Master of Teaching (Early Childhood)

International Students

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TIMETABLES

The Early Childhood strand in the Master of Teaching and the early exit Graduate Diploma of Teaching emphasise the developmental and educational needs of young children and examine teaching and learning practices appropriate for children from birth to five years of age. Course content covers all areas of program preparation, professional understandings, experience and skills required of early childhood educators.

EARLY CHILDHOOD COURSE

Master of Teaching E760

FORMS

Emergency Contact Form
Pre-service teachers should fill it out and give it to the student teacher coordinator/director at the school in a sealed envelope. This ensures that the school/centre has contact details in the event of an emergency.

Attendance Form

Contact - for Burwood and Geelong students.

Sue Ross
+61 3 52272059
s.ross@deakin.edu.au



Course Director

Julianne Moss
+61 3 924 46597
julianne.moss@deakin.edu.au

Early Childhood strand

Anne-Marie Morrissey
+61 3 924 46459
anne-marie.morrissey@deakin.edu.au

Instructions for students logging in and questionnaire

inplace

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

Placement Expectations - Master of Teaching:

EPR701
10 days
Planning for Learning in Professional Experience

During these days the pre-service teacher will be expected to

  • actively participate in the programme
  • be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • implement and evaluate these plans in consultation with their supervising teacher.begin to take responsibility for areas of the programme.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

3-5 years
Under the supervision of an appropriately qualified Early Childhood teacher.

EPR702
25 days
Managing Teaching in Professional Experience

During these days the pre-service teacher will be expected to

  • participate in all aspects of the programme, with a particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • take on increasing responsibility for the programme during Weeks 1-3, aiming for full control in Week 4. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • will continue their professional development within the same kindergarten following successful completion of the control week.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

3-5 years
(in most cases the same centre as the first placement)

EPR703
25 days
Reflecting on Practice in Professional Experience

During these days the pre-service teacher will be expected to

  • continue working towards the Graduate Standards for Early Childhood Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
  • assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 4.
  • focus on the development of knowledge and skills in relation to childcare administration and management, polices, accreditation processes, and partnerships with families and community following successful completion of the control week.
  • be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement.
  • keep a JOURNAL in which all of their experiences and reflections are kept as well as progress with the Deakin ATA.
  • share the journal with the Professional Experience teaching staff.
  • Throughout this placement there will be an emphasis on the development of skill in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

Birth - 2 years
Under the supervision of an appropriately qualified Early Childhood teacher or educator.

For more information on alternative experiences in your last 5 days of the EPR703 practicum you will need to consult with the Course Strand Coordinator - Anne-Marie Morrissey

Primary Strand First - Adding Early Childhood

In summary the placements will be:

EPR701 - 10 days in a primary school
EPR702 - 25 days in a primary school
EPR706 - 45 days consisting of 25 days in 3 - 5 year old in August and 20 days in birth - 2 year old in October

EPR701
10 Days
Planning for Learning in Professional Experience

Pre-service teachers will:
  • Begin working towards the achievement of the 
    VIT Standards for Graduate Teachers.

Primary School

EPR702
25 Days
Managing Teaching in Professional Experience

Pre-service teachers will:

  • be expected lo take on increasing responsibility aiming to assume full classroom control in the final week

Continued in the Primary school that Placement 1 was undertaken

EPR706
25 days
Reflecting on Practice in Professional Experience

Pre Service teachers will:

  • actively participate in all aspects of the programme
  • from the beginning of the placement will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • will take on increasing responsibility for the programme during Weeks 14, aiming for full control in Week 5. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • will also be expected to take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • will also be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.

3-5 years
Kindergarten setting, under the supervision of an appropriately qualified Early Childhood teacher

EPR706 - continued
20 days

  • Pre Service teachers will: be expected to continue working towards the Graduate Standards for Early Childhood Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
    be expected to assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 3.
    focus in Week 4 on the development of knowledge and skills in relation to childcare administration and management, policies, accreditation processes, and partnerships with families and community.
    Also focus on the development of skills in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.

0-2 years
Childcare setting under the supervision of an appropriately qualified Early Childhood teacher or educator.

Early Childhood Strand - Adding Primary


In summary the placements will be:

  • EPR701 - 10 days in a 3 - 5 year old setting;
  • EPR705 - 25 days in a 3 - 5 year old setting in August and 20 days in a birth - 2 year old room in October.
  • EPR707 - 31 days in a primary school

EPR701
10 days
Planning for Learning in Professional Experience

Pre Service teachers will:

  • begin working towards the achievement of the Graduate Standards for Early Childhood
  • implement and evaluate these plans in consultation with their supervising teacher.
  • actively participate in the programme, and will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • implement and evaluate these plans in consultation with their supervising teacher.
  • begin to take responsibility for areas of the programme.

3-5 years
Kindergarten setting under the supervision of an appropriately qualified Early Childhood teacher

EPR705
25 days
Managing Teaching in Professional Experience

Pre-service teachers will:

  • be expected to participate in all aspects of the programme, with a particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • take on increasing responsibility for the programme during Weeks 1- 3, aiming for full control in Week 4.
  • include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • be expected to take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.

3-5 years
Kindergarten setting in most cases the same centre in which they did their first placement.

EPR705- continued
20 days

Pre-service teachers will:

  • continue working towards the Standards for Graduate Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
  • assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 3.
  • focus ( in week 4) on the development of knowledge and skills in relation to childcare administration and management, policies, accreditation processes, and partnerships with families and community.
  • focus on the development of skills in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.

0-2 years Childcare setting, under the supervision of an appropriately qualified Early Childhood teacher or educator

EPR707
31 days
Reflecting on Practice in Professional Experience

Pre-service teachers will:

 

Primary School, working towards the achievement of the VIT Standards for Graduate Teachers
6 days of observation in a primary school, completed with a 25 day block

This website is a guideline regarding only the practicum component of units and courses. For the complete unit and course requirements, please consult the University handbook www.deakin.edu.au/handbook


 

 

 

 


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