Change and Social Justice

Unit Code: AEB4110

Year: 2014 Semester: 1 Campus: St Albans

Staff:
Bill Eckersley Ian Macdonald Claire Kelly Jeanette Fielding Victoria Baxter Fiona Conroy bill.eckersley@vu.edu.au ian.macdonald@vu.edu.au claire.kelly@vu.edu.au jeanette.fielding@vu.edu.au victoria.baxter@vu.edu.au conroy.fiona.t@edumail.vic.gov.au

Prepared by: Ligia Pelosi (Co-ordinator)

C406d

We acknowledge the Elders, families and forebears of the Wurundjeri and Boonwurrung tribes of the Kulin Nation who were the custodians of University land for many centuries. We acknowledge that the land on which we meet was the place of age-old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and has a unique role in the life of this region.

CONTENTS Unit Calendar General information Introduction Required Readings Unit Outline Assessment

PAGE NUMBER 3 4 6 7 9 14

UNIT CALENDAR
Week
1

Wk beg
24/2

Topic
INTRODUCTION: Change: Education for the new decade: new learning and new ethical dilemmas Bill Eckersley What is change and social justice? Claire Kelly Lecture: AEU Legal Liability and Duty of Care: Adam Surmacz (AEU)

Assessment

Notes
Review of Readiness to Teach preparation for Assessment 1A and 1B Confirmation of course (course checker). My Philosophy connected to personal identity AEU visiting speaker Applied Curriculum Plan (ACP) presentation In school Tuesday March 11 Readiness to Teach Discuss Action Plan In school Tuesday March 18

2 3

3/3 10/3

17/3

24/3

31/3

7 8

7/4 14/4

18th 25th April 9 28/4 10 5/5

Tutorial: Praxis Inquiry: Use of the selfreview/peer review process and philosophy to stimulate questions about key educational principles. Becoming a socially just and inclusive Due: Assessment 1A - Review of Readiness to educator Teach Rachelle Rasmussen (TBC) Each student to make a presentation that involves a self appraisal of his/her learning and competence to their PI group (in class) to receive feedback based on a Peer Review process (in class) Welfare Preparation for Assessment 3: Formative assessment Karen Stammers task: question practice one hour submit through TURNITIN Due: Assessment 1B Reflection on Peer Feedback Based on peer feedback, and must include original version of Review of Readiness to Teach grid from 1A Global Education http://www.gtav.asn.au/Global_Education_Pr oject/index.php Diane Boase Assessment Mark Guest/Jeanette Fielding Sustainability for Social Justice Submission and discussion of communication protocol Due: Assessment 2 Action Plan (Review of PP week) and PI framework in Describes in detail a plan for the remainder the year. preparation for the final Exposition. Where to from here: tasks, sub-tasks Claire Kelly Evidence/experience I have Evidence/experience I need How will I go about obtaining that evidence/experience? Must include theoretical underpinnings. MID SEMESTER BREAK FULL WEEK IN PARTNERSHIP Curriculum Victoria Baxter

Karen Stammers In school Tuesday March 25

Presentations by Global Education: Teacher resources supporting the integration of a global perspective across the curriculum Visiting speaker/s

11

12/5

The Reflective Practitioner Applied Curriculum Plan (ACP) presentation Victoria Baxter

Visiting speaker/s graduates from previous years at VU will showcase their professional portfolios

12

19/5

Due: Assessment 3 Expositions as an No Lecture open source experience - submit through TURNITIN AEU Seminar Australian Education Union, Trenerry Crescent Abbotsford. Map: http://www.aeuvic.asn.au/contact.html SESSION TIMES TO BE ADVISED

GENERAL INFORMATION
VU Website Victoria University hosts a website which contains a number of links which you will find useful. Two useful addresses (URLs) are: http://www.vu.edu.au/student-life and http://www.vu.edu.au/student-tools On these sites you will find: How to select your units and work out your timetable this offers an overview of degree structures. The timetable here you will find the times of classes and the rooms where they are held. It is worth checking these details close to the start of semester in case anything has changed. Useful web addresses this shows you how to access your VU email address. You will find that the faculty, your lecturers and tutors will send you important emails during the semester and it is crucial that you are able to access this information. Commonly Used Forms here you will find the commonly used forms relating to your enrolment, fees or assessment. Enrolling as a non-award student this is an overview of enrolling in single units rather than in a whole degree. VU Library hosts a website which contains very important and useful information relating to referencing and academic integrity. The address for this website is: http://guides.library.vu.edu.au/referencing On this site you will find information about: Plagiarism there is a students guide to plagiarism, how to avoid it and the penalties involved in engaging in plagiarism or academic dishonesty available on the website. Essay guide online here you will find a guide to the writing and presenting of essays. It contains an overview of structuring essays, of providing comprehensive references (Harvard and APA are the preferred styles) and of compiling a reference list. Other useful information: Student Evaluation System SES - Data & Reports SES is the Student Evaluation Survey, the name for the combined student evaluation instruments. SES consists of the Student Evaluation of Unit (SEU) and Student Evaluation of Teaching (SET). Students are asked to complete the SEU and SET near the end of this unit of study. You can complete the SES online or on paper at the discretion of your Unit of Study Coordinator.

TURNITIN:

Information re Turnitin on WebCT http://learningandteaching.vu.edu.au/teaching_practice/blended_learning/elearning_environment/turnitin/

Other useful information:

There is a range of support services available for students at VU. Find out more at: http://www.vu.edu.au/campuses-services/student-support This support includes advice on wellbeing, housing and finance and learning support. Learning Support. There are a number of academic support services offered to students. These include: Study skills workshops (English language skills, mathematics skills) Transitional issues for students new to higher education FAQs - the questions often asked by students Skills needed for your studies e.g. oral presentations General study skills - What is a lecture? What is a tutorial? Locating reference sources Avoiding plagiarism Exam revision and preparation Note-taking skills Online computer skills http://www.vu.edu.au/campuses-services/student-support/learning-study http://tls.vu.edu.au/vucollege/learninghub/index.html

WebCT A WebCT site has been set up for this unit of study. The site will hold all of the documents relating to this unit and provide an opportunity for interactions within the group. Students can access the site: http://webct.vu.edu.au Handing in assignments It is expected that assessment tasks will be handed in by the dates indicated later in this document. Assignments may be submitted electronically in subject to consultation with lecturers. Penalties for late assignments These will be outlined in your tutorial and abide by VU assessment guidelines. Special consideration If you feel that illness or personal difficulties have impaired your performance you may ask for Special Consideration which can facilitate late submission, and alternative arrangements for assignments. This can cover both emotional and physical difficulties. You need to contact a student counsellor to arrange this. Arrangements for Students with a Disability See the unit coordinator Format of classes: Teaching in the unit of study will support preservice teachers inquiry into practice in Project Partnerships (learning in the workplace). Research Action Circle workshops will assist preservice teachers to generate questions which will be answered in lectures, workshops, in online discussions using WebCT and by practitioner research and professional conversations (with peers and mentor teachers) in Project Partnership settings.

INTRODUCTION
Aims This Praxis Inquiry unit of study provides an opportunity for preservice teachers to commence the final stage of their preparation to enter the teacher profession by orienting themselves to the practices of the activist reflective practitioner. With a focus on the changing nature of education, schools and teaching, they will systematically explore how teachers can express commitment to social justice in education as they take responsibility for student learning during their Year 4 Project Partnership. Content This unit of study will connect with and complement Project Partnerships (Learning in the Workplace) and the Curriculum, Pedagogy and Assessment study being undertaken in the same semester. In order to demonstrate that they are able to act individually and collaboratively as reflective practitioners preservice teachers will: Ask: How do I take responsibility for student learning? What areas of competence do I need to work on if I am to become an activist reflective practitioner? Recognise how schools and teachers can encourage students to be engaged with and to work for the improvement of their own communities Work with mentor teachers to generate sustainable and effective approaches to the documentation of professional practice Investigate the professional knowledge, practice and engagement from the standpoint of education for a socially just society Work with mentor teachers, Year 4 colleagues and university colleagues to generate a personal educational philosophy which will inform their practice as they enter the profession Demonstrate to their mentor teachers that they are ready to accept the responsibility for working with a whole class of students in extended practice. Learning outcomes Preservice teachers will: 1. Develop a personal educational philosophy which will inform their practice as they enter the profession 2. Develop a successful relationship, based on a professional discourse about teaching and learning, with a mentor teacher 3. Work towards taking responsibility for working with a whole class of students in extended practice in Semester 2. 4. Demonstrate the use of a range of approaches used by the competent professional teacher to reflect on and improve practice, especially in ongoing planning and evaluation. Supplementary Assessment: As negotiated between unit of study coordinator, tutorial lecturer and student.

AEB4110 REQUIRED READING

Ten readings journal articles/chapters have been selected as required readings for AEB4110. All students will be expected to come to class fully prepared for discussion of these readings. In week 1, students will be allocated to groups. These Praxis Inquiry groups (2-3 students) will be assigned a reading for which they will lead/facilitate class discussion. Readings have been assigned to particular weeks (as stated on page 7). Each group will prepare to analyse the reading and lead/facilitate class discussion on their allocated day. This will involve making explicit how the readings link to teaching and learning practice/praxis. It is anticipated that the time anticipated for this activity will be 20-30 minutes. PLEASE NOTE: To ensure the success of this tutorial component and to enhance the collaborative learning experience, it is expected that all students attend class having done the required reading. This will be evidenced by students ability to discuss the readings content and themes, integrate key elements of the readings in their assignments and to answer questions directed at them by either the leading group or the lecturer/tutor. INFORMAL PEER FEEDBACK Criteria
Analysis and interpretation of reading

Comments

Links to teaching and learning practice

Organisation and facilitation of session

Demonstration of collaborative teamwork in presentation

Significant learning from this session/ reading has been:

LIST OF REQUIRED READINGS

Weeks 1 TOPIC Change Reading emailed before the start of semester in preparation for whole class discussion in first class Social Justice Praxis Inquiry Becoming a socially just and inclusive educator Welfare Social Justice (Global Education week) READING Groundwater-Smith, S Ewing, R & Le Cornu, R 2011, Teaching challenges and dilemmas, Cengage Learning, Australia. Ch6 Teaching, learning and curriculum in a changing world. pp. 126-15 Hackman, H W 2005, Five essential components for social justice education, Equity & Excellence in Education, Vol. 38, pp. 103-109. Kruger, T & Cherednichenko, B 2005/2006, Social justice and teacher education, The International Journal of Learning, Vol. 12, No. 7, pp. 321-333. Furze, B Savy, P Brym, R & Lie, J (eds.) 2012, Sociology in todays world (2nd edn.), Cengage Learning, Australia. Ch10 Education. pp. 215-240 Eun, B 2010, From learning to development: a sociocultural approach to instruction, Cambridge Journal of Education, Vol. 40, No. 4, pp. 401-418. Duchesne, S McMaugh, A Bochner, S & Krause, KA 2013, Educational psychology for learning and teaching (4th edn), Cengage Learning, Australia. Ch10 Sociocultural factors in the learning process. pp. 376-425 Churchill, R Ferguson, P Godinho, S Johnson, NF Keddie, A Letts, W Mackay, J McGill M Moss, J Nagel, MC Nicholson, P & Vick, M 2011, Teaching Making a difference, Wiley, Australia. Ch 12 Assessment, feedback and reporting pp. 388-433 Flowers, R & Chodkiewicz, A 2009, Local communities and schools tackling sustainability and climate change, Australian Journal of Environmental Education, Vol. 25, pp. 71-81 Tranter, D 2011, Unequal schooling: how the curriculum keeps students from low socioeconomic backgrounds out of university, International Journal of Inclusive Education, Vol. 16, No. 9, pp. 901-916. Killen, R 2013, Effective teaching strategies: lessons from research and practice (6th edn), Cengage Learning, Australia. Ch 5 Becoming a Reflective Teacher

2 3 4

5 6

Assessment

8 10 11

Sustainability Education Curriculum The reflective practitioner/professional reflexivity

Reading from textbook

Journal article

Websites Project Partnerships, Victoria University: http://education.vu.edu.au/partnerships/ Victorian Curriculum and Assessment Authority: http://www.vcaa.vic.edu.au Education Services Australia: http://www.esa.edu.au AusVELS: http://ausvels.vcaa.vic.edu.au Department of Education and Early Childhood Development (DEECHD) website: http://www.education.vic.gov.au/Pages/default.aspx My School http://www.myschool.edu.au/

UNIT OUTLINE
TOPICS:
Change Education for the new decade: new learning and new ethical dilemmas Education for the new decade. New learning and new ethical dilemmas.

A review of own teaching with links to the Australian Professional Standards for Teachers. Personal reflection and sharing with peers (Consider a PI log as a reflection tool or another approach to develop a regular reflective process) Discuss Assessment 1A: Readiness to Teach (oral presentation in small groups to take place in Week 4). REQUIRED READING:
Groundwater-Smith, S Ewing, R & Le Cornu, R 2011, Teaching challenges and dilemmas, Cengage Learning, Australia. Ch6 Teaching, learning and curriculum in a changing world. pp. 126-15

*This reading will be sent to students in preparation for whole class discussion in week 1 What is Change and Social Justice? What does Change and Social Justice really mean?

Lecture: An invitation for preservice teachers to reflect on what constitutes change and social justice. A historical/socio/political view on change in relation to social justice. This will be viewed from different lenses of understanding e specially in the social sciences. What are the implications of social justice when it comes to education and being a teacher? How do teachers design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students? In what ways do these strategies promote understanding and reconciliation between indigenous and non-indigenous Australians? (Australian Professional Standards for Teachers 1.4 & 2.4)

My Philosophy A personal philosophy: Introduction: What is a personal philosophy? (A personal stand point about education, my values, my be liefs and practice). Links to learning, students, curriculum and colleagues. Development of a mind map to illustrate key components. The concept of a personal philosophy and its implications for practice and ongoing (lifelong) learning. REQUIRED READING:
Hackman, H W 2005, Five essential components for social justice education, Equity & Excellence in Education, Vol. 38, pp. 103-109.

10

ACP Focus

Applied Curriculum Projects (ACPs)

In Project Partnerships, preservice teachers and mentor teachers work as a team on curriculum initiatives and complex educational tasks that benefit the learning of school students. This involves formal supervised teaching practice as well as a wide range of other curriculum-related and teaching activities in negotiated Applied Curriculum Projects. In Applied Curriculum Projects, preservice teachers and mentor teachers, supported by the School Partnerships Coordinator, work together to identify an area that requires research, development and perhaps implementation at the school. This project is school-needs based and involves the team of preservice teachers at each school working to support the learning of students at the school.
Preservice teachers

Develop, implement and evaluate curriculum initiatives

ACP Negotiated at the school

Work cooperatively with mentor teachers, peers and school community

Support learning of school students and enhance the work of the school community

Projects are varied in their development processes and their outcomes. Some ideas might include: Early Years Literacy & Numeracy Program support organisation of special events such as camps, performances, science fairs etc. support of specific curriculum initiatives such as Mathematics, PE or Middle Years.

Praxis Inquiry Use of the self-review/peer review process and philosophy to stimulate questions about what are my key educational principles. This is to be developed as a framework in preparation for the final Exposition. Work on Action Plan in preparation to submit in Week 8. Read the chapters below and then write a one page personal reflection for each and highlight links to your philosophy, your action plan and your work. Review of PP What worked well? What challenges did I face? What have I learned? Where to from here? Collection of artefacts Developing my philosophy of teaching and learning A work in progress report to PI work group peers (5-8 minutes): Describe briefly what are the main themes and issues in my educational philosophy. PI Work group to present a summary of the main philosophy themes and issues to lecturer and others. Feedback to be provided. What are the implications from what I heard today for me as I enter the teaching profession? REQUIRED READING:
Kruger, T & Cherednichenko, B 2005/2006, Social justice and teacher education, The International Journal of Learning, Vol. 12, No. 7, pp. 321-333.

Becoming a socially just and inclusive educator: An exploration of the socially divided practices and outcomes of learning and education and what we might do about them. - Big ideas and issues for educators - How can I make a difference?

11

- Social justice and its implications for educators - Making links to my philosophy to my practice and understandings REQUIRED READING:
Furze, B Savy, P Brym, R & Lie, J (eds.) 2012, Sociology in todays world (2nd edn.), Cengage Learning, Australia. Ch10 Education. pp. 215-240

Welfare In this lecture we will examine how you can provide a positive learning environment for your students. We will discover the conditions that need to be present for students to learn and for teachers to teach. Each preservice teacher will think about the way they will create the best possible learning environment for their students. Issues to consider. - Is there a place for rules in my classroom? - What student behavior interrupts real learning? - How do I keep student motivation high? - Are my expectations of students made explicit? - Do I give all my students their best chance of learning? - What do I do to show students that I enjoy their involvement in our classroom learning? Preservice teachers will be asked to develop a written plan that creates a positive learning environment. REQUIRED READING:
Eun, B 2010, From learning to development: a sociocultural approach to instruction, Cambridge Journal of Education, Vol. 40, No. 4, pp. 401-418.

Assessment Different assessments: What are their purposes? How do teachers make sure they use assessment as a teaching and learning tool? Formal and informal testing Assessment for a variety of purposes: As, For and Of Watching and knowing your students (connection to VIT and PoLT) What are all the different ways of knowing students? Social justice perspective: How do different assessments advantage/disadvantage particular students?

1. Assessment as covered in the Review of Readiness to Teach. As a result of this lecture, psts may have further amendments to their action plan. 2. Significant focus on assessment for the week 12 exposition. 3. How we assess effectiveness of programs, choice and delivery of curriculum, and how those factors informs pedagogy. REQUIRED READING:
Churchill, R Ferguson, P Godinho, S Johnson, NF Keddie, A Letts, W Mackay, J McGill M Moss, J Nagel, MC Nicholson, P & Vick, M 2011, Teaching Making a difference, Wiley, Australia. Ch 12 Assessment, feedback and reporting pp. 388-433

Sustainability for Social Justice In this weeks lecture and tutorial we will explore the concept of sustainability with emphasis on the social and environment al aspects and consider how sustainability connects with the social justice aims of education. Global, national and state educational policies and strategies are assigning an important role to teachers to contribute to sustainable practices in their schools and incorporate a focus on sustainability across the curriculum. We will discuss some examples of innovative practices that make a difference in schools and communities that put social justice principles into practice. Key questions: What is the role of teachers and school communities in sustainability education? How may schools and communities work together for sustainable futures? REQUIRED READING:
Flowers, R & Chodkiewicz, A 2009, Local communities and schools tackling sustainability and climate change, Australian Journal of Environmental Education, Vol. 25, pp. 71-81

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Curriculum This lecture will address the importance of the development of literate and numerate students through using a variety of high impact and highly effective teaching strategies across the curriculum. Students will be asked to consider and examine the possible ways in which the Australian Professional Standards for Teachers, the Principles of Learning and Teaching (PoLT) and key aspects of the National Curriculum will impact on and underpin their teaching philosophy and approach to their pedagogy, in particular how they will develop a socially just classroom. Teaching literacy and numeracy within the context of - what do I need to know in order to provide the best education (social justice issue)? A roundtable exercise to capture, diagnose, discuss and refresh the implications for teachers in these two important teaching areas. Use ICT resources to begin to (further) develop a literacy or numeracy toolkit. For example, use Learning Federation resources for present class (link on WebCT), share and explore Web resources, visit and discuss the My School website: www.myschool.edu.au REQUIRED READING:
Tranter, D 2011, Unequal schooling: how the curriculum keeps students from low socio-economic backgrounds out of university, International Journal of Inclusive Education, Vol. 16, No. 9, pp. 901-916.

The Reflective Practitioner This lecture will address how a teacher can develop the capacity to continuously reflect on their teaching practice to constantly improve its effectiveness. The utilisation of PI Teams (Professional Learning Teams), professional dialogue with mentors and colleagues and both positive and critical feedback from a variety of sources will be examined to identify what works for both them as teachers and for the students they teach. Case Writing: Focus on 1 of the 3 VIT Domains (Professional Practice, Professional Knowledge, Professional Engagement). Tell a story about my practice to a peer. Receive feedback and then document. Describe the structure and nature of case writing. Create PI work groups: members to read at least one case and provide feedback. Develop a draft to be reviewed. REQUIRED READING:
Killen, R 2013, Effective teaching strategies: lessons from research and practice (6th edn), Cengage Learning, Australia. Ch 5 Becoming a Reflective Teacher

PP preparation (Full week in PP beginning April 28th). Review of the Essentials document: - Assessment and links to Australian Professional Standards for Teachers - Pst/mentor protocol - Developing collegial relationships with my mentor(s)? - Collection of artefacts - Communication Protocol (to be completed in class). Incorporate the outcomes of your discussions with mentor in your Action Plan. - Review Action Planning in preparation for full week in schools. Philosophy of Teaching and Learning: Update on progress Review of Case writing draft. Final case draft to be submitted as part of the Exposition in Week 13 Provide professional/peer feedback. How will I develop my knowledge and practice? What will I work on in preparation for Semester 2? How might I unpack the notion of competence in my practice? How will I make the changes I need during the remainder of 2014?

Portfolio presentations graduates from previous years at VU. This lecture will cover the important aspects of effectively preparing for PSTs final year Project Partnerships with strong emphasis on the development of a professional approach to all dimensions of their practical experiences in school placement. The preparation of an exemplary student portfolio as an illustrative presentation of their readiness to become an effective member of the teaching profession will also be examined and discussed.

13

Professional Exposition In an open book situation, students to individually respond to a series of questions relevant to the semesters main focus inc luding personal teaching philosophy and the Australian Professional Standards for Teachers. Students to share their professional understanding and incorporate supportive evidence to demonstrate their competencies with the Australian Professional Standards for Teachers. NOTE: This task is to be submitted electronically through TURNITIN

14

ASSESSMENT: AEB4110
1 2 3 Review of Readiness to Teach (Australian Professional Standards for Teachers) Professional Development Action Plan Exposition 30% NB: 5% Peer review of presentation (Task 1A) and 25% Lecturer mark (Task 1B) based on student reflection. 25% 45% Due date: Week 4 Due date: Week 5

1A Review of Readiness to Teach (Australian Professional Standards for Teachers) 1B Reflection on Peer Feedback.

2 Action Plan Early-semester review of readiness to undertake extended teaching practice in Year 4 using the Victorian Institute of Teaching Standards for Full Registration as framework for analysis (1200 words equivalent). Read at least 2 published articles in addition to: Closing the Loop http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/closing_the_loop.pdf and then link to your action plan and your work. Due date: Week 8 3 Exposition The Assessment Task as part of AEB 4110 Change and Social Justice involves a Professional Exposition where students are required to present their understanding in an open-source situation based on the following themes: - Philosophy including Education Principles - Document how I intend to implement my philosophy and educational principles into practice in your PP setting - Include evidence to support discussion (e.g., Case writing, school exemplar, action plan exemplar) - Case writing (use cases related to the VIT Domains: Knowledge, Practice or Engagement) - Educational setting (NB: The standard of spelling and grammar will be commensurate with that expected of graduating teachers) In this activity preservice teachers will document their understanding with accompanying reflective annotations and commentary. Preservice teachers will demonstrate understanding of their experiences in teaching with the emphasis on reporting the Australian Professional Standards for Teachers http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/Australian_Standards_poster_A3_colour.pdf and how they anticipate it will improve student learning and achieve curriculum priorities. (This task will be 1500 words equivalent) Due date: Week 13

15

AEB 4110 CHANGE AND SOCIAL JUSTICE 2014 Assessment 1A Roundtable Peer Assessment for Review of Readiness to Teach 5%
Due Date: Week 4 Note: Each pst will submit this assessment sheet in week 5 together with Assessment 1B, which will be marked by lecturer (25%) 1A - Peer Review/5 + 1B - Final Mark (lecturer)../25 = ./30

Student Name______________________ Student Number______________ Lecturer_____________________ CRITERIA

Area 1:Professional Knowledge 1. Know students and how they learn 2. Know the content and how to teach it Evidence of practice from partnership schools, questions about the domain, how learning will be developed in partnership school and areas for further research Area 2:Professional Practice 3. Plan for and implement effective teaching and learning 4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Evidence of practice from partnership schools, questions about the domain, how learning will be developed in partnership school and areas for further research Area 3:Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/carers and the community Evidence of practice from partnership schools, questions about the domain, how learning will be developed in partnership school and areas for further research ADVICE TO COLLEAGUE Action Planning: What understandings and practices would you recommend your colleague to develop?

COMMENTS

Inquiry: What fields of the literature would you recommend that your colleague needs to investigate to support the development of improved practice?

Total Peer Assessed Mark 1 3 ...

/5

Agreed to by the following group members: (print names)

2 .

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AEB 4110 CHANGE AND SOCIAL JUSTICE 2014 Assessment 1B VIT Review of Readiness, Reflection & Statement of Educational Theories 25%
Due Date: Week 5 This assessment takes place one week after Roundtable Peer Assessment (1A).
Students must submit: VIT Review of Readiness grid (unchanged from Task 1A) Peer Assessment Sheet Reflection

1A Peer Review/5

1B Final Mark (lecturer)../25

= ./30

Student Name______________________ Student Number______________ Lecturer_____________________ Criteria

1. VIT Review of Readiness grid as presented to peers Evidence of specific future research 2. Reflection (4-500 words)
Evidence of sufficient, authentic practice

Comments

/8

Clear, concise written reflection that addresses the following Specific examples of strengths and areas of concern Connections to peer comments Connections to policy documents Evidence of future research (be specific) Personal beliefs and insights from the task

3. Statement of Educational Theories (800 words)

/7

A statement outlining at least three educational theories that you find most relevant in the current educational context, which address the following The learning theories you consider to be most significant for teaching and learning in the current educational context The reason these particular theories resonate with you, in particular relevance to your life and professional experience and philosophy of education. How these theories affect your teaching and learning practices Direct benefits for students resulting from the application of these educational theories in your practice (consider benefits that encompass and go beyond learning outcomes)

/10

Mark

/25

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AEB 4110 CHANGE AND SOCIAL JUSTICE 2014 Assessment 2 Action Plan 25%
Due Date: Week 8 (1000 words 25%) Student Name______________________ Student Number______________ Lecturer_____________________
HD: The plan presents a clear statement with reference to the key policy documents used by schools (eg: Australian Professional Standards for Teachers, including PoLT. AusVELS, E5), well chosen practical examples and supporting educational literature references. D: As for HD but with a restricted range of literature references. C: The plan has well chosen practical examples but with an inconsistent emphasis on the key policy documents and the educational literature. P: The plan relies on well chosen practical examples with only occasional references to policy documents. Educational literature is absent or weakly presented. N: Absence of or poorly chosen practical examples. Policy and educational literature is inappropriate or absent.

Criteria
Educational Context Describe significant curriculum and teaching priorities at your PP school, based on personal research, observations and discussion with mentor teacher/other school colleagues Indicate relevance of your personal philosophy of education Refer to relevant required AEB4110 readings on page 6 Action Planned Main tasks to be completed this year prior to, during and after the six week block Task outlines to include specific practical methods and examples, timelines and intended outcomes, research and resources, with reference to AusVELS and PoLT and/or other relevant documents Must be formatted as an action plan (example included on following page) Areas of professional knowledge and theoretical understandings to be strengthened Reflective evaluation Indicate how you will monitor progress towards desired outcomes. Include Personal processes eg: Journal Collaborative approaches eg: PI discussions, mentor discussions, including Communication Protocol How you will make connections between professional knowledge and professional practice in your school setting

Comments

/5

/15

/5

COMMENTS:

Mark

/25

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SUGGESTED ACTION PLAN GRID with example only entry

1 Action I want to know more about forms of assessment Specific Methods 1. Review system and school policies 2. Discussions with curriculum coordinator 3. Examine mentor teachers records 4. Get some practical experience by getting involved in the following assessment procedures in my classroom: a) Running records b) Formulate assessment rubric for student narratives and participate in giving feedback to students c) Assist mentor to collect samples of work for student files d) Participate in moderation session with teaching team Timelines 1. During 1 week Sem 1 block 2. End of school term 2 3. By commencement of 6 week block in Sem 2. Outcomes Successful trial of mentors assessment practices Decision about how I want to assess in my own classroom Research and Resources System documents (VCAA, ACARA) Examine teacher effectiveness literature eg John Hattie Seek other literature references from curric coord and mentor. NB: PROVIDE FULL REFERENCE DETAILS USING THE HARVARD STYLE (guidelines available at the link below)
http://guides.library.vu.edu.au/harvard

etc

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AEB4110 CHANGE AND SOCIAL JUSTICE 2014 Assessment 3 Exposition 35%

Due Week: Week 13 Student Name______________________ Student Number______________ Lecturer_____________________ Responding to questions
Explanation of Professional Knowledge recognises and responds to key elements of question links responses with how students learn and how to teach them effectively articulates the relevance of subject content to the given question identifies strategies that support individual student learning provides evidence to support key statements Professional Knowledge Case One case that identifies and explains a well-chosen, coherent and practical example of your competence as a developing teacher. Align the selected case with one of the Australian Professional Standards for Teachers. Explanation of Professional Practice recognises and responds to key elements of question describes their pedagogical approach uses appropriate professional language to explain the teacher approach to learning explains the use and application of different resources to engage students in their learning provides evidence to support key statements Professional Practice Case One case that identifies and explains a well-chosen, coherent and practical example of your competence as a developing teacher. Align the selected case with one of the Australian Professional Standards for Teachers . Explanation of Professional Engagement recognises and responds to key elements of question describes how literature has improved practice suggests how teachers are active members of their profession and the community articulates a professional practice of social justice and equity in teaching and learning provides evidence to support key statements Professional Engagement Case One case that identifies and explains a well-chosen, coherent and practical example of your competence as a developing teacher. Align the selected case with one of the Australian Professional Standards for Teachers Comments:

Mark

Comments

/15

/15

/15

Mark

/45

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PRACTICE-THEORY CRITERIA HD Evidence consists of: descriptions of practice, indicators of professional competence and reflective evaluations, with coherent connections between elements of portfolio. For the rating HD, the explanations and annotations will need to make explicit the theoretical and ethical framework (with recognised literature references) that has informed the described practice and recommendations for change and improvement. High standard of written expression. As for HD, but with less formality in explanations and annotation. Connections between practice and theory are not as explicitly demonstrated. Evidence consists of: descriptions of practice, indicators of professional competence and reflective evaluations, with coherent connections between elements of portfolio. A theoretical framework is implicit or not used consistently. Evidence consists of description with limited indication of professional competence. Implicit connections between descriptions of practice, evidence of professional competence and reflective evaluations. A theoretical framework is implicit or not used consistently. Evidence consists of description only without any indication that the evidence demonstrates competence.

D C P N

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