Image above: The AITSL website Home Page and introductory video.
Related links
Geogsplace
Socialsense
Thebarton Senior College Moodle
Geographical thinking Scoop.it
Spatial literacy Scoop.it
History and geography Scoop.it
Email contact:
malcolm.mcinerney@thebartonsc.sa.edu.au
Time to engage!
"...they guide professional learning, practice and engagement, facilitates the improvement of teacher quality and contributes positively to the public standing of the profession. The key elements of quality teaching are described in the Standards. They articulate what teachers are expected to know and be able to do at four career stages: Graduate, Proficient, Highly Accomplished and Lead."
In our faculty meetings we have briefly talked about the AITSL Australian Professional Standards for Teachers and their relevance and importance to us as teachers in SA. Our faculty meetings this week provide us with the opportunity to 'get our heads' around the Standards and to discuss their implications for our work as teachers at Thebarton Senior College.
“As professionals, teachers need to engage in reflective practice to critically think about their skills and knowledge, access professional development for improvement and become an active member of learning communities to meet their professional needs.”
* Here is some background about the standards before we look at them in detail.
- The Standards define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st-century schools, which result in improved educational outcomes for students.
- The Standards present a common understanding and language for discourse between teachers, teacher educators, teacher organisations, professional associations and the public.
- Teacher standards also inform the development of professional learning goals, provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment.
- The Australian Professional Standards for Teachers is organised into four career stages and guide the preparation, support and development of teachers. The stages reflect the continuum of a teacher's developing professional expertise from undergraduate preparation through to being an exemplary classroom practitioner and a leader in the profession.
- The Graduate Standards will underpin the accreditation of initial teacher education programs. Graduates from accredited programs qualify for registration in each state and territory. The Proficient Standards will be used to underpin processes for full registration as a teacher and to support the requirements of nationally consistent teacher registration.
- The Standards at the career stages of Highly Accomplished and Lead will inform voluntary certification
* Organisation of the Standards
- The Australian Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.
- The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains.
- Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated into Descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead.
* Certification: a future conversation
- In the meantime have a read of the latest from DECD regarding certification opportunties.
- As for DECD implementation of the Standards?
* FAQ
Faculty task:
What are the indicators (nouns and verbs) to determine whether a teacher is a Proficient, Highly Accomplished or Lead teacher? In short, what are the determinants that need to be evidenced to determine whether a teacher is proficient, highly accomplished or lead. Such determinants will play an important role in future Personal Development Plans in schools around Australia.
No comments:
Post a Comment