3.11 Building capability and capacity in literacy and numeracy K-12
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Description
This is a new activity. It has a strong focus on developing the capacity and capabilities of teachers of literacy and numeracy K-12. The focus of professional learning will be on the use of data to inform teaching and learning, and to appropriately use strategies in an intentional way to address needs identified in the data. The activity will be centred on the learning spaces and teachers will be supported in their learning within their context.
The activity will be managed by a designated officer who will take responsibility for the activity meeting the professional needs of teachers.
At this stage of the planning process it is not anticipated that there will be any formal involvement by higher education institutions or professional associations. Professional associations and higher education institutions may be engaged depending on the professional learning needs of teachers.
Contacts
| Andrew Fraser email: andrew.fraser@parra.catholic.edu.au Ph 02 9840 5720 Fax 02 9840 5678 Sector: CEC |
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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 strengthened the currency and depth of their learning area knowledge and understandings.
Access
Targeted Catholic Education Commission schools/teachers.
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
- onsite and offsite participation in knowledge building and skill sharing activities
- partnerships for formal courses or awards.
Implementation
The implementation of the activity will be supported by the following personnel:
designated project officer, sector consultant, school based professional learning team.
Delivery
Workplace learning, online learning, mentoring, action learning project
Timeline
By June 2008:
- training of teachers in use of identification and assessment materials
- teachers will use assessment materials and the data will be used to inform students needs and to develop teachers professional learning plans
- cluster networks will be formed around professional learning needs to address student learning in literacy and numeracy
- in school support through mentoring, coaching and learning partnerships will be developed
- progress report submitted in June.
By December 2008:
- continuation of networks and within school support
- teachers will identify their professional learning
- assessment instruments will be re-administered to track learning gain for students
- annual report submitted in November.
Sectors
