The Classroom Support Team: 1. Who is in the team, what role does the team have, and how do they work ? 2. Improving your teaching practice This presentation is in two parts: Firstly, we would like to simply raise awareness of the role of the PE CLASSROOM SUPPORT TEAM; and Secondly, offer a lesson in improving your practice

Who is in the Primary Ethics Classroom Support Team (CST) ? There are currently 12 volunteer members of the team. There are two paid members : CST manager, Coral Sturgess; and Training manager Karen Lee. Like ethics teachers, CST members: come from diverse backgrounds; they have applied for a CST position and undergone ethics teacher training as well as training as CST. CST members are allocated a geographical region and support the ethics teachers in that region. CST members devote about 10 hours each school term to supporting ethics teachers. CST members respond to: firstly, teachers requesting support; secondly, new ethics teachers; and thirdly, teachers who completed training prior to 2016.

What is the purpose of the Classroom Support Team ? To improve the quality of our ethics classes and enhance the engagement of teachers and students by supporting teachers to build their skills. Sunday, 13 January 2019

How does the team work? CST members support the ethics teacher in a number of ways: observe a class and provide feedback on the teaching and learning; speak with you on the phone to discuss your needs; organise for you to observe another teacher’s ethics class; attend a informal meeting of your school’s ethics teachers. The classroom visit experience mirrors that which you had in teacher training. Sunday, 13 January 2019

Misconceptions about CST… 1. Some ethics teachers and coordinators wrongly perceive the CST as “school inspectors”. That is not the job of CST. Ethics teachers have completed their assessment during training. CST members help teachers in developing their knowledge and skills so they can be the best possible teachers they can be. 2. Some ethics teachers and coordinators wrongly think that teachers have to be in crisis before they contact CST for assistance. Ethics teachers are encouraged to address issue/s earlier, rather than later.

What can you do if you have a an issue ? Issues related to teaching ethics : issues related to administration: Participate in Continuing Professional Development workshops Contact Primary Ethics (PE) Request a CST visit/call ( PE website or by phone to PE) PE Learning Centre ethics teacher forum and Facebook volunteer group Refer to Training Workbook eg Procedural questioning flow chart, yellow facilitation summary sheet PE Teacher Handbook at PE website, Document Library A trusted colleague teacher Contact PE Contact school Ethics Coordinator Contact PE Regional Manager PE Teacher Handbook at PE website, Document Library

Teacher feedback on their CST class visit ….. a new teacher ”As a new Ethics teacher in 2017, I was very nervous about my class being observed … After your classroom visit I understood that support is indeed what it is, not criticism or judgement. Your very perceptive comments and advice directed me towards examining my practices and working on improving certain areas, all with a view to assisting  me not only to become a better teacher for the benefit of the children, but to also to enjoy my teaching more because I felt more confident… Now I no longer feel embarrassed to expose areas where I feel weak as a teacher, knowing  I will get the friendly help  I need”.   Sunday, 13 January 2019

Teacher feedback on their classroom visit ….. a confident and competent teacher. “I really appreciated the feedback and advice that you gave me when you visited my classroom recently. Your suggestions and ideas on which direction I should go with my class were really helpful, thank you. I am inspired and excited to begin the new term of teaching!” CST feedback is individualised so the teacher, the class and the school are considered when feedback is provided Sunday, 13 January 2019

At ethics teacher training you were the learner, engaged in pedagogy that supported learners and learning Sunday, 13 January 2019

At ethics teacher training You: learned new knowledge and skills that were explained and modelled by your trainers; put that knowledge into practice and developed those skills, you prepared and practised your responses; reflected on your own performance and made personal goals to improve; observed others as they practised, gaining insights and strategies to try; practised giving feedback to others based on what you were coming to understand were the expectations; received feedback from others including your trainer and made personal goals. This is how you began your journey and this is the framework for continuing your journey Sunday, 13 January 2019

Now, you are in the ethics classroom and continuing your learning In the ethics classroom, you are learning on the job, facilitating learning with your students and gaining a deeper understanding of what works and what doesn’t work for you and your students. You are a long way from the training room… right ? So how do you continue your own learning and, in so doing, increase your levels of satisfaction and that of your students? Make feedback your friend Sunday, 13 January 2019

the most powerful influences on learning and achievement.” “Feedback is one of the most powerful influences on learning and achievement.” Hattie and Timperley. Sunday, 13 January 2019

The principles of effective feedback is timely is constructive and provides meaningful information to the learner focuses on the learning and corrects any misunderstandings identifies and reinforces the learners’ strengths provides information about the learner can improve facilitates the development of and provides opportunities for self- assessment and reflection during the learning process informs future teaching and learning opportunities. Sunday, 13 January 2019 From BOSTES

After your lesson, ask: How am I going ? identify what is working and where am I going next ? What is not working and where am I going next? Set specific goals. When preparing your next lesson, have your specific goals in mind. Consider what they will look like, what will you say and do, and rehearse your actions. . Sunday, 13 January 2019

Are you curious as to why something is working and where you go to next to improve your practice? What does good pedagogy looks like ? What does this mean for the ethics classroom and for your practice as an ethics teacher ?

But first, a story … As you listen to this simple account, focus on The content of the lesson – what is being taught ? The learner at the centre of the story – who is being taught ? The teacher – how is the teacher teaching ?

At the tender age of five my mother took me to my first ballet lesson At the tender age of five my mother took me to my first ballet lesson. To the 5 year old me this was a new world, and, while it appeared to bear some resemblance to my kindergarten room at my primary school, my senses were working overtime, identifying what was potentially hostile and dangerous. In this heightened state of anxiety, I assessed the risks as “low” but “definitely stay on guard”, thus allowing for my excitement and curiosity to take hold. I was directed by the “teacher” to join the other children, to stand in the “row” and to face the “front” and, when I didn’t move, she approached and took me to my place in the row. She then turned her back on me and walked purposefully back to the centre –front and faced the class, all the while “teaching“ the lesson. I meanwhile, equally purposefully, moved silently to take my position beside her, at the front facing the class. Still “teaching”, the teacher placed her hands on my shoulders and steered me back to my position in the row. She turned, and I followed her and took my position beside her. She looked at me, I looked at her, and then she took my hand and began the lesson. “And so began a decade of ballet lessons and a lifetime of teaching and learning” Sunday, 13 January 2019

Connect Did you make some connections? Take two minutes to share with your neighbour something about this complex relationship that exists between what the teacher teaches (ie the content of the lesson), how the teacher teachers (ie the pedagogy, the process of teaching), and who is the learner Sunday, 13 January 2019

How you teach (your pedagogy) bridges the gap between the what you teach (the script) and who you are teaching (your students) What you teach/ “the script” Your pedagogy Your pedagogy bridges the gap between the script and your students So what does good pedagogy look like ? Hopefully we have all experienced it sometime in our lives ! As a learner, think of a time when you experienced a great learning moment A fantastic lesson, a memorable coaching moment, etc What were the features of that experience that made it great ? Your students

Back to ….After your lesson, ask: How am I going ? identify what is working and where am I going next ? What is not working and where am I going next? Set your goals ... Where are your opportunities to improve ? What do you have some control over ? It is not in who you teach ! It is not in what you teach !! (“Adhere to the PE curriculum”) It’s in how you teach –the pedagogy !!! When preparing your next lesson, have those goals in mind and consider what they will look like in this upcoming lesson. Plan (to build on what’s working and to improve what’s not) and practise and rehearse (what will I say and do). Sunday, 13 January 2019

What is quality teaching and learning practice ? Researchers have long been fascinated by what it is that makes a quality teaching and learning experience and many have attempted to isolate the independent effects of specific teaching practices that improve students’ learning. More recently, researchers have sought to identify more general characteristics of pedagogy. Sunday, 13 January 2019