class teacher/s.
- Planning and implementation of one to three teaching episodes per day, including transitions, small groups and building to taking responsibility for whole classes/groups, class routines.
- Planning, implementing, marking and moderating assessments.
- Practicum reflection, self-auditing and evaluation.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. The assessment strategy centres around the development and application of enhanced knowledge of the specialisation area as well as that of teacher leadership, in the context of the primary school environment. The first assessment task develops and hones research skills, and analysis and critical thinking. It builds pre-service teachers’ knowledge and understanding of current theories and innovations in the specialisation.
The second assessment task develops analytical abilities, the capacity to engage in critically reflective practice and to set meaningful goals for professional development. Pre-service teachers will bridge their specialist knowledge and emerging understanding of professional learning to develop a plan for their own professional learning.
The second assessment task draws together the learning from the first task, as pre-service teachers apply this to the development of a plan to improve teacher practice and student learning in the specialisation in primary schools. Pre-service teachers will be able to draw from their expertise in the specialisation to provide the basis for a vision for professional learning, to identify, create, and explain practices and resources that are relevant to the primary classroom, and to develop a professional learning opportunity for colleagues within the specialisation area. This develops pre-service teachers’ ability to apply their specialist knowledge and leadership knowledge in service of improved teaching and learning in primary school contexts.
The final hurdle requirement comprises the successful completion of a 15-day professional experience placement in a primary school setting, with a focus on the teaching specialisation. This placement facilitates connections between unit content and the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as a teacher.
Minimum Achievement Standards
The assessment tasks for this unit are designed for pre-service teachers to demonstrate their achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to submit all assessment tasks and attain a combined total of at least 50%.
In addition, pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
Assessment in this unit includes two Critical Tasks: Literature review and evaluative report on current research literature and practitioner research, and Vision and Plan for Teacher Leadership for Enhancing Student Learning. These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% for Task 1 and Task 2 in order to pass this unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1 Literature review and evaluative report on current research literature and practitioner research. Critical Task Part 1: Compose a brief literature review that summarises teaching and assessment approaches in The Arts, with reference to relevant theory and contemporary practitioner research. Part 2: From the literature, describe and critique two specific successful learning and teaching initiatives in The Arts in primary school contexts. For each initiative:
| 40% | LO1, LO2, LO3 | GC1, GC2, GC4, GC7, GC8, GC9 | APST(GA)1.2, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)3.1, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)5.1, APST(GA)5.2, APST(GA)5.3, APST(GA)5.4, APST(GA)5.5, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3 |
Assessment Task 2 Pedagogical initiative, and vision and plan for teacher leadership for enhancing student learning Critical Task Part 2A Professional learning program (Group) As a team, design a vision and plan for professional learning to improve collective teachers’ practice and extend student learning in a specific area of The Arts for potential implementation in primary schools. Describe your practical plan for innovation and change informed by research and evidence gathered, including a summary of activities with a hypothetical timeline. Create an annotated bibliography (1-3 papers per dot point) which forms part of your professional learning program with potential to be delivered at the group member’s schools to build colleague capabilities. Gather evidence from at least two schools and relevant research to address the following:
Select and use an appropriate digital platform to showcase your Professional Learning program. Part 2B Personal learning plan (Individual) Develop a plan for your own professional learning. Explain your rationale for continued professional learning to improve your teaching practice for enhanced student learning and development as a leader in the curriculum area. Using the Australian Professional Standards for teachers, identify your professional learning needs, and, relevant and appropriate sources of professional learning within the school context and externally. | 60% | LO1, LO3, LO4 | GC1, GC2, GC4, GC7, GC8, GC9 | APST(GA)1.2, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)3.1, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)5.1, APST(GA)5.5, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.3, APST(GA)7.4 |
Hurdle Requirement 1: Preparation for the Professional Experience Placement Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current. | ||||
Hurdle Requirement 2: Professional Experience Assessment Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a primary school setting. Refer to Professional Experience Handbook and Report. A pass grade for this task will be awarded following:
Notes:
| Pass/Fail | LO5 | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 | APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.4, APST(GA)5.5, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum documents.
Marzano, R., Heflebower, T., Hoegh, J., Warrick, P., Grift, G., Hecker, L., & Wills, J. (2016). Collaborative teams that transform schools: The next step in professional learning communities. Hawker Brownlow. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013201241302352
Recommended references
Cleak, H., & Wilson, J. (2019). Making the most of field placement (4th ed.). Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012824765202352
Day, C. (2017). Teachers' worlds and work: Understanding complexity, building capacity. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013012700302352
Eacott, S., & Evers, C. (Eds.). (2016). New directions in educational leadership theory. Routledge.
Frost, D. (Ed.) (2017). Empowering teachers as agents of change: a non-positional approach to teacher leadership. University of Cambridge Press.
Harris, A. (2015). Teacher Leadership. International Encyclopedia of the Social and Behavioural Sciences, pp. 60-63. https://go.openathens.net/redirector/acu.edu.au?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FB9780080970868921354
Morrison, G., Ross, S., Morrison, J., & Kalman, H. (2019). Designing effective instruction (8th ed.). John Wiley and Sons. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963799202352
Owens, R., & Valesky, T. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Pearson.
Wang, M., & Ho, D. (2020). A quest for teacher leadership in the twenty-first century – emerging themes for future research. International Journal of Educational Management, Vol. 34 No. 2, pp. 354-372. https://doi.org/10.1108/IJEM-01-2019-0038
Wenner, J., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research 87(1), 134-171.