Outline

Unit code	EDPD6015
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Coordinator	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Group Responses Tasks Written file upload	20%	Multiple weeks	2x 750 words/submission
Outcomes assessed:
Presentation	Group Presentation Presentation during class	25%	Multiple weeks	30 minute presentation
Outcomes assessed:
Assignment	Individual Response Tasks Written file upload	10%	Multiple weeks	2x 500 words/submission
Outcomes assessed:
Assignment	Collaborative Team Meeting Report Written file upload	45%	Week 10	2,500 words
Outcomes assessed:
= group assignment ?

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Week 01	Introduction to Collaboration and Consultation	Seminar (2 hr)
Week 02	Group Member Roles and Lifecycles of Teams	Seminar (2 hr)
Week 03	Communication Skills	Seminar (2 hr)
Week 04	Teachers as Leaders and Designing Professional Development	Seminar (2 hr)
Week 05	Conflict Resolution Skills and Collaborative Approaches to Teacher Wellbeing	Seminar (2 hr)
Week 06	Whole-School Collaboration	Seminar (2 hr)
Week 07	Collaboration Between Special Educators and General Educators	Seminar (2 hr)
Week 08	Collaborating with Paraprofessionals	Seminar (2 hr)
Week 09	Collaborating with Families	Seminar (2 hr)
Week 10	Collaboration With and Between Students	Seminar (2 hr)
Week 11	Related Services Collaboration	Seminar (2 hr)
Week 12	Interagency Collaboration	Seminar (2 hr)

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate skills in communication, consultation and the use of collaborative strategies in working with students with disabilities, parents/carers, and school and community personnel in the range of learning environments
LO2. demonstrate knowledge of the skills used in appropriate communication in reporting assessment results to students, parents, administrators and other professionals to give a clear indication of student progress
LO3. develop an understanding of issues relating to the needs, concerns, rights and expectations of parents
LO4. identify a range of models of collaboration and strategies that promote successful consultative processes
LO5. demonstrate appropriate skills in a variety of communication mediums
LO6. demonstrate knowledge of available support services and specialised personnel for students, families and school communities
LO7. apply knowledge, skills and values in accordance with appropriate aims and outcomes of the University of Sydney: generic attributes of graduates policy. In particular, this unit supports those skills and attributes relating to ethical, social and professional understanding; personal and intellectual autonomy and research and inquiry.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.6.3. (Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. 3.7.2. (Proficient) Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. 5.5.2. (Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records. 5.5.3. (Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. 5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. 7.3.3. (Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.3.3. (Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. 3.6.3. (Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. 5.1.2. (Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.1.3. (Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. 5.3.2. (Proficient) Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning. 5.4.2. (Proficient) Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. 5.4.3. (Highly Accomplished) Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. 5.4.4. (Lead) Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. 3.7.2. (Proficient) Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. 5.5.2. (Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records. 5.5.3. (Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. 5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. 7.3.3. (Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 3.5.4. (Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.6. Information and Communication Technology (ICT)

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
1.1.3		(Highly Accomplished) Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
1.1.4		(Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.2.2		(Proficient) Structure teaching programs using research and collegial advice about how students learn.
1.2.3		(Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge.
1.2.4		(Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.3.3		(Highly Accomplished) Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.3.4		(Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.3		(Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.
1.4.4		(Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
1.5.4		(Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
1.6.3		(Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
2.1.3		(Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.3.3		(Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
2.3.4		(Lead) Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
2.4.3		(Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.4.4		(Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.3		(Highly Accomplished) Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
2.6.3		(Highly Accomplished) Model high-level teaching knowledge and skills, and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
2.6.4		(Lead) Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.1.4		(Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.2.3		(Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
3.2.4		(Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
3.3.3		(Highly Accomplished) Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.3.4		(Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking.
3.4.3		(Highly Accomplished) Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
3.4.4		(Lead) Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
3.5.2		(Proficient) Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
3.5.3		(Highly Accomplished) Assist colleagues in selecting a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
3.5.4		(Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
3.6.2		(Proficient) Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
3.6.3		(Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
3.6.4		(Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
3.7.2		(Proficient) Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
3.7.3		(Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
3.7.4		(Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
4.1.3		(Highly Accomplished) Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
4.2.3		(Highly Accomplished) Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
4.2.4		(Lead) Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
4.3.2		(Proficient) Manage challenging behaviour by establishing and negotiating clear expectations with students, and address discipline issues promptly, fairly and respectfully.
4.3.3		(Highly Accomplished) Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
4.3.4		(Lead) Lead and implement behaviour management initiatives to assist colleagues in broadening their range of strategies.
4.4.2		(Proficient) Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements.
4.4.3		(Highly Accomplished) Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety.
4.4.4		(Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
4.5.3		(Highly Accomplished) Model and support colleagues to develop strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.1.3		(Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.
5.2.4		(Lead) Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
5.4.3		(Highly Accomplished) Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
5.5.2		(Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
5.5.3		(Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement.
5.5.4		(Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
6.1.2		(Proficient) Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.
6.1.3		(Highly Accomplished) Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice.
6.1.4		(Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
6.2.2		(Proficient) Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
6.2.3		(Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3.2		(Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.3.3		(Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
6.3.4		(Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
6.4.2		(Proficient) Undertake professional learning programs designed to address identified student learning needs.
6.4.3		(Highly Accomplished) Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
6.4.4		(Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
7.1.3		(Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
7.1.4		(Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2.3		(Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
7.2.4		(Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
7.3.2		(Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing.
7.3.3		(Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing.
7.3.4		(Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
7.4.4		(Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes