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Competencies for beginning teachers ESP410 Human Movement Pedagogy 3.

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Presentation on theme: "Competencies for beginning teachers ESP410 Human Movement Pedagogy 3."— Presentation transcript:

1 Competencies for beginning teachers ESP410 Human Movement Pedagogy 3

2 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

3 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

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 practice  how they judge the quality of members of the profession  their 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 students  Using and developing knowledge  Teaching  Monitoring, assessing and evaluating  Creating a learning environment  Communicating and working with others  Understanding 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 learning  Planning matches content, teaching approaches and learning outcomes  Plans to meet longer term personal and school goals.

12 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.

13 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.

14 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

15 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

16 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

17 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

18 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

19 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.

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