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3.15 Effective pedagogy in Sydney catholic schools

Description

This is a continuing activity. The activity has been designed to support teachers in focusing on quality teaching. The main focus of the activity is on teachers engaging in a meaningful and productive examination of learning and teaching. Through this examination of teaching and learning it is hoped that participating teachers will reflect on and critique their current practices and identify areas for further professional learning. It is anticipated that the activity will sharpen teachers' focus on pedagogy across a range of contexts and sites.

The activity will be managed by a designated officer who will take responsibility for meeting the professional needs of teachers participating in the activity. Instrumental to the design and implementation of the activity is the involvement higher education institutions who will provide support in the professional learning of the participants.

Contacts

Outcomes

Through participation in an AGQTP project, teachers will have strengthened the currency and depth of their pedagogical knowledge and skills.
Through participation in an AGQTP project, teachers will have applied professional standards to make judgements about the success of their practice and areas for future development.
Through participation in an AGQTP project, teachers will have engaged productively in collegial networks that extend and support knowledge and skills.

Access

Primary and secondary teachers in CEC schools

Design

The professional learning strategy for this activity includes:

• school-based projects to engage teachers in workplace learning that is based on a cycle of continuous improvement model


• clusters of schools working in collegial networks


• workplace mentoring and coaching aligned to meeting the NSW Institute of Teachers' professional teaching standards


• flexible learning that includes components such as self-paced and facilitated online learning, face-to-face workshops, video and teleconferences, online mentors, and discussion groups


• local, regional and state workshops and conferences that enable participants to have their work publicly celebrated and critiqued


• partnerships with professional associations and higher education institutions to provide expertise in the development, design and/or implementation of professional development activities.

Implementation

The implementation of the activity will be supported by a designated project officer, academic partner, sector consultant, school based professional learning team and external provider.

Delivery

Workplace learning, online learning, mentoring, action learning project, conference, resource development

Timeline

By May 2007:

• 2006 project review used to identify successes and problems associated with 2006 projects


• input aimed at deepening understandings of the Learning Framework as the basis for reflection and identification of professional learning needs


• advisory group formed to developed an enhanced brief


• support for participants in project design and management for professional learning


• publication of proposed activity plan including list of participants


• design of school-based plans and establishment of networks and external mentors


• submit progress report in May.

• use of project review and evaluation techniques to monitor relevance and effectiveness of the project


• participation in appropriate forums for reflecting on and sharing learning


• development of a range of resources and materials to support the identification and development of effective pedagogy


• submit annual report in November.

Sectors