Presentation on theme: "Competencies for beginning teachers"— Presentation transcript:
1 Competencies for beginning teachers ESP410Human Movement Pedagogy 3
2 Competencies It is so simple to assume that: a teacher is a teacher is a teacher, andprovided that the teacher has a minimum level of competence it is the curriculum that makes a difference in children’s learning
3 Competencies We have Boards of studies not Boards of Teaching Quality Attempts are made to make curriculum teacher-proofCurriculum is designed to meet the needs of children, rarely considering meeting the needs/individual differences of teachers
4 Competencies Some points to consider: Parents would sooner have their children taught by good teachers with their own class/school determined curriculum than taught by a poor teacher with the best possible curriculum that could be designed nationally.There is little evidence that changing the curriculum will improve the level of student outcomes unless there are significant attempts to change what teachers do.
5 Competencies Some questions: What standards should we expect of our teachers?Which pedagogies are most effective for which teachers?
6 Competencies We could learn much from other professions: how they focus on their practicehow they judge the quality of members of the professiontheir requirements for maintaining and upgrading their level of skill
7 Competencies The fundamental questions: What constitutes an accomplished teacher?Should one size fit all?
8 Competencies What constitutes an accomplished teacher? TASK 1: What competencies would you expect a beginning teacher to be able to do?
9 Competencies Planning for learning Understanding and responding to studentsUsing and developing knowledgeTeachingMonitoring, assessing and evaluatingCreating a learning environmentCommunicating and working with othersUnderstanding and meeting professional responsibilities
10 Competencies TASK 2: How would you establish that you were capable of: Planning for learning?Understanding and responding to students?Using and developing knowledge?Teaching?Monitoring, assessing and evaluating?Creating a learning environment?Communicating and working with others?Understanding and meeting professional responsibilities?
11 Planning for learning Elements Plans purposeful programs Planning considers student development and learningPlanning matches content, teaching approaches and learning outcomesPlans to meet longer term personal and school goals.
12 Understanding and responding to students Elements:Understanding how students develop and learnRecognises and responds to individual differencesFosters independent and cooperative learningBelieves that all students can, and have the right to, learn.
13 Using and developing knowledge Elements:Knows the content and the relationship to learningUnderstands the relationship between modes of enquiry and content knowledgeUses educational processes appropriate to the curriculumEngages student actively in developing knowledge.
14 Teaching Elements: Knows and uses a wide range of teaching approaches Designs teaching programs to motivate and engage studentsStructures learning tasks effectivelyDemonstrates flexibility and responsiveness
15 Monitoring, assessing and evaluating Elements:Knows and uses a range of assessment strategiesMonitors and provides feedback on student progressReports on student progress to parentsReflects on the effectiveness of teaching and learning programs
16 Creating a learning environment Elements:Communicates effectively with studentsDevelops positive relationships with studentsEstablishes clear and achievable expectations for studentsEncourages positive student behaviour
17 Communicating and working with others Elements:Responds to role in team responsible for students’ educationWorks effectively with teachers, ancillary staffWorks effectively with parentsCommunicates with school support staff, the profession and the wider community
18 Understanding and meeting professional responsibilities Elements:Operates from an appropriate ethical positionOperates within the framework of law and regulation affecting teachers’ workEvaluates teaching to improve the quality of teaching and learningContinually develops professional skills and capacity
19 ReferencesAustralian College of Education Standards for professional practice for accomplished teachers in Australian classrooms (draft). Australia:Author.Australian Teaching Council National competency framework for beginning teachers. Australia:Author.Department of Education Department of Education teacher performance indicators. Tasmania: Author.
Your consent to our cookies if you continue to use this website.