Standard 3:
PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
The highly accomplished TL uses their prior teaching knowledge to plan for and implement excellent teaching/learning experiences, selects and uses a wide range of physical and digital resources and constantly reviews and adjusts programs for improvement. They proactively seek out opportunities to support staff to use a variety of teaching strategies and assist with the selection of resources and the creation of effective learning programs. Opportunities to connect with the outside school community are sought out and encouraged.
Information literacy and ICT literacy
The highly accomplished TL has a comprehensive and robust understanding and working knowledge of information and ICT literacy, and actively uses digital technologies in the preparation and presentation of curriculum. They are "increasingly expected to be technologically savvy in order to instil digital literacy skills within their students." (Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016, p. 20) TL's are actively involved with using digital technologies to enhance collaboration with staff for curriculum development and teaching strategies. They are well aware of the speed at which ICTs develop and proactively seek out PD to stay abreast of new and emerging technologies to support student learning. The excellent TL provides PD for staff and at conferences, on the use and advantages of emerging technologies and takes a leading role in its integration into the classroom setting.
The TL at site 2 struggles with ICT and demonstrates reluctance to commit to learning about new digital directives. She would not be in a position to support and implement new technologies within the school community.
When I come to power I plan to be fully aware of, and attend PD programs that push the uptake of digital technologies, and use this information to make informed presentations to staff. I will make use of current IT knowledge to inform and improve my teaching practice including the active use of online professional networks, teaching channels, and use resources such as ASLA (2014) to actively inform my own PLP , and provide student work examples to document and demonstrate student learning. I will model digital technology, and its uses for other staff providing opportunities for collaborative learning and program planning. I aim to mentor teaching staff in the modification of teaching and learning programs to include digital technologies, and then follow up with evaluation and 'where-to-from-here?' initiatives to create a fluid and constantly evolving curriculum development climate.
Promotion of reading
Nimon (1995) as cited in Marca (2004:22) believes that the promotion of reading, particularly fiction, should be a high priority for the TL. For the excellent TL, this extends further than the primary role of promotion, but it includes fostering a school pedagogy that encourages planning for teaching and learning, to further promote the role of reading in the lives of the whole school community. The excellent TL, with their knowledge of the whole school curriculum would be a valuable resource in developing, resourcing and monitoring these curriculum initiatives.
The TL at site 2 promotes reading at a basic level from the library. Although she offers to drive resourcing for curriculum through an email to staff at the start of the school year, this is not utilised by most staff, and she does not actively reach out to staff to reiterate her willingness and ability to do so.
When I come to power, I will take a more proactive role with staff, by pushing the connection between reading and literacy as demonstrated by Softlink (2016). I would use this results driven research to stress the importance of well resourced and planned teaching programs, to drive a whole school reading initiative. I will "develop, recommend, organise and mange appropriate print and online resources to support student learning" ASLA (2014:11) and use these to resource the production of scope and sequences that require knowledge and thinking skills. I plan to visit KLA staff rooms regularly to recommend relevant texts, and encourage the sharing of ideas and procedures that promote reading and literacy within the subject area.
Collection management
The highly accomplished TL is aware of cross curricula requirements and will actively "develop a targeted collection of print and digital resources to support teaching and learning... " in their "unique school community" Phillips and Paatsch (2011:32). Kuhlthau suggests that for the TL to provide the assistance required by particular students they need "keen observational skills". cited in Pickering (1969:39) Thus, the excellent TL is required to be intimately aware of the curriculum needs of the school community for resourcing, and also have a personal connection with students in the support of individuals through resourcing and supporting their learning journey.
The TL at Site 2 has a large, ageing collection of books and the budget does not facilitate the purchase of much new stock. With the limited finances available, resourcing for the curriculum is generally the responsibility of KLAs with the library not having a teacher reference section at all. However where possible, the TL makes staff aware of up and coming publications to enable them to make informed purchasing decisions.
I would use staff as a resource in the argument that the library requires a larger budget to enable stocking a strong resource based teacher reference section for the library. This resourcing can then be utilised by staff to develop and support effective curriculum planning and implementation. As a highly accomplished TL, and being aware of the curriculum requirements across all KLA's, resourcing will be directed and specific to the learning needs and outcomes of the school community.
Leadership (curriculum)
Excellent TL's are in an ideal position to have a whole school overview of curriculum with the opportunity to lead staff towards a whole school pedagogical initiative. "Highly accomplished teachers work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices." (ASLA 2014:12) With this whole school curriculum awareness and an ability to lead pedagogical change linked to research, TL's actively lead, mentor and support staff towards creating in-depth and student centred scope and sequence programs, innovative teaching strategies and well thought out and resourced classroom initiatives.
The TL at site 2 is rarely involved in curriculum leadership, however she is aware of some KLA curricula and is proactive in locating resources that could benefit some areas of the school community.
When I come to power, my aim is to be that TL that Principals see "as a pedagogical and curriculum leader" Lupton (2016:51). To facilitate this role, I will make time to communicate with the Principal to be informed about the whole school pedagogy, and actively promote this to the KLA departments through the selection of resources that I provide. I will gather existing scope and sequences from all KLA's to inform my understanding of the current school curriculum and will access NAPLAN results, gather student feedback and, collaboratively with teachers, use these resources to review the current school outcomes. To further inform and improve current teaching practice and learning programs, I will use my connections within the TL network to access and distribute any curriculum related resources that become available.
Information literacy and ICT literacy
The highly accomplished TL has a comprehensive and robust understanding and working knowledge of information and ICT literacy, and actively uses digital technologies in the preparation and presentation of curriculum. They are "increasingly expected to be technologically savvy in order to instil digital literacy skills within their students." (Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016, p. 20) TL's are actively involved with using digital technologies to enhance collaboration with staff for curriculum development and teaching strategies. They are well aware of the speed at which ICTs develop and proactively seek out PD to stay abreast of new and emerging technologies to support student learning. The excellent TL provides PD for staff and at conferences, on the use and advantages of emerging technologies and takes a leading role in its integration into the classroom setting.
The TL at site 2 struggles with ICT and demonstrates reluctance to commit to learning about new digital directives. She would not be in a position to support and implement new technologies within the school community.
When I come to power I plan to be fully aware of, and attend PD programs that push the uptake of digital technologies, and use this information to make informed presentations to staff. I will make use of current IT knowledge to inform and improve my teaching practice including the active use of online professional networks, teaching channels, and use resources such as ASLA (2014) to actively inform my own PLP , and provide student work examples to document and demonstrate student learning. I will model digital technology, and its uses for other staff providing opportunities for collaborative learning and program planning. I aim to mentor teaching staff in the modification of teaching and learning programs to include digital technologies, and then follow up with evaluation and 'where-to-from-here?' initiatives to create a fluid and constantly evolving curriculum development climate.
Promotion of reading
Nimon (1995) as cited in Marca (2004:22) believes that the promotion of reading, particularly fiction, should be a high priority for the TL. For the excellent TL, this extends further than the primary role of promotion, but it includes fostering a school pedagogy that encourages planning for teaching and learning, to further promote the role of reading in the lives of the whole school community. The excellent TL, with their knowledge of the whole school curriculum would be a valuable resource in developing, resourcing and monitoring these curriculum initiatives.
The TL at site 2 promotes reading at a basic level from the library. Although she offers to drive resourcing for curriculum through an email to staff at the start of the school year, this is not utilised by most staff, and she does not actively reach out to staff to reiterate her willingness and ability to do so.
When I come to power, I will take a more proactive role with staff, by pushing the connection between reading and literacy as demonstrated by Softlink (2016). I would use this results driven research to stress the importance of well resourced and planned teaching programs, to drive a whole school reading initiative. I will "develop, recommend, organise and mange appropriate print and online resources to support student learning" ASLA (2014:11) and use these to resource the production of scope and sequences that require knowledge and thinking skills. I plan to visit KLA staff rooms regularly to recommend relevant texts, and encourage the sharing of ideas and procedures that promote reading and literacy within the subject area.
Collection management
The highly accomplished TL is aware of cross curricula requirements and will actively "develop a targeted collection of print and digital resources to support teaching and learning... " in their "unique school community" Phillips and Paatsch (2011:32). Kuhlthau suggests that for the TL to provide the assistance required by particular students they need "keen observational skills". cited in Pickering (1969:39) Thus, the excellent TL is required to be intimately aware of the curriculum needs of the school community for resourcing, and also have a personal connection with students in the support of individuals through resourcing and supporting their learning journey.
The TL at Site 2 has a large, ageing collection of books and the budget does not facilitate the purchase of much new stock. With the limited finances available, resourcing for the curriculum is generally the responsibility of KLAs with the library not having a teacher reference section at all. However where possible, the TL makes staff aware of up and coming publications to enable them to make informed purchasing decisions.
I would use staff as a resource in the argument that the library requires a larger budget to enable stocking a strong resource based teacher reference section for the library. This resourcing can then be utilised by staff to develop and support effective curriculum planning and implementation. As a highly accomplished TL, and being aware of the curriculum requirements across all KLA's, resourcing will be directed and specific to the learning needs and outcomes of the school community.
Leadership (curriculum)
Excellent TL's are in an ideal position to have a whole school overview of curriculum with the opportunity to lead staff towards a whole school pedagogical initiative. "Highly accomplished teachers work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices." (ASLA 2014:12) With this whole school curriculum awareness and an ability to lead pedagogical change linked to research, TL's actively lead, mentor and support staff towards creating in-depth and student centred scope and sequence programs, innovative teaching strategies and well thought out and resourced classroom initiatives.
The TL at site 2 is rarely involved in curriculum leadership, however she is aware of some KLA curricula and is proactive in locating resources that could benefit some areas of the school community.
When I come to power, my aim is to be that TL that Principals see "as a pedagogical and curriculum leader" Lupton (2016:51). To facilitate this role, I will make time to communicate with the Principal to be informed about the whole school pedagogy, and actively promote this to the KLA departments through the selection of resources that I provide. I will gather existing scope and sequences from all KLA's to inform my understanding of the current school curriculum and will access NAPLAN results, gather student feedback and, collaboratively with teachers, use these resources to review the current school outcomes. To further inform and improve current teaching practice and learning programs, I will use my connections within the TL network to access and distribute any curriculum related resources that become available.
