TTFBriefing

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Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by TTFPC AProf Glenn Finger, 5 May 2011, Queensland, Australia.

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TTFBriefing

  1. 1. TTF Project Briefing Meeting <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  2. 2. Research and Evaluation Working Group<br /> 1:00    Arrival1:15    Welcome and introduction (HOS)1:20    Project details, aim, scope, components, focus courses/programs (D(L&T))1:40    TPACK, Focus on English and Mathematics, Focus Courses (ICTPO)2:10    National Standards and ICT elaborations (ICTPO)2:20    Key TTF deliverables, research and evaluation (D(L&T))2:40    Future agreed actions and suggestions (D (L&T))3:00    Close<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  3. 3. Project details<br />$7.8 million Project – ICT Innovation Fund<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  4. 4. Project components<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  5. 5. Organisational Chart<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  6. 6. Key TTF Deliverables – Research and Evaluation <br />Evaluation<br />Overall project efficacy including whether the objectives of improving the capability of pre-service teachers through developing ICT proficiency, providing opportunities, enhancing understanding and fostering collaboration, will be assessed as part of each project component. In particular, the following indicators will gauge success in each component, to the extent that they can be assessed, by the end of the project.<br />Component 1 – <br />Long term and ongoing success of the project will be evaluated through graduate teachers demonstrating their capabilities in the ICTE dimensions of the National Professional Standards – Graduate Teachers. A survey instrument will be developed by AITSL to probe the extent of the use of the ICTE dimensions by pre-service teachers and universities.<br />Component 2<br />ESA will use surveys and the collection of online data to evaluate pre-service teacher and teacher educators’ access to, and use of, the digital resources through the trial, and the effectiveness of the exemplary packages in the context of the Australian Curriculum. The evaluation will inform project recommendations for developing future online professional learning resources. <br />Component 3<br />ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability.<br />Research <br />Component 3 offers research opportunities for those directly involved, and others who are interested in the TTF, to design and undertake research projects. While there are no TTF funds to support this, interested researchers from all HEI’s will be encouraged and invited to participate. <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  7. 7. Scope – Component 3 <br />Component 3<br />ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability.<br />Link with Component 1 and Component 2, with Focus on Component Three Establish a sustainable National Network of ICTE expertise to drive systemic change in ICTE curriculum and pedagogy in Teacher education in Australia.  <br />This component, led by the ALTC in association with ACDE and all Australian institutions that provide teacher education, will second highly accomplished ICTE educators (ICT Pedagogy Officers –ICTPOs) to Australian Institutions to work with teacher educators and pre-service teachers to develop and share exemplary ICTE curriculum and pedagogy, and to contribute leadership in one or two of the Australian curriculum areas of English, Mathematics, History and Science. The main focus of Component 3 is the development of professional learning networks that will provide targeted professional development and foster collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each institution. The evaluation of Component 3 needs to demonstrate: <br />Changes to curriculum, pedagogy, assessment and resources used in designated Australian Curriculum areas in the identified teacher education program within the participating institutions;<br />Changes in the ICT capacity of graduating teacher education students (including the use of survey instruments to collect pre- and post- Project data (including the use of established survey instruments to measure capacity (TPACK) in areas/programs identified in 1;<br />Changes in the practices, understandings & skills of English, Mathematics, Science, and History curriculum methods teacher educators regarding embedding ICTE in their curriculum methods subjects.<br />An Action Plan for the Institution in how it will sustain and scale project improvements across all curriculum areas and all-to-be-nationally accredited pre-service teacher education programs, as well as into the future. <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  8. 8. Research and Evaluation Overview<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  9. 9. 1. Preservice Teacher Education TPACK Surveys and Timelines<br />Development of Preservice Teacher Education TPACK Survey - Jan-March 2011 <br />Data Collection 1 - April 2011<br />Data Collection 1 Analysis - May-July 2011<br />Summary of TTF Data Collection 1 Findings - July 2011<br />TPACK Survey for Data Collection 2 - Aug-Sept 2011<br />Data Collection 2 - Oct-Nov 2011<br />Data Collection 1 and 2 Analysis - Dec 2011-April 2012<br />Inclusion in Report - April-May 2012 <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  10. 10. 2. Most Significant Change (MSC) and Action Plans<br />Develop Institutional TTF Innovation Plans – NSN - March-April 2011 <br />Ethics Application & MSC Guidelines Development - April-May 2011<br />Most Significant Change Story Development - July-Nov 2011<br />Story Sharing – NSN - Dec 2011-Jan 2012<br />Identification of Most Significant Change - Feb-March 2012<br />Analysis of Most Significant Change - March-April 2012<br />Inclusion in Report - April-May 2012 <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  11. 11. 2. Most Significant Change (MSC) and Action Plans<br />Most significant change is a research approach that charts the learning as it relates to an innovation. In this case the innovation is the Teaching Teachers for the Future (TTF) project. This approach will provide a mechanism for those involved in the project to analyse the impact of the work, chart the learning and identify plans for the future.<br />MSC is useful when an innovation is:<br /><ul><li> complex and is envisaged to have different outcomes in different contexts
  12. 12. focussed on charting change, in this case change in pre-service teacher ICT capacity and teacher educator curriculum methods subjects
  13. 13. makes use of participatory/collaborative approaches e.g. TTF NSN
  14. 14. participants are located within the field (ICTPO, TTF Project Coordinator and preservice teacher education students)</li></ul>Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  15. 15. 2. Most Significant Change (MSC) and Action Plans<br />Domains of Change<br /><ul><li> teacher education use of ICT curriculum, pedagogy, assessment and resources in specific curriculum areas
  16. 16. ICT capacity of teacher educators and pre-service teachers
  17. 17. action plans for future implementation in teacher education at the course and institution level
  18. 18. lessons learned from development of the innovation in teacher education</li></ul>Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  19. 19. 2. Most Significant Change (MSC) and Action Plans<br />Developing the Innovation Plan for each HEI site<br /> The first task for the ICTPO and TTF coordinator is to develop an initial plan for the innovation in the curriculum areas within their institution.<br />How will the domains of change for this project be developed in your institution in each curriculum area?<br />These innovation plans can then be shared on the TTF NSN site. The plans can be updated and developed as the project proceeds.<br />ResearcTeaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  20. 20. 2. Most Significant Change (MSC) and Action Plans<br />Overview of the Process<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  21. 21. 2. Most Significant Change (MSC) and Action Plans<br />MSC Story Development Process<br />The term course has been used. This refers to a unit, subject, module of study within for example a B Education Primary. The focus of the innovation is on curriculum courses within teacher education.<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  22. 22. 3. Research Projects Timelines<br />Research Proposal Registered on NSN - March-Dec 2011 <br />Implementation of Research Projects and Updates - Mar 2011-April 2012<br />Synthesis of Research Reports - April 2012<br />Inclusion in Report - April-May 2012<br />Special Notes:<br />A register of all projects will be established as part of the TTF NSN. <br />Guidelines will be provided for research projects – no additional TTF funding, ethics, intellectual property, TTF logo and branding usage, and access to, and use of TTF data – Steering Committee.<br />The TFF NSN - research projects to be progressively updated, research collaborations and networking.<br />TTF related research outputs are encouraged including but not limited to: higher degree research, refereed peer reviewed journal articles and book chapters.<br />AARE 2011; 2012<br />ACEC 2012<br />ACDE 2012<br />ATEA 2012?<br />Others? <br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />
  23. 23. Future Agreed Actions<br />Team approach – TTFPC, ICTPOs, Program Convenors, Course Conevnors, teaching teams…<br />Understanding of TPACK, AITSL’s National Professional Standards, Australian Curriculum<br />English and Mathematics - TTF Focus Courses Sem 2 2011 <br />Deliverables – Research and Evaluation <br />…<br />Teaching Teachers for the Future Project<br />Griffith University - 6 May 2011<br />

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