Professional Documents
Culture Documents
Course title
Number of profession
experience days
20 days
Academic requirements
In-school tasks
Unit Purpose
This unit focuses on preparing pre-service teachers to teach in inclusive settings - which in reality, are
today's classrooms. Every learner has unique needs which the proficient teacher identifies and in turn,
delivers differentiated responses to each of them through sound pedagogical practices.
The unit will emphasise the importance of current evidence-based research informing inclusive practices;
policies and legislation at the federal, state and territory level that drive inclusion; the language of inclusion
and inclusive schools. Understanding the concepts and processes of teaching to an educational adjustment
plan will be a key component of this unit.
Unit Outcomes
Articulate current issues related to inclusion as they apply at the federal and state or territory level
Academic requirements
Academic theory on Essential Leanings is fundamental to linking with Professional experience. Participation
with the Academic component of this unit is outlined in detail on LearnLine, the on-line learning environment.
Visit "LearnLine login" in the top tool bar on the Charles Darwin University home page www.cdu.edu.au
ETP310
The Professional Experience Office facilitate the administration of school placements for all preservice teachers including collecting professional experience placement and assessment forms
and organising payments for mentor teachers. Contact: mailto:InSchool@cdu.edu.au
Phone: 8946 6602.
Requirements:
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Pre-service teachers work as co-professionals and team teach with the mentor teacher as much as
possible
Pre-service Teachers are encouraged to gain as much practice in their teaching as possible and
teach solidly for at least 2 weeks during this time.
Daily Journal
Pre-service teachers must keep a daily journal noting in-class and in-school activities, and reflections on
experiences and teaching. The reflection focus for ETP310 is the creation of inclusive classroom settings
that meet the different needs of individual students. The journal spans the entire period of professional
experience. The journal will include a series of entries which detail knowledge and insights gained, problems
encountered, solutions applied, and the reflections of work as a Pre-service teacher. The conclusion will sum
up the personal insights and learning in the light of the school context and the theories and ideas gained
from this unit. Entries in this journal can be used as evidence in the final teaching portfolio. Mentor teachers
are asked to sight this journal and make comment on Form C, the Overall Professional Experience
Evaluation Record.
Teaching portfolio
The electronic teaching portfolio is presented to a school-based panel at the conclusion of the course.
Evidence collected from your professional experience in this unit is an important part of demonstrating
pedagogical progression. Details about the teaching portfolio can be obtained from the academic component
of ETP310 on LearnLine.http://www.inschool.cdu.edu.au
In-school assessment
Each professional experience unit has one or more in-school tasks. These tasks demonstrate the ability of
the pre-service teacher to use academic learning in a professional experience environment.
The tasks for this unit are:Planning an Educational Adjustment Plan (EAP) or the equivalent in the
appropriate State or Territory.
1.
Pre-service teachers are asked to observe a designated student (one identified by your mentor) in the
class and in the school ground. Select a child who will benefit from additional research into how they
can best be supported and included in the class/group. This child may have a diagnosed condition or
is exhibiting behaviour that identifies a need for greater educational support
Document the behaviours, actions and additional needs of that child in the class and in the school
ground
Discuss the observations with the mentor teacher. If this child has been professionally assessed
and the condition has been named, eg down syndrome, Pre-service teachers research the
condition and discuss where the students actions/behaviour connects with the research
Pre-service teachers document the actions/ behaviour and possible contributing factors
ETP310
Requirements:
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2.
Practical strategies that will assist the student with inclusion in the classroom and playground
An outline of the roles of other staff in the school who might be involved with supporting this student
An outline of other professionals that may be consulted to support this child, for example speech
therapist, physiotherapist, counselor
An outline of the process that is employed to generate an Educational Adjustment Plan (EAP) for a
student in a school
ETP310
Requirements:
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