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Becoming a Clinical Practitioner (Sec) (EDUC90905)
Graduate courseworkPoints: 12.5Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
February
Overview
| Availability | February - Online |
|---|---|
| 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: 10 February 2024
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90906 | Integrating Language & Clinical Practice | Semester 2 (Online) |
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: 10 February 2024
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: 10 February 2024
Dates & times
- February - Online
Coordinator Ana Garcia-Melgar Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Teaching period 12 February 2024 to 19 April 2024 Last self-enrol date 26 February 2024 Census date 8 March 2024 Last date to withdraw without fail 26 April 2024 Assessment period ends 10 June 2024 February contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
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: 10 February 2024