Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Please note that there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2023 Units. All assessment changes will be published by 20th February 2023. All students are reminded to check the handbook at the beginning of semester to ensure they have the correct outline.

• Unit Title

  Teaching Performance Assessment

• Unit Code

  TPA6120

• Year

  2023

• Enrolment Period

  1

• Version

  3

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Mrs Claire HALL

Description

This capstone unit will assist pre-service teachers to further develop knowledge, skills and application of contemporary research in education contexts designed to positively impact student learning. The final year Teaching Performance Assessment (TPA) is a course requirement that is situated within this unit. The TPA is an assessment of teaching performance that is designed to measure pre-service knowledge, skills and ability with relation to the Graduate level of the Australian Professional Standards for Teachers. The unit links to the work previously undertaken throughout undergraduate initial teacher education courses. Data required for the assessment of this unit must be collected during the final professional experience units. An Assessment Task that is submitted late will not be marked, unless Special Consideration is given. An extension of time will not be available for a Time-Sensitive Assessment Task such as the TPA written submission.

Non Standard Timetable Requirements

This unit is taken in an intensive mode before students commence their final professional experience

Co-Requisite Rule

Co-requisite study of WPL6335 or ECE6160

Learning Outcomes

On completion of this unit students should be able to:

1. Apply evidence-based knowledge and teaching that impacts positively on student learning within an educational setting, aligned with the AITSL Professional Graduate Standards for Teachers.
2. Justify the application of a range of contemporary teaching and learning strategies used to plan, structure and sequence learning programs within a safe, supportive and inclusive learning environment (that considers the diverse learning needs).
3. Evaluate the impact on student learning resulting from an authentic sequence of teaching within an educational setting, in order to plan improvements for teaching and assessment practices.
4. Engage ethically and respectfully in professional dialogue and collaboration with teaching professionals, peers, parents/carers and the broader community, in order to best support quality teaching and learning within an educational setting.
5. Critically reflect on professional teaching performance and the positive impact on student learning, to responsively build capacity for quality teaching and learning.

Unit Content

1. Principles for identifying and critically reflecting upon high quality research for teaching and learning.
2. Contexts for research and theoretical approaches to learning and teaching.
3. Formats for the writing up of research and ethical practice around research and evaluation.
4. Australian Professional Teaching Standards.
5. Professional skills of engaging in professional dialogues and reflecting on practice to support ongoing professional learning.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

WIL - Field Experience

Students experience an environment where they observe and/or participate in the application of theoretical knowledge and skills in a professional setting, under the supervision of an expert or professional in the field. Examples include study tours, observation, shadowing, fieldwork, industry tours.

Additional Learning Experience Information

A range of teaching and learning strategies including keynote lectures, panel discussions, online materials, as well as participative large group discussions and small group interaction will be utilised. Pre-Service Teacher learning will be enhanced by professional readings and the Teaching Performance Assessment task is designed to further develop Pre-Service Teacher capacity as a teacher researcher and a professional practitioner. There are two streams in this unit: Stream A and Stream B. Stream A is for pre-service teachers who are taking this unit for the first time concurrently with their final practicum unit. Stream A pre-service teachers will collect their data as part of the planning, teaching and assessment cycle on their final professional experience placement. Stream B is for Pre-Service Teachers who are repeating this unit having already successfully passed their final practicum. Stream B Pre-Service Teachers, in order to collect TPA data will need to be placed in a site for a Work Integrated Learning micro-placement. The timing of this placement will be reliant on the placement site and the School of Education calendar, and will take place full time for up to 4 weeks. If data collection fails to be completed due to a lack of engagement on the part of the Pre-Service eacher with the planning, teaching and assessing cycle then the Pre-Service Teacher will fail this unit.

Assessment

GS2 GRADING SCHEMA 2 Used for Undifferentiated Pass/Fail units inc. practical units or work-integrated learning

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.