Master of Teaching (Early Years) (MC-TEACHYA) // Attributes, outcomes and skills

Intended learning outcomes

On the completion of this course graduates will have the knowledge, skills and understanding to enable them to:

• Use evidence to make sound clinical judgments about the nature and implementation of teaching interventions.

• Be highly-skilled teachers who demonstrate the professional capabilities to meet the individual needs of diverse learners using interventionist practices.

• Generate and analyse diverse sources of data that can effectively inform and assess student learning and development.

• Demonstrate an understanding of the ways in which theory and research informs practice.

• Plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.

• Demonstrate strong subject and pedagogical content knowledge.

• Demonstrate the level of competency in literacy and numeracy expected of the teaching profession.

• Utilise diverse pedagogical strategies to provide rich and creative learning environments that empower learners.

• Utilise inclusive teaching practices that demonstrate an awareness of cultural diversity and its implications for society and education.

• Utilise digital technologies to expand learning opportunities for students.

• Develop in students the practices and attitudes required for critical thinking and the ability to work both independently and cooperatively.

• Demonstrate an understanding of the role of language as fundamental to education.

• Demonstrate the ability to maintain effective, ethical and respectful relationships with all involved in the learning community..

• Effectively engage students, parents, community members, and professional colleagues to support student learning and development.

• Understand the impact of legislation, policy and the global human rights principles on their roles and responsibilities as teachers.

• Demonstrate a capacity for leadership and advocacy in education.

Generic skills

• Understand Early Childhood education as the foundation for ongoing learning and development, linked to primary and to secondary schooling.
• Develop in-depth knowledge of the complexity and diversity of children’s learning and development (0-8 years).
• Be knowledgeable and confident teachers implementing practice principles embedded in national and state curriculum frameworks.
• Be able to intelligently and creatively plan, implement and critique mandated curriculum.
• Be able to use data to identify and address the learning needs and capacities of individual children.
• Be able to intentionally draw on a range of teaching practices to extend individual children’s learning and development.
• Shape and deliver responsive and inclusive curricula for children, families and communities.
• Be a self-reflective early childhood analyst who can work constructively and innovatively through relationships with parents, colleagues and community services across a range of multidisciplinary contexts.

Graduate attributes

Teacher candidates entering this program will have appropriate undergraduate knowledge and analytical skills, and bring with them a diversity of educational and life experiences. The program emphasises the importance of research evidence and theory as a foundation for clinical educational practice. It will build candidates’ skills in interventionist teaching practices aimed at supporting and extending individual student’s learning and development.

Underpinning the program is a strong partnership with early childhood settings and schools and with educational systems that will support the intellectual engagement in professional practice at an advanced level. Special emphasis will be placed on the candidates’ capacity to teach the diverse range of students, and to promote equity in education. The program focuses on developing candidates’ capacity for critical inquiry and professional reflection.

Candidates will have the opportunity to undertake teaching practice in a range of settings, which will enhance their cultural awareness and expand their understanding of global education. They will understand the policy landscape and the processes for making policy at school and system level, so that they can intervene and justify producing change.