Presentation on theme: "Full Registration Professional Learning Requirements Effective 1 January 2011."— Presentation transcript:
Full Registration Professional Learning Requirements Effective 1 January 2011
National Consistency of Registration Practices Teacher Registration Board of the Northern Territory Queensland College of Teachers NSW Institute of Teachers ACT Quality Teacher Institute Victorian Institute of Teaching Teachers Registration Board of Tasmania Teachers Registration Board of South Australia Western Australian College of Teaching New Zealand Teachers Council On 14 October 2011, State and Territory Ministers have endorsed nationally consistent registration practices. This will ensure portability of registration across Australia and the Tasman.
Professional Standards From 1 January 2013
Professional Learning Standard
Code of Ethics
Board Communication TRB Update – via SMS Text Messaging Information Sessions Principals’ Circulars Employers’ Circulars Pre-service Teachers’ Circulars Newsflash items Extraordinary matters Visit:
How to read your registration card
Filtering what is relevant MyPD Targeted and tailored VETiSNTCET The Australian Curriculum
Upfront Considerations Professional Learning in the context of your work: professional learning takes place on a daily basis in schools for the improvement of student outcomes Knowing the difference between “core business” and activities that are designed to challenge, update, renew teacher practice School as a provider of professional learning: Start-up days (access to research outside school environment) Pupil Free Days (system aligned professional learning?) Other activities (Relief Teachers?) Teachers identifying and accessing Professional Learning (Professional responsibility) School-embedded professional learning: Faculty meetings* Team meetings Cross-marking/moderation/standards validation Mentoring Professional Learning and cognitive demand (teachers’ skills and knowledge) Auditing 2011 Professional Learning Developing a professional learning plan for 2012
Professional Experience and currency of practice for full registration The Board identifies two key elements in maintaining professional competence for the purposes of registration renewal over the five year period: Currency of practice; and Professional Learning Teachers provide evidence of meeting renewal requirements (other than the payment of fees) annually or on the fifth anniversary of their registration renewal.
Currency of Practice Means having practiced as a teacher in a Northern Territory government or non-government school for one year (180 days FTE) within the five year period of registration. This practice can also be taken in another Australian State or Territory or (under certain circumstances) overseas.
The Professional Learning Requirements over five years The requisite 100 hours of professional learning is to be disaggregated as follows: At least 50 hours of teacher identified professional development that aligns with The Professional Standards for Competent Teaching in the Northern Territory At least 50 hours of professional learning that provides access to research and knowledge sourced from outside the immediate school environment
100 hours over 5 years Year 1Year 2Year 3Year 4Year 5 20 hours 10 hours per semester 5 hours per term
Self audit against the Standards
Teachers as professional learners Teachers need opportunities to reflect on their practice in the context of professional standards and identify areas of professional knowledge and practice they would like to develop. When teachers engage in professional development activities and are given opportunity to reflect on new knowledge and how it might apply to their classroom practice and their school context; then professional learning is most likely to occur. Learning is also facilitated when there are opportunities to share knowledge and practice with colleagues. Opportunity Reflection Application
Teachers as professional learners
What does “professional learning” mean?professional learning” mean? Professional learning is integral to raising teaching standards. Teacher professional learning is an ongoing process supported by planned learning activities and programs designed to enhance professional knowledge, practice and engagement. Professional development refers to what teachers do and experience that provide the opportunities to enhance professional knowledge, practice and engagement. Professional learning describes growth in knowledge, skills and attitudes that come from being engaged in professional development activities, processes and experiences. Teachers and other educators often use the terms “professional learning” and “professional development” interchangeably. The Board uses the term “professional learning” to reflect more accurately that it is not just the knowledge gained in a professional development session that makes the most difference to professional practice, but how this knowledge is applied. Teachers should be mindful that professional learning takes place on a daily basis in schools and other educational contexts and that these experiences can be identified and recorded for renewal processes.
Accessing professional development Professional development can be sourced from a range of providers. It can be: – Employer provided – Linked to systemic programs and initiatives – Delivered by private providers – School-based, job-embedded, by focusing on priority areas or school strategic plans – Comprised of additional formal study (University and TAFE), and – Incorporate a balance between receiving and sharing information (participation in professional teaching association activities, contributing to journals, facilitating workshops).
Board Policy: Professional Development – Programs, courses and conferences attended off- site/online – Programs, courses and conferences in the school setting – Professional Teaching Association PD events – Tertiary study related to a specific teaching field – Structured networking with teachers from other schools – School visits and exchanges – Faculty or staff meetings involving discussion of approaches to teaching and learning – Professional reading – Mentoring another teacher – Being mentored by another teacher
Professional Development? Watching an SBS Documentary? Undertaking CE- TOOL or SAMS training? Attending an ALEA event and embedding ideas and concepts into classroom teaching? Update, renew, challenge your skills and knowledge
Accessing professional development: whose professional responsibility?
The Professional Learning Balance Teacher Identified (50 hours) External to school (50 hours) Activity 3Activity 2Activity 1Activity 3Activity 2Activity 1
Professional Learning must: Be sustained by documents kept by the teacher Enable teachers to improve practice Be linked to the Standards
Records to keep Dates on which the professional learning was undertaken Title or description of the professional development activity Presenter or provider’s name (if applicable) Time commitment required for the professional learning, and Reflection notes on how the professional development activity impacted on practice and the professional standard(s) to which the professional learning was linked
The reflective practitioner Some questions to guide your reflection Which standard/s is most clearly related to this PD activity? Which ideas from the PD activity could you use to develop your teaching practice? How will this PD activity contribute to your ability to meet the learning needs of your students? Which ideas from this PD activity will assist you in challenging and engaging your students more effectively? What obstacles might you find to applying these ideas? What do these ideas contribute to the broader learning of students within your subject/grade area? How could these ideas be shared with colleagues or applied by you and your colleagues to contribute to teaching and learning in your school? What further learning does this activity prompt for you?
Verification of professional learning Notes related to readings, reflections, activities or presentations Attendance certificates* Teaching programs, plans or records Diaries or reflective journals Copies of articles or workshop/conference papers that a teacher has contributed to or presented Annotated student work samples Employer/sector professional learning activities attended; and Any other material that will show the nature and extent of participation in activities undertaken
Declaration Teachers will be required to declare that they have met the requirements for Full Registration prior to their term of registration expiring on or before 31 December Declaration will be an online process submitted in real time.
Audit When a teacher is required to validate their declaration as part of the audit process, the following will be required by the Board: Evidence validating 180 days of teaching service, educational leadership and/or equivalent practice over the previous five years: –Statement of Service obtained from employer Evidence validating standards referenced professional development activities –At least half of these activities must provide access to research-based knowledge that comes from sources outside the immediate school or work environment –A summary of completed activities supported by: certificate of attendance or participation for professional development courses verification by a principal, employer, professional learning coordinator or other appropriate school leader of engagement in school-or work-supported professional development activities receipts of payment for courses or activities transcripts of results for courses or enrolment and assessment documentation a documented reflection on the contribution of a professional development activity to the professional knowledge, practice and engagement of a teacher The Board will consult widely with all stakeholders and educational professionals on the procedures for the auditing process.
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For ongoing support: Janine Matheson A/Manager Professional Learning and Standards