3.02 Taking professional standards into practice
Description
This was a continuing cross-sectoral activity designed to support new scheme teachers and their supervisors in NSW schools to meet the Institute of Teachers professional teaching standards. Teachers engaging in this activity systematically studied their practice in a way that facilitates dialogue among colleagues about their beliefs, knowledge and skills. They collaboratively engaged in active experimentation, trialling of new ideas for classroom practice, including a focus on engaging students through the use of ICT, close examination of student work and student learning, and observation of classroom practice. Explicit links were made to connect new teachers, supervisor and mentors with professional learning that addresses ICT related standards.
The activity was managed by the AGQTP cross-sectoral team who took responsibility for the activity meeting the professional needs of teachers who participate. Associate Professor Robyn Ewing, Acting Dean, University of Sydney is the Teacher Education Council's representative on the cross-sectoral advisory group. Schools may identify academic partners from a range of NSW higher education institutions to support their project work.
Contacts
| Eleanor Igoe email: eleanor.igoe@det.nsw.edu.au Ph 02 9266 8510 Fax 02 9244 5849 Sector: AIS, CEC, DET |
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Outcomes
Through participation in an 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 project, teachers will, strengthened the currency and depth of their pedagogical knowledge and skills.
Access
Targeted schools/teachers from NSW Department of Education and Training, NSW Catholic Education Commission and Association of Independent Schools New South Wales.
Design
The activity design takes account of the variety of needs and experiences of new scheme teachers and the diverse contexts in which they teach. Participating teachers were required to collect documentary evidence to support their pathway to accreditation. The professional learning strategy involves new scheme teachers and their supervisors engaging in:
- workplace learning that is based on a cycle of continuous improvement model
- workplace mentoring and coaching aligned to meeting the NSW Institute of Teachers' professional teaching standards
- using communications technology to connect new teachers and their mentors with teachers in all parts of the state.
A blended model of professional development was implemented to address the diverse needs and contexts of new scheme teachers to create and maintain safe and challenging learning environments. School project teams considered how the standards at the key stage of Professional Competence can be achieved through the use of ICT to engage students' diverse learning needs.
The model of professional development was include the following strategies:
1. School-based collegial model designed as a strategy to engage teachers who participate in workplace or school network teams.
2. Web-based resources accessed through a dedicated project site
3. Online forums where teachers can meet in virtual spaces to engage in systematically planned activities exploring a range of key issues, challenges and problem solving strategies that investigate practices required to meet the Professional Competence standards.
4. Sharing conference/s designed to showcase teacher professional learning strategies, extending the professional dialogue about accreditation to the NSW professional teaching standards and celebrating the professional status of new teachers.
Teachers participating in funded activities were invited and supported to complete an online self assessment for ICT skills.
Implementation
The implementation of the activity was supported by the following personnel: cross-sectoral project officers, sector consultants, academic partners, online mentors.
Delivery
Workplace learning, online learning, mentoring, action learning project, workshops/course, conference, resource development.
Timeline
By June 2009:
- develop new teaching and learning resources with the particular emphasis on the integration of ICT
- add to the web based resources from previous years schools' projects
- conduct advisory group meetings of key stakeholders to inform the implementation and monitor the progress of the activity
- identify from up to 40 schools, new scheme teachers, their mentors and/or supervisors to participate in the school-based professional learning teams
- support online capacity to host forums and as a repository for resources
- conduct regional cross-sectoral orientation workshops for project schools
- submit progress report.
By December 2009:
- collect artefacts from schools demonstrating collegial processes
- conduct sharing network opportunities including sharing conference/s
- submit annual report.
Sectors
