Outline

Overview

This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community. It critically explores the relationship with the mandated professional standards of teaching, the practice of teachers, and and the importance of evidence-based teaching for individual and collective change and improvement. This unit of study is integrated with professional experience and explores issues, dilemmas and challenges for beginning teachers.

Unit details and rules

Unit code	EDSE4051
Academic unit	Education
Credit points	4
Prohibitions ?	EDSE4042
Prerequisites ?	138 credit points including EDSE3082 or EDSE3072 and EDSE3073
Corequisites ?	EDSE4043
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kelly Freebody, kelly.freebody@sydney.edu.au
Lecturer(s)	Michael Anderson, michael.anderson@sydney.edu.au
	Kelly Freebody, kelly.freebody@sydney.edu.au
	Thomas De Angelis, thomas.deangelis@sydney.edu.au
Tutor(s)	Susan Orlovich, susan.orlovich@sydney.edu.au
Tutor(s)	Natasha Beaumont, natasha.beaumont@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Peer teaching portfolio and individual reflection In-class assessments – Presentation	40%	Ongoing Due date: 28 Apr 2023 at 23:59 Closing date: 12 May 2023	1500 words equivalent
Outcomes assessed:
Assignment	Podcast report Submitted work – Assignment in pairs	35%	STUVAC Due date: 02 Jun 2023 at 23:59 Closing date: 16 Jun 2023	1000 words equivalent
Outcomes assessed:
Assignment	Case studies in the classroom Submitted work – Assignment	25%	Week 04 Due date: 17 Mar 2023 at 23:59 Closing date: 07 Apr 2023	500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1. Case study responses

In Week One students will be given access to three case study scenarios, via the Modules Page. The scenarios will focus on issues related to the legal and ethical responsibilities of teachers and may include instances of bullying, parent-teacher interaction, injury or incident, or the legal responsibilities of teachers.

Referring to resources such as the required readings, including current DEC policies and the code of conduct, students will be required to provide a 500-word reflection for two of the three case studies. The reflection should outline the key details of this incident and strategies for response. Responses should articulate and reference current policy and/or research.

Assessment Criteria

Effective interpretation of key issues in case study scenarios
Strategies are practical, appropriate, and informed by current research and/or policy
Strategies are effectively justified
Adheres to the tenets of academic writing and referencing

Assessment Task 2. Group Lesson planning and peer teaching (part 1.)

In Week 1 students will be placed in groups, in tutorials.

Commencing Week 3 (second week of classes semester 1 2022), each student will be responsible for facilitating a 40–45-minute lesson for their other group members based on the weekly readings and lectures of the previous week.

The tutorial may include discussion but must include at least one planned teaching activity. After each student in the group has delivered their individual lesson, the group will submit a single portfolio that includes all lesson plans and examples of work from each tutorial.

A detailed rubric and video explaining this task is available on CANVAS

Assessment criteria

Effective lesson plans that clearly state learning goals and give students opportunitites to engage with chosen issues.
Lesson plans and resulting activity examples that contribute to discussions about the teaching profession.
Deep engagement with chosen topics (from lectures/readings) that recognises the roles and responsibilities of teachers.

Assessment Task 2. Individual critical reflection (part 2).

State and Federal government policy changes will require pre-service teachers to achieve a Teaching Performance Assessment (TPA) prior to completing their University Degree. This assessment task aims to prepare students for this assessment task. Students will be required to reflect on their lesson to their peers. A scaffold similar to the current TPA will be made available via the modules page.

Assessment Criteria

Demonstrated ability to reflect on practice, incorporating professional knowledge into understanding teaching and learning processes
Demonstrated ability to productively apply reflection to discussions of future practice.

A detailed explanation, rubric and video is available on CANVAS to guide this task

Assessment Task 3. Report in the form of Podcast

Students will individually create a podcast to discuss how theory shapes their practice, by exploring how their learning in Pedagogy and Professional Practice 3 has informed and/or impacted their pedagogy as early career educators.

To do this, students will firstly select a weekly topic from the course, and critically reflect upon what it is they have learnt and how this knowledge has informed their pedagogy. Students should focus on how their selected topic has shaped their teaching and the ways they could translate this knowledge into practice during their next professional experience. Students are encouraged to sdraw upon real-world examples from previous or current practicums to support their responses. For example, students may wish to discuss how their understanding in this course has supported them to modify an aspect of their teaching, as demonstrated by an example from their past/current professional experience.

Assessment Criteria

Demonstrate appropriate knowledge and understanding of the selected weekly topic.
Critically reflect upon how learning in this unit has impacted upon and/or will inform their pedagogy as beginning educators.
Ability to integrate relevant theory and research into the response.
Ability to draw upon real-world teaching experiences to support the response.

A detailed explanation and video will guide and shape you through this task. A detailed rubric will also accompany this task.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Please see the policies regarding late submissions. Students are encouraged to reach out to the Unit of study coordinator for extensions to accommodate illness and misadventure.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Beginning teaching. Working in changing and challenging contexts	Lecture and tutorial (3 hr)
Week 02	Leading pedagogy in a positive learning environment.	Lecture and tutorial (3 hr)
Week 03	The responsibilities of practicing teachers. Ethical and legal issues for the graduate teacher.	Lecture and tutorial (3 hr)
Week 04	Building relationships - School - Colleagues -Community	Lecture and tutorial (3 hr)
Week 05	The responsibilities as a teacher of/for Literacy and Numeracy	Lecture and tutorial (3 hr)
Week 06	Planning for assessment - many purposes	Lecture and tutorial (3 hr)
Week 07	Co-Creating a positive learning environment -classroom interaction -classroom behaviour	Lecture and tutorial (3 hr)
Week 14 (STUVAC)	Teachmeet conference: Resume writing for the DET and other sectors; Hearing from different Faculties regarding what your daily teaching life will entail - perspectives; Lesson planning on a daily basis; Parent teacher interviews; Career paths and planning; Being a great casual teacher; teaching rural, Policies - engaging meaningfully. HSC marking - when to apply. NAPLAN - how to use the data in your classroom. Employment in the sectors, Public, Independent etc.	Seminar (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures.

Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work.

Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

Please note, all readings are available on Canvas in the Modules Page:Please Note that additional readings will be distributed as we engage with material. These will be regularly placed on CANVAS.

WEEK 1:

Churchill et al (2016) Teaching: Making a Difference, Chapter 2: Historical insights into teaching

WEEK 2:

This week’s reading is an ‘in press’ chapter and will be distributed in tutorials.

WEEK 3:

Churchill et al (2016) Teaching: Making a Difference. Chapter 15: Professional, ethical and legal issues for teachers
Department Of Education Code of Conduct

WEEK 4:

Palmer, P. (1998) Learning in community: The conversation of colleagues. In The Courage to Teach. San Fransisco: Jossey-Bass

WEEK 5:

Churchill et al (2016) Teaching: Making a Difference. Chapter 12: Assessment, feedback and reporting

WEEK 6:

My School Website – http://myschool.edu.au

WEEK 7:

Churchill et al (2016) Teaching: Making a Difference, Chapter 16: The future of teaching

Learning outcomes

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 critical understanding of teaching as a profession – including legal and ethical issues pertinent to the teaching profession, the influence of mandated professional standards, teacher responsibilities, and fostering productive relationships with the education community
LO2. engage in and explore issues, dilemmas and challenges in beginning teaching, including the importance of mentoring, professional development avenues, the profession in the media, and strategies for creating a supportive and productive workplace
LO3. understand the nexus between policy, practice, theory and research in education
LO4. appreciate and understand teachers’ roles within the school, classroom, and community. Explore and develop strategies for building supportive learning environments within the classroom and the school more broadly
LO5. demonstrate a knowledge of a range of literacy and assessment strategies, and the use of assessment data, to meet the needs of all students.

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 (Graduate Level – UG and MTeach) - 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 3.3.1. (Graduate) Include a range of teaching strategies. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) 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.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

n/a

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

EDSE4051: Pedagogy and Professional Practice 3

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment 1. Case study responses

Assessment Task 2. Group Lesson planning and peer teaching (part 1.)

Assessment Task 2. Individual critical reflection (part 2).

Assessment Task 3. Report in the form of Podcast

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

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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Useful links

Media

Student links

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