Assignme
2
EDU701/AS2
EDU701 Teaching in Aotearoa
New Zealand
Assignment 2 Professional development
plan
Weighting: 40%
Due date: Week 12
Total word limit: 1600–2000 words
This assignment requires you to develop a professional development plan that
demonstrates your understanding of how to enhance and support your own
professional learning and development.
This assignment is broken into four parts:
• Part 1: Professional goals
• Part 2: Inquiry
• Part 3: Support networks
• Part 4: Development plan
Read through all of the assignment instructions and the marking schedule so
you understand what is being asked of you and how your marks will be
allocated.
You will be given a mark out of 100 for this assignment, which will be converted
to a total of 40% of your final grade.
Learning outcome
3. Design a professional development plan, analysing key actions, resources,
and support needed to achieve professional goals.
EDU701/AS2
Please note
Success in this assignment relies on a comprehensive understanding of the
following course modules and topics:
| Module | Topic |
| Module 1: Professional learning goals |
• Introducing the Code of Professional Responsibility and the Standards for the Teaching Profession • Planning for future success |
| Module 2: The teaching environment in Aotearoa New Zealand |
• Establishing professional and collaborative relationships |
| Module 4: Professional learning |
• Ako and reflective practice • Teaching as inquiry • Appraisal • Designing a development plan |
EDU701/AS2
Your tasks
Part 1: Professional goals
• Outline three professional goals.
• Explain how your goals are aligned to the Aotearoa New Zealand
Standards for the Teaching Profession.
• Prioritise your goals giving reasons for your prioritisation.
(24 Marks) Word limit guide: 320–400 words
Part 2: Inquiry
In the course you learned about teaching as inquiry as a way of improving
teaching practice. Once you’re teaching, you will define professional learning
goals related to the outcomes of your learners. For this assignment, you will
focus on the professional goals you have outlined in Part I, which will prepare
you to succeed in the teaching profession in Aotearoa New Zealand.
a. Write two inquiry questions that would support the achievement of your
goals.
b. For one of your inquiry questions, outline the steps you would take to
complete your inquiry.
c. Describe at least two different perspectives you would seek to strengthen
your inquiry and discuss the insight each perspective could provide.
(Perspectives may include but are not limited to: learners, whānau,
colleagues.)
d. Conduct a preliminary literature search for one of your potential inquiries
and explain how three pieces of literature you have found could be used to
support the inquiry.
(36 Marks) Word limit guide: 640–800 words
Part 3: Support networks
a. For each professional goal outlined in Part 1, list an individual, group,
organisation or information source you can connect with that could support
you to achieve your goal.
b. Outline the specific benefits you hope to gain from association with each
support you listed that will move you closer to achieving your professional
goals.
(10 Marks) Word limit guide: 160–200 words
Part 4: Development planning
a. Use the template provided to outline a development plan that will enable
you to meet the Standards for the Teaching Profession with support.
Include in your plan the actions you will take across a timeline that spans
your Teacher Education Refresh programme up until your entry into the
teaching profession.
(20 Marks) Word limit guide: 400–500 words
EDU701/AS2
Marking schedule Assignment 2 (40%)
| Content | Marks | Recommended word count |
| Part 1: Professional goals | 24 | 320–400 |
| Part 1, Question a • Three appropriate and relevant professional goals that will support meeting the Standards for the Teaching Profession are outlined. |
6 | |
| Part 1, Question b • The explanation provides clear connection with how each goal relates to a specific Standard for the Teaching Profession. |
9 | |
| Part 1, Question c • The goals are given a priority ranking. • The reasons provided to explain the prioritisation demonstrate awareness of the teacher’s current strengths and areas needing development as well as the teaching environment. |
9 | |
| Part 2: Inquiry | 36 | 640–800 |
| Part 2, Question a • Inquiry questions are highly relevant to the achievement of the selected professional goal/s. |
9 | |
| Part 2, Question b • The inquiry steps demonstrate knowledge of the inquiry process. • The inquiry is designed in a way that will answer the inquiry question. |
9 | |
| Part 2, Question c • At least two different perspectives have been chosen to strengthen the inquiry and are clearly described • The response includes thoughtful discussion of the insight it is hoped each perspective will contribute to inquiry. |
9 |
EDU701/AS2
| Part 2, Question d • The literature search presents three credible sources helpful to the inquiry. • A convincing explanation is provided as to why the sources will be useful to the inquiry. |
9 | |
| Part 3: Support networks | 10 | 160–200 |
| Part 3, Question a • A relevant, current and appropriate source of support is identified for each professional goal. |
4 | |
| Part 3, Question b • At least one specific benefit from each support listed in Part 3a is predicted • A brief explanation for each support is given stating how this benefit will contribute to the achievement of the chosen professional goal. |
6 | |
| Part 4: Development planning | 20 | 400–500 |
| Part 4, Question a • The development plan is presented in the template provided. • A detailed plan is presented that includes professional goals, actions, timeframes and supports required to meet each of the Standards for the Teaching Profession. • Planning demonstrates the ability to break down large professional goals into specific, manageable and relevant actions. • Planning shows evidence that the teacher understands the requirements of the Standards for the Teaching Profession. |
20 | |
| Style, presentation and reference | 10 | N/A |
| • The assignment is within 10% of the word limit guideline. • Correct grammar and sentence structure. • Correct spelling and punctuation. • Clear and structured writing. • Supporting information and corresponding sources are consistently cited within the text. • A reference list in APA format is provided for all reference materials cited. |
10 | |
| Total | 100 | 1600–2000 |
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