School of Education

Introduction
Teaching requires both physical and mental performance at a consistent and sustained level over appropriate times to meet the course outcomes.

Description
Consistent and sustained level of physical energy to complete a specific task in a timely manner and over time.
The ability to perform repetitive activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately. The capacity to maintain consistency and quality of performance throughout the designated period of time.

Justification
Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in an assigned period to provide safe and effective care of students and children.

Reasonable adjustments
Adjustments must ensure that performance is consistent and sustained over a given period. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service

Examples:

• Preparing for and participating in tutorials, lectures, and professional experience.
• Providing consistent supervision, education/instruction and care to children/young people over a negotiated time frame.
• Performing multiple tasks simultaneously whilst supervising the safety and care of children.

This course requires strength and mobility involving fine and gross motor skills.

Gross motor

Introduction
Teaching and supervising infants, children, adolescents and young adults involves physical demands and requires gross motor function.

Description
Student has the ability to perform gross motor skills to function within scope of practice.

Justification
Sufficient gross motor skills are necessary to perform and coordinate teaching and learning activities. Tasks that involve gross motor skills include lifting, carrying, pushing, pulling, standing, maintaining balance, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others. Meeting these requirements is a necessary component of course accreditation and graduate eligibility for registration.

Reasonable adjustments
Adjustments should facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate care. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples

• Setting up safe learning environments with resources and equipment.
• Safely retrieving, moving and using large pieces of equipment.

Fine motor

Introduction
Teaching is a profession that requires manual dexterity and fine motor skills.

Description
Student has the ability to use fine motor skills to provide safe and effective education and care of students and children.

Justification
Sufficient fine motor skills are necessary to perform, coordinate and prioritise care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects and individuals. Students must be able to demonstrate and perform these tasks consistently and safely to minimise the risk of harm to self and others. It is requirement that educators are able to undertake many physical tasks and classroom routines.  Meeting these requirements is necessary for course accreditation and graduate eligibility for registration.

Reasonable adjustments
Adjustments should facilitate functional effectiveness, safety to self and others and a capacity to provide appropriate care. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples

• Recording, observing, documenting, and clearly modelling the use of equipment such as scissors, pencils and other such equipment.
• Manipulating resources during learning activities.
• Using ICT equipment for teaching and learning.

Visual

Introduction
Adequate visual acuity is required to provide safe and effective supervision of infants, children, adolescents and young adults in a range of educational and community settings.

Description
Student has sufficient visual acuity to perform the required range of skills, tasks and assessments.

Justification
Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments to maintain consistent, accurate and safe care of self and others. Visual observations, examination and assessment are fundamental to safe and effective education practice.

Reasonable adjustments
Adjustments must address the need to perform the full range of tasks involved in classroom and early childhood teaching practice. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise treatment or safety of self or infants, children, adolescents and young adults. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples

• Providing suitable learning activities.
• Monitoring infants, children, adolescents and young adults’ safety, behaviour, health and well-being in indoor and outdoor and engaging in activities at both near and far distances.
• Negotiating unfamiliar settings effectively.
• Manipulating a range of resources.

Introduction
Interpersonal engagement is essential to work effectively, sensitively and build relationships in community and educational settings.

Description
Student demonstrates:

• The ability to work effectively, sensitively and confidentially with infants, children, adolescents, young adults, parents/carers and community members.
• The ability to create rapport with peers, academic and professional staff conducive to effective working relationships.

Justification
The Professional Standards for Teachers in Western Australia require effective, sensitive and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and abilities in various contexts.
Graduates of accredited courses must meet The Professional Standards for Teachers in Western Australia Standards’ requirements. Inclusion is mandated in the Australian educational context.

Reasonable adjustments
Adjustments must enable appropriate levels of interpersonal engagement and behaviour. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Participating in a respectful and culturally competent manner in tutorial discussion.
• Collaborating, modifying and reflecting on their teaching during professional and field experience in response to student needs and supervisor feedback.
• Interacting with mutual respect, equity and dignity towards others.

All ECU Pre-service Teachers require knowledge of theory and the skills of cognition, literacy and numeracy.

Knowledge and cognitive skills

Introduction
Consistent knowledge and effective cognitive skills must be demonstrated.

Description
Student demonstrates:

• The capacity to locate appropriate and relevant information
• The ability to process information relevant to practice
• The ability to integrate and implement knowledge in practice

Justification
Safe and effective delivery of classroom instruction and early childhood care is based on comprehensive knowledge that must be sourced, understood and applied appropriately.

Reasonable adjustments
Adjustments must ensure that a clear demonstration of knowledge and cognitive skills is not compromised or impeded. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Ability to conceptualise and use appropriate knowledge in response to academic assessment items.
• Application of knowledge of policy and procedures in the academic, classroom and early childhood setting.

Literacy (language)

Introduction
Competent literacy skills are essential for professional and effective delivery of teaching content.

Description
Student demonstrates:

• The ability to acquire information and accurately convey appropriate, effective messages
• The ability to read and comprehend a range of literature and information
• The capacity to understand and implement academic conventions to construct written text in a scholarly manner

JustificationThe ability to acquire information and to accurately convey messages is fundamental to ensure safe and effective assessment and learning. The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for the safe and effective delivery of teaching/learning experiences in schools and early childhood settings.
Graduates of accredited courses must meet the Graduate Teacher Standards as specified by the Australian Institute for Teaching and School Leadership (AITSL) standards.

Reasonable adjustments
Adjustments must enable a capacity to effectively acquire, comprehend, apply and communicate accurate information. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Can demonstrate the ability to listen/observe to and retain information.
• Can demonstrate the ability to convey a spoken message accurately.
• Can demonstrate the ability to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Numeracy

Introduction
Competent and accurate numeracy skills are essential for effective delivery of teaching content.

Description
Student demonstrates the ability to interpret and correctly apply data, measurements and numerical criteria in a range of contexts.

Justification
Competent application of numeracy skills is essential for effective delivery of teaching content.  Graduates of accredited courses must meet the Graduate Teacher Standards as specified by the Australian Institute for Teaching and School Leadership (AITSL) standards.

Reasonable adjustments
Adjustments must enable a capacity to interpret and apply concepts and processes appropriately in a timely, accurate and effective manner. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Demonstrating competency in applying basic mathematics knowledge and skills in everyday life and in academic tasks.
• Demonstrating effective use of numeracy skills in matters related to student learning.
• Applying numeracy skills to interpret and solve problems in a range of educational and academic contexts.

Information and Computer Technology (ICT)

Introduction
Information and Communication Technologies (ICT) are processes and tools that are fundamental to accessing course content, current teaching practice, and pedagogical practice.

Description
Student demonstrates knowledge of, and confidence in, the use of ICT in academic, professional and curriculum context.

Justification
Use of ICTs are necessary to provide an effective teaching and learning environment consistent with current pedagogy. Meeting these requirements is necessary for course accreditation and graduate eligibility for registration.

Reasonable adjustments
Adjustments must enable the student to demonstrate a capacity to comprehend, interpret and apply ICT. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service

Examples:

• Utilising appropriate ICTs to communicate with peers and lecturers and to gather information in accomplishing academic tasks.
• Using ICTs for accurate, responsive and diligent reports, student profiles, record keeping, lesson presentation material, curriculum plans, assessment and evaluations.
• Using written texts and email professionally at university and during professional experience with students, children, staff, parents and the community.

Interpersonal Engagement

Introduction
Interpersonal engagement is essential to work effectively, respectfully, sensitively and build relationships in community and educational settings.

Description
Student demonstrates:

• The ability to work effectively, sensitively, respectfully and confidentially with children, young people, parents/carers and community members.
• The ability to create rapport with peers, academic and professional staff conducive to effective working relationships.

Justification
The Professional Standards for Teachers in Western Australia require effective, sensitive, respectful and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and abilities in various contexts.  Graduates of accredited courses must meet The Professional Standards for Teachers in Western Australia Standards’ requirements. Inclusion is mandated in the Australian educational context.

Reasonable adjustments.
Adjustments must enable appropriate levels of interpersonal engagement and behaviour. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Participating in a respectful and culturally competent manner in tutorial discussion.
• Collaborating, modifying and reflecting on their teaching during professional and field experience in response to student needs and supervisor feedback.
• Interacting with mutual respect, equity and dignity towards others.

All ECU pre-service teachers require effective verbal, non-verbal, aural and written communication skills.

Verbal

Introduction
Effective verbal communication in English is essential.

Description
Student demonstrates:

• Effective verbal communication at formal and informal levels in tutorials, workshops, laboratory, and field activities with peers and lecturers/tutors in small and large groups.
• The ability to provide clear instructions and presentation of ideas to individuals and large groups relevant to the learning context.
• The capacity to use verbal language in a range of different social situations with children and adults during professional and field experience.
• The ability to communicate effectively with diverse linguistic and cultural groups and individuals across a range of social contexts.
• The capacity to use a range of Information and Communication Technologies (ICTs) that support verbal communication with individuals, small groups and whole classes for learning and assessment purposes and during professional and field experience.

Justification
Verbal communication is the primary medium of communication in an educational setting.
Timely, accurate, clear and effective delivery of information provides clear instruction and initiation of learning. Interactivity of communication is fundamental to the educational process.  Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders.
Graduates of accredited courses must meet the Professional Standards for Teachers in Western Australia

Reasonable adjustments
Adjustments must enable verbal communication with clarity and accuracy that facilitates effective communication and safety. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Communicating in English effectively and appropriately in tutorials, lectures and on professional and field experience.
• Demonstrating knowledge and use of ICTs such as data projectors, computers and DVDs to support oral communication for tutorial presentations and small group presentations on professional and field experience.

Non-verbal

Introduction
Effective non-verbal communication is fundamental to educational settings and needs to be respectful, clear, attentive, empathetic, honest and non-judgmental.

Description
Student demonstrates:

• The capacity to recognise, interpret and respond appropriately to behavioural cues, including physical distancing where required and gestures;
• Consistent and appropriate awareness of own behaviours; and
• Sensitivity to individual and/or cultural differences.

Justification
The ability to observe and understand non-verbal cues assists with building rapport with people and gaining their trust and respect, which is required in academic and professional relationships. Displaying consistent and appropriate facial expressions, eye contact, being mindful of space, time boundaries, body movements and gestures, also promotes this trust and respect. The ability to observe and understand non-verbal cues is also essential for the safe and effective observation of students in and outside the classroom and early childhood environments, particularly in situations where their students may not be able to verbalise distress, discomfort or fear. For children who do not talk or use verbal language their gestures and cues are their main communication tool.

Reasonable adjustments
Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Recognising non-verbal cues and responding appropriately in tutorials and seminars.
• Recognising non-verbal cues and responding appropriately in professional and field experience settings.
• Displaying appropriate non-verbal gestures in classroom situations and professional and field experience settings.

Aural

Introduction
Competent aural communication is required to effectively access course content and be responsive to the demands of professional and field experience.

Description
Student has sufficient aural function to undertake the required range of tasks.
Active listening in tutorials, workshops, laboratories and lectures with tutors, lecturers and peers and during professional and field experience with families and children.
Appropriate use of ICTs that support aural communication with individuals and small groups for learning and assessment purposes and during professional and field experience, such as audio-visual equipment and mobile phones and technologies.

Justification
Sufficient auditory ability is necessary to monitor, assess and manage an individual's learning needs consistently and accurately. Auditory assessments and observations are fundamental to safe and effective classroom and early childhood teaching practice.

Reasonable adjustments
Adjustments must address the need to perform the full range of tasks involved in classroom and early childhood teaching environments and practice. Any strategies to address the effects of the hearing loss must be effective, consistent and not compromise treatment or safety. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Providing suitable learning activities for the hearing impaired.
• Demonstrating knowledge and use of ICTs that rely on effective aural communication for tutorial presentations and small group presentations on professional and field experience.
• Responding effectively to children and adults, demonstrating empathy towards and active listening to what is being communicated.

Written

Introduction
Effective written communication in English is a fundamental requirement to effectively access course content and participate in professional and field experience.

Description
The student must be able to demonstrate:

• The capacity to locate appropriate and relevant information;
• The ability to process information relevant to practice;
• The ability to integrate, reflect on and implement theoretical knowledge in tutorials, professional and field experience settings; and
• The capacity to construct coherent written communication appropriate to the circumstances.

Justification
Construction of written text-based assessment tasks to reflect the required academic standards are necessary to convey knowledge and understanding of relevant subject matter for professional practice. Accurate written communication, including record-keeping and student notes, is vital to provide a consistent and safe learning environment.

Reasonable adjustments
Adjustments must enable the ability to meet necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in both academic and educational settings. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Constructing written assignments that comply with academic standards.
• Conveying information in a written form effectively to families or other staff in the educational setting.
• Identifying and applying knowledge of policy and procedures during professional and field experience settings.

Introduction
Graduate Teacher Standards are mandated by regulations to comply with professional accreditation, registration and professional and field experience requirements.

Description
Students demonstrate knowledge and compliance with Australian law, professional regulations and standards relevant to persons working with infants, children, adolescents, young adults and their families, and those who dictate the scope of teaching.

Justification
Knowledge, understanding and compliance with legislative and regulatory requirements are necessary pre-requisites to practicum placements in order to reduce the risk of harm to self and others. Compliance with these professional regulations and the Australian law ensures that students are both responsible and accountable for their practice.

Reasonable adjustments
Adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Complying with the requirement for Working with Children Checks and National Police History Check.
• Student has no criminal charges or convictions, which may place children, co-workers, or members of the public, at risk, or which may otherwise affect their ability to teach in a school or education centre. Student otherwise meets the criteria of being a fit and proper person, pursuant to section 24 of the Teacher Registration Act 2012 (Act).
• Complying with relevant child protection and other safety legislation.
• Adhering to requirements of informed consent, privacy and confidentiality with organisational, family and child information in academic and education settings.

Introduction
Behavioural and emotional stability is required to function and adapt sensitively in educational settings.

Description
Student demonstrates behavioural and emotional stability to work constructively in a diverse and changing academic, classroom and early childhood environment.

Justification
Behavioural and emotional stability is required to work individually and in teams in changing and unpredictable environments. Pre-service teachers may be exposed to complex, stressful situations and will be required to have behavioural and emotional stability to manage these objectively and professionally.

Reasonable adjustments
Adjustments must support stable, effective and professional behaviour in both academic and clinical settings. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Being receptive and responding appropriately to constructive feedback.
• Coping with own emotions and behaviour effectively when dealing with individuals in the community and educational settings.

Introduction
Education professions are governed by competency standards, codes of ethics, professional conduct expectations and professional boundaries where teachers are both accountable and responsible for ensuring their professional behaviour in all contexts. These documents are available for review via the Professional Standards for Teachers.

Description
Student demonstrates knowledge of and engages in ethical behaviour in practice.

Justification
Compliance with the standards, codes, guidelines and policies, facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This supports the physical, psychological, emotional and spiritual wellbeing of all.

Reasonable adjustments
Adjustments must ensure the standards, codes, guidelines and policies are not compromised or result in unethical behaviour. Adjustments specific to the individual can be discussed with the course coordinator and/or the ECU Student Equity, Diversity and Disability Service.

Examples:

• Demonstrating respect for the diversity of family and community values and practices within academic, professional and field experience settings.
• Complying with privacy and confidentiality requirements in academic, professional and field experience settings.
• Demonstrating honesty and integrity in academic, professional and field experience settings.