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The nationalisation of K-12 education in Australia has the potential to have a Jupiter Effect (prediction that an alignment of the planets would create a number of catastrophes) on school libraries ...

The nationalisation of K-12 education in Australia has the potential to have a Jupiter Effect (prediction that an alignment of the planets would create a number of catastrophes) on school libraries and the profession. Government-driven initiatives and projects herald an education 'two-speed economy' for teacher librarians - boom or bust. The report, School libraries and teacher librarians in 21st century Australia, and data from 386 submissions and 13 public hearings provide sufficient evidence that school libraries and teacher librarianship are at a tipping point. This address will present a view on the impact of the nationalisation of K-12 education and explore strategic directions for the profession and school libraries. What will be the future if you do not take charge of your own siesmic shift?

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Profession at tipping point Profession at tipping point Presentation Transcript

  • ASLA XXII Biennial Conference 2 – 5 October 2011
  • “It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things that keep you there.”Handy, C 1995, The empty raincoat: making sense of the future, Arrow Books, London, p. 49. ASLA XXII Biennial Conference 2-5 October 2011
  • Invisible profession School library inquiry reporthttp://www.aph.gov.au/house/committee/ee/schoollibraries/report.htm Job convergence Ageing profession Federal Government initiatives Principal autonomy Glass half full – Glass half empty ASLA XXII Biennial Conference 2-5 October 2011
  • Your rhetoricmust resonate with your audience ASLA XXII Biennial Conference 2-5 October 2011
  • Begin with the end inmindFive finger plan tosuccessThe Jupiter EffectYour siesmic shift ASLA XXII Biennial Conference 2-5 October 2011
  • Your rhetoricmust resonate with your audience ASLA XXII Biennial Conference 2-5 October 2011
  • Thumb – Strength of character Pointer finger – F.O.C.U.S. Middle finger – Brand (what you stand for) Ring finger – Relationships Little finger – Little things that count (what you do that others don’t)[Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.] ASLA XXII Biennial Conference 2-5 October 2011
  • Thumb Pointer finger Establish pre- Follow one course until eminence successful 1. Know your outcomes 2. Take action(the you who shows up 3. Find out what works before you show up) and what doesn’t 4. Re-align until you achieve 1.Strength of character F.O.C.U.S. ASLA XXII Biennial Conference 2-5 October 2011
  • Middle finger Ring finger Who are you? What do you stand for? Circle of concern Are you who you say you are? Circle of influenceStandards YourBenchmarks FOCUSBrand Relationships ASLA XXII Biennial Conference 2-5 October 2011
  • Little finger Your What you do that others don’t do It’s all about them rhetoricWhat is your core story? must[90 second elevator resonate pitch] with yourLittle things that count audience ASLA XXII Biennial Conference 2-5 October 2011
  • The Jupiter Effect ACARA AITSL (Australian (Australian Curriculum, Institute for Assessment & Teaching and Reporting School Authority) Leadership) ESA (Education Services Australia) Curriculum + Standards + Services ASLA XXII Biennial Conference 2-5 October 2011
  • www.australiancurriculum.edu.au/Home ASLA XXII Biennial Conference 2-5 October 2011
  • Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; searches to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT applying technical knowledge and skills to use ICT ICT: efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT. www.australiancurriculum.edu.au/GeneralCapabilities ASLA XXII Biennial Conference 2-5 October 2011
  • The capability incorporates four interrelated processes or elements that constitute critical and creative thinking thinking: Inquiring – identifying, exploring and clarifying information the information: identification and clarification of questions and issues, and following this, the gathering and processing of information, as well as the processes of adapting and transferring knowledge. Generating and developing ideas and possibilities: investigating, organising and evaluating ideas through considering alternatives and seeking innovative solutions. Analysing, evaluating and synthesising information planning, information: evaluating and designing actions, creating solutions and drawing conclusions through logical and creative processes. Reflecting on thinking actions and processes suspending judgment thinking, processes: and reflecting on thinking processes (metacognition procedures metacognition), metacognition and products to create alternatives.http://consultation.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative- thinking/ConceptualStatement ASLA XXII Biennial Conference 2-5 October 2011
  • Domains of teaching Standards Focus areas & descriptorsProfessional 1. Know students & how e.g. 1.2 Understand how students learnKnowledge they learn “Expand understanding of how students 2. Know the content & learn using research & workplace how to teach it knowledge.”Professional Practice 3. Plan for & implement e.g. 3.4 Select & use resources effective teaching and “Assist colleagues to create, select & use learning a wide range of resources, including ICT, 4. Create & maintain to engage students in their learning” supportive & safe learning environments 5. Assess, provide feedback & report on student learningProfession 6. Engage in professional e.g. 6.3Engage with colleagues & improveEngagement learning practice 7. Engage professionally “Initiate & engage in professional with colleagues, discussions with colleagues in a range of parents/carers & the forums to evaluate practice directed at community improving professional knowledge & practice , & the educational outcomes of students. http://www.teacherstandards.aitsl.edu.au/OrganisationStandards ASLA XXII Biennial Conference 2-5 October 2011
  • http://www.esa.edu.au/ ASLA XXII Biennial Conference 2-5 October 2011
  • Thumb – Strength of character Pointer finger – F.O.C.U.S. Middle finger – Brand (what you stand for) Ring finger – Relationships Little finger – Little things that count (what you do that others don’t)[Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.] ASLA XXII Biennial Conference 2-5 October 2011
  • At least aim for 1% improvementPer week = 167% per yearPer day = 3778% per year (~ 5 mins a day) How to get 1% improvement – Dr Marc Dussault http://www.youtube.com/watch?v=eYCvEoAnhBI ASLA XXII Biennial Conference 2-5 October 2011