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PROFESSIONAL KNOWLEDGE
1. Know students and how they learn
2.
Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.
Organise content into an effective learning and teaching sequence.
Use curriculum, assessment and reporting knowledge to design learning sequences and
lesson plans.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages
Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students
PROFESSIONAL PRACTICE
3. Plan for an implement effective learning
Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Include a range of teaching strategies
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning
Describe a broad range of strategies for involving parents/carers in the educative process.
Identify strategies to support inclusive student participation and engagement in classroom activities
The Smarter Schools National Partnership on Improving Teacher Quality is a joint initiative of the Australian Government, the Victorian
Department of Education and Early Childhood Development, the ACT Government Education and Training Directorate, the Melbourne
Archdiocese Catholic Education Office, the NT Department of Education & Training, the Melbourne Graduate School of Education, and
Teach For Australia.
Demonstrate the capacity to organise classroom activities and provide clear directions
Demonstrate knowledge of practical approaches to manage challenging behavior
Describe strategies that support students well-being and safety working within school and/or system,
curriculum and legislative requirements.
Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.
PROFESSIONAL ENGAGEMENT
6. Engage in professional learning
Demonstrate an understanding of the role of the National Professional Standards for Teachers in
identifying professional learning needs
Understand the relevant and appropriate sources of professional learning for teachers Seek and apply
constructive feedback from supervisors and teachers to improve teaching practices.
Demonstrate an understanding of the rationale for continued professional learning and the implications
for improved student learning.
Understand and apply the key principles described in codes of ethics and conduct for the teaching
profession.
Understand the relevant legislative, administrative and organisational policies and processes required
for teachers according to school stage.
Understand strategies for working effectively, sensitively and confidentially with parents/ carers.
Understand the role of external professionals and community representatives in broadening teachers
professional knowledge and practice.
PROFESSIONAL KNOWLEDGE
1.
agreements
Accessing prior
knowledge as part of the
planning process
Mindmaps/Brainstorms
Learning strengths and
needs of students
Internationally-minded
curriculum, alternating
vocabulary for nontraditional English
speaking students.
Differentiation teaching to
meet the specific learning
needs goal setting
Providing advanced
organizers to students
with varying needs
Extending students who
are working above
expected level of
achievement
Catering towards student
needs use of technology
2.
into planning
Assessment tasks
purposeful
Formative assessments
Cues and questions
Polls Edmodo, Socrative
Used to gauge where
students are at and adjust
accordingly in future
lessons.
Summative assessments
Portfolio pieces
Different assessment
criteria after initial
assessment not meeting
outcomes
Reflection on unit plans
Changing it for future
lessons
Relevant, up to date use
of iPads to help student
learning
Use of continuums to
organize content into
learning and teaching
sequence.
PROFESSIONAL PRACTICE
3.
Continuums
Setting smart goals during
personal learning
Edmodo for setting
tasks/communicating
Use of Compass to give
feedback to students and
parents for work submitted
Non-verbal feedback
Edmodo, Socrative and
linking the use of ICT to
increase student
engagement
Strategies
Using feedback, planning
documents to improve
student learning
Partaking in reflective
practices to evaluate unit
planning and areas for
improvement.
o Calls home
o Following
through
o Restorative
practice
o Seating plan
o Engaging
6
activities
PROFESSIONAL ENGAGEMENT
6 Engage in professional learning
Characteristics of Teaching (Please tick)
practices
Constructive feedback from
supervisors
Attendance to staff meetings
and team meetings
Holding feedback sessions to
improve teaching practices
Consistently engaging in
feedback from supervisors
Active member of the McRel
PWT process
Attending balanced
leadership, CITW and RREIS
Conducted sensitive
conversations with parents
of homeroom students
Attendance to staff meetings
and team meetings
Active member of the McRel
PWT process
Participated in three-way
conferences
General Comments
Signed:..Date:..
Signed:..Date:..
Signed:..Date:..
All students will indicate on the front of each assignment the number of words, inclusive of
footnotes but not references, contained in the assignment.
At the discretion of the Board of Examiners, assignments that exceed the word limit, inclusive of
footnotes but not references, will attract a marking penalty that is 5% of the total available marks
for each 10% that the number of words exceeds the word limit. For example an assignment that is
10% over the word limit attracts a penalty of 5% of the total available marks, 20% over the limit
attracts a penalty of 10% of the total available marks, 30% over attracts a penalty of 15% of the
total available marks.
submitted, in writing, to the clinical specialist, giving reasons for the late submission prior to the due
date of the assignment.
The extension form is available for download from the PGDip Teaching (TFA) Cohort 4 Community LMS site.
Extensions are granted at the discretion of the coordinator or tutor concerned. The extension period will in no
case exceed two weeks unless a formal application for Special Consideration has been lodged and the
consideration granted.
MGSEs policy on late submission of essays/assignments
This policy applies from 1 Feb 2012.
Unless an extension has been granted, for essays/assignments submitted after the due date, the mark
a student is awarded for their work will be reduced by 10% of the total possible marks for each day the
work is late, including Saturday and Sunday. Using electronic submission means work may be
submitted on any day. Assignments that are submitted late and are marked to a fail as a result of late
submission may not be resubmitted.
Unless an extension has been granted, assignments submitted later than 5 days (i.e., 6 days or later)
after the due date will not be marked, and will receive no marks.
Approved by Director OLT 12 Dec 2011
Grading
In accordance with University policy, all subjects will be graded on the following scale:
Grade
H1
H2A
H2B
H3
P
N
%
80 100
75-79
70-74
65-69
50-64
0-49
In Statements of Final Results in subjects, student may get a WH result. This means that assessment in the
subject has not yet been completed because the student has been granted an extension, a resubmission, or is
to be required to do additional work. If you receive a WH result and have not been granted an extension or
been notified of what is required for you to pass the subject, you should immediately contact the Coordinator of
the subject.
If a student has not submitted an assignment and not been granted an extension, she/he would be given an
N result. Only in the most exceptional circumstances, when the student has applied for and been granted
Special Consideration, and when it has clearly been impossible for the student to contact the Coordinator of
the subject will this N result later be converted to a Pass.
Grading Criteria
For each assessment task, there are specific criteria given with the assessment tasks that will be used to
judge the quality of the work. The following MGSE Grading Criteria are intended to indicate in general terms
the kind of achievement to be expected at each Grade Level. They do not replace specific assessment criteria
for individual tasks, however. They are indicative and not prescriptive: a different mix of qualities may well
justify a particular grade in different cases.
All work submitted must meet the requirements of satisfactory expression, presentation and referencing.
Therefore these matters are not mentioned in the grade descriptions below.
10
11
(80100)
H1
(75-79)
H2A
(70-74)
H2B
(65-69)
H3
(50-64)
Less
than 50