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Master of Teaching (Secondary) Internship (MC-TEACHSI)
Masters (Coursework)Year: 2023 Delivered: Mixed Attendance Mode (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
- Notes
Coordinator
Dr Merryn Dawborn-Gundlach
Contact
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Overview
Award title | Master of Teaching (Secondary) Internship |
---|---|
Year & campus | 2023 — Parkville |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 200 credit points |
Duration | 24 months full-time |
The Master of Teaching (Secondary) Internship is an employment-based stream of the Master of Teaching (Secondary). The course allows both recent graduates and experienced career-change professionals who have both the strong discipline knowledge and personal skills needed for a career in teaching to enter the profession in a highly structured and supported way. Interns are employed in schools as para-professionals with teaching responsibilities and have Permission to Teach from the Victorian Institute of Teaching. The qualification prepares interns to teach across the secondary years with specialist knowledge in two curriculum areas.
The course is structured around four campus-based Study Intensives supplemented by academic study conducted across the year online. The four intensives are held as follows:
- Study Intensive 1: Six weeks (Year 1, November to January)
- Study Intensive 2: One week (Year 1, July)
- Study Intensive 3: One week (Year 2, January)
- Study Intensive 4: One week (Year 2, July)
Links to further information
Information for future students: https://study.unimelb.edu.au/find/courses/graduate/master-of-teaching-secondary-internship
Entry requirements
1. In order to be considered for entry, applicants must have completed:
- An undergraduate degree with appropriate discipline studies to qualify for two teaching specialist areas, or one double teaching specialist area. Undergraduate studies must include at least a major study in one teaching area, and a second teaching area comprising at least a minor study; and
- A selection test*, as determined by the Selection Committee; and
- An interview (for shortlisted candidates) as determined by the Selection Committee.
Applicants must also have been accepted by an approved employing school for appointment to a teaching vacancy, in order to undertake the course.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- Prior academic performance; and
- The results of the selection test*; and
- The results of the interview.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate degrees. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, UoM performance band 8 is required.^
Note
(a) This is an initial teacher education qualification for those wanting to become a registered secondary school teacher; applicants who already hold a recognised secondary teacher qualification are not eligible for entry to this course.
(b) *All applicants must complete the Teacher Capability Assessment Tool (TCAT) selection test and meet all TCAT benchmarks. Details of the selection test are available on the Melbourne Graduate School of Education's Teacher Capability Assessment Tool (TCAT) website.
(c) ^ The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at UoM performance band 8, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.
(d) All applicants must have Permission to Teach from the Victorian Institute of Teaching prior to the commencement of the Practicum subjects, and for the duration of the program.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Student Equity and Disability Support.
Professional accreditation
The Master of Teaching (Secondary) Internship is accredited at professional level by the Victorian Institute of Teaching according to the Australian Institute of Teaching and School Leadership (AITSL) Graduate Standards and Initial Teacher Education Program Standards.
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 Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
- Develop in-depth knowledge of the complexity and diversity of students’ learning and development.
- Be expert in the disciplines they teach and committed to continual updating of their subject knowledge.
- 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 students.
- Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development.
- Shape and deliver responsive and inclusive curricula.
- Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.
Graduate attributes
Interns 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 interns’ 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 interns’ capacity to teach the diverse range of students, and to promote equity in education. The program focuses on developing interns’ capacity for critical inquiry and professional reflection.
Interns will have the opportunity to develop 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.
Course structure
The Master of Teaching (Secondary) Internship requires completion of 200 points of study (13 subjects) over two years of full-time study.
The course is structured around four campus-based Study Intensives supplemented by academic study conducted across the year online. Subjects should be taken in the sequence by the year outlined in the Subject Options.
ALL INTERNS MUST MEET THE FOLLOWING COURSE PROGRESSION REQUIREMENT:
The Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (the Test) is administered by the Australian Council for Educational Research (independently of The University of Melbourne).
Each Teacher Candidate must satisfactorily complete the Test by the end of the first calendar year of their enrolment in the Master of Teaching (Secondary) Internship. This is necessary in order for each Teacher Candidate to continue beyond the first calendar year of their course.
Failure to satisfactorily complete the Test by this progression point will result in referral to the Melbourne Graduate School of Education’s Course Academic Progress Committee and may result in exclusion from the course. Excluded Teacher Candidates may be granted an early exit award of a Graduate Diploma in Pedagogy (Secondary) Internship* (subject to satisfactory completion of relevant subjects). Alternatively they may be withdrawn from the course.
*Note that the Graduate Diploma in Pedagogy (Secondary) Internship is not a qualification for registration to teach in schools.
Subject options
Year 1
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90580 | Evidence Based Learning and Teaching 1 | January (On Campus - Parkville) |
12.5 |
EDUC90593 | Developing Clinical Practice 1 | Year Long (Extended) (On Campus - Parkville) |
18.75 |
EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
EDUC90596 | Learning Area A1 | January (On Campus - Parkville) |
18.75 |
EDUC90597 | Learning Area B1 | January (On Campus - Parkville) |
18.75 |
EDUC90822 | Connecting and Engaging Students | January (On Campus - Parkville) |
6.25 |
EDUC90823 | Language, Literacy and Numeracy | January (On Campus - Parkville) |
12.5 |
Year 2
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90582 | Evidence Based Learning and Teaching 2 | January (On Campus - Parkville) |
12.5 |
EDUC90584 | Learning and Teaching Contexts 2 | January (On Campus - Parkville) |
6.25 |
EDUC90997 | Learning Area A2 | Year Long (On Campus - Parkville) |
18.75 |
EDUC90998 | Learning Area B2 | Year Long (On Campus - Parkville) |
18.75 |
EDUC90594 | Developing Clinical Practice 2 | Year Long (On Campus - Parkville) |
18.75 |
EDUC90999 | Professional Learning Capstone (Interns) | Year Long (Extended) (Online) |
25 |
Further study
Professional and Continuing Education Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in continuing professional education. Graduates who wish to further their professional studies may consider a Master of Education or a specialist master’s degree. Entry to these courses is based on academic merit and may also require professional experience. For more information about continuing professional study in Education, see the MGSE Courses page.
Graduate Research Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in Australian and international education research. Graduates interested in further study in one of MGSE’s suite of graduate research degrees may have several options, depending on their prior qualifications, academic achievement, research experience and professional experience.
Graduates from this course (MC-TEACHSI) may be eligible to apply to:
- the Graduate Certificate in Educational Research;
- the Master of Education (Research); or
- the Doctor of Education (with applicable professional experience).
Alternatively, Graduates from this course (MC-TEACHSI) who have completed:
- the Graduate Certificate in Educational Research;
- the Master of Education (Research); or
- an undergraduate Honours degree
may be eligible to apply to one of the following MGSE research degrees:
Entry to these courses is a competitive process and each course has other entry requirements such as a minimum academic entry score which must be met. Please check the Handbook course entry for details of entry requirements.
For more information about graduate research study in Education see the MGSE Research Degrees page.
This entry shows the course structure for students commencing from 2020 onwards. Students who commenced in a previous year should refer to the appropriate previous year's Handbook entry for their course structure.
Last updated: 10 February 2024