Developing Clinical Practice 2 (EDUC90594)
Graduate courseworkPoints: 18.75On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
The Developing Clinical Practice 2 subject builds on year 1 and continues to provide the arena in which all the other subjects in the program are integrated into participants’ developing expertise as a classroom teacher, and their developing understandings of professional knowledge, professional practice and professional engagement. As clinical practice is the foundation of MGSE’s Master of Teaching programs, this subject is underpinned with the core conviction that each and every student can learn, and will learn through teaching interventions that are derived from classroom data and research evidence.
Participants continue to be provided with opportunities to observe demonstrations of quality teaching, by lead / expert teachers from the school or nearby schools. Clinical Specialists and School Mentors organise these demonstrations as well as providing regular feedback on teaching practice and professional conduct.
Through direct practical engagement, participants continue to develop and enhance their understanding of the Australian Professional Standards for Teachers (APST) and demonstrate evidence to support the attainment of these standards. This subject also enables participants to prepare for the attainment of full teacher registration by undertaking assessment tasks that are linked to the Victorian Institute of Teachers (VIT) process for full registration and that comply with registration requirements.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Demonstrate progress towards attainment of Australian Professional Standards for Teachers
- Establish positive and supportive relationships around learning with all students in their classes and effectively manage student behaviour
- Reflect on observations of quality teaching, build professional knowledge through practice
- Learn in an interactive learning community, responding to continuous feedback on teaching practice
- Refine practice in light of new knowledge acquired and data gathered about student learning
- Use evidence and clinical judgement in teaching practice, to effectively engage and motivate learners
- Know their students and understand what they are ready to learn based on evidence
- Identify preferred teaching strategies that are differentiated to meet the diverse needs of learners
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify their professional practice;
- Use evidence based knowledge to inform practice;
- Be flexible and able to adapt to change through knowing how to learn;
- Receive and respond to continuous feedback;
- Work in teams with skills in cooperation, communication and negotiation;
- Be independent of mind, responsible, resilient, self-regulating;
- Have a conscious personal and social values base that is evident in their teaching.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90593 | Developing Clinical Practice 1 | January (On Campus - Parkville) |
18.75 |
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90582 | Evidence Based Learning and Teaching 2 | Year Long (On Campus - Parkville) |
12.5 |
| EDUC90843 | Learning Area A2 | January (On Campus - Parkville) |
12.5 |
| EDUC90844 | Learning Area B2 | January (On Campus - Parkville) |
12.5 |
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
Written component, which includes:
1. Inquiry Focus Outline and visual representation (1,500 words) due May 10%
2 a) Inquiry Action Plan with outline of work program; and 2 b) Peer Feedback on Action Plan (2500 words) due August 30%
Teaching Performance: Observed teaching practice in school School Terms 1-4: final result in November 60%
HURDLE REQUIREMENTS:
To pass this subject students are required to pass both of the assessment components (Written component and Teaching Performance), and to meet the hurdle requirements.
Employment in a school on a 0.8 teaching load
Compilation of evidence of clinical practice which includes lesson plans/ unit plans/ notes and a log of a minimum of 15 classroom observations - School year - cumulative
This subject has a hurdle requirement of a minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Kaylene Carlin Mode of delivery On Campus (Parkville) Contact hours 54 hours (includes professional learning in school of employment, and on-campus sessions during study intensives) Total time commitment 255 hours Teaching period 9 January 2017 to 13 November 2017 Last self-enrol date 10 March 2017 Census date 17 March 2017 Last date to withdraw without fail 28 July 2017 Assessment period ends 17 November 2017 January contact information
Time commitment details
255 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
Last updated: 10 February 2024