Professional teaching standards

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Professional teaching standards

  1. 1. Professional Teaching Standards Professional Teaching Standards A NSW INSTITUTE OF TEACHERS
  2. 2. Professional Teaching Standards CONTENTS Professional Teaching Standards .................................................................. 2 Professional Knowledge ELEMENT 1 ...................................................................................................... 4 ELEMENT 2 ...................................................................................................... 5 Professional Practice ELEMENT 3 ...................................................................................................... 7 ELEMENT 4 ...................................................................................................... 9 ELEMENT 5 .................................................................................................... 10 Professional Commitment ELEMENT 6 ................................................................................................... 12 ELEMENT 7 .................................................................................................... 14 1
  3. 3. Professional Teaching StandardsThe Framework of Professional Teaching Standards provides a commonreference point to describe, celebrate and support the complex andvaried nature of teachers’ work. The Professional Teaching Standardsdescribe what teachers need to know, understand and be able to doas well as providing direction and structure to support the preparationand development of teachers.Application of the Standards will knowledge, skills, values and attitudes to successful practitioners. They aresustain and stimulate teachers in their plan for and manage successful learning. recognised by other teachers as havingprofessional practice and support quality in-depth subject knowledge and pedagogy. These teachers are equipped to engagelearning opportunities for all students. They keep abreast of and contribute to in and negotiate a process of ongoingImproving student learning is the central professional learning and educational professional learning. They identify theirpurpose of teaching. The Standards discussions as well as contributing to development needs and seek advicearticulate the link between the quality of the professional learning of others. and support from colleagues. They haveteachers’ practice and student learning. high expectations of themselves as They engage in educational andAll the standards are described in a professional learners and for the learning professional discussions and debates.context of improving student learning by of their students. Their commitment They recognise their role in contributingeither directly focusing on quality to students and student learning is to the professional learning of othersteaching practices or indirectly by reflected in their desire to support including mentoring beginning teachers.focusing on the knowledge and skills students’ achievement of the highestof teachers. possible education outcomes. These teachers are advocates for the profession and their school. TheyThe Framework describes clear They have the commitment, enthusiasm communicate effectively to diversebenchmarks for identifying and and interpersonal skills to assume a audiences. They interact professionallydescribing effective teaching. The professional role within schools and their with the community.Standards provide a language that can broader communities and to contributebe used by teachers to communicate Professional Leadership to the operations of a school as a whole.with the community about their profession These teachers have a record ofand in so doing advance the status and Professional Competence outstanding teaching and are committedstanding of the profession. Professionally competent teachers to enhancing the quality of teaching and have demonstrated successful teaching learning. They are committed educatorsTHE STRUCTURE experience. They have met the who can articulate a vision of educationOF THE FRAMEWORK standards for professional competence. to their students, peers, the professionThe Framework of Professional and the wider community. They effectively monitor, evaluate andTeaching Standards comprises four plan for learning. They are able to tailor They may be employed in formalkey stages, three teaching domains teaching programs to meet the needs of leadership positions within schools.and seven elements. individuals and groups within the class. They are knowledgeable about the These teachers have a record of effectiveKEY STAGES latest developments in pedagogy and ongoing professional learning. TheyThe four key stages are designed as and can apply those developments to work collegially and in teams to furthera foundation for the future accreditation improve student learning. They have enhance their professional practice. Theyof teachers. outstanding interpersonal and leadership take responsibility for collaboration with skills. These skills are underpinned by others to identify and address their ownThe key stages are: principles of fairness, compassion learning needs. and integrity.Graduate teacher They are effective members of a schoolGraduate teachers are beginning their They recognise the talents of others and and its broader community and interactteaching career in NSW. They have promote and encourage those people effectively with all those involved.undertaken an approved program of to achieve their potential. They applyteacher preparation or its equivalent Professional Accomplishment critical analysis and problem-solvingelsewhere, and possess the requisite They are highly accomplished and skills to educational matters. They2
  4. 4. Professional Teaching Standardsengage in professional learning and technologies; capacity to apply effective This domain describes also theassist and support the professional strategies for teaching Aboriginal and relationship of teachers to the widerlearning needs of others, particularly Torres Strait Islander students, students community. Teachers do not operate ininduction programs for beginning with special education needs, students isolation but rather value opportunitiesteachers. They communicate effectively from non-English speaking backgrounds, to engage actively with other memberswith the community to support the students with challenging behaviour; of their profession and their schooldevelopment of the school and promote and literacy education. communities. They understand andstudent learning. value the importance of close links Professional Practice between the school, home and This domain focuses on the action or community in the social and intellectualDOMAINS process of teaching as well as the development of their students.The Standards within each key stage knowledge and skills gained throughare intended to describe the nature of experience as a teacher. It encompasses Finally, this domain is concerned withteachers’ work in three domains: the effective development of teaching and ensuring teachers adopt professional learning programs and the appropriate ethics with regard to their own conductThey are: organisation, selection, development and that of others. This includes the Professional Knowledge and use of materials and resources. capacity to act professionally at all times Professional Practice in their dealings with students, peers, The domain includes the ability to colleagues and the community. Professional Commitment. communicate effectively with students.Professional Knowledge Effective communication includes a ELEMENTSThis domain encompasses knowledge repertoire of inquiry techniques and teaching strategies as well as the ability The elements describe the areasand understanding of the fundamental to use a range of tools, activities, and encompassed within the domains. Theyideas, principles and structure of the resources to engage their students in give a logical organisational structuresubject/disciplines taught by teachers. learning. It includes the capacity to for consistent presentationIt includes knowledge and understanding communicate the essential concepts and of the standards within each key stage.of the links to other content areas as wellas integration of that learning across relationships of the teaching area as well The seven elements are:and between content areas. This as relating to students and assisting their emotional and social development. Teachers know their subject/contentknowledge includes the application and how to teach that content toof content to curriculum requirements The importance of effective planning, their studentsas they apply in the school. assessment and reporting is also Teachers know their students andFor teachers, knowledge of subject essential to a teacher’s practice. This how students learncontent is inextricably linked to the incorporates the ability to plan for Teachers plan, assess and reportneed to know and understand what learning, use a range of formative and for effective learningconstitutes effective pedagogy in the summative assessment techniques andlearning area. All teachers, both primary report on learning. Underpinning this Teachers communicate effectivelyand secondary, must both know their component of teaching practice is the with their studentssubject/content and how to teach it. provision of both formal and informal Teachers create and maintain feedback to students as a stimulus safe and challenging learningThe domain also includes in-depth to learning. environments through the use ofknowledge of the characteristics classroom management skillsof students and their implications Fundamental to this domain is the Teachers continually improve theirfor teaching and learning. These capacity of teachers to establish a professional knowledge and practicecharacteristics include the diverse climate where learning is valued andsocial, cultural, ethnic, religious and fostered. This climate is established Teachers are actively engagedspecial-learning-needs background of largely by managing the range of members of their profession andstudents and the influences these have behaviours and situations that can the wider community.on teaching and learning. It includes occur in the classroom.knowledge of varied approaches tolearning and how students’ skills, Professional Commitmentinterests and prior learning affect The commitment domain encompasseslearning. In addition, it incorporates the capacity of teachers to reflect criticallyknowledge of typical physical and on their own practice accompanied by aintellectual development characteristics commitment to their own development.of students. A major component of this is the ability to engage in personal and collegialThe mandatory components of teacher professional learning includingeducation are also incorporated into contributing to professional communities.this domain. They include knowledgeof information and communication 3
  5. 5. Professional KnowledgeELEMENT 1TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS KEY STAGEASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIPKnowledge of 1.1.1 1.2.1 1.3.1 1.4.1subject content Demonstrate relevant Apply and use Exhibit and share Initiate or lead the knowledge of the central knowledge of the comprehensive development of policies, concepts, modes of content/discipline(s) knowledge of the programs and processes enquiry and structure of through effective, content/discipline(s) that advance students’ the content/discipline(s). content-rich, teaching with other teachers to learning through the use activities and programs develop exemplary, of high-level knowledge relevant to the stage. content-rich, teaching of the content/ activities and programs. discipline(s) taught.Knowledge of 1.1.2 1.2.2 1.3.2 1.4.2pedagogy Demonstrate research- Apply research-based, Mentor colleagues to Initiate or lead the based knowledge of practical and theoretical ensure that classroom development of the pedagogies of the knowledge of the programs and pedagogically-sound, content/discipline(s) pedagogies of the teaching strategies are research-based and taught. content/discipline(s) pedagogically sound effective policies, taught to meet learning and research-based. programs and needs of students. processes.Knowledge of 1.1.3 1.2.3 1.3.3 1.4.3NSW curriculum Design and implement Design and implement Assist and advise on Evaluate existingrequirements lesson sequences using contextually relevant the implementation of teaching and learning knowledge of the NSW teaching and learning contextually relevant, programs and lead syllabus documents sequences using high quality teaching further development by or other curriculum knowledge of the NSW and learning programs using expert knowledge requirements of the syllabus documents and activities using of NSW syllabus Education Act. or other curriculum expert knowledge of documents or other requirements of the the NSW syllabus curriculum requirements Education Act. documents or other of the Education Act. curriculum requirements of the Education Act.Knowledge of 1.1.4 1.2.4 1.3.4 1.4.4information and Demonstrate current Apply current knowledge Exhibit and share Initiate or lead thecommunication knowledge and and skills in the use of current implementation oftechnologies proficiency in the use ICT in the classroom to skills in the use of ICT in policies and processes(ICT) in the of the following: meet syllabus outcomes the classroom to meet to integrate ICT into thefollowing areas: • Basic operational in the following: syllabus outcomes in learning environment. skills • Basic operational the following: • Information skills • Operational skills technology skills • Information • Information • Software evaluation technology skills technology skills skills • Software evaluation • Software evaluation • Effective use of skills skills the internet • Effective use of • Effective use of • Pedagogical skills the internet the internet for classroom • Pedagogical skills • Pedagogical skills management. for classroom for classroom management. management.4
  6. 6. Professional Knowledge ELEMENT 2 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Knowledge of 2.1.1 2.2.1 2.3.1 2.4.1 and respect Demonstrate Apply knowledge of the Exhibit and share Use expert theoretical for the diverse knowledge, respect impact of social, ethnic, theoretical and practical knowledge of student social, cultural, and understanding cultural and religious knowledge of the diversity to develop ethnic and of the social, ethnic, background factors to effects of social, ethnic, effective and practical religious cultural and religious meet the learning needs cultural and religious policies, programs and backgrounds of backgrounds of students of all students. background factors to teaching strategies that students, and and how these factors meet the learning needs address students’ social, the effects of may affect learning. of all students. ethnic, cultural and these factors religious backgrounds. on learning Knowledge of 2.1.2 2.2.2 2.3.2 2.4.2 the physical, Demonstrate knowledge Apply knowledge of Exhibit and share Monitor and evaluate social and of the typical stages the typical stages of theoretical and teaching and learning intellectual of students’ physical, students’ physical, practical knowledge using expert knowledge developmental social and intellectual social and intellectual of typical stages of of typical stages of characteristics development as well development as well students’ physical, students’ physical, of the age as an awareness of as an awareness of social and intellectual social and intellectual group(s) of exceptions to general exceptions to general development, as well development, as well students patterns. patterns. as an awareness of as an awareness of exceptions to general exceptions to general patterns. patterns. Knowledge of 2.1.3 2.2.3 2.3.3 2.4.3 students’ varied Demonstrate knowledge Apply practical and Share practical and Evaluate and monitor approaches to of students’ different theoretical knowledge theoretical knowledge of teaching and learning by learning approaches to learning. and understanding of the different approaches using expert knowledge the different approaches to learning to enhance of the different to learning to enhance learning outcomes. approaches to learning student outcomes. to enhance student learning outcomes. Knowledge of 2.1.4 2.2.4 2.3.4 2.4.4 how students’ Demonstrate knowledge Apply knowledge Exhibit and facilitate the Evaluate and monitor skills, interests and understanding of and understanding of sharing of knowledge teaching and learning and prior students’ skills, interests students’ skills, interests and understanding of practices by using achievements and prior achievements and prior achievements the skills, interests and expert knowledge of the affect learning and their impact on and their impact on prior achievements of value and significance learning. learning. students and the impact of the skills, interests of these factors for and prior achievements learning. of students. 5
  7. 7. Professional KnowledgeELEMENT 2TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN KEY STAGEASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIPKnowledge of 2.1.5 2.2.5 2.3.5 2.4.5strategies for Demonstrate knowledge Demonstrate the As appropriate, provide As appropriate,addressing and understanding of capacity to apply informed advice and evaluate and monitorstudent needs specific strategies for effective strategies support to colleagues in the implementation of teaching: for teaching: the design of effective effective policies and • Aboriginal and • Aboriginal and strategies for teaching: processes for teaching: Torres Strait Islander Torres Strait Islander • Aboriginal and • Aboriginal and students students Torres Strait Islander Torres Strait Islander • Students with Special • Students with Special students students Education Needs Education Needs • Students with Special • Students with Special • Non-English Speaking • Non-English Speaking Education Needs Education Needs Background students Background students • Non-English Speaking • Non-English Speaking • Students with • Students with Background students Background students Challenging Challenging • Students with • Students with Behaviours. Behaviours. Challenging Challenging Behaviours. Behaviours. 2.1.6 2.2.6 2.3.6 2.4.6 Demonstrate knowledge Apply a range of literacy Provide advice and Evaluate and monitor of a range of literacy strategies to meet the support to colleagues the implementation strategies to the meet needs of all students to implement a range of effective literacy the needs of all students including: of literacy strategies to strategies to meet the including: • Aboriginal and meet the needs of all needs of all students • Aboriginal and Torres Strait Islander students including: including: Torres Strait Islander students • Aboriginal and • Aboriginal and students • Students with Special Torres Strait Islander Torres Strait Islander • Students with Special Education Needs students students Education Needs • Non-English Speaking • Students with Special • Students with Special • Non-English Speaking Background students Education Needs Education Needs Background students • Students with • Non-English Speaking • Non-English Speaking • Students with Challenging Background students Background students Challenging Behaviours. • Students with • Students with Behaviours. Challenging Challenging Behaviours. Behaviours.6
  8. 8. Professional Practice ELEMENT 3 TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Planning 3.1.1 3.2.1 3.3.1 3.4.1 Teaching and Demonstrate the Identify and articulate Set challenging learning Use high-level practical learning goals capacity to identify clear learning goals for all students, and theoretical and articulate clear goals that reflect and assist other knowledge to establish and appropriate important conceptual teachers to develop challenging learning learning goals in lesson understandings of the and articulate clear and goals to inform teaching preparation. content/discipline(s) valuable learning goals. and learning programs taught. for all students. Teaching 3.1.2 3.2.2 3.3.2 3.4.2 and learning Plan and implement Design and implement Advise and assist Initiate or lead programs coherent lessons and coherent, well structured colleagues to design processes to develop lesson sequences that lessons and lesson and implement exemplary teaching are designed to engage sequences that engage high-quality teaching and learning programs students and address students and enhance and learning programs to enhance learning learning outcomes. student learning that enhance learning outcomes. outcomes. outcomes through innovative, engaging learning opportunities. Selection and 3.1.3 3.2.3 3.3.3 3.4.3 organisation Select and organise Select and organise Assist colleagues Lead and advise of content subject/content in subject/content in to apply high-level colleagues to select and logical, sequential and structured teaching and theoretical and practical organise subject content structured ways to learning programs that knowledge of teaching by using high-level address student learning reflect sound knowledge and learning practices to knowledge of subject outcomes. of subject content/ organise subject content content and expert discipline(s) taught. in logical and structured teaching and learning ways as appropriate to practices. learning goals. Selection, 3.1.4 3.2.4 3.3.4 3.4.4 development Demonstrate knowledge Select, develop and use Advise and assist Initiate or lead and use of of a range of appropriate a variety of appropriate colleagues to use, select the identification, materials and and engaging resources resources and materials and develop resources development, resources and materials to support that engage students and materials to engage acquisition and students’ learning. and support their students’ learning. allocation of teaching learning. resources to maximise student learning. Assessment 3.1.5 3.2.5 3.3.5 3.4.5 Linking Demonstrate knowledge Use a broad range of Design and use highly Use specialist assessment and use of a range of effective strategies effective assessment knowledge in the area to learning strategies to assess to assess student strategies that link to of student assessment student achievement achievement of learning the learning outcomes to lead and inform of learning outcomes. outcomes. articulated in syllabus planning and program documents. development. 7
  9. 9. Professional PracticeELEMENT 3TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING KEY STAGEASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP 3.1.6 3.2.6 3.3.6 3.4.6 Demonstrate knowledge Communicate to Advise and assist Manage the evaluation of the link between students the link colleagues in the of assessment policies outcomes and between their planning and use of and strategies to ensure assessment strategies. achievement and the effective assessment consistency across the outcomes set out in strategies designed to school in meeting Board the syllabus. meet syllabus outcomes. of Studies, systemic and/or school requirements.Providing 3.1.7 3.2.7 3.3.7 3.4.7feedback to Give helpful and Provide timely, effective Model effective and Evaluate and monitorstudents timely oral and written and consistent oral consistent oral and the effectiveness of feedback to students. and written feedback to written feedback to student oral and written students to encourage ensure that reflection feedback mechanisms them to reflect on and and encouragement are across the school. monitor their learning. integral to all students’ learning.Assessment 3.1.8 3.2.8 3.3.8 3.4.8Monitoring Demonstrate knowledge Use and maintain Advise and assist Lead the high-levelof students’ and a rationale for effective and efficient colleagues to design, analysis of studentprogress and keeping accurate record-keeping systems use and maintain progress through therecord keeping and reliable records to monitor students’ effective and efficient application of record to monitor students’ learning progress. record-keeping systems keeping systems. progress. that monitor students’ learning progress.Reporting 3.1.9 3.2.9 3.3.9 3.4.9 Demonstrate an Report effectively to Advise and assist Evaluate and monitor understanding of the students, parents and colleagues to develop the extent to which principles and practices caregivers about policies, guidelines school reporting of reporting to students, student learning. and reporting systems and accountability parents and caregivers. that comply with and mechanisms respond to changes (a) comply with and in Board of Studies, respond to changes systemic and/or school in Board of Studies, based policies. systemic and/or school based policies and (b) meet the information needs of students, parents and caregivers.Program 3.1.10 3.2.10 3.3.10 3.4.10evaluation Demonstrate an Use student assessment Advise and assist Integrate an analysis understanding of the results to evaluate colleagues to use of student assessment principles and practices teaching and learning the results of student results into overall for using student programs and inform assessments as well as program evaluation to assessment results further planning. practical and theoretical improve teaching and to reflect on lesson knowledge to evaluate learning programs. sequences and inform teaching and learning further planning of programs. teaching and learning.8
  10. 10. Professional Practice ELEMENT 4 TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Effective 4.1.1 4.2.1 4.3.1 4.4.1 communication Communicate clear Explain goals, content, Select and use effective Model and communicate and classroom directions to students concepts and ideas forms of explanation the most appropriate discussion about learning goals. clearly and accurately to to support student forms of explanation students. understanding of their among staff to maximise learning goals. understanding of the learning goals for students. 4.1.2 4.2.2 4.3.2 4.4.2 Demonstrate a range of Use questions and Use effective Build communication questioning techniques classroom discussion questioning techniques and classroom designed to support effectively to probe to engage students discussion skills student learning. students’ understanding in lively, sustained among staff through of the content. discussion structured collaborative programs around key content and strategies, including and ideas. team teaching and classroom observations. 4.1.3 4.2.3 4.3.3 4.4.3 Listen to students Respond to student Engage students in Model exemplary and engage them in discussion to promote discussion that enables discussion techniques classroom discussion. learning and encourage them to synthesise a for colleagues and other students to range of views and assist them to develop contribute. ideas to develop deeper their own skills and understandings and knowledge in this area. different viewpoints. Student 4.1.4 4.2.4 4.3.4 4.4.4 grouping Use student group Design and facilitate Assist colleagues to Use theoretical and structures as appropriate a variety of purposeful design and facilitate practical expertise in the to address teaching and group structures that a wide variety of area of student group learning goals. facilitate student purposeful group management to lead engagement to make structures that support and inform planning content meaningful. student engagement to enhance student to make content learning. meaningful. Teaching 4.1.5 4.2.5 4.3.5 4.4.5 strategies Use a range of teaching Create, select and use Assist colleagues to Mentor teachers through strategies and resources a variety of appropriate create, select and use sharing ideas about including ICT and other teaching strategies and a repertoire of teaching the creation, selection technologies to foster resources including ICT strategies and resources and use of appropriate interest and support and other technologies including ICT and other teaching strategies and learning. to make content technologies to make resources including ICT meaningful to students. content meaningful to and other technologies individuals or groups to make content of students. meaningful to individuals or groups of students. 9
  11. 11. Professional Practice ELEMENT 5 TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Create an 5.1.1 5.2.1 5.3.1 5.4.1 environment Demonstrate a variety Maintain consistent, Model for colleagues Use expert theoretical of respect and of strategies to develop fair and equitable inclusive strategies that and practical knowledge rapport rapport with all students. interactions with ensure students are to promote and lead students to establish valued and treated with the development of rapport and lead them respect. contextually relevant, to display these same inclusive teaching characteristics in their strategies. interactions with one another. 5.1.2 5.2.2 5.3.2 5.4.2 Establish supportive Ensure equitable Model and share with Evaluate and monitor learning environments student participation colleagues teaching teaching and learning where students feel safe in classroom activities and learning practices practices to ensure to risk full participation. by establishing safe that value students’ students’ experiences, and supportive learning experiences, including including their home environments. their home culture. culture, are valued and respected. Establish a 5.1.3 5.2.3 5.3.3 5.4.3 climate where Demonstrate strategies Implement strategies Assist colleagues Promote and model to learning is to create a positive to establish a positive to develop positive colleagues classroom valued and environment supporting environment supporting learning environments strategies that students’ ideas student effort and student effort and that encompass open- emphasise student are respected learning. learning. mindedness, curiosity commitment to learning. and honesty. Manage 5.1.4 5.2.4 5.3.4 5.4.4 classroom Provide clear directions Establish orderly and Employ a variety of Promote and model activities for classroom activities workable learning classroom management classroom strategies smoothly and and engage students routines that ensure strategies to maximise that maximise student efficiently in purposeful learning substantial student time the use of classroom learning. activities. on learning tasks. time for productive learning. Manage student 5.1.5 5.2.5 5.3.5 5.4.5 behaviour and Demonstrate knowledge Manage student Develop, apply and Initiate strategies and promote student of practical approaches behaviour through share with others a lead others in designing responsibility to managing student engaging students flexible repertoire of responses to managing for learning behaviour and their in purposeful and strategies for managing challenging student applications in the worthwhile learning student behaviour behaviours. classroom. activities. and promoting student responsibility for learning and for appropriate conduct.10
  12. 12. Professional Practice ELEMENT 5 TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP 5.1.6 5.2.6 5.3.6 5.4.6 Demonstrate knowledge Handle classroom Use expert knowledge Provide leadership of principles and discipline problems of student behaviour and encouragement to practices for managing quickly, fairly and management to colleagues in support of classroom discipline. respectfully. develop and share with innovation to broaden colleagues a flexible the range of behaviour repertoire of classroom management strategies. management strategies. Assure the 5.1.7 5.2.7 5.3.7 5.4.7 safety of Understand specific Apply specific Assist in the Undertake analyses students requirements for requirements to ensure development and to ensure the safety of ensuring student safety student safety in implementation of safe students in the school in schools. classrooms. working practices to is not compromised. ensure student safety. 11
  13. 13. Professional Commitment ELEMENT 6 TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Capacity to 6.1.1 6.2.1 6.3.1 6.4.1 analyse and Demonstrate a capacity Reflect critically on Model effective practices Consistently, reflect on to reflect critically on teaching and learning for systematically systematically and practice and improve teaching practice to enhance analysing and reflecting critically review all practice. student learning on individual teaching aspects of practice outcomes. practice in relation to to improve student student learning learning. outcomes. Engagement 6.1.2 6.2.2 6.3.2 6.4.2 in personal Demonstrate knowledge Use the professional Assist colleagues to Evaluate and address and collegial of the professional standards to identify identify and implement the professional learning professional standards framework personal professional strategies to address needs of colleagues development and its impact on the development needs and their professional with reference to the professional life of plan accordingly. learning needs based professional standards a teacher. on the professional framework. standards. 6.1.3 6.2.3 6.3.3 6.4.3 Demonstrate Engage in professional Assist colleagues to Identify, promote knowledge of the development to extend plan their professional and evaluate available professional and refine teaching and development to enhance personal professional development learning practices. knowledge of subject/ development opportunities and the content and classroom opportunities for importance of personal skills. colleagues to ensure planning to ongoing engagement in professional growth. purposeful and ongoing professional learning. Capacity to 6.1.4 6.2.4 6.3.4 6.4.4 contribute to Demonstrate knowledge Work productively and Model collegial practices Critically review a professional of the importance openly with colleagues for evaluating and research on best community of teamwork in an in reviewing teaching sharing best practice in practice in teaching educational context. strategies and refining teaching strategies and and learning to assist professional knowledge professional knowledge colleagues to further and practice. and practice. develop their teaching expertise. 6.1.5 6.2.5 6.3.5 6.4.5 Accept constructive Accept and offer Create and utilise Initiate or lead strategies feedback to improve constructive feedback to networks to support for developing a and refine teaching and support a professional constructive climate for accepting learning practices. learning community. professional discussion. and providing constructive feedback and recognition of achievement.12
  14. 14. Professional Commitment ELEMENT 6 TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP 6.1.6 6.2.6 6.3.6 6.4.6 Prepare for and Participate Actively utilise and Organise, promote and contribute to discussions constructively in maintain professional deliver professional about the teaching formal and informal networks such as development through profession or subject/ professional discussions professional associations participation in content. with colleagues. to access information professional networks that supports or associations. professional learning. 6.1.7 6.2.7 6.3.7 6.4.7 Explore educational Demonstrate a Build sustained Take a leadership ideas and issues commitment to contributions to role in professional through research. continuous professional developing effective networks or associations learning by exploring teaching, curriculum, and enhance the educational ideas, and assessment professional learning issues and research. practices by accessing of teachers. and critiquing relevant research. 6.1.8 6.2.8 6.3.8 6.4.8 Recognise the range Demonstrate knowledge Assist and advise Make significant of policies and policy of the application colleagues in the contributions to documents that teachers of relevant policy formation of effective educational policy in NSW may need to documents in schools. school policy and and practice at the comply with following practice. school and in wider employment in a school. professional contexts. 13
  15. 15. Professional Commitment ELEMENT 7 TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY KEY STAGE ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL COMPETENCE ACCOMPLISHMENT LEADERSHIP Communicating 7.1.1 7.2.1 7.3.1 7.4.1 with parents and Demonstrate the Communicate regularly Develop and implement Initiate processes to caregivers capacity to communicate and effectively with communication identify, understand effectively with parents parents and caregivers, strategies that foster and address parent and caregivers. and other colleagues positive school- and caregiver concerns about students’ learning community relationships. about student learning and wellbeing. and curriculum content. 7.1.2 7.2.2 7.3.2 7.4.2 Demonstrate an Demonstrate empathy Monitor and evaluate Initiate processes to understanding of the and understanding in all the effectiveness of establish two-way importance of effective communication including communication between communication with home-school links and reporting student school and home. parents and caregivers processes for reporting achievement to parents about school issues and student progress to and caregivers. student learning. parents and caregivers. Engaging 7.1.3 7.2.3 7.3.3 7.4.3 parents and Demonstrate the Provide opportunities for Regularly provide Draw upon the wider caregivers in importance of involving parents and caregivers opportunities for parents community for resources the educative parents and caregivers to be involved in the and caregivers to be and materials to process in the educative process teaching program where involved in teaching increase the relevance and the use of a limited appropriate. and learning to support of teaching and learning number of strategies to their children’s learning across the school. seek that involvement. where appropriate. Contributing to 7.1.4 7.2.4 7.3.4 7.4.4 the school and Demonstrate the Interact and network Provide opportunities Take a leadership wider community capacity to work with colleagues and for the development role in enhancing effectively with external community stakeholders of quality relationships teacher knowledge and professionals, teachers’ in educational forums. between students, understanding about aides and community- colleagues and the the school and local based personnel to community. community. enhance student learning opportunities. Professional 7.1.5 7.2.5 7.3.5 7.4.5 ethics and Understand regulations Demonstrate ethical Ensure that all contact Articulate and model conduct and statutes related to behaviour by respecting with the educational ethical behaviour teachers’ responsibilities the privacy of students and wider community is in all professional and students’ rights. and confidentiality of professional and ethical. communication student information. particularly in relation to confidentiality of student information. 7.1.6 7.2.6 7.3.6 7.4.6 Demonstrate the Present a professional Model and present a Take a leadership role capacity to liaise, image in all professional image in presenting a positive communicate and communication and in all communication image of the school interact effectively interactions with and interactions with in all communication and appropriately with parents, caregivers, parents, caregivers, and interactions with parents, caregivers, colleagues, industry and colleagues, industry and parents, caregivers, colleagues, industry and the local community. the local community. colleagues, industry and the local community. the local community.14

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