EDUC9236 Professional Experience 1 and Inclusive practice (secondary)

Ms Jackie Thomson

2020

4.5

6 x 2-hour workshops per semester
1 x 25-day field placement per semester

1 Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
2 EDUC9128 - Curriculum Studies A1: Understanding curriculum development in the middle years
2a EDUC9128A - Drama Curriculum Studies A1: Understanding curriculum development in the middle years
2b EDUC9128B - English Curriculum Studies A1: Understanding curriculum development in the middle years
2c EDUC9128C - Health Education Curriculum Studies A1: Understanding curriculum development in the middle years
2d EDUC9128D - HASS Curriculum Studies A1: Understanding curriculum development in the middle years
2e EDUC9128E - Languages Curriculum Studies A1: Understanding curriculum development in the middle years
2f EDUC9128F - Mathematics Curriculum Studies A1: Understanding curriculum development in the middle years
2g EDUC9128G - Physical Education Curriculum Studies A1: Understanding curriculum development in the middle years
2h EDUC9128H - Science Curriculum Studies A1: Understanding curriculum development in the middle years
2i EDUC9128I - Visual Arts Curriculum Studies A1: Understanding curriculum development in the middle years
3 EDUC9132 - Professional Experience: An Introduction (Secondary Schooling)
4 ^ 18 units of Education topics
Must Satisfy: (1 and (2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i) and 3 and 4)

Assignment(s), Placement, Project

This topic occurs in the first year of the Masters of Teaching (Special Education Secondary) program and involves four consecutive weeks (20 days) plus 5 planning days spent in urban, rural or remote R- 12 or 8-12 schools. Emphasis is placed on the planning, implementation and evaluation of teaching programs using the Australian Curriculum as the foundation of planning and programming. Students must receive a passing grade on their Professional Experience 1 report to continue on with this topic. After placement students undertake a program of study on campus related to the selection and use UDL, ICT and behaviour management approaches in inclusive and specialised settings. Guidelines and specifications for the scope of the inquiry project will be provided. Students are introduced to the Disability Discrimination Act and Disability Standards through guest lectures from special education representatives from various sectors, developing their understanding of policy alignment with legislation.

form collaborative and ethical professional relationships with all members of a school community
develop an understanding of guiding legislation and policy and its application to practice
develop knowledge and skills in planning for extended periods of teaching
develop and implement well-conceived units of work and lessons
implement theories of teaching and learning in authentic environments
strengthen understanding and knowledge in relation to curriculum design, use of UDL, ICT and behaviour management as ways of removing barriers to learning and participation for students with disabilities
develop understanding and use of inclusive instructional methodologies
develop skill and confidence in managing diverse learning environments for extended periods of time
critically analyse the effectiveness of decisions on learner engagement and participation.

It is expected that as a result of work in this topic, students will be able to:

demonstrate teaching competency in a secondary school setting, inclusive of planning and the development of units of work tailored to students’ needs
develop inclusive practices relating to children of different ages, stages of development, and diverse factors (e.g. disability)
begin applying established theories of teaching and learning in practice
develop and begin practicing proactive strategies for preventing and managing challenging student behaviours
develop strategies that show an awareness and compliance with both legislation (e.g. Disability Discrimination Act) and policies supporting the inclusion of diverse students
develop a range of strategies to critically reflect and evaluate their own effectiveness as a teacher
produce several illustrations of practice that serve as evidence of meeting some Graduate Standards for teachers

Key dates and timetable

Timetable details for 2020 are no longer published.

This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.