Australian Professional Standards for Teachers Sue Lemmer Mawson Lakes School

1. Australian Professional Standards for TeachersSue LemmerMawson Lakes School

2. 2011 • Step Nine • Need to formalise performance and development • Opportunity to use Step Nine for clarity • TfEL • National (now Australian) Professional Standards for Teachers

3. 2012 Term 2: Introduction of Performance and Development Plan Part 3: Key achievements Indicators of success Strengths Areas for development Part 2: Aims Learning Activities Responsibility Career Plans • Part 1: • Work priorities • Objectives • Indicators

4. 2012 Probletunities • Resistance to change • Little active involvement • Using research as a basis for change • Clarity of expectations • Learning design • TfEL • Aust Curriculum (Thomas!) • Site Agreements

5. 2012 Unpacking the Standards • Developing a Whole Site Approach- LitSec paper from http://www.decd.sa.gov.au/literacy/files/links/link_157501.pdf • Our Site Learning Improvement Plan – see next PowerPoint • Working in PLCs • Matching TfEL with APSTs • Links to Aust Curriculum(English and Mathematics)

6. 2013 Making it Explicit • The Big Picture See the Big Picture Powerpoint • SWOT analysis – see next slide • Time to write PDP • Sharing in PLCs • Documenting with images(See explanation in notes below) • Links to research • Team P & D meetings (Term 1)

7. Strengths Weaknesses Opportunities Threats This was printed onto A3 and each staff member used it as an analysis of their practice.Staff were then able to use this to assist them in targetting standards from the APSTs

8. 2013 Digging Deeper • First two days: • Cohesion and Consistency(continuing to refer to the Lit Sec paper) • Making links explicit • Site Improvement Plan • Learning design • Effective Lesson (site agreement – see next slide) • Reading focus • APSTs • TfEL • Australian Curriculum • Intervention and Support • Differentiation

9. Site Agreement 2013 • An Effective Lesson • At Mawson Lakes we will: • provide a clear statement of the purpose of the lesson and what it is that students will learn and/or be able to demonstrate from the lesson • connect to prior learning and to the real work experiences of the students • provide learning experiences for the range of students that are challenging, extend learning and promote effective participation • scaffold learning through explicit teaching and modelling and provide for group and individual practice and consolidation of new learning and skills • collect relevant data and a range of assessment information to inform future learning • provide purposeful feedback about the quality of the learning demonstrated by the students • consolidate the learning at the end of the lesson • provide opportunities for reflection and goal setting • Adapted from Christies Beach High School • Voted and agreed to by staff at a staff meeting on 26th February 2013

10. Intervention and Support • Each teacher is provided with spreadsheet data about their students each term. • Data includes whether or not the student is from an EALD background, has an NEP, is a Defence Force student or is an International student. • We then include on-going updated information about reading levels, NAPLaN results, PAT-R results, Oxford Word Lists and the results of the Language and Literacy writing levels(which is collected from every student twice a year) All data is colour coded to show students who may be at risk and students who may need extension. • Teachers have identified three groups of three students ( a low, high and middle group), to assist with differentiating planning. These students are also colour-coded on the spreadsheet • One student from each of the three groups is being tracked in detail and their results analysed at a deeper level As a leadership team, we monitor the data and support teachers to differentiate learning, which may again link back to Professional Standards and focus areas for teachers.

11. 2013 Every Staff Meeting • Our planning structure is: • Content (AC) and Pedagogy (TfEL) • Identify clear links to APSTs • Make research explicit (readings, activities) • Provide time for PLCs to discuss and plan using own Performance and Development Plan

12. Performance Management 2013 • The non-negotiables from staff meetings are: • Document your planning for effective teaching and learning of reading using learning design • Provide a range of evidence to support the progress made by your three target groups • Show how you use the ‘What makes an effective lesson?’ agreement • Use your PLC as a resource for your learning linked to your Personal Development Plan • Your personal learning: • What have you learnt – about your identified students and about your own teaching and learning? • How has our professional learning program, including PLCs, helped you with this? • What have you done differently? • What’s been successful? • What are you still struggling with – and how are you planning to overcome this?