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Australia Professional Standards for Teachers: Teacher Librarian context

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This presentation provided an opportunity to learn about the Standards, discover how the teacher librarian can meet these Standards and identify how to collect and collate evidence to support meeting …

This presentation provided an opportunity to learn about the Standards, discover how the teacher librarian can meet these Standards and identify how to collect and collate evidence to support meeting the Standards in three career stages of Proficient, Highly Accomplished and Lead.

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  • 1. AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS: TEACHER LIBRARIAN CONTEXT P R E S E N T E D B Y A N N E G I R O L A M I H E A D O F I N F O R M A T I O N S E R V I C E S M E R C Y C O L L E G E , C O B U R G Australian School Library Association Inc.
  • 2. Introduction Australian School Library Association Inc. 2 Anne Girolami Head of Information Services at Mercy College, Coburg ASLA Board, Director Policy Advisory Project Team, Convenor Over 20 years experience in school libraries agirolami@mercycoburg.catholic.edu.au
  • 3. Introduction Australian School Library Association Inc. 3 Margo Pickworth Teacher Librarian Shore Preparatory School, North Sydney Policy Advisory Project Team, member In NSW, certified as a Highly Accomplished Teacher 6+ years at Shore
  • 4. Introduction Australian School Library Association Inc. Jenny Uther Teacher Librarian at Monte Sant’Angelo Mercy College, North Sydney Policy Advisory Project Team, member In NSW is certified as a Highly Accomplished Teacher 8+ years at Monte
  • 5. Rationale for webinar Understanding of Australian Professional Standards for Teachers Implications for teacher librarians Samples of evidence Feedback Australian School Library Association Inc.
  • 6. Reflection How do you currently reflect on your practice? What documentation do you use? Please type your answers into the Q&A box Australian School Library Association Inc.
  • 7. NSW Institute of Teachers [BOSTES] Teachers Registration Board of NT Universities The state we’re in Teachers Registration Board SA Teachers Registration Board WA Queensland College of Teachers Teachers Registration Board of Tas Vic Institute of Teaching ACT Teacher Quality Institute Australian School Library Association Inc.
  • 8. Background to standards AITSL national standards domains standards focus areas with descriptors career stages teacherstandards.aitsl.edu.au Australian School Library Association Inc.
  • 9. Questions What is the purpose of the Standards from my perspective? accountability benchmarks informs professional development positive movement Australian School Library Association Inc.
  • 10. Questions What are the challenges for teacher librarians? recognises only the teaching aspect of the role gathering evidence covering all Standards Australian School Library Association Inc.
  • 11. Questions Why should a teacher librarian aspire to meet the Highly Accomplished standards? participating in learning and teaching opportunities to engage in reflective practice to role model – lifelong learning recognition for teacher librarians Australian School Library Association Inc.
  • 12. Questions What tips would I offer for anyone aspiring to achieve the Highly Accomplished standards? know the Standards complete the AITSL self assessment tool [SAT] be organised and prepared document everything be strategic in what you take on be prepared to be observed be active in your professional association Australian School Library Association Inc.
  • 13. Evidence guides Evidence guide for teacher librarians Australian School Library Association Inc.
  • 14. Evidence guides Evidence guide for teacher librarians Highly accomplished career stage available Proficient career stage ready for publication in April Lead career stage to be available at a later date Australian School Library Association Inc.
  • 15. Presenting evidence How will you gather your evidence? What will you do with it? Australian School Library Association Inc.
  • 16. 3.4 Select and use resources The descriptor for Proficient: Select and/or create and use a range of resources, including ICT, to engage students in their learning. The descriptor for Highly Accomplished: Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. Australian School Library Association Inc.
  • 17. 3.4 Select and use resources Proficient - examples of evidence include: lesson plan or leaning activity that involve students use of digital resources and research databases curriculum related resource list or pathfinder curriculum related or annotated reading lists report or display that demonstrates selection of appropriate resources based on the school’s collection development policy Australian School Library Association Inc.
  • 18. 3.4 Select and use resources Highly Accomplished- examples of evidence include: descriptions of the TL’s role in assisting colleagues through the creation and promotion of library collections. Topic lists, pathfinders, webpages, themes or intranets resources that have been developed or shared by the TL at the school level and/or with professional networks via channels such as social media, emails, conference programs, websites, journals and other publications demonstration of ICT resources at staff/faculty/professional meetings implementation and participation in collaborative teaching and learning programs Australian School Library Association Inc.
  • 19. 5.1 Assess student learning The descriptor for Proficient: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning The descriptor for Highly Accomplished: Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment Australian School Library Association Inc.
  • 20. 5.1 Assess student learning Proficient – examples of evidence include: examples of formative and summative assessment tasks annotated student assessment sample student self-assessment samples online or observational checklists of student learning Australian School Library Association Inc.
  • 21. 5.1 Assess student learning Highly Accomplished – examples of evidence include: employment of a range of diagnostic tools, especially in the area of information literacy; for example, work samples with feedback, rubrics, checklists in collaborative teaching and learning programs feedback on students, and sharing collated feedback with teachers testimonial or observation of the TL working with colleagues to share, implement and support them in a range of assessment strategies work samples, with annotated TL feedback, to assist colleagues testimonial or observation attesting to the provision of tools or templates; for example, mind maps for colleagues to use in assessment tasks Australian School Library Association Inc.
  • 22. 6.4 Apply professional learning and improve student learning The descriptor for Proficient: Undertake professional learning programs designed to address identified student learning needs. The descriptor for Highly Accomplished: Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. Australian School Library Association Inc.
  • 23. 6.4 Apply professional learning and improve student learning Proficient – examples of evidence include: report on application of new learning from professional learning activities lesson plan incorporating new professional learning professional development learning logs or blogs Australian School Library Association Inc.
  • 24. 6.4 Apply professional learning and improve student learning Highly Accomplished – examples of evidence include: facilitation of sessions for the whole staff based on ideas gained from effective professional learning activities, particularly in areas of information literacy, guided inquiry, literature, ICT and literacy assistance of colleagues to plan professional development to meet their students’ needs organisation and evaluation of professional development activities that address the learning needs of students mentoring of colleagues to maintain existing levels of accreditation Australian School Library Association Inc.
  • 25. Questions or comments Let’s take a moment to check what participants have written … Any further comments please email them to agirolami@mercycoburg.catholic.edu.au Australian School Library Association Inc.
  • 26. Conclusion Be part of the Standards discussion at your school, or introduce the discussion at your school Meet with your principal to bring to their attention the evidence guides Be aware of what your State institute is doing Visit the AITSL website regularly Australian School Library Association Inc.
  • 27. Post-webinar information Australian School Library Association Inc. Certificate of attendance will be emailed Membership information is available at http://www.asla.org.au/membership.aspx Future Webinars http://www.asla.org.au/Professional-learning/webinars.aspx Follow ASLA on Twitter https://twitter.com/aslanational Like us on Facebook https://www.facebook.com/ASLAOnline 27

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