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.

• Unit Title

  Teaching Performance Assessment

• Unit Code

  TPA6130

• Year

  2021

• Enrolment Period

  1

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Mrs Claire HALL

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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 intial teacher education courses. Data required for the assessment of this unit must be collected during the final professional experience units. This is a research unit as part of AQF-level 9. 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

Should be studied at same time as PPA6460

Equivalent Rule

Replaces EDU6222

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate comprehensive professional knowledge of content areas, effective teaching and learning that impacts positively on learners.
2. Develop and reflect on knowledge, skills and application of contemporary research including the demonstration of ways in which educational theory and research informs and impacts teaching practice.
3. Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments that impact positively on learners.
4. Draw on a contemporary range of resources, lead and create innovative teaching and learning that engages diverse learners.
5. Engage in professional dialogues and reflection on practice to support ongoing professional learning through collaborating and connecting with teaching professionals, peers, parents/carers and the broader community.
6. Demonstrate responsive actions to constructive feedback from supervisors and teachers to build capacity for quality teaching and learning.
7. Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
8. Demonstrate effective and professional communication through articulation of teaching performance and postive impact on student 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 ECUs LMS

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

A range of teaching and learning strategies including key note 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 teacher 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.

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