Transcript Document

National Professional Standards for
Teachers
Focus
• Role of the Australian Institute for Teaching and School
Leadership
• Background on the National Professional Standards for
Teachers
• Application of the Standards in schools to enhance
professional practice
Australian Institute for Teaching and
• Not big Leadership
School
• Not government
• Not commercial provider
• Not a regulator
Have a remit from all state and territory Education
Ministers to improve the quality of teaching and school
leadership
AITSL works with the education community to:
• Set and maintain standards for excellence in teaching
and school leadership
• Lead and influence excellence in teaching and school
leadership
• Support and recognise excellence in teaching and school
leadership
Excellence in teaching and school
leadership: A learning system
Recruiting and
selecting the best
Recognition,
reward and
career growth
National
professional standards
for teachers and
principals
Performance
management and
feedback
Preparation,
induction and
personalised
support at every
stage
Learning
opportunities, time
and resources
Focus
Recruiting and
selecting the
best
Recogniti
on,
reward
and
career
growth
National
professional
standards
for teachers and
principals
Performance
management
and feedback
Preparatio
n,
induction
and
personalis
ed support
at every
stage
Learning
opportunities,
time and
resources
National
Professional
Standards for
Teachers
National Professional Standards for
Teachers
National Professional Standards for
Teachers
• Public statement of what constitutes teacher quality
• Define the work of teachers and make explicit the elements
of high quality, effective teaching in 21st Century schools
• Provide a framework which makes explicit the knowledge,
practice and professional engagement required across
teachers’ careers
• Present a common understanding and language for
discourse between teachers, teacher educators, teacher
organisations, principal and professional associations and
the public
Development of the National
Professional Standards for
Teachers
• Extensive national process drawing on research, expert
knowledge and consultation with the profession and key
educationalists and validation by teachers
• Responses contributed to the reshaping and refining of
the Standards
• The Standards and descriptors represent an analysis of
effective, contemporary practice of teachers and
informed by teachers’ understanding of what it required
at different career stages
• Standards have been shaped by the profession
National Professional Standards for
Teachers
Used well have potential to:
•
•
•
•
attract
prepare
develop
support teachers
The National Professional Standards
for Teachers
Descriptors
National Professional
Standards for Teachers and
professional learning
Use of Standards for planning
learning
•professional
Provide the foundation
for reflective teacher practice and
self assessment and the basis for planning targeted
professional development
• Recognise current and developing capabilities,
professional aspirations and achievements
• Spark dialogue among teachers and school leaders on
what is expected of effective teachers
• A common language for classroom observations as a
valuable way for teachers to learn from each
• Inform whole-school professional development and
strategic planning
Draft Australian Charter for the
Professional Learning of Teachers
and School Leaders
• The Australian Charter for the Professional Learning of
Teachers and School Leaders articulates the central
importance of ongoing professional learning to
achievement, development and progression against the
National Professional Standards for Teachers and the
National Professional Standard for Principals.
• A resource to inform and influence the planning, design
and evaluation of those who use, provide and fund
professional learning.
Draft Australian Charter for the
Professional Learning of Teachers
and School Leaders
• Characteristics of professional learning
• Professional learning activities and experiences that work
• Evaluation is crucial
Draft Australian Charter for the
Professional Learning of Teachers
and School Leaders
• AITSL is seeking feedback on the Charter and advice from
the profession, interested stakeholders and the broader
community about how best it can support the
establishment of a vibrant national professional learning
culture
• Specific consultation and engagement opportunities and
activities will be advertised broadly
• Feedback to [email protected]
Use of the Standards for
professional learning
Discuss
In your role as a school leader and/or teacher:
• What do you do to support teacher development and
reflection on teaching practice in your school?
• How do you think you will engage in Standards-referenced
professional learning?
National Professional
Standards for Teachers supporting
documentation
Situating the Standards in practice
Standard in practice
Situating the Standards in practice
Standard in practice
Standard in practice
Standard in practice
National Professional Standards
for
Teachers
Discuss
• How might supporting documentation be useful in
enhancing teacher professional practice?
• What do you think will support principals to implement
the Standards in local school contexts?
National Professional
Standards for Teachers
Pilots
Pilots – Use of Standards
Purpose:
• To pilot the use of the Standards within existing systems and
structures to provide AITSL with advice about what further
support is required for implementation of the Standards
• University of New England have been engaged as AITSL’s
research partner
Groupings of pilot projects
• Professional Development: support structures and processes
at the individual teacher, network and system levels
• Teacher self-reflection: developing professional growth plans
using the Standards as a framework
• Initial Teacher Education and Registration the importance of
partnerships and mentoring
• Parents and Community – Students: identifying key teacher
attributes and building on feedback
Pilots – key preliminary findings
Use of Standards and professional development
• Standards are being successfully used as a framework to
guide professional learning across career stages
• Links between planned professional learning and available
professional development courses
• Mapping currently available professional development
courses to the Standards in order to clarify the processes that
support teacher professional learning at the proficient career
stage
Pilots – preliminary findings
Use of Standards and professional learning
• Importance of having a culture of professional
conversations about teaching within a school
• Use of an online platform to facilitate conversations
around a professional learning focus when groups of
teachers are geographically separated
Pilots – preliminary findings
Use of Standards and teacher self-reflection
• Use of an observation tool provided a common language
for discussion and reflection
• Processes undertaken by teachers as they engaged with
Standards provided an affirmation of practice
• Benefits of self-reflection to inform the direction of
professional learning were further reinforced
Pilots – preliminary findings
Use of Standards and mentoring in initial teacher education
and registration
• Importance of necessary organisational structures and
processes that strengthen the partnership between
universities, mentor teachers and pre-service teachers
• Benefits that early career teachers gain from collaborative
discussions with mentors about the Standards and
gathering evidence from daily work that exemplify the
descriptors
Pilots – preliminary findings
Use of Standards and parent communities and building on
feedback
• Distinct differences that parents identified in teacher
attributes at different career stages
• Question raised about their existing notions of what ‘lead’
teacher is – leadership role or lead teacher in a classroom
who may not be a ‘visible teacher’
Pilots – preliminary findings
Use of Standards and parent communities and building on
feedback
• Importance of establishing authentic and respectful
relationships with Aboriginal and Torres Strait Islander
communities has been emphasised
• More productive communication with parents about
student learning
National Professional Standard for
Principals
o Make explicit the role of quality school leadership in
raising standards for the 21st century
o Unify the profession nationally
“Having been through school education, most of us
can remember the teacher who inspired us and who was
fundamental to our learning and development. And for many
of us, there were also experiences with less effective
teachers. So it is not surprising that research consistently
shows that quality teachers are the most significant influence
on student performance.”
Dr Ben Jensen, (2010). What Teachers Want: Better
Teacher Management. Grattan Institute
Contacts
03 9944 1200
[email protected]
www.aitsl.edu.au
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