Graduate Attributes

Graduate Attributes	Brief Statement
Communication: Graduate level – Formulate and communicate views to develop an academic argument in a specific discipline.	CQUniversity has identified communication as an attribute all graduates will need throughout their career and not just those completing an education course. This is understandable considering importance of this skill in all professions. Communication skills have been highlighted by the Commonwealth of Australia (2008) as a core skill; they state that it is a skill that is “essential for people to participate in society”. I have developed exceptional communication skills. My participation in different organisation where there needs to be clear and concise communication has helped me develop a high standard of communication. Being an active member on patrol for Sunshine Beach Surf Life Saving Club is one organisation where I have had to be a clear communicator. Here I was awarded a certificate 2 in public safety where I was recognised as a competent communicator in the workplace.
Problem solving: Graduate Level – Formulate strategies to identify, define and solve problems including, as necessary, global perspectives.	Problem solving is identified by CQU as an attribute all graduates require. The Commonwealth of Australia selected “Problem solving that contributes to productive outcomes” as one of the employability skills for the future (2008, pg. 8). Guffey, M., (1998) points out that in current society with the rapid change problem solving is an important commodity. Teachers are often faced with problem solving situations for example; there could be change in the normal routine may mean a modification of the daily plan, a distressed parent or child creates a real problem of how to deal with them utilises effective problem solving skills. I believe I have developed excellent problem solving skills. An example of my problem solving skills were I took a role coaching water polo at a local school and found that the program being used had many challenges, including  minimal space and a large number of participants. While there were discussions on more pool space I had to think on my feet, be flexible and run with what I had. I created a training session which incorporated in and out of pool activities with rotations so all players were actively involved and improving different water polo skills.
Critical thinking: Graduate Level – Reflectively evaluate and think creatively within the context of a specific discipline.	“As critical thinkers we subject arguments or explanations or proposals – our own or those of others – to rigorous scrutiny” (Wallace, A., 2000. pg.2). Throughout my time at university I have developed Critical Thinking skills through continuous reflection and evaluation of task and practicum. “Troy understand the importance of reflecting and showed initiative in changing where necessary” Mentor teacher Embeded Professional Learning (EPL) 4
Information literacy: Graduate Level - Interpret and analyse information from various sources to address a discipline-specific task.	“Information literacy is a survival skill in the Information Age” (American Library Association's Presidential Committee. 1989). This means that as civilisation develops an abundance of information is made readily available Information Literacy is becoming a required skill. In the information age “Information literate people know how to find, evaluate, and use information effectively to solve a particular problem or make a decision” (American Library Association's Presidential Committee. 1989). While completing my studies I have developed Information Literacy skills. These skills have been essential while completing assessments searching through the information finding relevant articles for the course content. In one of my assessments I “showed an analysis of many significant authors in the field of science education in Australia” Science Pedagogy and Curriculum Lecturer.
Team work: Graduate Level - Evaluate own strengths and weaknesses as a leader/team member, and/or autonomously working in a team context.	“As schools restructure and reform for the 21st Century, educators are being required to work together” (Ferguson , D., 2006. Pg. 2).  I believe I have excellent abilities to work in a team. Maybe it is from growing up being a part of many team sports and now still being a part of those teams but in a lead role as a coach or working in a team environment as a pool and beach lifeguard. It could also be the fact I enjoy working in a team. I complete a certificate 3 in Outdoor Recreation at TAFE where I have developed competencies to “provide leadership to groups” (Assessment Transcript). I have taken on the role as director of water polo at a local school where the Teacher In Charge (TIC) said “Troy has shown the ability to work in a team environment with teachers, coaches, and players enabling smooth running of training sessions”.
Information technology competence: Graduate Level - Apply appropriate discipline-specific software to provide solutions to questions.	With the information age upon us technology competence is becoming an increasingly important skill. The Queensland College of Teachers (QCT) has identified this as an important skill acknowledging it in the first professional standard for graduate teachers (2009). I believe I have stayed up to date with most of the technologies. I have found myself while on prac assisting other teachers with some technologies. There is one subject in particular where developed my skills in information technology competence that was Managing E-Learning where I found myself exploring and experiencing many different technologies including Voki’s, Blogs, Wikispaces, Slidshare and Podcasts. While at TAFE I showed I could “use advanced features of computer applications” (Assessment Transcript).
Cross cultural competence: Graduate Level - Operate effectively within a discipline context in a socially diverse global environment.	As Australia is multi-cultural it is important to be able to work within a diverse environment. Throughout the last term teaching in a year 4 class I have had the opportunity to take the students on a learning journey exploring traditional stories from Indigenous Australians. Then a journey exploring traditional stories from other countries. I completed a university subject called Managing Diversities here we learnt multiculturalism should be celebrated and it provides opportunities for learning experiences in the classroom.
Ethical practice: Graduate Level - Articulate an appropriate personal value system, in terms of social behaviour and civic responsibility.	The Queensland College of Teachers Code of Ethics identifies that “The teaching profession has an expectation of high standards of ethical behaviour from its members”(2008). I have developed competence for ethical practice by completing the Professional Knowledge in Context subject at University here we explored ethical dilemmas and learnt how to handle one if we were met with one.  As a Teacher I will uphold high expectations and integrate social justice practices in all my program eg. Recognising and catering for the various target groups including Aboriginal and Torres Strait Islander, low socio-economic; gifted and talented, English as a Second Language and those with physical and intellectual disabilities.