• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
A story documenting evidence for teacher professional standards
 

A story documenting evidence for teacher professional standards

on

  • 924 views

Ruth Weeks

Ruth Weeks

Statistics

Views

Total Views
924
Views on SlideShare
924
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Teachers know their subjectTeachers know their studentsTeacher plan for effective learningTeachers communicateTeachers create learning environmentsTeachers continually improve their knowledge  Teachers engage in their profession and community

A story documenting evidence for teacher professional standards A story documenting evidence for teacher professional standards Presentation Transcript

  • A story of documenting evidencefor teacher professional standards Jennifer Rowley: jennifer.rowley@sydney.edu.au Ruth Weeks: ruth.weeks@sydney.edu.auSYDNEYCONSERVATORIUMOF MUSIC
  • Background• Who? Faculty & Educational Designer/ePortfolio coordinator partnership• How? Pebble PAD• Why? Introduction of graduate teacher professional standards & and this created demand for documentation/evidence of achievement• When? 2009 – Planning (grant); 2010 – Trial & student training; 2011 - Implementation
  • Professional Standards• What were they?• How could achievement be “proven”?• What was the relationship between professional standards and assessment tasks?
  • Embedding into curriculumActivities usingeportfolio
  • ePortfolio as “story” rather than “storage”• Evidence or artefacts required to document achievement of professional standards• Boring ?• Resulted from training, literature and intellectual growth – the more we did it the more we understood• Having an „expert‟ at a critical time of implementation
  • PebblePad• PebblePad was a suitable platform as it is more than an ePortfolio and cv tool – it‟s a PLE that encourages and scaffolds the process of reflective learning• Centrally supported and „safe‟• Opportunity for integration into other virtual learning spaces
  • ePortfolios and teaching philosopy
  • Students‟ early comments on PebblePad• “Love the idea of online portfolios! Being able to chart progress and add to it as you go while retaining useful past information simply and effectively is an invaluable tool.” (2nd May 2010)• “I agree that maintaining this information in an electronic form is going to be useful, particularly when seeking employment. I think that PebblePad is also going to be a good tool for establishing a CV and updating it as required. I was concerned that PebblePad would only be as useful as a personal record however, if we only use it in the expectation that others will read it in the future it will be any easy way to tell your own story in an informal way not always possible, or appropriate, in job applications” (7th May 2010)
  • ePortfolios and CVs
  • ePortfolios and the Capstone experience
  • Synthesis of learningExamples of students‟ work (with permission of students so no names changed)• https://eportfolio.sydney.edu.au/pebblepad• Tara‟s story: used an assessment task from a composition unit of study (2009) taught this to her class whilst on prac (2010). She then filmed this and placed on Pebble PAD to meet one professional standard (2011)• Joyce‟s story: created a blog whilst on prac (2010) and demonstrates the achievement of professional standards (2011).
  • Going beyond• Progressed well beyond original task• Rich learning biographies• Demonstrating development as a teacher holistically• Student engagement and student experienceQuestions?