1. Teacher Development Process Linking to the Australian Professional Standards for Teachers and the Art and Science of Teaching CSA Conference 2014

2. Session Overview Our Staff Development Process (Appraisal) The Australian Professional Standards for Teachers The Art and Science of Teaching Evidence and Artefacts of the Process Next Steps and Future Directions

3. Introduction Nick Makin Head of Teaching and Learning/ Deputy Principal Staines Memorial College nick.makin@staines.qld.edu.au

4. The Teacher Development Process “The heart of school improvement rests on improving daily teaching and learning practices” John Hattie Professor of Education University of Melbourne

5. “If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.” Dylan William Emeritus Professor of Educational Assessment Institute of Education, University of London

6. 3 rd July 2014

7. The Teacher Development Process Based on The Art and Science of Teaching Embedded into the Appraisal process and links to the Australian Teaching Standards Improving teacher effectiveness Creating a culture of teacher quality, feedback and growth

8. Standard OneKnow students and how they learn Standard TwoKnow the content and how to teach it Standard ThreePlan for and implement effective teaching and learning Standard Four Create and maintain supportive and safe learning environments Standard Five Assess, provide feedback, and report on student learning Standard SixEngage in professional learning Standard Seven Engage professionally with colleagues, parents/carers and the community The Australian Professional Teaching Standards

10. Career Stages

11. The Art and Science of Teaching

12. Three Types of Practice Automatic: When a task is carried out with minimal effort Flow: When the level of challenge perfectly matches the skills, training, strengths and resources of the teacher Deliberate practice: When you continually challenge yourself. On the edge of comfort and failure. By being deliberate in your practice you are engaged in the constant pursuit of excellence!

13. The Teacher Development Process Essential Elements A clear understanding of what effective teaching is, and what it looks like Coherent, research based, College approach Evidence for reflection and evaluation of performance drawn from multiple measures- self, colleagues, students Living document: available with growing resources

14. What’s in it for staff? Structure Flexibility Recognition Relevance Resourced

15. So what does it look like?

16. Teacher Reflection Tool

18. Learning Journal

21. 01/1401/1601/15

25. Teacher Development Process

26. Term One Teachers complete the self reflection tool Admin provides one element as a College focus Teachers choose 1-2 elements that they would like to focus on for year – write into Appraisal Book Term One Meeting- Goals, strategies, expectations

28. Term Two Teachers work on goals and apply to the classroom – Independent/ collaborative research Peer observations and discussions Bring and Share sessions (Evidence and Artefacts) Appraisal: Teacher Professional Standards

29. “The most powerful single influence on enhancing achievement is feedback… The most important feature was the creation of situations in classrooms for the teachers to receive more feedback about their teaching… the ripple effect back to the student was high.” John Hattie Professor of Education University of Melbourne

31. Term 2- Appraisal Book

32. Professional Standards

33. Term 3 Teacher meets with Supervisor to discuss progress towards goals and provide formative feedback Teacher continues to research and apply strategies to the classroom Possible Observation by Supervisor Post-Observation discussion with Supervisor Optional: Micro-teaching episode

34. Term 4 Teacher selects classes to receive feedback from regarding focus elements Students complete a feedback form Teacher completes self reflection Optional: Micro-teaching episode

36. “The best professional development for teachers is to talk to other teachers about teaching and learning” John Hattie Professor of Education University of Melbourne Evidence and Artefacts

37. Session Intentions For you to share what you are doing in your classroom For you to get encouragement on your journey For you to be inspired by what others are doing Success Criteria You know what your Learning Goals are You are engaged in deliberate practice You know what success looks like for your goals – and celebrate it

38. 1.1 “ I provide clear learning goals accompanied with a scale or rubric that describes level of performance”

42. 1.2 “I track student progress on one or more learning goal using a formative approach to assessment and providing feedback”

43. 3.4 “I break content into small chunks of information that can be easily processed by students”

44. 6.2 “I use academic games and make learning fun without necessarily having a reward”

45. 6.4 “I use physical movement to maintain student engagement”

46. 6.6 “I demonstrate intensity and enthusiasm for content in a variety of ways”

47. Future Directions

48. Teacher Mentoring and Coaching “Mentoring is a key strategy to enhance teacher quality, establish professional pathways for high performing teachers and build a stronger professional learning, performance and development culture in schools” (ISQ) ISQ Projects Mentoring Early Career Teachers (Graduate  Proficient) Good to Great (Developing Highly Accomplished and Lead)

49. Internal Professional Development / Job Embedded Professional learning Making Time for Great Teaching- Dr Ben Jensen Grattan Institute (2014) “most of the time can be found by reducing the time teachers spend on ineffective professional development, staff meetings” (p3) “The best professional development teachers can receive is to directly help them teach their students” (p5) Future Directions

51. References/ Further Reading AITSL Website (www.aitsl.edu.au)www.aitsl.edu.au Hattie, J (2009) Visible Learning, Routledge, London Hattie, J (2012) Visible Learning for Teachers, Routledge, London Jensen, B (2014) Making Time for Great Teaching, Grattan Institute Marzano, R.J. (2007) The Art and Science of Teaching, Hawker Brownlow Education, Australia