National Week 2012

Navigating the new educational landscape

Friday, August 30, 2013

2014 Professional Development Survey

We thank you in advance for your input.

Take Survey »


Navigating the new educational landscape: the national teaching standards and your professional learning

The Australian Professional Standards for Teachers (APST) developed by the Australian Institute for Teaching and School Leadership (AITSL) represents a new approach to the quality of teaching and learning in our nation’s schools. This is not just an Australian development – it is of international concern – as countries around the world grapple with attracting, developing and retaining an effective teacher workforce. This trend is clearly articulated in the Organisation for Economic Co-operation and Development’s (OECD) report ‘Teachers Matter’ (2005), which states:

Countries benefit from clear and concise statements or profiles of what teachers are expected to know and be able to do. Such profiles are necessary to provide the framework to guide initial teacher education, teacher certification, teachers’ on-going professional development and career advancement, and to assess the extent to which these different elements are being effective. The teacher profiles need to reflect the student learning objectives that schools are trying to achieve, and profession-wide understanding of what counts as accomplished teaching. (p. 95)

The Australian Professional Standards for Teachers (AITSL, 2012) is organised into four career stages, including Graduate, Proficient, Highly Accomplished, and Lead. The stages are designed to reflect the continuum of a teacher's developing professional expertise from undergraduate preparation (Graduate level) through to full registration as a teacher (Proficient level), with further provision to gain recognition as an exemplary teaching practitioner (Highly Accomplished level) and being certified as a leader (Lead level) within the profession.

Underpinning the design of these standards is the assumption that Australian school education must educate young Australians to become confident and creative individuals, who are successful independent learners, and who leave school with the capacity to be active and informed citizens. Research shows that teacher quality has an impact on student learning (Hattie, 2012), and that standards-based performance management along with regular and targeted feedback can improve teacher practice (Darling-Hammond, 2010).

Professional teaching standards can also be used by individual teachers to inform the development of their own professional learning goals. They provide a framework for teachers to chart their professional learning needs, and reflect on what they have achieved and what areas they wish to develop further.

According to the NSW Institute of Teachers’ Great Teaching, Inspired Learning: Blueprint for Action (2013) program, 2014 is the year that all employing authorities teachers in New South Wales will be introducing the Australian Professional Standards for Teachers and the Australian Teacher Performance and Development Framework to their employees. It is estimated this transition will take up to 4 years to fully implement. This means that all NSW teachers will be expected to engage with the Australian Professional Standards for Teachers and their processes, including accreditation, performance management and professional development by 2018. During this time, individual schools, education systems, professional groups and associations, and professional learning communities and networks will be seeking new ways to support the professional learning needs of teachers across the APST career stages. This is a time where professional learning providers need to provide more personalised and customised offerings to ways to assist teachers in navigating the new educational landscape.


Introducing the Syba Academy

In 2014 Syba Seminars is extending its professional development programs to include a range of new and exciting programs and a wider range of formats to meet the professional learning needs of teachers. We will be renaming our new professional learning services ‘Syba Academy’ which will better reflect the quality and diversity of our services.

In addition, all our 2014 professional development programs are accredited with the NSW Institute of Teachers. We will also be seeking accreditation in other states as soon as these accreditation schemes are established.

With the implementation of the Australian Curriculum and digital learning initiatives, in concert with the AustralianProfessional Standards for Teachers, we understand 2014 is a pivotal year for school communities and education systems to provide a range of professional learning opportunities to help build staff capacity and confidence in designing and implementing new curriculum, and in planning and managing individual teachers’ professional learning portfolios.

Syba Seminars has had 7 years experience as a professional learning provider, and gained NSWIT endorsement in 2013 as a provider of professional development. We are currently hosting a survey to identify the professional learning needs, preferences and expectations of individual teachers, teacher librarians, principals, curriculum and e-learning coordinators, department heads, and school-based learning teams throughout the 2014 school year.

Your completion of this survey will help inform the development of a rich and diverse professional learning program offered by the Syba Academy for 2014.

We thank you in advance for your input.

Take Survey »


References:

Australian Institute for Teaching and School Leadership (AITSL). (2012). Purpose of the standards. Retrieved http://www.teacherstandards.aitsl.edu.au/Overview/Purpose

Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Washington, DC: Center for American Progress.

Hattie, J. (2012). Visible learning for teachers : Maximizing impact on learning. London: Routledge. NSW Institute of Teachers (NSWIT). (2013). Great Teaching, Inspired Learning: Blueprint for Action – Implementation update, August 2013. Retrieved http://www.nswteachers.nsw.edu.au/DownloadDocument.ashx?DocumentID=905

Organisation for Economic Cooperation and Development (OECD). (2005). Teachers matter: Attracting, developing and retaining effective teachers. (6th ed.). Paris: OECD Publishing.

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