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Becoming a Clinical Practitioner (Sec) (EDUC90905)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
| Availability | February - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject builds upon the knowledge and skills developed in EDUC90904 Introduction to Clinical Practice and EDUC90906 Integrating Language & Clinical Practice to support Teacher Candidates to become clinical practitioners. In so doing, Teacher Candidates will demonstrate their use of the Clinical Judgement for Teaching Cycle as a guide to interventionist assessment and pedagogical and instructional decision-making. Specifically, Teacher Candidates will demonstrate growing proficiency in knowledge and understanding of legislative requirements and teaching strategies necessary for orchestrating inclusive classrooms. They will develop curriculum, assessment and reporting knowledge to design differentiated learning interventions that meet the needs of learners and particularly support the participation and learning of students with disability.
In becoming clinical practitioners, Teacher Candidates will also develop capabilities which will prepare them to identify the scope of learning needs within a student group; the suitability of evidence collection for informing clinical judgement; and evidence-based learning progressions. The theme of the content presented in this core subject is 'student data and interventionist practice'.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Draw on their knowledge of diverse learners, instructional strategies and learning needs as central to making judgements about teaching inclusion (Graduate Standards 1.2, 1.5, 1.6)
- Use curriculum, assessment and reporting knowledge about individuals and groups of learners to make judgements about the alignment of assessment, teaching and learning (Graduate Standards 2.3, 2.5, 3.1, 3.6, 5.1, 5.4)
- Plan for and implement data assessment and research-informed interventionist practices that comply with legislation and support the diverse learning needs of across the full range of abilities (Graduate Standards 1.3, 1.5, 1.6, 2.3, 3.2, 4.1)
- Demonstrate knowledge of practical interventions that manage challenging behaviours (Graduate Standards 1.6, 4.3)
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 12 November 2022
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90906 | Integrating Language & Clinical Practice | Semester 2 (Dual-Delivery - Parkville) |
12.5 |
Corequisites
None
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: 12 November 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
Data interpretation task
| Early semester | 45% |
Case study: Personalised learning
| Mid semester | 45% |
Assessment for Graduate Teaching (AfGT) Task Element 4
| End of semester | 10% |
| Hurdle requirement: A minimum of 80% attendance at all scheduled seminars, tutorials and workshops | Throughout the teaching period | N/A |
Last updated: 12 November 2022
Dates & times
- February
Principal coordinator Megan Collins Mode of delivery Dual-Delivery (Parkville) Contact hours 24 Total time commitment 170 hours Teaching period 21 February 2022 to 6 May 2022 Last self-enrol date 8 March 2022 Census date 18 March 2022 Last date to withdraw without fail 13 May 2022 Assessment period ends 25 June 2022 February contact information
Time commitment details
170 hours
Last updated: 12 November 2022
Further information
- Texts
Prescribed texts
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 12 November 2022