Assessments 2 and 3: Analysis of policy and practice
Assessments 2 and 3: Analysis of policy and practice
Assessment 2
Please note that Assessments 2 and 3 are related. Assessment 2, consisting of three forum posts, is intended to assist you to narrow down your response to Assessment 3 and to receive constructive feedback from your peers on your ideas and research directions.
At any stage in the semester you may post, as part of Assessment 2, a reflection, comment or argument in your preparation for Assessment 3. You need to make three posts online, one of which is original and two of which should respond, in a constructive, measured and informed manner, to the post of another student. These posts are intended:
To assist you in drafting your answer;
To encourage engaged, collaborative learning;
To improve the overall quality of answers by benchmarking;
To assist in the affective (emotional) aspect of assessment writing.
SUBMISSION
Assessment 2 is made up of three posts worth 5 marks each. These three posts in total are worth 15% of your mark for this subject.
You must make:
One original post citing at least one scholarly secondary source and linking it to a practical legal, ethical or professional issue.
Two posts responding to other students posts in an informed way, adding further insight into the issue addressed by the original poster.
Your posts should total around 1000 words (ie 300-330 words each). Posts over this number of words will not be penalised, but posts significantly under this number of words will not meet the criteria in the marking rubric below.
Submission must occur through the forum on the LAW5EDU LMS site before 11:59 PM (AEST/AEDT), 9 October 2022. You do not have to submit a hard copy.
Education students should note that this is a CRITICAL TASK and you should post this under the Critical Task Evidence link on the LMS AS WELL. This may be done after the due date.
Submit your posts through theAssessment 2forum submission link.
MARK ALLOCATION
ORIGINAL POST Appropriate number of words (around 300)
Cites at least two suitable sources, one primary and one secondary (may be listed in the LMS)
Links to a legal, ethical or professional issue 5
REPLY POST 1 Appropriate number of words (around 300)
Cite at least one suitable source
Constructive in content 5
REPLY POST 2 Appropriate number of words (around 300)
Cite at least one suitable source
Constructive in content 5
TOTAL 15 marks
Assessment 3
TOPIC
Saltmarsh and McPherson (2022) note that
In Australia, the principle of parent-school engagement has been embraced by Australian state, territory and federal governments Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) and in the national goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008). Engaging with parents has also been embedded in national professional standards for both teachers and principals, and nationally endorsed through the Family-School Partnerships Framework (Australian Department of Education, Employment & Workplace Relations, 2008). In policy discourse, these endorsements highlight the significance attributed to parental engagement as a critical factor in ensuring childrens participation, experience and outcomes at school. For teachers and principals, parental engagement becomes a key professional responsibility, and for parents, engagement with schooling becomes a key means by which the oversight of and responsibility for childrens education is exercised.
Considering this statement and the additional materials below, reflect on the relationship between the school and the parent from the perspective of at least one of modules 5-9. How do law and policy interventions in these areas improve (or detract from) the school/parent relationship?
Additional Materials
Leanne Wong, Melbourne parents sue Parade College after alleged bullying stoush leads to son's expulsion ABC News 11 May 2022
Adelaide Lang, Schools could ban parents and take them to court News.com.au June 12, 2022Sue Saltmarsh & Amy McPherson (2022) Un/satisfactory encounters: communication, conflict and parent-school engagement, Critical Studies in Education, 63:2, 147-162Setting expectations of behaviour in the school communityRespectful Behaviours within the School Community Policy.
How to approach this question:
START EARLY AND REVISIT OFTEN PARTICULARLY AT THE START AND THE END OF EACH RELEVANT MODULE
Read the question carefully, understanding the scope of the question. This policy essay should synthesise common law and legislation, relevant literature, professional standards and teachers ethical codes of conduct. You should consider the effect of contradictions in law, frameworks and policies and analyse the role of professionals and professional organisations in dealing with those contradictions.
Choose the areas of law you are going to focus on in answering the question.
Make an interim plan.
Refine the scope of your answer what area/s are you going to address? Make sure that the question is do-able to an appropriate depth within the word limit.
Make an initial research scoping utilising resources from the LMS site (it is not necessary to go further than the materials on the LMS, although you may do so).
If necessary, re-refine the scope of your answer. It is more common to have to reduce the scope of your answer than to increase it. Restricting the scope of your answer allows you to increase the depth at which you answer the question.
Make a final plan (of course, your final plan may also need to be revised).
Commence a draft of the first (not the introductory) paragraph. Usually, write the introduction last because the introduction will mirror what you have said in your answer.
SUBMISSION
Assessment 3 is worth 40% of your mark for this subject. IT WILL BE MARKED OUT OF 40.
Submission must occur through the Assessment 3 submission point on the LMS site before 11:59 PM (AEST/AEDT), 16 October 2022. You do not have to submit a hard copy.
Your answer should total 2000 words (+/- 10%). As long as you use footnotes only for referencing, these do not count in the word limit.
In the submission you should provide a full citation using the citation method commonly utilised in your discipline. For law students the Australian Guide to Legal Citation will be the easiest method to use. For others APA or other in-text referencing may be more appropriate.
Education students should note that this is a CRITICAL TASK and you should post this under the Critical Task Evidence link on the LMS AS WELL. This may be done after the due date.
Joint work and academic misconduct
You are advised to be very careful about discussion with other students. There is no problem about discussion of sources, themes, cases, and research techniques; and of course you may use the forum to post.
However the final submission must be in your own words. If your submission shows similarities to another students or to any other persons work it may give rise to suspicion of plagiarism and we will have to make comparisons to determine whether there has been a breach of the university misconduct policy. It is good practice to acknowledge the contribution of other students where relevant.
Questions regarding assessment
General questions about the assessment should be posted on the online general forum as the questions (and answers, presumably), may be of interest to other students.
Questions you do not wish to post on the forum should be directed to f.rochford@latrobe.edu.au.
Assessment Rubric
MARK ALLOCATION
INTRODUCTION Introduces and delineates topic, indicating parameters of analysis and limitations. 5
ANALYSIS Critical analysis of a policy issue giving rise to legal, ethical and professional issues incorporating:
Appropriate identification and refinement of topic
Suitable linking of policy issue and legal, ethical and professional issues
Logically ordered, strategic evaluative and persuasive argument 15
CRITIQUE Demonstrated capacity to critique contradictions in law, policy frameworks and peer and professional environments 10
SOURCES Selection and utilisation of appropriate primary and secondary materials with correct referencing 5
CONCLUSION Logically follows from discussion, concisely worded and appropriate, follow up questions 3
PRESENTATION Grammar, spelling, appropriate professional language and tone 2
TOTAL 40 marks
Need my response.
First peer response:
Although School/teacher and parent communication are embedded in the APSTs as a framework in which to follow, the effectiveness of this can be subjectively viewed as both positive and negative in the ways it is implemented. Consequently, APSTs such as 3.7 (Engage parents/careers in the educational process), 5.5 (Report on student achievement), 7.3 (Engage with parents and carers) are guidelines in which teacher/schools must follow, (AITSL,2018). However, depending on the implementation of these standards such as communication through email, phone calls or reporting on the schools systems to which parent/carers have access may encounter varied positive and negative responses from the students parents/carers. It has been seen that considerable tensions between policy agendas, their imagined educational consumers and the everyday practices of schools and families,(Saltmarsh & McPherson, 2022)canarise and be seen in the education system currently. These tensions can be viewed in the ways that schools and specifically teachers communicate with parents/carers and to what degree they view this process as effective or not. For instance, communication with parents that potentially arent done immediately and in timely manner can be viewed as ineffective if those parents arent able to view this communication immediately and to be able to then act on whatever the communication may have been such as: student missing homework deadlines, school excursion notices, disciplinary actions taken. Through this communication issue, it brings to question the ability of teachers/schools being able to effectively engage the parents/carers in the childs educational progress which has been studied for decades and viewed as a Common-sense view that parent involvement-both before and during formal education, is a key mechanism for student academic achievement,(Kainz & Aikens,2007,). As a result, there are potential areas for improvement in the schooling system to implement more effective communication between parents/carers and teachers/schools so that issues that arise can be viewed in a timely manner and effectively solved so that students can continue to progress in their education as well as parents being able to continue to be a positive influence in the academic achievement and progression of the child.
Australian Institute of Teaching and School Leadership [AITSL]. (2018).Australian professional standards for teachers.https://www.aitsl.edu.au/standards
Saltmarsh, S. & McPherson, A. (2022). Un/satisfactory encounters: Communication, conflict and parent-school engagement.Critical Studies in Education, 63(2),147-162.
Kainz,K., &Aikens,N.(2007).Governing the family through education: A genealogy on the home/school relation.Equity & Excellence in Education, 40(4),301310.
Second Peers response:
Approximately one in every ten school students in Australia aged 5-18 is having some kind of disability (AIHW, 2022). Worldwide, the last three decades have witnessed a rising trend of including children with disabilities in regular education settings. In Australia, this drive was first legally supported by the ("Disability Discrimination Act ", 1992)(DDA), allowing mainstream education for disabled students. The DDA was later expounded by the ("Disability Standards for Education ", 2005) 2005 elaborating on the relevant duties of education providers. So far substantial efforts have been made to give due rights to disabled children but yet a lot more is required to provide them with equal opportunities in education and overall life (Jenkin et al., 2018). The Australian Human Rights Commission raised several issues faced by disabled children and their families which show a clear violation of their legal rights (Commission, 1996). Disabled students have to face discriminatory treatment in the schools and classrooms which in some cases becomes violent also. Likewise, their families also face multiple issues with their childrens schools such as lack of information provided by the school, poorly drafted ILPs and inconsistent funding policies. In violation of section 38 of The Equal Opportunity Act 2010 ("Equal Opportunity Act," 2010) there is a lack of opportunities for most disabled students in each step of their educational journey including their admission options, academic achievements, learning support, pre-employment training and finally employment opportunities. To reduce this discriminatory gap, there has been growing emphasis on inclusive education for all students providing equal access to education settings (Cologon, 2019). This situation highlights an important issue affecting a major segment of society and demands the significant attention of the stakeholders. In my final assessment, I intend to explore more about the main issues responsible for the discriminatory treatment extended to disabled students and ways to address them by providing equal opportunities in their educational endeavours and overall lives. (331 words)
References:
AIHW, Australian Institute of Health and Welfare (2022).People with disability in Australia. Australian Government. Retrieved 22.09.2022 fromhttps://www.aihw.gov.au/reports/disability/people-with-disability-in-australia/contents/education-and-skills/engagement-in-educationCologon, K. (2019).Towards inclusive education: a necessary process of transformation.
Australian Human Rights Commission, A. H. R. (1996).Access to Education for students with a disability: Barriers and Difficulties. Retrieved fromhttps://humanrights.gov.au/our-work/access-education-students-disability-barriers-and-difficultiesDisability Discrimination Act 75 (1992).https://www.legislation.gov.au/Details/C2016C00763Disability Standards for Education 28 (2005).https://www.dese.gov.au/disability-standards-education-2005Equal Opportunity Act, (2010).https://www.legislation.vic.gov.au/in-force/acts/equal-opportunity-act-2010/020Jenkin, E., Spivakovsky, C., Joseph, S., & Smith, M. (2018).Improving Educational Outcomes for Children with Disability in Victoria.
