EDF4069 · Transition to the profession

Overview

This unit prepares you for your transition into professional practice as a teacher. Drawing on a range of research literature and the knowledge, skills and professional experiences developed during the course, you will identify an employability plan to support your transition and engagement in the teaching profession. You will revisit the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educational leaders. You will explore a range of strategies for involving and working sensitively with parents/carers and community stakeholders, also understanding the importance of confidentiality. You will be required to explore an understanding of your personal, professional identity by developing a philosophy statement used for the purpose of applications and interviews during your transition to the profession. Topics explored in this unit include; schools and early childhood centres as institutional work sites, performance management, industrial environment, registration requirements, legislative requirements, employment conditions, career planning, mentoring, induction and the development of teacher well-being and supportive networks.

Offerings

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. begin your teaching career as a professional with a clear sense of the depth and breadth of teacher’s work
2. understand the relevant legislative, administrative and organisational policies and processes required for teachers, including the ethical and professional aspects of teacher’s work
3. understand the relevant and appropriate sources of professional learning for teachers
4. explore and describe a range of strategies for involving and working with parents/carers, demonstrating sensitivity and confidentiality
5. explore your transition into the profession and demonstrate your attributes as employable graduates and professionals
6. design an individual personal professional plan to support continued, professional learning and growth underpinned by evidence, the Graduate Standards for Teachers and other related professional frameworks
7. demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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 *Subject to variation due to professional experience requirements Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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