Educ4001 Professional Learning and Development in Education Semester 2 2018 Bentley Campus Fo

Faculty of Humanities 
School of Education
Unit Outline
EDUC4001 Professional Learning and Development in Education

Semester 2, 2018
Unit study package code: EDUC4001 

Mode of study: Fully Online
Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise
information refer to the Learning Activities section.
Workshop: 1 x 2 Hours Weekly
This unit does not have a fieldwork component.
Credit Value: 25.0
Pre-requisite units: EDPR3005 (v.0) Professional Studies and Evaluating Learning or any previous
version
OR
EDSC2001 (v.0) Professional Practice in Secondary Education 2 or any previous
version
Co-requisite units: Nil
Anti-requisite units: EDUC4018 (v.0) The Professional Educator or any previous version
Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website.
Visit fees.curtin.edu.au/incidental_fees.cfm for details.
Unit coordinator: Title: Dr
Name: Kathryn Dixon
Phone: 08 9266 2189
Email: K.Dixon@curtin.edu.au
Location: Building: 501 - Room: Level 4
Consultation times: Consultation via email appointment
Teaching Staff:
Administrative contact: Name: Administrative Enquiries

Phone: 08 9266 2158
Email: EducationStudents@curtin.edu.au
Location: Building: 501 - Room: Level 3
Learning Management System: Blackboard (lms.curtin.edu.au)
EDUC4001 Professional Learning and Development in Education Page: 1 of 14

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Bentley Campus CRICOS Provider Code 00301J
18 Jul 2018 The only authoritative version of this Unit Outline is to be found online in OASIS
School of Education, Faculty of Humanities
School of Education

Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and
present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians
through higher education and research.
Syllabus
This unit emphasises teaching as a profession which requires continuous improvement in personal teaching practice
and school-based programs. Ongoing critical analysis contributes to the identification of areas in need of
improvement and an attitude of continuous improvement motivates teachers to access all available mechanisms of
professional learning and development. Professional codes of ethics and conduct for teachers and legislative,
administrative and organizational policies and procedure relevant for primary schools are examined and analysed.
Introduction
This unit is designed to support your overall professional development as a
teacher in ways that cater for your current and future learning development
needs. It will also help you to begin to make the transition from student to
teaching professional. In this unit you will engage in how school-based action
research can guide many aspects of your teaching, curriculum and leadership
needs. The modules involve a detailed examination of professional development
for educators, global trends in professional development, the AITSL Professional
Standards for Teachers, the nature of action learning, how to identify a focus for
research and how to plan for and design a small action research project. This
will require you to be involved in the preparation of a literature review on a topic
which will be selected by you, the selection and design of appropriate data
collection and data analysis methods, an examination of the ethical
considerations required by the project and the way in which change resulting
from your investigation can be incorporated into your teaching practice.
The unit builds upon the knowledge and understanding gained in your studies so
far. The action research project for which you will build a detailed plan is meant
to be relatively small in scale and should focus on a topic that particularly
interests or challenges you. This could be an issue that may have come to your
attention while on your practicum or an educational topic that impacts upon the
wider community. You will develop reflective and analytic skills required to
critically examine educational practices (mainly your own) and will also develop
your knowledge and skills about action research. Using software that will be
made available through the semester you will also work on a small e portfolio
where you will be able to map your own development towards the teaching
standards which are currently expected of students graduating with a Bachelor of
Education Degree.
Unit Learning Outcomes

All graduates of Curtin University achieve a set of nine Graduate Attributes during their course of study. These inform
an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and
attributes which employers would value in a professional setting. Each unit in your course addresses the Graduate
Attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as
assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to
do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of
one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved
all of these learning outcomes.
Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Attributes
through the assurance of learning processes in each unit.

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School of Education

Graduate Attributes
On successful completion of this unit students can:
addressed
1 Demonstrate knowledge of strategies that can be used to evaluate teaching programs to
improve student learning
2 Demonstrate an understanding of the need for, value of and sources of professional
learning in relation to the Australian Professional Standards for Teachers
3 Synthesise the principles of ethical teacher conduct
4 Evaluate the legislation, administrative and organizational policies and processes

required for teachers according to school level knowledge and practice
Curtin's Graduate Attributes
Apply discipline knowledge Thinking skills Information skills

(use analytical skills to solve problems) (confidence to investigate new ideas)
Learning how to learn

Communication skills Technology skills (apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
International perspective Cultural understanding Professional Skills

(work independently and as a team)
(value the perspectives of others) (value the perspectives of others)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
Learning Activities
You are required to participate in weekly workshops for this unit. Regular
attendance is required and you are expected to ensure you complete the
weekly readings prior to each workshop in order to successfully contribute
your reflections and ideas to class discussions. A custom built e book has
been developed for this unit and materials have been carefully selected for
each topic. You will be expected to work as an individual as well as in pairs
and small groups. You are advised to make use of the available online
materials which have been carefully selected in order for you to enhance
your learning and experiences in this unit.

Learning Resources
Essential texts
The required textbook(s) for this unit are:
l
A custom built E Book has been developed for this unit.
The title of the book is:

Professional learning and development in education-

It can be accessed by going to the Pearson website:

http://www.pearson.com.au/9781488614590

All other resources that you will require for this unit are
available in Blackboard

http://www.pearson.com.au/9781488614590
(ISBN/ISSN: 9780137149)

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School of Education

Assessment
Assessment schedule
Unit Learning Late Assessment
Task Value % Date Due Outcome(s) Assessments Extensions
Assessed Accepted?* Considered?*
Essay 40% Week: 4 1 Yes Yes
Day: Sunday
1
26/8/2018
Time: 24.00 WST
Report 40% Week: 10 3 Yes Yes
Day: Sunday
2
7/10//2018
Time: 24.00 WST
Exercise 20% Week: 14 2,4 Yes Yes
Day: Sunday
3
4/11//2018
Time: 24.00 WST
*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions.
Detailed information on assessment tasks
1.

Assignment 1- Literature Review- 40%

Assignment 1 requires you to identify an area of research for your planned action research project. This will
probably take a number of days as you need to think carefully about a topic you are passionate about. It
could be a broad educational issue or something that is of interest to you as a result of your experience or
study.

You need to access the Curtin Library scholarly data bases and locate between 20 and 25 peer reviewed
research journal articles that focus on your area of interest. Try to avoid books and popular media as your
focus needs to be on legitimate research. Take notes as you read and start to identify the main themes to
emerge from what you are reading. Your reading will help you to decide how you will go about planning your
hypothetical research project.

Your review needs to include the following headings:

INTRODUCTION
The nature of the focus area under review
The basis for your selection of the topic
Definitions in use

MAIN BODY
Current research studies you have located
The major questions that are being asked in your articles
The current findings from your articles
The major themes you have located throughout your literature search
The general conclusions that are being drawn

CONCLUSION
A summary of the major agreements and disagreements about the focus area
Implications for the design of your own research project as a result of the approaches used by the
researchers in your articles


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The length of the review should be no more than 3000 words not including cover page and references.
Referencing style should be APA 6th edition.

2. Assignment 2 Action Research Plan - 40%
You are required to design an comprehensive hypothetical action research plan that explores your focus area
that you have discussed in your literature review. Your plan must include the following headings:
INTRODUCTION
The nature of the focus area
SIGNIFICANCE
The most salient information from your literature review on your topic
RESEARCH QUESTION/S
The specific question/s to be examined including definitions of terms in use
METHOD
A detailed description of the approach and methods you would employ to answer the research question/s
including the type of research, your data collection techniques and your data analysis techniques.
RESEARCH ETHICS
A clear statement regarding the ethical requirements for your research inclcuding the steps you would need to
take to conduct research in government and non-government schools, parental permission (if including
minors), informed consent. You should also include a discussion off any ethical dilemmas you imagine you
might encounter as a result of your research and a clear statement descibing how you would deal with these.
ACTION
A discussion of how you would take action as a result of your findings. What changes would you recommend
to your school/s as a result of your research. This section must also include a detailed timeline which indicates
all activities included in your research project from start to conclusion. Your action section also needs to
include a full timeline of your project from start to finish and this needs to include a time frame for all
research activities from your topic selection to your literature review, ethics clearance, data collection, data
analysis and reporting to your school on your findings.
The length of the plan should be no more than 3000 words excluding cover page and references and
appendices. Referencing style should be APA 6th edition.

3. Assignment 3 ePortfolio - 20%
For assignment 3 you will create a small eportfolio which will demonstrate your knowledge and understanding
of the Graduate Standards for Teachers as indicated by AITSL. You will need to think back on your studies and
experiences with your practicum over the past years and consider what artefacts are available to you in order
to demonstrate that you are able to meet the graduate standards. The artefacts could include assignments,
practicum reports, lesson plans, assessment designs, feedback from lecturers and supervising teachers.
This is a reflective exercise and you may discover that at this stage of your degree that you are unable to
demonstrate some of the standards and you may require assistance in the early stage of your teaching career
to develop your skills and abilities. As well as providing various pieces of work that demonstrate you are able
to meet each standard you will also need to provide the following:

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WRITE AN INTRODUCTION TO:

Your portfolio
The Australian Teaching Standards
The introduction should include a brief statement about your own personal philosophy of teaching and a
summary of why you think there is a need for graduates to be able to meet the standardsas set out by AITSL.
The word limit for the introduction iss 500 words.
WRITE A RATIONALE:
Provide a rationale for your selection of the artefacts and how they demonstrate the standards. Explain why
you have chosen each artefact and how it illustrates what the graduate standard requires you to be able to do
as an early career teacher. The word limit for your rationale is 500 words.
TAKING ACTION
Where you believe you are unable to demonstrate the standards describe what you think the reasons for this
are and explain your potential need for development. How and where will you seek the assistance you need in
order to progress towards the standard. Think of this as your own brief action plan for your professional
development in the short term as you prepare for employment. The word count for this section iss 500 words.
PLEASE ENSURE YOUR ASSIGNMENT MEETS THE FOLLOWING STANDARDS:
Submission: You will need to prepare a word document with all the information above included. You need to
submit the document through turnitin in the usual manner- save your document as Surname_First
Name_Education 4001_A3. In the body of the document include a link to all your artefacts. These can then be
accessed seperately.

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School of Education

Pass requirements
Please refer to Curtin University’s Assessment and Student Progression Manual for full details of all policies and
procedures associated with assessment at Curtin. Each of your tutors and Unit Co-ordinators is obliged to observe
this policy.
Assessment and Student Progression Manual
In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be
achieved. It is not essential to pass all assessments, although the overall Unit Learning Outcomes must be achieved in
order to pass a unit.
Successful submission means that:
l If the assessment task comprises discrete components, such as:

¡ three components of a portfolio, involving separate tasks addressing different aspects of the Unit
Learning Outcomes
¡ discrete sections such as test results and a report
¡ mandatory accompanying documentation such as a Parental Consent Form
then all components must be provided for the assessment to be deemed as submitted. Late penalties will
apply until the complete assessment is submitted.
l The electronic file must be readable. It is a student’s responsibility to ensure that assessments are complete
and have been successfully uploaded in a readable format. You are advised to check that your file can be
opened and that all sections are present and readable. Please seek assistance if you experience technical
problems.
Students are strongly advised to ensure work is backed up to a separate, retrievable location, as extensions are
unlikely to be granted for last-minute computer failure.

Resubmissions
A student who has received a fail grade (less than 50%) for an assessment, but achieves at least 40% of the possible
mark for an assessment that was handed by the due date, will be offered the opportunity to resubmit. Please note
that:
l the maximum mark a resubmission can be awarded is 50% of the possible mark (for example, 25/50)
l only one assessment resubmission per unit is possible.
l the resubmitted work must be received by the due date.
Due dates include the standard published due dates, the resubmission due date advised by Unit Co-ordinators, and
any dates negotiated through pre-approved assessment extensions.
Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning
outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of
assessments are described in the Assessment and Student Progression Manual, available from
policies.curtin.edu.au/findapolicy/

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School of Education

Late assessment
Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.
Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment
Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised by
a deduction of 5% of the total marks allocated for the assessment task;
2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated for
the assessment item will be deducted; and
3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.
Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the Assessment
Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. All assessment items submitted after the due date/time will receive a mark of zero.

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School of Education

Assessment extension
Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to the
Assessment Schedule table in this Unit Outline):
1. A student unable to complete an assessment item by/on the due date/time due to exceptional circumstances
beyond the student's control, must apply for an assessment extension using the Assessment Extension
Application Form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by
the Academic Registrar.
2. The student will be expected to lodge the form with supporting documentation to the school representative
nominated below.
3. Failure to submit this application in a timely manner, may impact upon the assessment process. For
applications that are declined this may have significant ramifications on the possible marks awarded.
4. An application may be accepted up to five working days after the due date/time of the assessment item where
the student is able to provide a verifiable explanation as to why he or she was not able to submit the
application prior to the assessment due date/time.
Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit (refer
to the Assessment Schedule table in this Unit Outline):
1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of
zero depending on the unit permitting late assessment submissions.

Nominated School Representative: EducationAssessExt@curtin.edu.au
A link to the Assessment Extension Application Form can also be found in the “Help” folder of your unit’s Blackboard
site. You will need to go to the Student Support Section titled “Essential Forms, Policies and Processes”.
All assessment extensions are governed by the guidelines contained in the Curtin University Student Assessment and
Progression policy. Assessment and Student Progression Manual

Fair and Accurate Assessment
The assessment in all units is subject to stringent assessment moderation processes, whereby academic staff work
collaboratively to calibrate expectations and review a cross-section of submitted work to remain calibrated and
confer on borderline grade or failing work. In no circumstances is only one academic staff member involved in the
assessment of student work across a unit.
Any student who genuinely believes that assessed work has been unfairly or inaccurately marked, or that their final
unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is
unable to resolve the issue, a formal assessment appeal may be lodged.
It is expected that most situations will be able to be resolved without the need for a formal appeal.
l Step 1 – Initial Request for Review by marker or unit co-ordinator. This informal review will be to check that
marking was accurate and complete and may or may not involve a re-marking of the whole work. Marks
cannot be reviewed downwards as a result of this informal process.
l Step 2 – Formal Appeal. If the informal review fails to satisfy the student that their work has been fairly and
accurately assessed, a formal appeal can be lodged on the relevant form and submitted to the Head of
School. Students will be expected to provide full details of:
¡ Their perceived basis for the appeal – for example, where in their work they believe they have
demonstrated a higher level of attainment
¡ The informal review process that has been engaged in and the outcome of any dialogue with tutors
and Unit Co-ordinators.
It is important to be aware that formal assessment appeals must be lodged within ten working days of the result for
the assessment task or final grade for the unit being released. Please read the Assessment and Student Progression

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Manual carefully for further information concerning appeals against assessment decisions.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check OASIS for
details.
Further assessment
Further assessments, if granted by the Board of Examiners, will be held between 12/12/2018 and 28/12/2018 .
Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel
in OASIS.
It is the responsibility of the student to be available to complete the requirements of a further assessment. If your
results show that you have been granted a further assessment you should immediately check OASIS for details.
Reasonable adjustments for students with disabilities/health circumstances likely to impact on

studies
A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a
disability or health condition to have equitable access to their studies at Curtin. This support can include alternative
exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other
support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required
from your treating Health Professional to confirm your health circumstances.
If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide
it to the Unit Coordinator at the beginning of each study period.
Referencing style
The referencing style for this unit is APA 6th Ed.
More information can be found on this style from the Library web site:
http://libguides.library.curtin.edu.au/referencing.
Privacy
As part of a learning or assessment activity, or class participation, your image or voice may be recorded or
transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on
campus or to others both in Australia and overseas.
Your image or voice may also be recorded by students on personal equipment for individual or group study or
assessment purposes. Such recordings may not be reproduced or uploaded to a publically accessible web
environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the
permission of those who are impacted by the recording.
Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for
compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of this
may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.
If you wish to discuss this please talk to your Unit Coordinator.
Copyright
The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It
is a copyright infringement to make this material available on third party websites.

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School of Education

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be
academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in
penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under
investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld
or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may
impact on enrolment in further units/study periods.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate
acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or
contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is
subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with
students to determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any
use of unauthorised materials or assistance during an examination or test.
From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity
Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin,
their marks will be withheld until they pass. More information about the AIP can be found at:
https://academicintegrity.curtin.edu.au/students/AIP.cfm
Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including
student guidelines for avoiding plagiarism.
Information and Communications Technology (ICT) Expectations

Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems
such as Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
If you are having technical difficulties submitting your assessment (e.g. via Blackboard/Turnitin) please contact HUM-
EDLTS@curtin.edu.au with your student ID, Unit Code and the details of the assessment you are trying to submit.
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please contact The Learning Centre:
life.curtin.edu.au/learning-support/learning_centre.htm
l Using Blackboard, the I Drive and Back-Up files

l Introduction to PowerPoint, Word and Excel

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Additional information
Student Support
Learning Centre
l Comprehensive support for many aspects of students’ learning is offered through face to face and online
resources via the Learning Centre
http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English
l This website has been designed to support students whose first language is not English. The Curtin University
Uni English website contains English language resources, activities, support information, and links to
diagnostic assessment tests.
http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Counselling
l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This
includes online students who may require individual counselling for personal, psychological, or study-related
issues (although please note that the counselling service is not the appropriate avenue for pursuing
assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent
option on OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities

It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their
rights and responsibilities as a student. These include:
l the Student Charter

l Values and Signature Behaviours
l the University's policy and statements on plagiarism and academic integrity
l copyright principles and responsibilities
l the University's policies on appropriate use of software and computer facilities
Information on all of the above is available through the University's "Student Rights and Responsibilities" website at:
students.curtin.edu.au/rights.

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Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or
assessments to the best of their ability, under standard conditions. These factors may include a disability or medical
condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family
responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may
be unfairly disadvantaged on these or other grounds please contact Student Equity at eesj@curtin.edu.au or go to
http://eesj.curtin.edu.au/student_equity/index.cfm for more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services:
http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of
your individual circumstances so please get in touch with the appropriate service if you require assistance. For
general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm
Recent unit changes

Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For
more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.
To view previous student feedback about this unit, search for the Unit Summary Report at
https://evaluate.curtin.edu.au/student/unit_search.cfm. See
https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.
Recent changes to this unit include:

Recent changes to the unit include updated references in the e Book to better reflect current practice in action
learning in schools along with examples of action research projects in international settings. Students are also now
encouraged to use their own preferred platform for the third assignment- the professional teaching portfolio.

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Program calendar
Week Begin Workshop Readings Assessment
Date
Orientation 23 July
1. 30 July Overview-Teacher Professional E Book: Owens, R.E, & Valesky, T.C (2015). Organisational
behaviour in education: Leadership and school reform. Chapter 1
Development
& 3
2. 6 August Introduction to Action Learning and E Book: Mills, G.E., (2014). Action research: A guide for the
teacher- researcher. Chapters 1 and 3
Research
3. 13 August Library Workshop:

View the library materials in Blackboard
Writing the literature Review:
Accessing Appropriate Data-Bases
4. 20 August Action Research Methods: Data E Book: Mills, G.E. (2014). Action research: A guide for the teacher- Assignment 1
researcher. Chapter 4 due
Collection Part 1
24.00 WST
26/8/2018
5. 27 August Tuition Free Week
6. 3 Action Research Methods: Data E Book: Mills, G.E. (2014). Action research: A guide for the teacher-
September Collection Part 2
researcher. Chapter 5
7. 10 Ethics in Education 1 E Book: Mills, G.E. (2014). Action research: A guide for the teacher-
September researcher. Chapter 2
8. 17 Ethics in Education 2 E Book: Weaven, M. (2012). Dilemmas of practice, Pearson.

September
9. 24 Tuition Free Week

September
10. 1 October Data Analysis: Action Learning for Mills, G.E. (2014). Action research: A guide for the teacher- Assignment 2
due
Professional Development researcher. Chapter 6
24.00 WST
7/10/2018
11. 8 October Professionalism in Teaching E Book Hurst, B., Professionalism in teaching, (2009). Parts 1,2,3
AITSL: Global trends in practising professional responsibilities
(Blackboard)
12. 15 October Australian Professional Standards E Book: Wiltz, et al., (2013). Developing and presenting a
professional portfolio. Chapters 2,4,6,7
for Teachers
13. 22 October Australian Professional Standards AITSL Professional Standards for Teachers and all associated
material available in Blackboard
for Teachers/ e portfolio
14. 29 October Australian Professional Standards AITSL Professional Standards for Teachers and all associated Assignment 3
material available in Blackboard due
for Teachers/ e portfolio
24.00 WST
4/11/2018
15. 5 November Study Week
16. 12 Examinations
November
17 19 Examinations
November

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Faculty of Humanities 

EDUC4001 Professional Learning and Development in Education

Unit study package code: EDUC4001 

Co-requisite units: Nil

Result type: Grade/Mark

Administrative contact: Name: Administrative Enquiries

EDUC4001 Professional Learning and Development in Education Page: 1 of 14

Unit Learning Outcomes

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4 Evaluate the legislation, administrative and organizational policies and processes

Apply discipline knowledge Thinking skills Information skills

Learning how to learn

International perspective Cultural understanding Professional Skills

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WRITE AN INTRODUCTION TO:

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l If the assessment task comprises discrete components, such as:

Fair assessment through moderation

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Reasonable adjustments for students with disabilities/health circumstances likely to impact on

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Academic Integrity (including plagiarism and cheating)

Information and Communications Technology (ICT) Expectations

l Using Blackboard, the I Drive and Back-Up files

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Student Rights and Responsibilities

l the Student Charter

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Recent unit changes

Recent changes to this unit include:

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3. 13 August Library Workshop:

5. 27 August Tuition Free Week

8. 17 Ethics in Education 2 E Book: Weaven, M. (2012). Dilemmas of practice, Pearson.

9. 24 Tuition Free Week

15. 5 November Study Week

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