|Year of offer||2019|
|Subject level||Graduate coursework|
Term 1 - Online
Term 3 - Online
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will introduce participants to clinical practice in schools as a paradigm for learning and teaching. It will explore the importance of data, theory and research in informing interventionist teacher practice and introduce participants to models of clinical practice and the notion of clinical judgment. It will enhance participants’ capacity to utilise individual student data in determining student zone of proximal development in order to establish the starting point for teaching. The developmental model of learning will provide the theoretical basis through which a range of assessment tools and feedback approaches are explored. There will be an emphasis on linking concepts studied to the school context.
Intended learning outcomes
Students who successfully complete this subject will be able to:
- Use the clinical teaching cycle to inform their professional practice;
- Practise different approaches to collecting evidence of learning and development;
- Use procedures to build a developmental progression;
- Interpret assessment data;
- Locate students on a developmental progression;
- Monitor student against a developmental progression;
- Collect student data using judgement based assessments; and
- Provide feedback to support student learning.
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Be highly-skilled teachers who demonstrate the professional capabilities to meet the individual needs of diverse learners using interventionist practice.
- Generate and analyse diverse sources of data that can effectively assess student learning and development, and inform teaching.
- Use evidence to make sound clinical judgments about the nature and implementation of teaching interventions.
- Demonstrate an understanding of the way in which theory and research informs practice.
- Effectively engage students, parents, community members, and professional colleagues to support student learning and development.
- Demonstrate a capacity for leadership and advocacy in education.
Eligibility and requirements
Admission to the Master of Clinical Teaching/Professional Certificate in Teaching (Clinical)
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
- Contributions to online discussions on clinical practice (500 words) due throughout semester (10%)
- A conceptual framework on clinical practice (500 words) due early semester (10%)
- An essay on clinical practice (1,500 words) due mid semester (25%)
- Rubric writing exercise (500 words equivalent) due mid semester (10%)
- A report showing the development of judgement-based assessment (2000 words equivalent) due end of semester (45%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
- Term 1 - Online
Principal coordinator Narelle English Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 28 January 2019 Pre teaching requirements During the pre-teaching period students are required to Teaching period 4 February 2019 to 31 March 2019 Last self-enrol date 29 January 2019 Census date 22 February 2019 Last date to withdraw without fail 15 March 2019 Assessment period ends 7 April 2019
Term 1 contact information
- Term 3 - Online
Principal coordinator Narelle English Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 15 July 2019 Pre teaching requirements During the pre-teaching period students are required to Teaching period 22 July 2019 to 15 September 2019 Last self-enrol date 16 July 2019 Census date 9 August 2019 Last date to withdraw without fail 30 August 2019 Assessment period ends 22 September 2019
Term 3 contact information
Time commitment details
Griffin, P. (2017). Assessment for teaching (2nd Edition). Port Melbourne, Vic. Cambridge University Press.
- Related Handbook entries
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.