3.10 Quality teaching
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Description
The Archdiocese of Canberra and Goulburn will provide a two-tiered approach to the implementation of the Quality Teaching Framework in 2009. It will focus on the use of the Quality Schooling in NSW Public Schools framework to improve pedagogy. The focus of the activity is on schools engaging in meaningful and productive examination of learning and teaching using the dimensions of intellectual quality, quality learning environment and significance. The activity will focus on:
Group One will
- gain a thorough understanding of the dimensions and elements in the model through professional learning
- read the material and the research behind the model
- provide opportunities for teachers and other members of the school community to broaden their knowledge and understanding about the model of pedagogy
- discuss and agree on areas for improvement so that teaching and assessment practices in the school are more closely aligned with the model
- identify and implement areas for teacher professional learning and opportunities for teacher discussion
- undertake classroom-based inquiry using the pedagogy model as the framework
- use the classroom practice and task support resources and other subject-specific implementation resources to analyse and help plan units of work, lesson activities and assessment tasks.
Group Two will:
- undertake classroom-based inquiry using the pedagogy model as the framework
- use the classroom practice and task support resources and other subject-specific implementation resources to analyse and help plan units of work, lesson activities and assessment tasks
- continue teacher professional learning and share teaching practice
- incorporate the use of ICT in the development of material
- incorporate the use of ICT in classroom practice
- trial new classroom and assessment practices that align with the model
- design individual lessons and units of work using the model as a framework
- find and develop appropriate teaching resources that support the model
- reflect, evaluate and refine practice to more closely align with the model
- use the classroom practice support resource to critique observed classroom practice either on videos of others or in peer-agreed supportive situations
- show parents how to use the model when they are assisting their children with school work at home
- induct all new teachers into the school's model of pedagogy
- read the research into the model as it is published and continue to align practice to new developments
- develop communication strategies to promote quality pedagogy in the school community.
This two-tiered approach will provide teachers with opportunities to reflect and refine practice in relation to current pedagogy. The University of Newcastle will be involved in the project. Doctor Wendy Amosa from the University of Newcastle will be involved in the project. The input and partnership with the university will provide:
- intensive certificate training for a group of teachers
- expert training in the coding process
- continued professional learning
The focus on ICT will be a fundamental inclusion in the activity. It will be a focus for teacher learning in the initial phase in the establishment of an online community of practice and ICT skill development. The use of ICT for student learning will be an essential part of the activity for schools that are at the implementation and embedding phase.
Contacts
| Michael Traynor email: michael.traynor@cg.catholic.edu.au Ph 02 62345408 Sector: CEC |
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Outcomes
Through participation in an project, teachers will have strengthened the currency and depth of their learning area knowledge and understandings.
Through participation in an project, teachers will have strengthened the currency and depth of their pedagogical knowledge and skills.
Access
Targeted Catholic Education Commission schools/teachers.
Design
The professional learning strategy for this activity includes:
- school-based projects with a focus on learning and pedagogy These projects will engage teachers in workplace learning that is based on a cycle of continuous improvement
- clusters of schools working in collegial networks
- workplace mentoring and coaching
- 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
- participation in formal courses
- partnerships with professional associations and higher education institutions to provide expertise in the development, design and implementation of professional development activities.
Feedback will be collected from participants via surveys during the activity and evaluation forms on completion of the activity. Schools involved in the delivery of the dissemination programme will also be surveyed on aspects of the administration and delivery mechanism.
The activity will support teachers to use ICT in teaching and learning by:
- follow-up training after Quality Teaching Professional Learning.
The activity will support teachers' professional learning through the substantial use of ICT by:
- the establishment of a Teacher Ning (Combination of a BLOG and a WIKI)
- collaborative technologies professional learning for quality teaching leaders to develop an online community of practice.
Implementation
A designated project officer will support the implementation of the activity; school-based professional learning team and an external provider.
Delivery
Workplace learning, Online learning Mentoring and
Action Learning.
Timeline
By May 2009:
- publication strategy, including identification of participants
- build an online community of practice
- major conference to be held in February 2009
- design and development of project materials
- workshops including between session activities
- submit progress report.
By November 2009:
- workshops including between session activities
- school-based planning and action learning
- develop IWB resources that embed quality teaching
- submit annual report.
Sectors
