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Edf5855 At2 2024

This document outlines an assessment task for a university course on the teaching profession. Students must create a flow chart outlining the steps to be taken if a teacher identifies a student at risk of harm. They must justify each step with relevant policies and reflect on how completing the task develops their understanding of professional standards and codes of conduct for teachers.

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Xinyuan Cao
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307 views3 pages

Edf5855 At2 2024

This document outlines an assessment task for a university course on the teaching profession. Students must create a flow chart outlining the steps to be taken if a teacher identifies a student at risk of harm. They must justify each step with relevant policies and reflect on how completing the task develops their understanding of professional standards and codes of conduct for teachers.

Uploaded by

Xinyuan Cao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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EDF5855 The teaching profession and the professional teacher Semester 1 2024

Assessment Task 2: Child Safety as a first priority- a flow chart of action

Due date: Friday 24 May 2024, 11.55 p.m.


Word count: Equivalent to 2000 words Weighting/Value: 50%

Assessment Link to Learning Outcome:


This task provides opportunities for students to develop their knowledge of professional codes of
ethics and conduct for teachers. This task relates to the unit learning outcomes, especially the
following:
1. recognise and respond to the range and depth of teachers' work (including ethical, professional,
industrial, legal, emotional, intellectual and physical dimensions).
2. engage critically with the legislative, administrative and organisational policies and procedures
that are part of the teaching profession.
3. articulate your goals and targets as part of a plan for ongoing professional learning and
career progression.
5. cultivate collaborative working relationships with parents, carers and community members
through acknowledging the role these people play in supporting quality learning and teaching.
6. engage in deep, authentic, and critical reflection about your work and responsibilities as
professional educators.
7. understand how ongoing professional learning and teacher research enable professional
educators to respond to the challenges and pressures facing the profession

Australian Professional Standards for Teachers:


This task provides opportunities for pre-service teachers to develop their understanding of the
teaching profession and the professional teacher. It relates to the AITSL Australian Professional
Standards for Teachers (APSTs), especially the following: 4.4, 6.1, 6.2, 6.4, 7.1, 7.2, 7.4

Details of task:
This assignment represents the work you are likely to do as a teacher. While you identify a student,
who is at risk of harm, the focus is not on the need to explain or elaborate on the student’s situation
(the reasons why they are at risk of harm), it is on the actions you take in your role as a teacher,
and what you do once you identify a student who is at risk of harm.

Part A: Prepare a flow diagram of the processes you will need to engage with as required by law in
the process, in the event that you identify a student who is at risk of harm.

The scenario: As a teacher, you identify a student who is at risk of harm. The reason for them being
at risk is not important for this assignment– you do not need to explain or elaborate on the situation
or provide detailed information about the student. Importantly, in your role as a teacher, you are to
consider and justify the steps you now need to take.

Prepare a flow diagram of the processes you will need to engage with as required by law in this
process. Identify:

• the legislative, administrative and organisational policies and procedures that will need to be
engaged with
• what other professionals or community stakeholders need to be involved to enhance the
professional learning and practice in this process

You need to justify each step you take and each decision you make, drawing on relevant policies,
codes and processes, readings and research associated with this EDF5855 unit to support your
arguments.
Part B: Critical Reflection on how learning from this task might influence your future teaching
practice. To support your reflection, take a step back from the experience to convey an
understanding of your learning and the complexities involved in this task. Consider how your work in
this assignment highlights the teacher’s professional expertise in making judgements and
communicating in ways to ensure meaningful learning experiences for their students.

1. Critically reflect on the actions you have outlined in your flow chart and the ways they
demonstrate your new learning and understanding of the Australian Professional Standards
for Teachers (APSTs). To allow deeper reflection, select the 3 most relevant APSTs.

2. Explain how completing this assignment demonstrates your understanding of the Child Safe
Standards, and the Victorian Teaching Professional Code of Ethics and Conduct, and the
ways they link to (the 3 chosen) APSTs and your role as a professional teacher.

3. Finally, reflect on what further professional learning would be appropriate for you as a
teacher moving forward. Identify any professional learning that you need to engage with the
standards and codes relevant to this assignment. Where can you and are you likely to find
further support for professional learning? How do you intend to develop your expertise in
addressing these (short-term and long-term) goals? What are your likely challenges in
addressing these goals?

Part C: Presentation
Create a physical or digital flow chart that clearly details the processes to follow should you believe a
child is at risk of harm and what to do if this is the case.

Please identify each step with justification such as supporting legislation, policies or procedures
(administrational or organisational) at each step.

At the end of the flow chart provide details of identified professional learning that you need to
engage with and align this with both the Child Safe Standards and the Australian Professional
Standards for Teachers. Additionally, provide evaluative comments on your actions with respect to
the Victorian Teaching Professional Code of Ethics and Conduct.

Include your critical reflection, with constructive ideas for future professional learning related to this
assignment.

This assignment can be presented in a variety of ways, as long as you communicate the key elements
of the task. For example:
• Make a digital flowchart with pull-out boxes as comments or boxes you hover over to show
your justifications and links to legislation, policies, and procedures. You could record your
reflection section as a video or audio file.
• Draw a flowchart and use a separate table to write your links to legislation, policies, and
procedures. Include your justifications, and write your critical reflections at the end.
• Make a website with an interactive flowchart that could be used by schools and include your
justifications and reflections as advice for teachers wanting to improve their knowledge and
skills in this area.
• Make an instructional video that incorporates your flowchart, justifications and your
reflection.
• Use a combination of any of the above.
• We are open to other ideas: please discuss your ideas and seek approval from your tutor.

The essential element is that the presentation of Parts A and B is clear and concise.
You must include a reference list.
Criteria for Marking: Criteria for Assessment Task:

1. Clearly presented flow chart of actions that reflects the legislative, administrative and
organisational context of implementing the Child Safe Standards (20%)
2. Justification provided at each step of the flow charts, in light of relevant policies and
procedures (30%)
3. Critical reflections on professional learning needs and actions in relation to relevant
Standards and Codes of Conduct. (30%)
4. Engagement with relevant EDF5855 unit ideas, research literature, readings and
experiences, including the APSTs. (10%)
5. Presentation of the assessment task is clear, concise, and well-presented. Any written
communication conforms with accurate use of the English language. Digital communications
adhere to the ethical use of digital communication (see Monash University digital use
policy). References use APA 7th format (10%)

Refer to Moodle for detailed rubrics.

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