Transcript Curriculum Managers’ Information Session

Full Registration
Professional Learning Requirements
Effective 1 January 2011
National Consistency of Registration Practices
Teacher Registration Board of the Northern Territory
Queensland College of Teachers
NSW Institute of Teachers
ACT Quality Teacher Institute
Victorian Institute of Teaching
Teachers Registration Board of Tasmania
Teachers Registration Board of South Australia
Western Australian College of Teaching
New Zealand Teachers Council
On 14 October 2011, State and Territory Ministers have endorsed nationally consistent
registration practices. This will ensure portability of registration across Australia and
the Tasman.
www.trb.nt.gov.au
www.trb.nt.gov.au
Professional Standards
From 1 January 2013
Professional Learning Standard
Code of Ethics
Board Communication
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TRB Update – via email
SMS Text Messaging
Information Sessions
Principals’ Circulars
Employers’ Circulars
Pre-service Teachers’ Circulars
Newsflash items
Extraordinary matters
Visit: www.trb.nt.gov.au
How to read your registration card
Filtering what is relevant
NTCET
The
Australian
Curriculum
VETiS
MyPD
Targeted and tailored
Upfront Considerations
•Professional Learning in the context of your work: professional learning takes place on a
daily basis in schools for the improvement of student outcomes
•Knowing the difference between “core business” and activities that are designed to
challenge, update, renew teacher practice
•School as a provider of professional learning:
•Start-up days (access to research outside school environment)
•Pupil Free Days (system aligned professional learning?)
•Other activities (Relief Teachers?)
•Teachers identifying and accessing Professional Learning (Professional responsibility)
•School-embedded professional learning:
•Faculty meetings*
•Team meetings
•Cross-marking/moderation/standards validation
•Mentoring
•Professional Learning and cognitive demand (teachers’ skills and knowledge)
•Auditing 2011 Professional Learning
•Developing a professional learning plan for 2012
Professional Experience and currency
of practice for full registration
The Board identifies two key elements in maintaining
professional competence for the purposes of registration
renewal over the five year period:
Currency of practice; and
Professional Learning
Teachers provide evidence of meeting renewal
requirements (other than the payment of fees) annually
or on the fifth anniversary of their registration renewal.
Currency of Practice
Means having practiced as a teacher in a Northern Territory
government or non-government school for one year (180
days FTE) within the five year period of registration. This
practice can also be taken in another Australian State or
Territory or (under certain circumstances) overseas.
The Professional Learning
Requirements over five years
• The requisite 100 hours of professional learning is to be
disaggregated as follows:
• At least 50 hours of teacher identified professional
development that aligns with The Professional Standards
for Competent Teaching in the Northern Territory
• At least 50 hours of professional learning that provides
access to research and knowledge sourced from outside
the immediate school environment
100 hours over 5 years
Year 1
Year 2
Year 3
Year 4
Year 5
20 hours
20 hours
20 hours
20 hours
20 hours
10 hours per
semester
10 hours per
semester
10 hours per
semester
10 hours per
semester
10 hours per
semester
5 hours per term
5 hours per term
5 hours per term
5 hours per term
5 hours per term
Self audit against the Standards
Self Audit against the Competent Standards
This tool will begin your engagement with the Professional Standards for Competent Teachers in the Northern Territory. It
will help affirm your strengths and identify areas for improvement. The Descriptors in the Competent Standard give you
more details about each element
Professional Practice
Professional Knowledge
Professional
Engagement
Standards
Please refer to the
full Standards
overleaf
1
2
3
4
5
6
7
8
Teachers are active members of their profession.
Areas of strength
Need
1
Teachers reflect on, evaluate and improve their professional knowledge and practice
Areas of strength
Areas for development
2
3
4
5
Strength
2
3
4
Need
1
5
Strength
2
3
4
5
Strength
Areas for development
1
Teachers plan, program, assess and report for effective learning
2
3
4
Need
5
Strength
Areas for development
1
Teachers create and maintain safe and challenging learning environments
2
3
4
Need
5
Strength
Areas for development
1
Teachers use a range of teaching practices and resources to engage students in effective
learning
Areas of strength
Strength
Need
Teachers know the content they teach
Areas of strength
5
Areas for development
Teachers know how students learn and how to teach them effectively
Areas of strength
4
Need
1
Areas of strength
3
Need
Teachers know their students
Areas of strength
2
Areas for development
1
Areas of strength
Strength
Areas for development
2
3
4
Need
5
Strength
Areas of development
1
2
3
4
5
Teachers as professional learners
•
Teachers need opportunities to reflect on their
practice in the context of professional standards
and identify areas of professional knowledge and
practice they would like to develop.
•
When teachers engage in professional
development activities and are given opportunity to
reflect on new knowledge and how it might apply to
their classroom practice and their school context;
then professional learning is most likely to occur.
Learning is also facilitated when there are
opportunities to share knowledge and practice with
colleagues.
Opportunity
Reflection
Application
Teachers as professional learners
Teachers as professional learners
What does “professional learning”
mean?
Professional learning is integral to raising teaching standards. Teacher professional
learning is an ongoing process supported by planned learning activities and programs
designed to enhance professional knowledge, practice and engagement.
Professional development refers to what teachers do and experience that provide the
opportunities to enhance professional knowledge, practice and engagement.
Professional learning describes growth in knowledge, skills and attitudes that come from being
engaged in professional development activities, processes and experiences.
Teachers and other educators often use the terms “professional learning” and
“professional development” interchangeably. The Board uses the term “professional
learning” to reflect more accurately that it is not just the knowledge gained in a
professional development session that makes the most difference to professional
practice, but how this knowledge is applied.
Teachers should be mindful that professional learning takes place on a daily basis in
schools and other educational contexts and that these experiences can be identified
and recorded for renewal processes.
Accessing professional development
Professional development can be sourced from a range of
providers. It can be:
–
–
–
–
Employer provided
Linked to systemic programs and initiatives
Delivered by private providers
School-based, job-embedded, by focusing on priority areas or
school strategic plans
– Comprised of additional formal study (University and TAFE), and
– Incorporate a balance between receiving and sharing
information (participation in professional teaching association
activities, contributing to journals, facilitating workshops).
Board Policy: Professional
Development
– Programs, courses and
conferences attended offsite/online
– Programs, courses and
conferences in the school
setting
– Professional Teaching
Association PD events
– Tertiary study related to a
specific teaching field
– Structured networking
with teachers from other
schools
– School visits and exchanges
– Faculty or staff meetings
involving discussion of
approaches to teaching
and learning
– Professional reading
– Mentoring another teacher
– Being mentored by
another teacher
Professional Development?
Watching an SBS
Documentary?
Undertaking CETOOL or SAMS
training?
Attending an
ALEA event and
embedding ideas
and concepts into
classroom
teaching?
Update, renew, challenge your skills and knowledge
Accessing professional development:
whose professional responsibility?
The Professional Learning Balance
Teacher Identified
(50 hours)
External to school
(50 hours)
Activity 1
Activity 1
Activity 2
Activity 2
Activity 3
Activity 3
Professional Learning must:
Be sustained by
documents kept by
the teacher
Enable teachers to
improve practice
Be linked to the
Standards
Records to keep
• Dates on which the professional learning was
undertaken
• Title or description of the professional
development activity
• Presenter or provider’s name (if applicable)
• Time commitment required for the professional
learning, and
• Reflection notes on how the professional
development activity impacted on practice and
the professional standard(s) to which the
professional learning was linked
The reflective practitioner
Some questions to guide your reflection
• Which standard/s is most clearly related to this PD activity?
• Which ideas from the PD activity could you use to develop your teaching
practice?
• How will this PD activity contribute to your ability to meet the learning
needs of your students?
• Which ideas from this PD activity will assist you in challenging and
engaging your students more effectively?
• What obstacles might you find to applying these ideas?
• What do these ideas contribute to the broader learning of students within
your subject/grade area?
• How could these ideas be shared with colleagues or applied by you and
your colleagues to contribute to teaching and learning in your school?
• What further learning does this activity prompt for you?
Recording PL
Teacher’s name:
List the professional
development activities you
have undertaken.
All activities should relate to the
standards of professional practice
Date
Activity
Registration number:
Describe the nature of the professional activities you have undertaken
by ticking the appropriate columns
Within the
school with an
external
presenter or a
colleague
presenting new
knowledge
Within the
school in
collaboration
with other
colleagues
External to
the school
Undertaken
on the
initiative of
the teacher,
either in or
out of school
Other
(Provide details)
Activities
providing
access to
research and
knowledge
sourced from
outside the
school
environment
Hours
Recording PL
STANDARDS REFERENCED PROFESSIONAL DEVELOPMENT ACTIVITIES
SUPPORTING AND ENHANCING PROFESSIONAL ENGAGEMENT, KNOWLEDGE AND PRACTICE
Teacher’s Name:
Date
Registration Number:
Professional development activity
Standards referenced in the PD Activity
(Tick those that apply)
1
2
3
4
5
6
7
8
Comment on the effectiveness of the PD activity
to support and enhance professional practice
and/or knowledge
IMPACT &
EVIDENCE
Simone
Timms &
Anita
Fowler
Durack
School
Applying to
planning/pro
grams
documents
and teaching
new skills to
students to
meet LT
outcomes.
Written
documentati
on of data
analysis and
Operational
Plan. 2011
plans
included in
my planning
&
programmin
g.
Classroom
practise that
maximises
student
engagement
.
Correct
reporting
procedure
followed.
Date
Activity
8.9.10
Making the
Most of
Microsoft Word
& Excel
PE2
15.11.
10
RAAD NAPLAN
Data Analysis &
APIF Annual
Operation Plan
for 2011
PP6
PE1
27.11.
10
KAGAN
Cooperative
Structures +
Active
Engagement
PK4
PP8
Danielle
Banicek
Durack
School
24.1.1
1
Mandatory
reporting
PP7
Sheila
Delahay
Principal
Durack
School
24.1.1
1
You Can Do It
Program –
Advanced
Training
PE2
PK4
PP7
PP8
18.2.1
1
Computer
Troubleshootin
g (Provided PD
to AP - Julie
House)
PE1
Senior
Staff &
Accompl
ished
Teacher
s
YCDI
Training
Team
Kat
Gronholt
Durack
School
What
successful
changes will
others see in
my practice as
a result of this
activity?
Teaching of
successful
learning
behaviours
in the
classroom.
AP able to
independentl
y manage
ongoing IT
difficulties &
assist others
if needed.
HOURS
Describe the nature of the professional activities you have
undertaken by
ticking the appropriate columns and recording the provider’s
name/workplace.
In the
Within the
Externa
Undertaken
Activities
school
school in
l to the
on the
providing access
with
collaborati
school
initiative of
to research and
external
on with
the teacher,
knowledge
presenter
other
either in or
sourced from
or a
colleagues
out of
outside the
colleague
school
school
presenting
environment
new
knowledge
VERIFICATION
Stand
ards
refere
nced
in the
PD
Activit
y
01/09/2010 to 31/12/2015
1.
5
6
6
0.
5
DET PD
database
List the PD activities
undertaken.
All should relate to the
standards of professional
practice for teaching.
Term of Registration:
6
IT log cited DET PD
by AP
database
Teacher’s name:
TRB Registration number:
0.
1
Verification of professional learning
• Notes related to readings, reflections, activities or
presentations
• Attendance certificates*
• Teaching programs, plans or records
• Diaries or reflective journals
• Copies of articles or workshop/conference papers that a
teacher has contributed to or presented
• Annotated student work samples
• Employer/sector professional learning activities
attended; and
• Any other material that will show the nature and extent of
participation in activities undertaken
Declaration
• Teachers will be required to declare that they
have met the requirements for Full
Registration prior to their term of registration
expiring on or before 31 December 2014.
• Declaration will be an online process
submitted in real time.
Audit
When a teacher is required to validate their declaration as part of the audit
process, the following will be required by the Board:
•
Evidence validating 180 days of teaching service, educational leadership
and/or equivalent practice over the previous five years:
– Statement of Service obtained from employer
•
Evidence validating standards referenced professional development
activities
– At least half of these activities must provide access to research-based knowledge that
comes from sources outside the immediate school or work environment
– A summary of completed activities supported by:
•
•
•
•
•
•
certificate of attendance or participation for professional development courses
verification by a principal, employer, professional learning coordinator or other appropriate
school leader of engagement in school-or work-supported professional development activities
receipts of payment for courses or activities
transcripts of results for courses or enrolment and assessment documentation
a documented reflection on the contribution of a professional development activity to the
professional knowledge, practice and engagement of a teacher
The Board will consult widely with all stakeholders and educational
professionals on the procedures for the auditing process.
DET PL Portal
DET PL Portal
For ongoing support:
Janine Matheson
A/Manager Professional Learning and
Standards
[email protected]
89449382