| Semester 1, 2020 External | |
| Short Description: | Leadership & Professional Prac |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070101 - Teacher Education: Early Child |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: ECP3200 or (EDE2101 and EDE2010) and Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BEED or BECH
Other requisites
It is highly recommended that Students complete EDE3009 in the same semester as ECF3100 Contemporary Approaches to Infant and Toddler Curriculum and Pedagogy.
Students must have successfully completed second year Professional Experience courses (see pre-requisites) in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.
Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website and the Professional Experience Book for full details.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid Blue Card OR Exemption Card
Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at .
Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to .
Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to .
If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to .
Rationale
The range of early childhood contexts is broad and beginning educators would be advantaged by knowledge relating to the variety of early childhood services. Early childhood educators also require knowledge of effective professional practices and leadership and management skills that will enable them to meet differing requirements across the sector. Awareness of current issues and trends in the early childhood field would enable early childhood professionals to make informed choices in adapting to changing policy environments and undertaking advocacy for young children and parents and carers. Understanding engagement in continued professional learning as an approach to improve effective professional practice is vital.
Synopsis
This course will introduce beginning early childhood educators to the theory and practices associated with effective professional practice, leadership and management. It will incorporate practical skills for early childhood educators working with staff and the community, responding to policy change and maintaining procedures which reflect current legal and ethical requirements. Pre-service educators will engage with research as a source of professional learning and collaborate as a collegial team to develop their understandings of issues relating to current trends that will impact their future roles as practitioners in early childhood contexts. Pre-service educators will develop strategies for community advocacy regarding early childhood issues, and seek effective ways in which they may lead important conversations.
A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- apply a theoretical lens to the early childhood profession in relation to ethics, conduct and legislative responsibilities in early childhood contexts (APST 1.6, 7.1, 7.2);
- critically reflect upon the role of leader in developing, enacting and renewing administrative systems and organisational policies and process (4.4, 4.5, 7.2);
- critically reflect on the role of interagency and professional collaborations in providing constructive feedback, informing decision making, educator self-efficacy and supporting the leadership and management of early years contexts (APST 7.4);
- critically reflect upon the rationale for, and impact of theoretical knowledge and application of the APSTs and the National Quality Standard on continued professional learning and implications for improved student learning (APST 6.1, 6.4);
- examine the relevance, appropriateness and effectiveness of professional organisations that advocate on behalf of young children as a source of professional learning (APST 6.2, 7.4);
- demonstrate professionalism during pre-service teacher placements through observation, practice and assessment of pre-service teacher professional practice (1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 5.1, 5.4, 6.3).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. |
|
20.00 |
| 2. | Application of theoretical knowledge and the impacts on professional practices and leadership - examination of the dichotomies of care and education | 20.00 |
| 3. | Relevant and appropriate professional learning facilitated by organisational policies and process such as the APST and the National Quality Standard in collaboration with colleagues through critical reflection | 20.00 |
| 4. | Early childhood workforce contexts and the impact of change on the individual, the organisation and the sector workforce capacity building | 20.00 |
| 5. | Advocates and advocacy as a source of professional learning | 20.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDE3009)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 80.00 |
| Private ¾«¶«´«Ã½app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| PROFESSIONAL EXPERIENCE | 1 | 1 | 25 Feb 2020 | (see note 1) |
| ASSIGNMENT 1 | 40 | 40 | 23 Mar 2020 | |
| ASSIGNMENT 2 | 60 | 59 | 27 May 2020 |
Notes
- Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments: Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
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Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience as outlined in the Professional Experience Booklet. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.
Evaluation and benchmarking
In meeting the ¾«¶«´«Ã½app’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.