EDUC9408 The Professional Specialist Educator

2016

4.5

1 x 1-hour lecture weekly
1 x 2-hour workshop weekly

1 1 of EDUC4741, EDUC4742, EDUC9232, EDUC9233, EDUC9235, EDUC9236
2 Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2a Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
Must Satisfy: (1 and (2 or 2a))

EDSP9066 has been successfully completed

This topic acknowledges the diverse contexts within which special and gifted education practitioners work and the importance of reflective practice and self-directed, on-going professional learning. It aims to consolidate students' prior learning, consider the scope of leadership in Special and Gifted Education and help students to formulate questions to guide their future learning. Students will engage in self evaluation of their values, knowledge and skills against the specified professional standards. They will examine aspects of leadership and professional practice and formulate a personal learning plan that will identify and target their strengths, interests and areas for development related to their specialist field of education.

This topic aims to:

• develop students as critical and informed specialist educators and consolidate prior learning
• engage students in self evaluation against identified professional standards, professional practice and their associated skills and understandings
• engage students in making decisions about and taking responsibility for the nature and direction of their own on-going professional learning
• engage students in a reflective and inquiry-based project
• present a framework for further professional learning in Special and/or Gifted Education

On completion of this topic students will be able to:

• self evaluate strengths, interests and goals for on-going personal professional learning and formulate guiding questions in relation to specified teaching and/or professional standards
• design, conduct and evaluate a reflective and inquiry-based project based on self-identified goals for professional learning
• complete a written report in the form of a journal article, project proposal and/or professional learning plan as an outcome of the reflective and inquiry-based project