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Becoming a Clinical Practitioner (Sec) (EDUC90905)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90905
Campus
Parkville
Availability
February
FeesSubject EFTSL, Level, Discipline & Census Date

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:

  1. 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)
  2. 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)
  3. 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)
  4. Demonstrate knowledge of practical interventions that manage challenging behaviours (Graduate Standards 1.6, 4.3)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

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

Eligibility and requirements

Prerequisites

Code Name Teaching period Credit Points
EDUC90906 Integrating Language & Clinical Practice
Semester 2
12.5

Corequisites

None

Non-allowed subjects

None

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

Assessment

Description

  • Data interpretation task (2200 words), due early semester (45%)
  • Case study: Personalised learning (2200 words), due mid semester (45%)
  • Assessment for Graduate Teaching (AfGT) Task Element 4 (equivalent to 600 words), due end of semester (10%)

Hurdle requirement:

  • A minimum of 80% attendance at all scheduled seminars, tutorials and workshops
  • Successful completion of the AfGT task with a minimum 50% pass grade is required to achieve an overall pass in this subject

Dates & times

  • February
    Principal coordinatorMegan Collins
    Mode of deliveryOn Campus — Parkville
    Contact hours24
    Total time commitment170 hours
    Teaching period11 February 2019 to 19 April 2019
    Last self-enrol date25 February 2019
    Census date 8 March 2019
    Last date to withdraw without fail 3 May 2019
    Assessment period ends15 June 2019

    February contact information

Time commitment details

170 hours

Further information

  • Texts

    Prescribed texts

    Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.

Last updated: 10 January 2019