Presentation on theme: "Competencies for beginning teachers ESP410 Human Movement Pedagogy 3."— Presentation transcript:
Competencies for beginning teachers ESP410 Human Movement Pedagogy 3
Competencies It is so simple to assume that: a teacher is a teacher is a teacher, and provided that the teacher has a minimum level of competence it is the curriculum that makes a difference in children’s learning
Competencies We have Boards of studies not Boards of Teaching Quality Attempts are made to make curriculum teacher-proof Curriculum is designed to meet the needs of children, rarely considering meeting the needs/individual differences of teachers
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.
Competencies Some questions: What standards should we expect of our teachers? Which pedagogies are most effective for which teachers?
Competencies We could learn much from other professions: how they focus on their practice how they judge the quality of members of the profession their requirements for maintaining and upgrading their level of skill
Competencies The fundamental questions: What constitutes an accomplished teacher? Should one size fit all?
Competencies What constitutes an accomplished teacher? TASK 1: What competencies would you expect a beginning teacher to be able to do?
Competencies 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
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?
Planning for learning Elements Plans purposeful programs Planning considers student development and learning Planning matches content, teaching approaches and learning outcomes Plans to meet longer term personal and school goals.
Understanding and responding to students Elements: Understanding how students develop and learn Recognises and responds to individual differences Fosters independent and cooperative learning Believes that all students can, and have the right to, learn.
Using and developing knowledge Elements: Knows the content and the relationship to learning Understands the relationship between modes of enquiry and content knowledge Uses educational processes appropriate to the curriculum Engages student actively in developing knowledge.
Teaching Elements: Knows and uses a wide range of teaching approaches Designs teaching programs to motivate and engage students Structures learning tasks effectively Demonstrates flexibility and responsiveness
Monitoring, assessing and evaluating Elements: Knows and uses a range of assessment strategies Monitors and provides feedback on student progress Reports on student progress to parents Reflects on the effectiveness of teaching and learning programs
Creating a learning environment Elements: Communicates effectively with students Develops positive relationships with students Establishes clear and achievable expectations for students Encourages positive student behaviour
Communicating and working with others Elements: Responds to role in team responsible for students’ education Works effectively with teachers, ancillary staff Works effectively with parents Communicates with school support staff, the profession and the wider community
Understanding and meeting professional responsibilities Elements: Operates from an appropriate ethical position Operates within the framework of law and regulation affecting teachers’ work Evaluates teaching to improve the quality of teaching and learning Continually develops professional skills and capacity
References Australian College of Education. 2000. Standards for professional practice for accomplished teachers in Australian classrooms (draft). Australia:Author. Australian Teaching Council. 1996. National competency framework for beginning teachers. Australia:Author. Department of Education. 1999. Department of Education teacher performance indicators. Tasmania: Author.