EDUC9312 Professional Experience 2: Assessment for Registration (Primary R-7)

In this topic, pre-service teachers undertake a 40-day placement in a metropolitan or rural school to demonstrate their capacity to assume the roles and responsibilities of a teacher and attain the Graduate Professional Standards. With the support of a university appointed liaison and oversight by a qualified mentor teacher, pre-service teachers are expected to apply and evidence knowledge of various classroom and professional practices including differentiated curriculum, instruction and assessment; a range of verbal and non-verbal communication skills; strategies that enable full participation of students with diverse needs; organising safe and positive learning environments; and, documenting self-improvement strategies and setting future professional learning goals. The University will use the placement report and the successful completion of the required assessment activities to assess whether a pre-service teacher has achieved the Graduate Professional Standards for the Teaching Performance Assessment (TPA).

This topic aims to:

• Immerse pre-service teachers in the work of a primary classroom teacher in a real-world context and provide opportunities for them to achieve the Graduate Standard of the Australian Professional Standards for Teachers
• Develop pre-service teachers’ capacity to connect theoretical and professional understandings and apply their knowledge and skills with responsibility and accountability for their own learning and professional practice and in collaboration with others who share responsibility for student learning and their wellbeing
• Enhance preservice teachers’ capacity to communicate effectively and work ethically with students, staff and parents/carers
• Enhance preservice teachers’ capacity to evidence, evaluate and improve the impact of their teaching on student learning
• Provide opportunities for preservice teachers to apply their knowledge and skills creatively and skillfully to identify and solve problems with intellectual independence
• Develop preservice teachers’ capacity to critique their practice and evaluate their professional learning needs

1. Validate effective teaching practice and learning through the achievement of the Australian Professional Standards for Teachers at the Graduate Career Stage
2. Design inclusive curriculum for diverse students using assessment data to make informed professional judgements supported by well-developed pedagogical reasoning, research-informed perspectives and disciplinary knowledge and skills
3. Assess situations and Identify and implement strategies to communicate effectively and empathetically with students, parents/carers and stakeholders to develop rapport while building trusting professional relationships
4. Plan and implement strategies to evidence, evaluate and improve the impact of your teaching on student learning
5. Devise effective, creative and innovative solutions to authentic problems encountered in learning and teaching contexts
6. Critique your practice and with the guidance of your mentor teacher and identify personal goals and strategies for improvement