EDF4065 · Working in partnerships

Overview

The focus of this unit is centred on establishing collaborative partnerships through respectful and reciprocal relationships, most significantly with families, children and broader communities in educational settings, including Aboriginal and Torres Strait Islander communities. You will engage with a variety of theoretical lenses to critically analyse diverse family forms and contemporary contexts to reflexively explore socio-political implications for student learning and development. Through ethical and evidence-based strategies, this unit will enable you to create an inclusive classroom culture whereby each child and their family feel respected, valued, and supported, irrespective of family form, situation or culture. You will develop expertise to effectively motivate family engagement, participation and contribution in class and school or EC services to sensitively and collectively support student learning and development through ongoing partnerships.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. apply a range of theoretical perspectives to articulate and demonstrate establishing effective partnership collaborations with families, colleagues and other professionals, including Aboriginal and Torres Strait Islander families and communities
2. critically analyse family case study situations for evidence-based approaches to work with parents/carers to collectively and ethically make decisions and solve problems aligned with national policy initiatives, including the National Quality Standards (NQS) and the Australian Professional Standards for Teachers (APSTs)
3. investigate diverse contemporary family forms and situations of living to develop a comprehensive understanding of socio-political and cultural influences impacting students’ learning
4. initiate, lead and implement innovative evidence-based team approaches for empowering parent/caregiver and student voices, including Aboriginal and Torres Strait Islander families
5. design innovative systems for responsive partnership communications to meet strengths and challenges for students of diverse family forms and situations, including trauma, linguistic, cultural, religious and socioeconomic contexts.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.