CC10 - Diploma of Secondary School Teaching

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Behavioural Misconduct Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education and teaching.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
• Maintaining a positive notice Working With Children Check (WWCC).

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
• Complying with relevant child protection and safety legislation and report any notifiable concerns.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
• Interpreting student assessment data to determine learning needs and modifying teaching practice.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

Examples are:

• Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.
• Using evaluative thinking in all aspects of your practice.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Consult and collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues.
• Critically self-reflect on situations that may/may not have gone well and taking the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations.
• Using a range of ICTs to enhance student learning.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
• Understanding the ethical and professional ramifications of engaging with Artificial Intelligence (AI) when performing academic tasks and assessment.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
• Complying with relevant child protection and safety legislation and report any notifiable concerns.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
• Interpreting student assessment data to determine learning needs and modifying teaching practice.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

Examples are:

• Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Consult and collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues.
• Critically self-reflect on situations that may/may not have gone well and taking the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations.
• Using a range of ICTs to enhance student learning.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
• Understanding the ethical and professional ramifications of engaging with Artificial Intelligence (AI) when performing academic tasks and assessment.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settngs as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
  
• Complying with relevant child protection and safety legislation and report any notifiable concerns.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
  
• Interpreting student assessment data to determine learning needs and modifying teaching practice.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

Examples are:

• Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Consult and collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues.
  
• Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations.
  
• Using a range of ICTs to enhance student learning.
  
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settngs as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
  
• Complying with relevant child protection and safety legislation and report any notifiable concerns.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
  
• Interpreting student assessment data to determine learning needs and modifying teaching practice.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

Examples are:

• Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Consult and collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues.
  
• Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations.
  
• Using a range of ICTs to enhance student learning.
  
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settngs as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
  
• Complying with relevant child protection and safety legislation and report any notifiable concerns.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
  
• Interpreting student assessment data to determine learning needs and modifying teaching practice.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

Examples are:

• Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Consult and collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues.
  
• Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations.
  
• Using a range of ICTs to enhance student learning.
  
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.