Transcript Teacher Development Process - Christian Schools Australia

Teacher Development Process
Linking to the Australian Professional Standards for Teachers
and the Art and Science of Teaching
CSA Conference 2014
Session Overview
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Our Staff Development Process (Appraisal)
The Australian Professional Standards for Teachers
The Art and Science of Teaching
Evidence and Artefacts of the Process
Next Steps and Future Directions
Introduction
Nick Makin
Head of Teaching and Learning/ Deputy Principal
Staines Memorial College
[email protected]
The Teacher Development Process
“The heart of school
improvement rests on
improving daily teaching
and learning practices”
John Hattie
Professor of Education
University of Melbourne
“If we create a culture where
every teacher believes they need
to improve, not because they are
not good enough but because
they can be even better, there is
no limit to what we can achieve.”
Dylan William
Emeritus Professor of Educational Assessment
Institute of Education, University of London
3rd July 2014
The Teacher Development Process
Based on The Art and Science of Teaching
• Embedded into the Appraisal process and links to the
Australian Teaching Standards
• Improving teacher effectiveness
• Creating a culture of teacher quality, feedback and
growth
The Australian Professional Teaching Standards
Standard One
Know students and how they learn
Standard Two
Know the content and how to teach it
Standard Three
Plan for and implement effective
teaching and learning
Standard Four
Create and maintain supportive and
safe learning environments
Standard Five
Assess, provide feedback, and report
on student learning
Standard Six
Engage in professional learning
Standard Seven
Engage professionally with colleagues,
parents/carers and the community
Career Stages
The Art and Science of Teaching
Three Types of Practice
• Automatic: When a task is carried out with minimal
effort
• Flow: When the level of challenge perfectly matches the
skills, training, strengths and resources of the teacher
• Deliberate practice: When you continually challenge
yourself. On the edge of comfort and failure.
By being deliberate in your practice you are engaged in the
constant pursuit of excellence!
The Teacher Development Process
Essential Elements
• A clear understanding of what effective teaching is, and
what it looks like
• Coherent, research based, College approach
• Evidence for reflection and evaluation of performance
drawn from multiple measures- self, colleagues, students
• Living document: available with growing resources
What’s in it for staff?
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Structure
Flexibility
Recognition
Relevance
Resourced
So what does it look like?
Teacher Reflection Tool
Teacher Reflection Tool
Learning Journal
01/14
01/15
01/16
Teacher Development Process
Term One
• Teachers complete the self reflection tool
• Admin provides one element as a College focus
• Teachers choose 1-2 elements that they would
like to focus on for year – write into Appraisal
Book
• Term One Meeting- Goals, strategies,
expectations
Term Two
• Teachers work on goals and apply to the classroom
– Independent/ collaborative research
• Peer observations and discussions
• Bring and Share sessions
(Evidence and Artefacts)
• Appraisal: Teacher Professional Standards
“The most powerful single influence on
enhancing achievement is feedback…
The most important feature was the
creation of situations in classrooms for
the teachers to receive more feedback
about their teaching… the ripple effect
back to the student was high.”
John Hattie
Professor of Education
University of Melbourne
Term 2- Appraisal Book
Professional Standards
Term 3
• Teacher meets with Supervisor to discuss progress towards
goals and provide formative feedback
• Teacher continues to research and apply strategies to the
classroom
• Possible Observation by Supervisor
• Post-Observation discussion with Supervisor
• Optional: Micro-teaching episode
Term 4
• Teacher selects classes to receive feedback from
regarding focus elements
• Students complete a feedback form
• Teacher completes self reflection
• Optional: Micro-teaching episode
Evidence and Artefacts
“The best professional
development for teachers is
to talk to other teachers
about teaching and
learning”
John Hattie
Professor of Education
University of Melbourne
Evidence and Artefacts
Session Intentions
• For you to share what you are doing in your classroom
• For you to get encouragement on your journey
• For you to be inspired by what others are doing
Success Criteria
• You know what your Learning Goals are
• You are engaged in deliberate practice
• You know what success looks like for your goals – and
celebrate it
1.1 “ I provide clear learning goals accompanied with a scale or rubric that
describes level of performance”
1.1 “I provide clear learning goals accompanied with a scale or rubric that
describes level of performance”
1.1 “I provide clear learning goals accompanied with a scale or rubric that
describes level of performance”
1.1 “I provide clear learning goals accompanied with a scale or rubric that
describes level of performance”
1.2 “I track student progress on one or more learning goal using a formative
approach to assessment and providing feedback”
3.4 “I break content into small chunks of information that can be easily processed by students”
6.2 “I use academic games and make learning fun without necessarily having a reward”
6.4 “I use physical movement to maintain student engagement”
6.6 “I demonstrate intensity and enthusiasm for content in a variety of ways”
Future Directions
Future Directions
Teacher Mentoring and Coaching
“Mentoring is a key strategy to enhance teacher quality,
establish professional pathways for high performing teachers
and build a stronger professional learning, performance and
development culture in schools” (ISQ)
ISQ Projects
• Mentoring Early Career Teachers (Graduate  Proficient)
• Good to Great (Developing Highly Accomplished and Lead)
Future Directions
Internal Professional Development / Job Embedded
Professional learning
Making Time for Great Teaching- Dr Ben Jensen
Grattan Institute (2014)
“most of the time can be found by reducing the time
teachers spend on ineffective professional development,
staff meetings” (p3)
“The best professional development teachers can receive is
to directly help them teach their students” (p5)
References/ Further Reading
AITSL Website (www.aitsl.edu.au)
Hattie, J (2009) Visible Learning, Routledge, London
Hattie, J (2012) Visible Learning for Teachers, Routledge, London
Jensen, B (2014) Making Time for Great Teaching, Grattan
Institute
Marzano, R.J. (2007) The Art and Science of Teaching, Hawker
Brownlow Education, Australia