Master of Teaching (Secondary)

The Master of Teaching (Secondary) is a postgraduate initial teacher education qualification.

This course embraces innovative delivery techniques and combines contemporary research and advanced pedagogical knowledge and skills, with practicum opportunities.

Graduates are prepared to be future educational leaders and innovators with a strong identity of themselves as teachers and teacher researchers.

Graduates from this course will have opportunities to apply for positions in secondary school settings in a range of government, Catholic and independent secondary schools.

Professional experience places students within a school setting to fulfil the practical elements of their teaching degree: students complete three professional placements at a secondary school, a total of 60 days. Graduates are qualified to teach Years 7 to 12 and have the opportunity to apply for positions in both government and non-government secondary schools. In addition, graduates are prepared to be future educational leaders and innovators, with a strong sense of identity as teachers and researchers in the industry. The degree is accredited by the Victorian Institute of Teaching (VIT). Graduates can apply for registration in all Australian states and territories.

To qualify for the award of Master of Teaching (Secondary), students must complete 200 credit points comprising:

• 11 core units (162.5 credit points)
• 3 supervised practicum units (37.5 credit points)

The maximum level of credit that can be grated for the Master of Teaching is 100 credit points (normally eight units)

National Literacy and Numeracy Test for Initial Teacher Education Students National Literacy and Numeracy test

Units of study

Prior to completing 100 credit points of study, students must pass national literacy and numeracy tests. Find out more about the Literacy and Numeracy Test for Initial Teacher Education Students, including associated costs.

EDU60017 Understanding Theories of Teaching, Learning & Development EDU60016 Understanding Behaviour for Classroom Practice EDU70014 Literacy and Numeracy Across the Curriculum EDU70013 Transformative Technologies in Education EDU80018 Innovation for Education * EDU80019 Educational Leadership and Policy EDU80012 Understanding Indigenous Education & Perspectives EDU80013 Assessment and Data EDU80014 Teaching for Diversity, Equity and Inclusion EDU60050 Secondary Curriculum and Pedagogy 1 EDU80060 Secondary Curriculum and Pedagogy 2

Students must complete the following three units (37.5 credit points):

EDU70015 Professional Experience 1 EDU80020 Professional Experience 2 EDU80021 Professional Experience 3

* Outcome units - matched exemptions are generally not granted for higher education outcome units.

Applicants require a bachelor degree or equivalent qualification that includes at least a major study in one approved secondary teaching area (equivalent to one year full time equivalent study) and a minor in at least one other recognised teaching area (equivalent to half a year of full time equivalent study). For approved teaching areas, please visit: https://www.vit.vic.edu.au/media/documents/publications-and-forms/forms/Specialist_Area_Guidelines_2015.pdf

Additional requirements

CASPer TestAll applicants (both standard entry and non-year 12 entry) must sit the CASPer test. CASPer is a non-academic online test designed to assess an applicant's personal and professional attributes. Please note Swinburne will consider CASPer test results taken within the past year. It is an Australian Government accreditation requirement that all initial teacher education courses include non-academic selection criteria.To ensure you don’t miss the CASPer test deadlines and to register for your sitting or for further information about the test, visit https://takecasper.com/.Admission to this course will consider both academic and non-academic results. Applicants applying to transfer from another initial teacher education course must disclose all LANTITE (National Literacy and Numeracy Test for Initial Teacher Education Students) attempts. Applicants who have unsuccessfully attempted the LANTITE three or more times will not be eligible to receive an offer.

English language proficiencyAll applicants must demonstrate suitable English language proficiency for successful completion of the course.

The university may determine selection criteria and restrictions in respect of courses to apply in addition to these entry requirements. Eligibility for admission does not guarantee offer of a place.

Working with Children Check and Police CheckAll enrolled students must maintain a current Working with Children Check (from the appropriate State Authority). A Police Check may also be required by a school prior to a placement. View the list of each state's requirements.

Upon successful completion of the Master of Teaching (Secondary) graduates will be able to:

• apply broad and deep knowledge of the theories and practice of learning, teaching and pedagogy, across their chosen secondary specialisations
• demonstrate advanced and integrated knowledge of the key issues, policies and theoretical concepts impacting education in Australian and global contexts
• reflect critically on, and synthesise, learning and to take responsibility and be accountable for quality teaching and personal outputs in the context of secondary education practice
• use high levels of independent judgement to synthesise, integrate, justify and apply multiple domains of educational knowledge in novel or new situations in practice
• research, evaluate and articulate key issues, stakeholder needs and a range of perspectives in relation to secondary education practice in complex scenarios or across multiple domains of knowledge
• initiate, develop and manage learning programs, and evaluate innovations, in the context of secondary education practice

Swinburne intends that its teaching programs assist all its graduates to be:

• capable in their chosen professional, vocational or study areas
• entrepreneurial in contributing to innovation and development within their business, workplace or community
• effective and ethical in work and community situations
• adaptable to change
• aware of local and international environments in which they are contributing (e.g. sociocultural, economic, and natural)

Students with these attributes are highly sought after by employers who increasingly seek people with well-developed generic skills, in addition to professional competencies.