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3.6 Effective pedagogy

Description

This is a continuing activity with a slight change in focus. This activity is intended to provide professional learning opportunities for both beginning and experienced teachers in using effective pedagogy within the Quality teaching framework and the DEST priority areas of literacy; numeracy; science; civics and citizenship; ICT and targeted learning needs (e.g. boys, Indigenous students, gifted and talented students, students with disabilities and learning difficulties.) Schools and associated collegial networks will be invited to put forward projects for teacher participation.

These projects will be designed to connect teacher professional learning needs to organisational and Diocesan plans and priorities and the NSW Institute of Teachers' professional teaching standards. Academic rigor will be placed on the project development and reporting in 2007. Projects will use action research methodologies and utilise innovative professional development strategies at the local level. Further professional development and engagement may take place at a regional level through the use of workshops and existing collegial network activities.

The activity will be managed by CEO consultants and education officers who will take responsibility for the selection and monitoring of projects to completion. School based project managers will take responsibility for individual projects meeting the professional needs of participating teachers and project reporting. At this stage of the planning process it is anticipated that there could be involvement by higher education institutions such as Southern Cross University, Lismore and Australian Catholic University, Brisbane in project development, realisation and or reporting.

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 engaged productively in collegial networks that extend and support knowledge and skills.

Access

Beginning teachers but not exclusively in Catholic schools in the Lismore Diocese and across New South Wales.

Design

This activity links to both state and national initiatives. Projects will be designed to engage teachers in reflective workplace learning that is based on organisational goals and Diocesan priorities within the strategic plan 2006-2009. These projects may develop into clusters of schools working in collegial networks at a local and regional level through workshops which enable participants to have their work publicly celebrated and critiqued.

As beginning teachers are involved, activities aligned to meeting the NSW Institute of Teachers professional teaching standards will be incorporated. Innovative professional development delivery strategies that include components such as self-paced and facilitated online learning and discussion groups will be promoted wherever possible.

It is planned that a partnership with a higher education institution to provide expertise in the development, design, implementation and/or evaluation of professional development activities may also be included.

Implementation

The implementation of the activity will be supported by a designated project officer; an academic and/or researcher within a higher education institution; various education consultants within the Catholic Education Office, Lismore and a variety of school-based professional learning teams and school based project managers.

Delivery

action learning project in the workplace includes beginning teacher mentors, workshops, resource development

Timeline

By May 2007:

• information sent to schools with invitations to participate in the activity


• information sessions conducted for School Executive Teams


• school-based projects submitted and schools to be involved selected


• introductory training workshops held with project managers


• projects commence


• participation data submitted


• submit progress report in May.

• teachers at various schools will have participated in school based projects and local/regional workshops and or networks to improve pedagogy.


• teachers will have had the opportunity to showcase and critique their work


• school / network projects completed


• aspects of the activity will have been evaluated by a higher education institution


• submit annual report in November.

Sectors