EDSE2001: Pedagogy and Professional Practice 1

Assessment Task 1: Teaching Philosophy

This assessment task requires you to engage with theory, practice and philosophies of education that you have encountered in your degree in order to continue to develop an emerging understanding of yourself as a teacher and leader of learning. In developing heightened skills of critical reflection, you will activate your capacity to apply practices that are critical for both yourself and your students to flourish in a culture of learning.  

Assessment criteria:

• Informed understanding of the complex role of teaching and/or the role of teachers 
• A growing understanding of the importance of creativity and critical reflection adding meaning to emerging practices 
• Demonstrated ability to connect theory/philosophy to classroom practice 
• Demonstrated ability to communicate through relevant modes 
• Meets the task requirements and the tenets of academic work by including appropriate APA references. 

The assessment task responds to GTS 1.1.1, 1.2.1, 1.3.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 4.3.1, 4.4.1, 4.5.1, 5.2.1, 5.5.1, 5.2.1, 6.1.1, 7.1.1, 7.2.1, 7.3.1 by articulating and developing a personal philosophy of teaching that makes connections between various educational fields of research that include pedagogy, student learning, and some elements of educational psychology.  The standards are also met through student reflection, analysis and facilitation of knowledge about learner characteristics, from a range of research fields and ways to make professional decisions to better the learning outcomes of all students.  Students will also hone their professional skills that relate to making informed decisions about learners and their needs as they relate to different organizational methods, strategies and evaluation.

Assessment Task 2: Case Study Scenarios

Case study scenarios of 'classroom moments' will be provided in the Week 1 lecture and on the Canvas site. You are to choose one scenario and develop a response that details a pedagogical perspective on what is happening, along with an action plan of next steps. 

Assessment criteria:

• Demonstrated ability to draw upon theories/philosophies of education to take practical steps to problem-solve in learning contexts
• A growing understanding of the importance of critical thinking in decision-making processes
• Clear articulation of personal beliefs about teaching and learning
• References, quotes, paraphrases, accurate use of APA, terminology and grammar reflect the growing practice of a pre-service teacher

This assessment task responds to Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.5.1, 2.2.1, 2.5.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 6.1.1, 6.2.1 through a demonstration and understanding of teaching secondary students and their unique requirements.  The Graduate Teacher Standards are also reflected through an understanding and application of theory, research and policy, particularly ways in which teachers, schools, families and other stakeholders who are instrumental in the learning journeys of secondary students.  The Graduate Teacher Standards are also reflected on critical reflection and analysis informed by research in order to make professional decisions for best teaching practice.

Assessment Task 3:  A Structured Observation

This assessment task is an opportunity for you to continue developing your knowledge of good teaching and teacher practice. Through a structured observation you will develop a practice of close attention and “noticing”, moving beyond first impressions of what is occurring in the classes that you have observed. 

Assessment Criteria

• Makes links between theory and practice - including course content, further reading, lesson planning and reflection.
• Demonstrates growing understanding of some aspects of lesson design, e.g., using a range of appropriate tasks, time management, learning configurations and effective use of resources.
• Reflects on the intersection between instruction and classroom culture in learning environments.
• Creates an effective report with engaging use of supporting visual data to convey information. 
• References, quotes, paraphrases, accurate use of APA, terminology and grammar reflect the growing practice of a pre-service teacher

This assessment task responds to Graduate Teacher Standards 1.2.1, 1.3.1, 4.1.1, 4.2.1, 4.4.1, 4.5.1, 5.1.1, 5.3.1, 6.1.1, 6.2.1, 6.3.1, 6.4.1 by developing upon already established sociological perspectives that support a building of skills to understand students from a range of social, ethnic and cultural backgrounds.  The Graduate Teacher Standards are also met as students develop a range of strategies to recognise and develop students learning dispositions, needs and strengths in order to support them to their full potential.  Students will also develop and understand the role of professional learning in order to critique and improve on their personal development as teachers and the development of students in their care.