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ED5975 - Teachers as Leaders for Learning and Change
Credit points: |
3 |
Year: |
2022 |
Student Contribution Band: |
Band
|
Administered by: |
College of Arts, Society & Education |
The aim of this subject is to foster agency in graduate student teachers' (GSTs) epistemologies
in their transition to professional teachers. In this subject, GSTs will focus on
developing their professional ethics, aspirations and personal epistemologies with
the view of teachers as leaders. Through focused analysis of school-based scenarios,
and in particular their Phase Three professional experiences, GSTs will demonstrate
autonomy, expert judgement and responsiveness in making decisions as well as articulating
their approach in supporting and leading classroom, school and community goals through
a variety of practical actions such as planning units of work, developing community
responsive pedagogical frameworks and procedures for parent and community consultation.
This subject assures GSTs' capacities to articulate and justify their professional
responsibilities and goals that reflect the assured standard of all components of
the Australian Graduate Teacher Standards, as well as their professional ethics and
aspirations.
Learning Outcomes
- Apply an advanced and integrated understanding of teacher professional knowledge,
practice and engagement with the view of teachers as leaders who take individual and
collective responsibilities to support students of diverse backgrounds;
- Critically review regulatory requirements, ethical principles and, where appropriate,
cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
- Demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner
in teacher professional practice;
- Design, implement and evaluate curriculum, assessment and differentiated learning
opportunities, with a view to enhanced learning outcomes for all students, including
those from diverse cultural, linguistic and socio-economic backgrounds and with specific
learning needs;
- Demonstrate agentic dispositions that articulate a positive vision of the profession,
and engage actively in collaborative practices about learning, teaching and leading.
Subject Assessment
- Oral > Presentation 1 - (20%) - Group
- Graduate Teacher Performance Assessment (GTPA) - (50%) - Individual
- Written > Action plan - (30%) - Individual.
Assumed Knowledge:
|
Assumed knowledge based on the subjects completed in phase one and two. |
Availabilities
|
Cairns,
Study Period 1,
Internal
|
Census Date 24-Mar-2022 |
Coord/Lect: |
Dr Snowy Evans. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours online collaboration sessions
- 10 hours online content
- assessment and self-directed study
|
|
|
Townsville,
Study Period 1,
Internal
|
Census Date 24-Mar-2022 |
Coord/Lect: |
Dr Snowy Evans. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours online collaboration sessions
- 10 hours online content
- assessment and self-directed study
|
|
|
Study Period 1,
External
|
Census Date 24-Mar-2022 |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours - Online Activities
- 10 hours online content
- assessment and self-directed study
|
Method of Delivery: |
WWW - LearnJCU |
|
|
Note:
Minor variations might occur due to the continuous Subject quality improvement process,
and in case
of minor variation(s) in assessment details, the Subject Outline represents the latest
official information.