Staff contact detailscourse convenor office location email availability

School of Education

1. LOCATION ...................................................................................................................................... 3 2. STAFF CONTACT DETAILS .......................................................................................................... 3 3. COURSE DETAILS ......................................................................................................................... 3 STUDENT LEARNING OUTCOMES .............................................................................................. 4 PROFICIENT – AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS ...................... 4 NATIONAL PRIORITY AREA ELABORATIONS ............................................................................ 4 4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH ................... 4 5. TEACHING STRATEGIES .............................................................................................................. 5 6. COURSE CONTENT AND STRUCTURE ...................................................................................... 5 RESOURCES .................................................................................................................................. 6 7.

8. ASSESSMENT ................................................................................................................................ 7

2. STAFF CONTACT DETAILS

Course Convenor: Office Location: Email: Availability:

STUDENT LEARNING OUTCOMES

Outcome		Assessment/s
1	Interpret observation data with reference to theory and explain how this	1, 2, 3
1		1, 2, 3
2		1, 2, 3
3		1, 2, 3
4		2, 3

PROFICIENT - AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Priority area		Assessment/s
A. Aboriginal and Torres Strait Islander Education		1, 2, 3
		1, 2, 3
	1, 2, 3, 4, 5, 6, 7, 8, 9,10, 11, 12, 13, 14	1, 2, 3
D. Literacy and Numeracy		1, 2, 3
		1, 2, 3
	1, 2, 3, 4, 5, 6, 7, 8 ,9, 10, 11	1, 2, 3

4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH

Day, C. (2004). A Passion for Teaching. London: RoutledgeFalmer.

Hattie, J. (2003). Teachers make a difference: what is the research evidence? Melbourne: Australian Council for Educational Research.

Tsui, A. B. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: theory and practice, 15(4), 421-439.

8. ASSESSMENT

Assessment Task	Length	Weight	Student Learning Outcomes Assessed	Australian Professional Standards Assessed	Due Date
Assessment 1: Audit of teaching using the APST at proficiency level and standards 2,3, and 5	2000 words equivalent	40%	1-3	2-3, 5
	------	------	1-4	2-3, 5	End of placement
Assessment 3: Annotatedevidence of proficiency		60%	1-4	2-3, 5

Submission of assessments

Students are required to follow their lecturer’s instructions when submitting their work for assessment. All assessment will be submitted online via Moodle by 5pm. Students are also required to keep all drafts, original data and other evidence of the authenticity of the work for at least one year after examination. If an assessment is mislaid the student is responsible for providing a further copy. Please see the Student Policies and Procedures for information regarding submis
requirements etc.

UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST5442 ADVANCED PROFESSIONAL PRACTICE

	(-) (+)

Depth of analysis and/or critique in response to the task • Demonstrated ability to think critically using analytical skills
Familiarity with and relevance of professional and/or research literature used to support response

• Appropriate use of APA referencing style
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME

UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST5442 ADVANCED PROFESSIONAL PRACTICE

Student Name:	Student No.:

Lecturer:	/20		Date:
Recommended:	/20		Weighting:

contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.