Schools As Catalysts for Change CEASA Spotlight Seminar May 16, 2012 S
Acknowledgement of Country NinnaMarni – (Hello how are you?) We would like to acknowledge that we are meeting on the traditional land of the Kaurna people. We respect their spiritual relationship with this land. We also acknowledge that the Kaurna people have been the custodians of the Adelaide region since time immemorial. We understand that their cultural and heritage are still important to the Kaurna People today
The Council of Education Associations (CEASA) President Secretary Rick Baldock Richard Apps Vice -President Treasurer David Horsell Anne-Marie Morgan Executive Director Phil Callen
The Council of Education Associations (CEASA) Website: www.ceasa.asn.au Representing 56 professional associations in South Australia
Professional Learning AITSL Informing the Draft: ‘Australian Charter for the Professional Learning of Teachers and School Leaders’ www.aitsl.edu.au
Professional Learning Enabling educational systems to achieve on a wide scale the kind of teaching that has a substantial impact on student learning requires much more intensive and effective professional learning than has traditionally been available Professional Learning in the Learning Profession (2009) Linda Darling-Hammond et al
Professional Learning If we want all young people to possess the higher-order thinking skills they need to succeed in the 21st century, we need educators who possess higher-order teaching skills and deep content knowledge. Professional Learning in the Learning Profession (2009) Linda Darling-Hammond et al
Professional Learning Question: How can we think differently about professional learning – to bring about real change in schools?
PresentersAdrian DilgerNumeracy consultant in SA, CatholicSchools
PresentersLisa BurmanEducation consultant in SA, CatholicSchools, DECD and interstate schoolsJoe De TullioPrincipal, St Francis Xavier’s RegionalCatholic School, Wynn ValeMaliaKanongata’aProfessional Development
PresentersLeslie TullochEducation consultant in Victoria, Deptof Education and Early Childhoodschools
PresentersSharon CallenEducation consultant in SA, DECDand Independent SchoolsLeesa ShepherdPrincipal, Nairne Primary School
Agenda1. Introduction2. Adrian Dilger3. Break – supper4. Lisa Burman and team5. Leslie Tulloch6. Sharon Callen and Leesa Shepherd
Professional Learning • Professional development should be intensive, ongoing and connected to practice • Professional development should focus on student learning and address the teaching of specific curriculum content
Professional Learning • Professional development should align with school improvement priorities and goals • Professional development should build strong working relationships among teachers
Professional Learning • School-based coaching may enhance professional learning Professional Learning in the Learning Profession A Status Report on Teacher Development In the United States and Abroad. Linda Darling-Hammond, Ruth Chung Wei. Alethea Andrea, Nikola Richardson &StellosOrphanos, Published by the National Staff Development Council and The School Redesign Network at Stanford University 2009.
School Based Change •The process and outcome must be personally and politically empowering •Significant change will only be sustained when the process fosters commitment Planning and Teaching in an Unjust World G. Petherick& R. Smith. A Case Study of the Complexities of Developing Critical Reflective Practices in a Primary School: Curriculum Perspectives Vol 16 No 3, September 1996
School Based Change •Opportunities for both individual and collaborative learning best support change •Ideas that are demonstrably integrated (rather than unconnected) with current arrangements have a greater chance to be viewed as potential improvements and not impositions
School Based Change •All change ideas, policies, etc, need to be further developed by participants to complement their educational settings; such developments are most empowering when supported by the rigour of research and documentation.
School Based Change •Educational change is often a non- linear and unpredictable process. •Change involves grit and sweat. •Change takes time and so must be given time and expect time.
Comments• Please provide comments on theprocess of tonight’s seminar• Please comment on the content oftonight’s seminar• What questions do you have?
Schools As Catalysts for Change CEASA Spotlight Seminar May 16, 2012 Website: www.ceasa.asn.au S