web viewschool/portfolio: faculty of education and arts. course title: teacher as a professional ....

Course Description(Higher Education)

School/Portfolio: Faculty of Education and Arts

Course Title: Teacher as a Professional

Course ID: EDFGC5809

Credit Points: 30

Teaching period Offered: 2017/15

Author: Lyndsey Iles

Prerequisite(s): EDFGC5807

Corequisite(s): Nil

Exclusions(s): Nil

ASCED Code: 070103

Description of the course for handbook entry:

This course focuses on education as a scholarly discipline and teaching as a profession. Students apply evidence-based processes, which enable their ongoing professional learning and their transition from pre-service teacher to teacher and teacher-researcher. Students consider the nature of teachers' work, including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions. They develop a sense of their emerging professional identities and engage in evidence-based articulations of their beliefs, values, and commitments as beginning teachers. A range of research methodologies are introduced and teacher professional standards are critically examined.

Program LevelLevel of course

in ProgramAQF Level(s) of Program

5 6 7 8 9 10

Introductory

Intermediate X

CRICOS Provider No. 00103D of 17Warning: uncontrolled when printed. Authorised by: Academic Board Original Issue: 00/00/0000Document owner: Chair, Curriculum Committee Current Version: 00/00/0000

Course Description (Higher Education)

Advanced

Organisation Name Email Contact Office

LocationPhone Contact Details

Course Co-ordinator Dr Lyndsey Iles [email protected] T253 (03) 5327 9254Lecturer

As aboveTutorial Contact

As aboveLecturer Associate professor

Maxine [email protected] (03) 5327 9713

Location Day in the week Time in the week

Tutorial T317 Monday and Tuesday 09:30 – 04.30

Delivery Mode: BlockThis course will be an Intensive Program known as Winter School with face to face classes over 4 weeks from Monday 12 June until Sunday 9 July 2017.

Timetable Class will be held in Building T in room T317:

Week 1: Tuesday 13 June and Wednesday 14 June

Week 2: Monday 19 June and Tuesday 20 June

Week 3: Monday 26 June and Tuesday 27 June

Week 4: Monday 3 July and Tuesday 4 July

Classes will generally begin at 9:30am and go through till 4:30pm. Any variations to these times will be put onto Moodle.

In addition students will be expected to undertake the equivalent of one day a week on readings and online discussions for the course and also the equivalent of one day a week on planning, organising and writing up their assessments for the course.

CRICOS Provider No. 00103D of 17


Consultation and communication proceduresThe subject coordinator and other teaching staff in this course will be available for student consultation during teaching weeks. Email is the best form of contact initially. Please include the course code in all email correspondence – it helps avoid confusion. The course coordinator and lecturers will respond to your query within three working days.

Learning OutcomesKnowledgeK1 Examine the social, political and cultural contexts of teaching as a profession, including policies and standards

K2 Recognise and respond to the range and depth of teachers' work (including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions)

K3 Consider and critically reflect on the ways in which ongoing professional learning and teacher research enable professional educators to respond to the challenges and pressures facing the profession.

Skills S1 Cultivate collaborative approaches to teaching, learning, and reflective practice

S2 Engage in deep, authentic, and critical reflection about their work and responsibilities as professional educators (including planning for learning, engaging students in their learning and effective classroom management)

Application of knowledge and skillsA1 Engage critically with the social, political and cultural contexts of teaching as a profession, including policies and

standards

A2 Articulate personal beliefs, values, commitments, and identities as professional educators, and demonstrate these through documented evidence

Course ContentThis course focuses on education as a scholarly discipline and teaching as a profession. Students apply evidence-based processes, which enable their ongoing professional learning and their transition from pre-service teacher to teacher and teacher-researcher. Students consider the nature of teachers' work, including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions. They develop a sense of their emerging professional identities and engage in evidence-based articulations of their beliefs, values, and commitments as beginning teachers. A range of research methodologies are introduced and teacher professional standards are critically examined.

ValuesAs a part of this course the values focus includes:

Articulate the student’s developing identity as a teacher including beliefs, values, commitments, and identities as professional educators, and demonstrate these through documented evidence

Value the ethics of the profession of teaching. Respect the code of conduct and professional standards of the teaching profession

Graduate attributes Graduate Attribute

Brief Description Low Focus

Medium Focus

High Focus



Continuous Learning

Students will be equipped with the skills, motivation and confidence to engage in continuous learning to meet the personal and professional challenges of an ever changing world;

X

Self -Reliance Students will learn to possess the confidence, capability, assurance, independence and enterprise to enable them to fulfil their personal and career aspirations; X

Engaged Citizen Students will add to the productive capacity of the economy and be in demand as professionals. Students will become attuned to, and engage with, contemporary social and cultural issues and aspire to make meaningful and helpful contributions to local, national and global communities;

X

Social Responsibility

Students in this course will be aware of generally accepted norms of ethical behaviour and be encouraged to act in a socially responsible manner both in the work place and other settings.

X



Sequence




Week Dates

Wk Topic Assessment/ constructive alignment with course outcomes

Tuesday

13 June

1 1. Teacher as a ‘professional’ – what does this mean?

Reflection on professional practice (placement)

AITSL standards for graduate teachers

Evidence-based practice

2. The social, political and cultural dimensions of teaching as a profession

Ethics, Code of Conduct

Legal liability, Duty of Care, Mandatory reporting

Classroom ready teachers

Meeting the needs of diverse students

3. Developing a teacher identity – teachers as critically reflective professionals

4. Assessment Tasks

AITSL Standards: Taught

6.1: Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.6.2: Understand the relevant and appropriate sources of professional learning for teachers.7.1: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.7.2: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

K1, K2, K3, S2, A1

Wednesday

14 June

1School Visit: Ballarat Specialist School and Farm


1.1: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.5: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet to specific learning needs of students across the full range of abilities.1.6: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.4.1: Identify strategies to support inclusive student participation and engagement in classroom activities.4.4: Describe strategies that support students’ well-being and safety working within school and/ or system, curriculum and legislative requirements.

K1, K2, K3, S1, S2

Monday

19 June

2 1. Reflection on visit to Ballarat Specialist School

2. Teachers as researchers – why should research be a part of teaching? What does this research look like? How does it apply to a classroom context?


6.4: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.7.4: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

3. Teaching philosophy – why do teachers need to articulate their philosophy of teaching? What purposes does a philosophy of teaching serve? How does it influence the decisions about students, the classroom, teaching and the school? How can universities and teacher education programs provide, through theory and practice, the direction and support for pre-service teachers as they develop a philosophy that is true to personal beliefs, values and experiences?

K1, K2, S2

Tuesday

20 June

2School Visit: Clunes Primary School

Teaching in a rural setting


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. 1.5: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet to specific learning needs of students across the full range of abilities.1.6: Demonstrate broad knowledge and understanding of legislative requirements

K1, K2, K3, S1, S2

Assessment Task 1:

Critical incident analysis and reflection

Due: Wednesday 21 June


Learning Task and Assessment

Learning outcomes assessed

Assessment Task Assessment Type Weighting*

1.K1, K2, K3S2A1, A2

Reflective response which considers a dimension of personal practice in some depth and includes reference to related academic articles.

Critical incident (‘A-ha moment’) analysis and reflection.

30%

2. K1, K2, K3S1, S2A1, A2

In groups students conduct an online learning dialogue and discussion to investigate new questions arising and relating it to the related research literature.

Group Presentation Response

30%

3. K1, K2, K3S2A1, A2

A teaching philosophy statement and professional portfolio contributions :

Professional portfolio 40%

Please note: Assessment tasks submitted after the due date without an extension or Special Consideration willattract a late penalty of 5% of the total value of the task per day (including weekends). Assessmenttasks submitted more than 14 days after the due date without an extension or Special Consideration will not be graded. (paragraph 10 in the Federation University Faculty of Education and Arts Higher Education Undergraduate Assessment Guidelines, 2015)

15 credit point undergraduate courses should include assessment equivalent to between 4000- 4500 words. The Faculty of Education and Arts assessment guidelines (paragraph 4, 2015) specify the following as equivalent to each other:

1000 word essay One hour exam 2000 word reflective journal 1000 word structured portfolio/e-portfolio 10 minute individual presentation Group presentation: 5 minutes per member

Assessment Task 1Title: Critical incident analysis and reflection (30%)

Due: Wednesday 21 June 2017 at 23:55 pmFormat: Please use subheadings and double spacing

Word limit: Equivalent of 2400 words (excluding references). Please stay within 10% of the word count.

Submission: via Dropbox on Moodle.

Description Assessment Task 1

Using a ‘light-bulb moment’ (something that occurred which led to a shift of your thinking about professionalism in teaching) in relation to a particular element of your professional practice, construct a reflective response which considers this dimension of your practice in some depth (2400 word equivalent) Your response should align with one of the following professional standards from the AITSL framework:

3.5: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.



3.6: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.4.3: Demonstrate knowledge of practical approaches to manage challenging behaviour.4.4: Describe strategies that support students’ well-being and safety working within school and/ or system, curriculum and legislative requirements.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.

Consider the reasons for your choice of incident/issue and how it links to wider professional/ethical features of teaching. Explore the issue from a variety of perspectives (e.g. literature, policy, collegial and student perspectives) and articulate how your understanding and sense of teaching identity is built through conscious investigation.

You are invited to present your reflection in ways that best suit your purposes, explaining your choices and how they work to communicate your ideas and relevant questions. You might wish to include a poster or diagrammatic approaches, import images, narratives, samples of students’ work, digital features etc.

A detailed description of the criteria used to grade your assessment can be found in the marking rubric below. The Course Coordinator will use the marking rubric when your assignment is marked. The assignment constitutes 30% of the weighting for the course.



Assessment 1 Task description: A critical incident analysis and reflection (30%)

Criteria N (<49%) P (50%-59%) C (60%-69%) D (70%-79%) HD (80%-100%)

A critical incident from your professional practice is clearly identified*. Your practice is considered in some depth in the reflective response.

5 marks

Response does not clearly identify a critical incident from your professional practice and/or does not outline the incident and its impact for classroom teachers with clarity.

Sufficient response that provides a basic explanation of the Aha moment, its background/current debate context, and its impact on classroom practice.

Well-rounded response that clearly outlines the impact of the Aha moment. Descriptions of the impact/context include some insight into the professional practice from your perspective as a teacher.

Excellent response that addresses the Aha moment and its impact/context confidently. Thoughtful consideration of the context is evident.

Exemplary response that contextualises the Aha moment’s impact explicitly, thoroughly and perceptively.

Justification for choice of A-ha moment and application to wider teaching and ethical features of the profession.

10 marks

Does not justify the choice of incident or fails to provide correct outline of its application to wider teaching / ethical features.

Justifies the choice of critical incident and includes a description of its application to wider teaching/ ethical features of the profession.

Justification of incident is detailed and includes at least two different applications to wider teaching/ ethical considerations with support from subject readings and some relevant independent reading.

Provides a critical discussion of chosen incident that includes at least two different wider teaching applications; draws on relevant independent reading.

Provides a critical and insightful discussion of the critical incident and its of application to the wider professional discourse; draws on relevant independent reading.

A sense of emerging teacher identity is apparent which reflects your thinking-in-action.

10 marks

Own practice is not described or is described in limited ways. There are limited connections made to professional obligations. Implications for classroom practice are not considered, or are considered in a brief and superficial way.

Own practice is described with limited levels of critical reflection. Links to your professional obligations links are tenuous or not clearly explained. Obvious implications for classroom practice are described but may lack detail.

Own practice is discussed with some evidence of critical reflection. Links to practice and students needs tend to be discrete rather than integrated. Implications for classroom practice are described in general terms.

Own practice is critically discussed, and some connections are made beyond the immediate classroom context. Implications on classroom practice are discussed with some detail.

Own practice is critically discussed with connections to wider experiences and learning. Implications for classroom practice are discussed with clear and useful detail.

Written expression, structure and style

5 marks

Lack of clarity that impedes understanding. Several (three or more) spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation. Inadequate citation and refs.

Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and APA 6th referencing with few errors.

Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citation and APA 6th referencing with few errors.

High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and APA 6th referencing.

High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and APA 6th referencing.



*Your critical incident should relate to one of the following AITSL standards:Use effective classroom communication (3.5); Evaluate and improve teaching programs (3.6); Manage challenging behavior (4.3); Maintain student safety (4.4); or Report on student achievement (5.5)

Assessment Task 2Title: Group presentation and response to group online discussion

Due: 2a: Peer presentation, due Monday 26 June 2017

Format:

2b: Group Online Discussion due Friday 30 June 2017 at 23:55pm

Variable Word limit: Task 2a – equivalent of 1000 words / 10-minute presentation

Task 2b – equivalent of 2000 words (excluding references). Please stay within 10% of the word count.Submission:

via Dropbox on Moodle.

Description Assessment Task 2A

In groups of 2-3 students, create and present a 10 -15 minute (maximum) multimodal text using a media form of your choice (E.g.: oral presentation, dramatisations, photostory, oral poster presentation, movie, customised power point presentations or any other). Be as creative as possible and have fun with thinking up alternative forms of presentations. This presentation should address an interesting aspect (from your perspective) of teachers’ work, covered in the Teacher as a Professional course.

E.g. an ethical, professional, industrial, legal, emotional, intellectual or physical dimension of your role as a teaching professional, which you and a peer are interested in exploring further.

You might for example decide to explore how to meet the needs of newly arrived EALD students in the context of planning for learning in Literacy, or you might examine how to implement a particular evidence-based strategy as part of your long-term planning/classroom management routine.

You should consider the following in planning your reflection:

What particularly interested you about this aspect of professionalism as a teacher? Why? How does this inform or challenge your teaching philosophies/identities? What implications do your responses have for your teaching? Does the content of your choice link to the national standards for teachers and/or research literature? If so,

how?This assessment task links to the following AITSL standards:

3.5: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.6.2: Understand the relevant and appropriate sources of professional learning for teachers.7.1: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Description Assessment Task 2B

You will now delve deeper into a professional aspect. You will participate as a member of a professional online learning community, through an online group discussion. (2,000 word equivalent). This is a fairly open task – the importance is the process of ongoing and deepening reflection– rather than the topic itself. However, it is assumed that the topic/s you discuss relates to the course.

Your postings may address your own original experiences (these may be lived or observed) of the presentation topic raised, as you are becoming a critically reflective teacher. Your postings and responses to peers should show evidence of your thoughts of the topic’s implications for teaching and demonstrate your engagement with related literature (i.e. include references to relevant articles which may interest your peers). You should also prompt your peers to reflect further, by asking questions aimed to extend/challenge their thinking.



A detailed description of the criteria used to grade your assessment can be found in the marking rubric below. The Course Coordinator will use the marking rubric when she marks your assignment. The assignment constitutes 30% of the weighting for the course.



Assessment 2: Group presentation and response

2a: Multi-modal pair/group presentation 2b: Individual contribution to discussion through regular blog postings weeks 7, 8 and 9

Criteria N (<49%) P (50%-59%) C (60%-69%) D (70%-79%) HD (80%-100%)

2a Response does not clearly identify a topic relating to your teaching philosophy and/or does not relate the topic to your the AITSL standards.

Sufficient response that provides a basic explanation of the topic and in the context of your teaching philosophy and the AITSL standards.

Well-rounded response that clearly outlines the impact of the topic in the context of your teaching philosophy and AITSL standards.

Excellent response that addresses the topic and its impact confidently. Thoughtful consideration of the context is evident.

Exemplary response that contextualises the topic and its impact explicitly, thoroughly and perceptively.

Introduce the topic and outline how it relates to your teaching philosophy and the national standards for teachers

10 marks

Critically explore the topic in relation to wider academic thinking and research.Articulate personal beliefs, values and commitment in relation to the topic and its application to teaching as a profession.

30 marks

The presentation has one or more of the following shortcomings:

fails to address the issue/ addressed it marginally

relates to the subject on a simple, essentially anecdotal level, demonstrating little reading or little capacity to apply concepts to practice or experience and to draw conclusions from that practice

substandard through a lack of appropriate content, poverty of argument

The multimodal text:

basically addresses the topic and is of appropriate length

demonstrates a basic understanding of the issues and a capacity to relate them to practice, experience and/or context

shows evidence of basic reading that is relevant to the topic of teaching as a profession

is in your own words, except for sections clearly marked as quotations

is consistently and honestly referenced

The multimodal text also:

demonstrates a sound understanding of the issues being investigated and a capacity to relate them or apply them to experience and practice

shows evidence of wider reading and some independent selection of sources

shows evidence of a capacity to be critical, evaluative or to make judgements.


demonstrates a comprehensive understanding of the issues and a capacity to relate them to a wider context

shows evidence of wide independent reading and/or investigation


shows evidence of initiative and originality or ingenuity in the approach to or execution of the investigation/reflection of professional practice.

Provide an example of how the issue will influence your planning for learning

15 marks

Fails to provide an example of how the issue influences your planning for learning.

Obvious implications for planning classroom practice are described but may lack detail.

Implications for classroom practice are described in general terms.

Implications on classroom practice are discussed with detail and insight.

Implications for classroom practice are discussed perceptively and with sophistication

Technical quality of multimodal presentation

5 marks

Software problems. Poor quality graphics, sound and/or transitions. File not presented as required. Problems with

The text used:

appropriate software or materials for presentation

a range of graphics,

The text also:

demonstrated an appropriate software or materials for presentation

used graphics,

The text also:

demonstrated an innovative use of software using quality graphics, sound with

The text also:

demonstrated innovation and creativity

used high quality graphics,



upload or access. sound (including voiceovers, background music or oral speech) and transitions for digital texts and/or oral presentations.

was technically satisfactory.

sound & transitions were connected cohesively.

Used a range of design elements to create an interesting & engaging multimodal text.

effective transitions.

sound & transitions for digital texts and/or oral presentations to produce a highly engaging and interactive text.

2b The required number of blog postings (3) was not completed

AND/OR

Was not completed with sufficient detail (and at least 150-200 words)

AND/OR

With little evidence of ability to articulate the topic, issues and research.

The required number of blog postings (3) was completed regularly and with sufficient detail (at least 150-200 words).

Blog postings include a basic articulation of the topic, issues and research.

The required number of blog postings (3) was completed regularly and

with some ability to articulate the topic, issues and research.

Three blog postings (3) were completed regularly at an advanced level.

Blogs articulate the topic, issues and research with detail and insight.

Three blog postings (3) were completed regularly, explicitly demonstrating the application and development of teaching and professional learning.

Blogs articulate the topic, issues and research in a consistent, focused and thoughtful way.

Contribution to a professional discussion online through reflective learning blogs

i) Three critical and reflective blog postings

20 marks

ii) Three (3) peer blog responses which contribute to the online discussion and reflect evidenced-based, collaborative, problem-solving approaches to education issues.

20 marks

Reponses to peer postings were not weekly

AND/OR

The required number of postings

(3) were not completed with

sufficient detail (and at least 100 words)

OR

There is little or no evidence that the responses connect to the research

Three regular online responses to peer blog postings reflect your emerging teacher identity and ability to engage in collaborative approach to education issues.

Evidence-based practice is described in your responses but may lack detail.

Three regular online responses to peer blog postings show a general sense of professional teacher identity and collaborative practice. Postings include evidence-based referencing of academic research and other data to contribute reasonably to the collaborative conversation.

Three regular online responses to peer blogs are detailed and insightful. Responses seek to extend/ challenge peer’s thinking. Responses use evidence-based referencing of academic research and other data effectively.

Three regular online responses engage with the topic and challenge the thinking of the other participants effectively. Responses demonstrate astute use of evidence-based referencing of academic research and other data in the collaborative conversation.

Assessment Task 3Title: A personal teaching positioning statement and professional portfolio contributions: Preparing for

employment (40%)

Due: Friday 7 July 2017 at 23:55 pmFormat: Written application and e-portfolio (Mahara).

Word limit: Equivalent of 3200 words (excluding references). Please stay within 10% of the word count for each component.

Submission: 3a as word document in Moodle Dropbox



3b, the e-portfolio as a secret URL to the Moodle Dropbox

Description Assessment Task 3

3a: A personal teaching positioning statement and professional portfolio contributions: Preparing for employment.

This task includes written applications for employment and your professional portfolio. It comprises 4 sections:

i) A positioning statement around your practice (around 1000 words)

ii) A teaching position advertisement (collected/downloaded)

iii) A cover letter and CV in response to the position advertisement (around 400-600 words)

iv) A response to two key selection criteria (2 x 500; so around 1000 words max)

(2,600 words)

3b: Your e-portfolio in progress

This task requires you to develop/present your portfolio in progress, ready for interviews. In line with AITSL standard 3.3: Include a range of teaching strategies, you need to include actual artefacts showing how you have used teaching strategies (E.g.: photos of you teaching, lesson plans, work stations, resources you have developed, samples of anonymous student work) to display in your portfolio, do so. Accompany your artefact with a brief rationale for your inclusions.

The rationale should articulate why you see your chosen artefact as valuable to, for example, your emerging teacher identity, your understanding of professional work, evidence of working towards or achieving AITSL graduate teacher standards, efforts towards securing employment and so on. In particular, your artefact should address the following AITSL standards:

3.3: Include a range of teaching strategies.3.5: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.3.6: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

It might be creatively presented with hyperlinks and also include directions for your future growth in education. (600 words)

A detailed description of the criteria used to grade your assessment can be found in the marking rubric below. The Course Coordinator will use the marking rubric when she marks your assignment. The assignment constitutes 40% of the weighting for the course.



EDFGC 5809 Assessment 3: A personal teaching positioning statement and professional portfolio (40% of course mark)

Criteria N (<49%) P (50%-59%) C (60%-69%) D (70%-79%) HD (80%-100%)

A personal teaching positioning statement which articulates: Your teaching

philosophy Awareness of a

range of professional issues in education relevant to your teaching philosophy

20 marks

Positioning statement does not articulate your teaching philosophy and/or fails to demonstrate awareness of relevant professional issues.

Sufficient response that provides a basic positioning statement and demonstrates awareness of relevant professional issues

Well-rounded response that provides a well-articulated positioning statement and demonstrates awareness of relevant professional issues.

Positioning statement is concise and well-articulated with thoughtful consideration of the relevant professional issues.

Exemplary response contextualises your positioning statement explicitly, thoroughly and perceptively.

Cover letter and CV in response to advert which include: An appropriate

teaching position advertisement

A cover letter in response to the advertisement, which reflects research into the school philosophy and organization

A CV tailored to education employment

20 marks

Cover letter and CV do not address the criteria for the advertised position. Links the school’s philosophy are not considered or considered in a brief and superficial way.

Cover letter and CV address the criteria for the advertised position. Describes links to the school’s philosophy but may lack detail.

Cover letter and CV address the criteria for the advertised position in general terms. Some insight into the school’s philosophy is evident.

Cover letter and CV address the criteria for the advertised position with accuracy. Thoughtful consideration of the school’s philosophy is evident.

Cover letter and CV address the criteria for the advertised position explicitly and with insight. Explicit, thorough and perceptive consideration of the school’s philosophy is evident.

Response to two key selection criteria in which claims are supported by evidence from professional experience

30 marks

Response to two selection criteria is not addressed, or addressed in a very limited way. There are limited connections between selection criteria and supported claims.

Response addresses the two key selection criteria. Support for claims from with evidence from experience are tenuous or not clearly explained.

Response to the two selection criteria is addressed with some detail. Support for claims from with evidence from experience tends to be discrete rather than integrated.

Response to the two selection criteria is accurate and detailed. Claims are thoughtfully supported by evidence from professional experience.

Response to the two selection criteria is perceptive with clear and useful detail put forward in evidence to support claims.

An organised and clearly presented e-portfolio which provides: A comprehensive,

representative and effectively chosen selection of artefacts (in line with AITSL standard 3.3) showing how you have used teaching strategies

An effective

Portfolio lacks organisation and fails to include one or more of the following:

A selection of artefacts (at least 3)

A rationale to explain selection of artefacts

Portfolio is clearly set out and includes all of the following:

A selection of artefacts (at least 3)

A rationale to explain selection is included but may lack detail

Portfolio is logically organised and includes all of the following:

A representative and effective selection of artefacts

Some detail in the rationale to explain selection

Portfolio is highly organised and includes all of the following:

A comprehensive and thoughtful selection of artefacts

An explicit rationale to explain selection

Portfolio is organised in an exemplary fashion and includes all of the following:

A comprehensive, innovative and highly appropriate selection of artefacts

A perceptive



rationale for the selection of artefacts & explanation of how you used the collected artefact to evaluate & improve your teaching (in line with AITSL Standard 3.6) and how you communicated learning intentions and success criteria (in line with AITSL Standard 3.5)

20 marks

Some links to AITSL standards

Some links to AITSL standards

Links to relevant AITSL standards

Explicit links to relevant AITSL standards

rationale to explain selection

Explicit links to relevant AITSL standards

Written expression, structure and style

10 marks

Lack of clarity that impedes understanding of ideas. Several (three or more) spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation.

Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors.

Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised.

High level of accuracy and control in articulation of ideas. Logical and coherent text structure.

High level of accuracy and control in articulation of ideas. Logical and coherent text structure.

ExtensionsYou are requested to do all in your power to meet assignment deadlines. Extensions will only be given if you face unforeseen and unavoidable problems. Extensions may not be possible towards the end of session. In this case you need to apply for special consideration for a grade pending.

If it becomes obvious that you are not going to be able to submit an assignment on time because of an unavoidable problem, you must submit your request for an extension in writing to the course coordinator prior to the due date.

Penalty for late submissionAssessment tasks submitted after the due date without an extension or Special Consideration will attract a late penalty of 5% of the total value of the task per day (including weekends). Assessment tasks submitted more than 14 days after the due date without an extension or Special Consideration will not be graded. (See paragraph 10, Federation University Faculty of Education and Arts Higher Education Undergraduate Assessment Guidelines, 2015)

FeedbackYou should normally expect your marked assignment task 1 to be emailed to you or uploaded to Moodle for you to retrieve within four weeks of the due date, if your assignment was submitted on time. If an assignment is submitted on the due date but not returned within a reasonable time, you should make enquiries in the first instance to the course coordinator by email. Lecturers aim to have assignments marked and ready for return 3 weeks after the due date.



Students will be provided with written feedback on each submitted assignment. This feedback will relate directly to the assessment criteria. Assignment feedback should be read carefully as it will assist students in the completion of future assessment tasks. Arrangements can be made to discuss this feedback with lecturers or the Subject Coordinator.

ModerationTo ensure consistency and fairness in grading, any assessment task that is given a fail grade will be double marked. (See

paragraph 12, Federation University Faculty of Education and Arts Higher Education Undergraduate Assessment Guidelines, 2015).

ResubmissionStudents may apply for the course coordinator’s permission to resubmit one failed assessment task per course. If granted permission, students must resubmit no later than one week from the date permission was granted. Resubmitted assessment tasks will receive a pass/fail grade only. (See paragraph 14, Federation University Faculty of Education and Arts

Higher Education Undergraduate Assessment Guidelines, 2015

Assistance with Online Submission Students are often asked to submit assessments online. Here are a few useful links that introduce students to the Turnitin software:

About Turnitin

Student Guidance on Turnitin

Student Turnitin Access 2013 (Moodle Support Shell)

Closing the loopFeedback from previous offerings of this course has been used to modify the delivery schedule and the evidence of learning generated in the assessment tasks. In addition, input from students will be sought during the session to address the delivery of the course.

PlagiarismPlagiarism is the presentation of the expressed thought or work of another person as though it is one's own without properly acknowledging that person.

Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying.

Plagiarism is a serious offence. Please refer to the following documents:

Statute 6.1: Student Discipline Regulation 6.1: Student Discipline Regulation 6.1.1: Plagiarism

Adopted Reference Style:

APA Australian MLA Chicago

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The link to the library website for more information is: FedUni Library - Referencing


http://ubonline.ballarat.edu.au/enrol/index.php?id=16271

http://federation.edu.au/students/assistance-support-and-services/academic-support/learning-and-study/preventing-plagiarism/student-guidance

http://federation.edu.au/students/assistance-support-and-services/academic-support/learning-and-study/preventing-plagiarism/about-turnitin

http://federation.edu.au/staff/governance/legal/feduni-legislation/feduni-statutes-and-regulations



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