This presentation by Professor Kathryn Moyle at Timor-Leste conference: Finding Pathways in Education. provides an overview of the Australian Council for Educational Research (ACER), insights into some of the work ACER undertakes in teacher education and information about work ACER is undertaking in Timor Leste
The document summarizes a national workshop on student-centered approaches for science education. It defines student-centered learning as relying on active rather than passive learning, emphasizing deep understanding, increasing student responsibility and autonomy, and fostering interdependence between teachers and learners. The document explains that student-centered approaches motivate students and help develop skills like communication and collaboration, supporting lifelong learning and individual needs. It then provides examples of techniques to make lessons more student-centered, such as using flashcards, jigsaws, and games, and discusses addressing common criticisms like needing more time and materials.
This document outlines a research proposal examining the use of applied learning principles in a teacher education course. The researcher will design the course using draft principles of applied learning over three iterations from 2013-2014. Data will be collected from students and staff through surveys, interviews, and focus groups to evaluate how the applied learning tasks engage students and how they respond to the redesigned course. The goal is to inform the design of other applied learning courses.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
This presentation by Professor Kathryn Moyle at Timor-Leste conference: Finding Pathways in Education. provides an overview of the Australian Council for Educational Research (ACER), insights into some of the work ACER undertakes in teacher education and information about work ACER is undertaking in Timor Leste
The document summarizes a national workshop on student-centered approaches for science education. It defines student-centered learning as relying on active rather than passive learning, emphasizing deep understanding, increasing student responsibility and autonomy, and fostering interdependence between teachers and learners. The document explains that student-centered approaches motivate students and help develop skills like communication and collaboration, supporting lifelong learning and individual needs. It then provides examples of techniques to make lessons more student-centered, such as using flashcards, jigsaws, and games, and discusses addressing common criticisms like needing more time and materials.
This document outlines a research proposal examining the use of applied learning principles in a teacher education course. The researcher will design the course using draft principles of applied learning over three iterations from 2013-2014. Data will be collected from students and staff through surveys, interviews, and focus groups to evaluate how the applied learning tasks engage students and how they respond to the redesigned course. The goal is to inform the design of other applied learning courses.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
WorldSTE2013: Accessibility Challenges to Science Education in Cambodia - An ...Stefaan Vande Walle
This document discusses the accessibility challenges to science education in Cambodia. It notes that 75% of teachers, 96% of university students, and 67% of primary/secondary school pupils were killed or starved under the Khmer Rouge regime, with long-term impacts on Cambodia's education system. Currently, 71.2% of children aged 12-14 are not enrolled in secondary school. The document provides a theoretical framework and analyzes the formal rules, informal constraints, enforcement characteristics, and efforts to align the system to better support students with disabilities. It emphasizes overcoming institutional blockages rather than focusing solely on resource issues or compliance with accessibility guidelines.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
The OECD London Conference 2016-2017 program involved 1,500 students and 60 teachers from 60 experimental schools in 10 provinces. Teachers received a one term intervention training focusing on creativity and critical thinking. The program had positive impacts, improving students' and teachers' perceptions of creativity and critical thinking. Students reported positive responses to new teaching and learning activities, and Thai students showed strong improvement in divergent thinking. The Ministry of Education of Thailand has expanded its support of the program over three years, increasing participating schools to 400 and education supervisors to support national scaling up.
University Schools as a means to develop Teacher Education – a new form of Pa...Kirsti Engelien
The document discusses a new partnership between universities in Oslo and Tromsø to establish Norway's first Centre of Excellence in Teacher Education. The Centre aims to develop teacher education through integrated study designs, university schools, digital learning environments, and leadership. It outlines Norway's new national curriculum calling for closer integration of pedagogy, subject didactics, and practice. The partnership will develop student teaching practice through "intensive practicums" in university schools and research collaborations between schools and the teacher education programs.
Reflecting on ‘Teachers as Designers of Learning'ceasa
This document discusses supporting teachers as designers of learning. It outlines the current educational contexts in Australia and important forms of teacher knowledge. Being a designer of learning involves planning purposeful, evidence-based, and responsive learning in specific contexts. Networks of support are needed at various levels to value teachers' work and provide professional learning opportunities. Collaboration across sectors, associations, and networks can help teachers gain knowledge and make improvements, benefiting both teachers and learners.
This document introduces lesson study, which is a collaborative process used to improve teaching. It involves teachers working together to 1) identify a learning challenge, 2) plan a research lesson, 3) teach the lesson while others observe student learning, 4) evaluate the lesson, and 5) reteach the improved lesson. The document then discusses three years of using lesson study to develop pedagogy for a Masters program. It found lesson study helped reduce isolation, engage international students, and integrate study skills into research methods. Overall, lesson study is a useful tool for gaining insights into teaching complexity through collaboration.
After participating in a differentiated instruction professional development program, teachers were able to partially implement differentiated instruction strategies in their classrooms. The main concerns that arose were related to facilities, time and support constraints, as well as teachers' and students' existing attitudes and beliefs. Effective differentiated instruction requires viewing teaching as a cyclical process that incorporates ongoing assessment to meet students' varying needs. Long-term, school-wide support is needed to fully integrate differentiated instruction as a fundamental approach in secondary education.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document outlines resources that exist to support teaching and makes recommendations to strengthen the emphasis on teaching through tenure policies, course evaluations, and programs that promote faculty-student interaction.
The journey from Information Literacy to an Academic Skills Strategyshelldaynight
The journey from Information Literacy to an Academic Skills Strategy presented at Embedding information literacy: from strategy to practice at the University of Bradford, 13 April.
This document discusses quality development focus groups for the occupational therapy program at Luleå University of Technology in 2014. It references research by Ebba Ossiannilsson on benchmarking e-learning in higher education. Ossiannilsson is presented as an expert in e-learning with experience in research, evaluation, and international quality standards. The document discusses reflections on quality benchmarks and strategic management of e-learning programs based on Ossiannilsson's research. It also profiles an occupational therapy student studying the program remotely from Scotland.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
James-Patrick O'Shaughnessy is an experienced educator with over 20 years of experience teaching science and leading teams. He has national board certification and a PhD in Philosophy and Education. He has developed curricula integrating STEAM, technology, and data analysis. He has also led professional development at the school and district level to enhance teacher performance.
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
Setting sail tús maith august and the principal (1)Martin Brown
This document outlines planning and communications tasks for a school principal in August before the return of staff and students. It includes: communicating with staff, students, parents, and the community; organizing teacher packs and induction procedures; checking issues from previous meetings and ensuring policies are incorporated; planning for learning support and subject levels; and confirming attendance on the first day. It also provides sample schedules for the return to school and a sample staff meeting agenda. The document provides an overview of the various administrative and organizational tasks required to prepare for the new school year.
This document discusses connecting educational research, policy, and practice. It provides examples from different countries to illustrate challenges in aligning these areas and improving student achievement. Effective policies require high standards for teacher recruitment, rigorous training programs, and ongoing professional development. Countries discussed include Singapore, Finland, USA, Australia, Indonesia, Philippines. Curriculum is also addressed, emphasizing the need for evidence-based standards and support for teachers implementing new curricula. The document argues new roles are needed to better coordinate research, policymaking, and school-level applications.
The document discusses action research conducted by teachers at a middle school to improve teaching quality and student learning. It describes how the teachers engaged in action research projects over several years, learning that teachers need to see the necessity for change themselves and that data is needed to support modifying practices. Teachers now collaborate to set clear curriculum, assess student learning, and provide evidence of quality teaching through improved student achievement, engagement, and teacher engagement in a community of learning.
This document discusses teaching as inquiry, which involves teachers inquiring into their own teaching methods, assessing effectiveness, and learning new practices or making alterations where needed. It encourages establishing a culture of trust and open-mindedness to support this process. Examples are provided of how primary and secondary schools have implemented teaching as inquiry through systems, teacher collaboration, data analysis, and engaging students. Resources and research related to teaching as inquiry are also listed.
The document outlines the North Carolina Professional Teaching Standards and ISTE Technology Standards for Teachers. The NC standards cover 6 areas: leadership, establishing a respectful environment, content knowledge, facilitating learning, reflection, and academic success. The ISTE standards address: inspiring student learning with technology, designing digital learning, modeling digital work, promoting digital citizenship, and engaging in professional growth. Both sets of standards provide guidelines for integrating technology and establishing effective learning environments.
WorldSTE2013: Accessibility Challenges to Science Education in Cambodia - An ...Stefaan Vande Walle
This document discusses the accessibility challenges to science education in Cambodia. It notes that 75% of teachers, 96% of university students, and 67% of primary/secondary school pupils were killed or starved under the Khmer Rouge regime, with long-term impacts on Cambodia's education system. Currently, 71.2% of children aged 12-14 are not enrolled in secondary school. The document provides a theoretical framework and analyzes the formal rules, informal constraints, enforcement characteristics, and efforts to align the system to better support students with disabilities. It emphasizes overcoming institutional blockages rather than focusing solely on resource issues or compliance with accessibility guidelines.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
The OECD London Conference 2016-2017 program involved 1,500 students and 60 teachers from 60 experimental schools in 10 provinces. Teachers received a one term intervention training focusing on creativity and critical thinking. The program had positive impacts, improving students' and teachers' perceptions of creativity and critical thinking. Students reported positive responses to new teaching and learning activities, and Thai students showed strong improvement in divergent thinking. The Ministry of Education of Thailand has expanded its support of the program over three years, increasing participating schools to 400 and education supervisors to support national scaling up.
University Schools as a means to develop Teacher Education – a new form of Pa...Kirsti Engelien
The document discusses a new partnership between universities in Oslo and Tromsø to establish Norway's first Centre of Excellence in Teacher Education. The Centre aims to develop teacher education through integrated study designs, university schools, digital learning environments, and leadership. It outlines Norway's new national curriculum calling for closer integration of pedagogy, subject didactics, and practice. The partnership will develop student teaching practice through "intensive practicums" in university schools and research collaborations between schools and the teacher education programs.
Reflecting on ‘Teachers as Designers of Learning'ceasa
This document discusses supporting teachers as designers of learning. It outlines the current educational contexts in Australia and important forms of teacher knowledge. Being a designer of learning involves planning purposeful, evidence-based, and responsive learning in specific contexts. Networks of support are needed at various levels to value teachers' work and provide professional learning opportunities. Collaboration across sectors, associations, and networks can help teachers gain knowledge and make improvements, benefiting both teachers and learners.
This document introduces lesson study, which is a collaborative process used to improve teaching. It involves teachers working together to 1) identify a learning challenge, 2) plan a research lesson, 3) teach the lesson while others observe student learning, 4) evaluate the lesson, and 5) reteach the improved lesson. The document then discusses three years of using lesson study to develop pedagogy for a Masters program. It found lesson study helped reduce isolation, engage international students, and integrate study skills into research methods. Overall, lesson study is a useful tool for gaining insights into teaching complexity through collaboration.
After participating in a differentiated instruction professional development program, teachers were able to partially implement differentiated instruction strategies in their classrooms. The main concerns that arose were related to facilities, time and support constraints, as well as teachers' and students' existing attitudes and beliefs. Effective differentiated instruction requires viewing teaching as a cyclical process that incorporates ongoing assessment to meet students' varying needs. Long-term, school-wide support is needed to fully integrate differentiated instruction as a fundamental approach in secondary education.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document outlines resources that exist to support teaching and makes recommendations to strengthen the emphasis on teaching through tenure policies, course evaluations, and programs that promote faculty-student interaction.
The journey from Information Literacy to an Academic Skills Strategyshelldaynight
The journey from Information Literacy to an Academic Skills Strategy presented at Embedding information literacy: from strategy to practice at the University of Bradford, 13 April.
This document discusses quality development focus groups for the occupational therapy program at Luleå University of Technology in 2014. It references research by Ebba Ossiannilsson on benchmarking e-learning in higher education. Ossiannilsson is presented as an expert in e-learning with experience in research, evaluation, and international quality standards. The document discusses reflections on quality benchmarks and strategic management of e-learning programs based on Ossiannilsson's research. It also profiles an occupational therapy student studying the program remotely from Scotland.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
James-Patrick O'Shaughnessy is an experienced educator with over 20 years of experience teaching science and leading teams. He has national board certification and a PhD in Philosophy and Education. He has developed curricula integrating STEAM, technology, and data analysis. He has also led professional development at the school and district level to enhance teacher performance.
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
Setting sail tús maith august and the principal (1)Martin Brown
This document outlines planning and communications tasks for a school principal in August before the return of staff and students. It includes: communicating with staff, students, parents, and the community; organizing teacher packs and induction procedures; checking issues from previous meetings and ensuring policies are incorporated; planning for learning support and subject levels; and confirming attendance on the first day. It also provides sample schedules for the return to school and a sample staff meeting agenda. The document provides an overview of the various administrative and organizational tasks required to prepare for the new school year.
This document discusses connecting educational research, policy, and practice. It provides examples from different countries to illustrate challenges in aligning these areas and improving student achievement. Effective policies require high standards for teacher recruitment, rigorous training programs, and ongoing professional development. Countries discussed include Singapore, Finland, USA, Australia, Indonesia, Philippines. Curriculum is also addressed, emphasizing the need for evidence-based standards and support for teachers implementing new curricula. The document argues new roles are needed to better coordinate research, policymaking, and school-level applications.
The document discusses action research conducted by teachers at a middle school to improve teaching quality and student learning. It describes how the teachers engaged in action research projects over several years, learning that teachers need to see the necessity for change themselves and that data is needed to support modifying practices. Teachers now collaborate to set clear curriculum, assess student learning, and provide evidence of quality teaching through improved student achievement, engagement, and teacher engagement in a community of learning.
This document discusses teaching as inquiry, which involves teachers inquiring into their own teaching methods, assessing effectiveness, and learning new practices or making alterations where needed. It encourages establishing a culture of trust and open-mindedness to support this process. Examples are provided of how primary and secondary schools have implemented teaching as inquiry through systems, teacher collaboration, data analysis, and engaging students. Resources and research related to teaching as inquiry are also listed.
The document outlines the North Carolina Professional Teaching Standards and ISTE Technology Standards for Teachers. The NC standards cover 6 areas: leadership, establishing a respectful environment, content knowledge, facilitating learning, reflection, and academic success. The ISTE standards address: inspiring student learning with technology, designing digital learning, modeling digital work, promoting digital citizenship, and engaging in professional growth. Both sets of standards provide guidelines for integrating technology and establishing effective learning environments.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Preparing new Teachers for the 21st Century: the New Zealand responseCeppe Chile
This document discusses the challenges of preparing new teachers for the 21st century according to a New Zealand response. It outlines challenges for teacher education programs, research universities, governments, and the teaching profession. It also discusses measuring teacher quality. The document then provides details of one New Zealand university's teacher preparation program and how it aims to address the challenges. It requires graduate degrees, two teaching practicums, and adheres to Graduating Teacher Standards that assess knowledge of content, pedagogy, assessment, and learner development.
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
The document discusses the Philippine Professional Standards for Teachers (PPST). It outlines the 7 domains of the PPST which define teacher quality in the Philippines. The domains include content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes the 4 career stages teachers progress through which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. The PPST is important as it articulates what constitutes teacher quality through well-defined standards and helps improve teaching practices.
This document discusses frameworks for measuring the quality of university staff teaching, specifically the UK Professional Standards Framework (UKPSF). It provides an overview of the UKPSF, including its aims to support professional development, foster innovation in teaching, and demonstrate professionalism. Both benefits and challenges of the UKPSF are mentioned, such as recognizing teaching expertise but also potential compliance issues. Reflections from faculty acknowledge value in having their teaching recognized officially, while others note tensions between teaching and research expectations.
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
This presentation provided an opportunity to learn about the Standards, discover how the teacher librarian can meet these Standards and identify how to collect and collate evidence to support meeting the Standards in three career stages of Proficient, Highly Accomplished and Lead.
The document discusses the demands that society places on teachers as professionals. It explains that teachers spend significant time with students each day and have tremendous influence over them. As a result, society expects teachers to be competent instructors who plan engaging lessons, create a positive learning environment, assess student progress, and demonstrate professionalism in their interactions. The document outlines four models of effective teaching that describe the key responsibilities of teachers, such as instructional planning, delivering content, and reflecting on their practices. It also discusses the Philippine Professional Standards for Teachers, which defines the competencies expected of teachers in seven domains like pedagogical knowledge and student assessment.
A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.
Prof Hannele Niemi Key Note at TEPE 2009 ConferenceBrian Hudson
The document discusses definitions of quality in teacher education and ways to assure and achieve it. It addresses defining quality, components of teacher education programs, the relationship between higher education and schools, quality assurance mechanisms, and the need for teacher education to be research-based and focus on developing teachers' academic and pedagogical knowledge, social and moral values, reflection skills, and practical teaching abilities.
Leading the research and evidence-informed school: The rhetoric and the reali...Gary Jones
This document summarizes a presentation on developing research and evidence-informed schools. The main findings of a recent report are reviewed, including that the most engaged schools had senior leaders who played a key role in integrating research evidence. An action plan is suggested for school leaders to develop research-informed schools. Strategies discussed include dedicating time, developing open cultures, supporting risk-taking, and developing research relationships. The conclusion emphasizes the crucial role of school leaders in driving change to increase research engagement.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
This presentation summarizes a study on the instructional effectiveness of paraprofessionals in special education settings. The study examined how collaboration between paraprofessionals and lead teachers, as well as pre-service training, affects instructional quality. Data was collected through surveys, observations, behavior inventories, and interviews. The findings indicated that higher levels of communication between paraprofessionals and teachers correlated with more effective teaching and increased student attention. The study concludes there is a need for improved collaboration, training, and scheduling to help paraprofessionals fulfill their important instructional roles.
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
Professional Development & Accountability in NursingAsokan R
Professional development and accountability are important for teachers. It involves enhancing teachers' knowledge, skills, and practices to improve student learning. Good professional development is long-term, focused on content and skills, collaborative, and transformative by giving teachers new ideas to change their classroom practices. It is important to evaluate professional development for accountability to funders and to ensure knowledge gains are applied and improve student outcomes over time.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
2. Goal of Empowered Educators
Aim: to provide rich descriptions of the policy
and practices that support teaching quality in
high-performing jurisdictions
4. About the Study
Methodology:
- Nested case studies
- Document review
- Analysis of quantitative data
- Interviews with policymakers and practitioners
- Government officials
- Education leaders
- Practitioners in schools, IHEs, and professional learning organizations
- Observations of teaching & professional learning in action
- Audio and video capture
5. Research Team Leaders
• Ann McIntyre (NSW)
• Dion Burns (Victoria)
• Ken Zeichner (Alberta)
• Carol Campbell & Ann Lieberman
(Ontario)
• Karen Hammerness & Pasi Sahlberg
(Finland)
• Mistilina Sato (Shanghai)
• Ee-ling Low & A. Lin Goodwin
(Singapore)
5
Linda Darling-Hammond (PI)
10. Recruitment
• Competitive recruitment based on academics and dispositions associated
with teaching
Research orientation
Commitment to all children & the profession
Interpersonal / verbal skills
• Into a small number of programs of comparable quality and rigor
• Preparation largely or completely paid for
• Some countries also pay stipends/ salaries
12. Compensation / Career Development
Salaries comparable to other professions requiring college
degree
Equitable across schools / districts
Enhanced for teachers taking on additional responsibilities
Career ladders in Singapore, Shanghai, and Australia /
Career lattice in Ontario
Multiple opportunities for leadership and sharing of
expertise
14. Preparation
• Guided by Professional Standards of Practice
• Strong Preparation in
Content-Specific Pedagogy focused on 21st Century Skills
Learning and Development
Curriculum and Assessment
• Research-Based and Research-Oriented
• Learning in Practice with Expert Mentors
15. 3 current research projects;
Recently published a book
3 master’s degrees and PhD
MentorTeachers
Finishing PhD
”Model” Schools in Finland
17. Professional Teaching Schools
As in medicine and other professions, teaching schools allow
teachers to see and enact best practices linked to research and
theory
• State-of-the art education for students
• Learning from expert veterans
• Tightly linked coursework
• Development of new curriculum, new practices, and research
19. Induction for Beginners
Regularly available to all
Guided by trained Senior Teachers
• In-classroom coaching
• Curriculum and lesson planning
• Seminars on key topics
Reduced teaching load
Typically 2 years
• 4 years in Toronto
25. What knowledge
and skills do our
students need?
What knowledge
and skills do we as
teachers need?
Deepen
professional
knowledge and
refine skills
Engage students in
new learning
experiences
What has been the
impact of our
actions?
Professional Learning Cycle (Australia)
25
26. Professional Learning Opportunities
Professional learning:
• Continual and developmental
• Collaborative
• Time for professional learning in teacher schedules, plus paid time for professional
learning
• Teachers lead learning for colleagues
• Teacher and school networks
29. Professional Learning Is Collaborative
29
Source: OECD.TALIS 2013 Results:
An International Perspective on
Teaching and Learning. OECD
Publishing.
30. Number of Instructional Hours
26.8
20.6
19.3
18.6
17.1
0 5 10 15 20 25 30
United States
Chile
Alberta (Canada)
Brazil
Mexico
Abu Dhabi (UAE)
Estonia
Portugal
Finland
Slovak Republic
England (UK)
Croatia
Average
Latvia
Flanders (Belgium)
Iceland
Denmark
Korea
Spain
Poland
France
Australia
Bulgaria
Serbia
Israel
Czech Republic
Japan
Sweden
Italy
Singapore
Malaysia
Netherlands
Cyprus
Romania
Norway
Hours spent on teaching
30
31. Professional Learning Opportunities
Professional learning:
• Continual and developmental
• Collaborative
• Time for professional learning in teacher schedules, plus paid time for professional
learning
• Teachers lead learning for colleagues
• Teacher and school networks
• Teachers are researchers
• Action research, grants, and publications
34. Lessons from well-developed systems
Standards: Clarity about what constitutes high-quality teaching
Selectivity made possible by competitive compensation, support for preparation, supportive teaching conditions
Professional learning that is collegial, job-embedded, research-oriented, connected to school improvement efforts,
and ongoing
Time: for teachers to work with and learn from colleagues, to conduct their own research, and to share practices
Feedback: collaboration and continuous feedback help teachers reflect on and improve individual and collective
practice
Teacher leadership: professional learning is often teacher-led.Teachers’ expertise is developed, recognized, and
shared.
Networks: mechanisms exist for sharing practices across schools
This has culminated in a series of books – five country case studies, and a cross-case book – that will be released next month. (Although you can pre-order now on Amazon!)
A high social regard for teaching
Selectivity into the profession
Financial support for preparation and professional learning
Professional standards that outline teaching
Preparation and induction grounded in well-defined curriculum content and well-supported clinical training
Teaching as a research-informed and research-engaged profession
Teaching as a collaborative, not isolated, occupation
Teacher development as a continuum
Opportunities for leadership
Systems organized to support quality teaching and equity
I’ll give you a sense of how some of these principles look in a few policy areas.
The systems are highly selective, using a broad set of criteria to select recruits
Selective recruitment is supported by competitive salaries and subsidized preparation
“I want to inspire the profession to not only think about how they can become great practitioners of current knowledge but [also] how they can actually be constructors of new knowledge. That new knowledge is going to make a big difference to the way in which young people will learn, what they learn, and their capacity to thrive and survive.” (Tony Mackay)
Teacher training -school teachers are also especially selected to teach in the training schools; they typically have more experience as teachers and many of them are actively involved in academic research. While the formal qualifications are that one has to have worked for two years as a teacher; however, the norm is that teacher training teachers are highly accomplished, experienced teachers who are actively engaged in research.
At the University of Melbourne: Clinical Specialists and Teaching Fellows provide supports for bridging theory and practice.
Together they work:
- Firstly with pre-service candidates providing feedback on their analysis and lesson plans against the clinical thinking model,.
Secondly with mentor teachers in the partner schools, helping build their capacity in using the clinical practice model.
Thus teacher candidates are brought into a school culture that shares a common language and approach to teaching and learning
Although teacher-education programs are designed to equip teachers with the knowledge and skills they need to be able to teach successfully, educators know that teachers are not fully prepared for all they will encounter. Like doctors, who take part in internships and residencies following their medical school training, teachers need additional support to develop the broader repertoire of strategies and problem-solving knowledge and skill they need for their complex jobs. As a result, most high-performing jurisdictions have developed intensive programs of mentoring and induction for new teachers that provide helpful learning supports.
As Linda described, the systems we studied place a strong emphasis on providing prospective teachers with a solid grounding to ensure they are ready to practice. But our research found that these systems also provide structures and opportunities to enable teachers to continually improve their practice. We found there were common principles that underpinned professional learning in each of these systems, and that each also offered teacher career and leadership opportunities in which teachers could employ these skills and take on new roles in schools and school systems.
By way of example, this chart shows an overview of the key provincial policies supporting the development of teachers in Ontario. The boxes on the RHS show some of the major opportunities for teacher leadership.
As a second example, Singapore offers a range of career possibilities, divided into three major tracks.
In order to develop the skills to progress throughout the career, teachers in these systems have access to professional learning opportunities with several common characteristics:
PL is continual and developmental: Teaching standards set out expectations of the knowledge and skills at the various career stages.
This is the cycle that guides teacher professional learning to activate and embed the standards, and implement them in their classroom practice. Teachers follow this cycle of professional learning with the standards in order to maintain their professional certification. It is centered on student learning.
PL is collaborative: extended time is made available in teacher schedules for teachers to meet, plan together, review student work. And there are opportunities to observe classes, and receive feedback to improve practice.
Teachers lead professional learning for their colleagues. Ontario’s TLLP is one such example.
This deepens professional knowledge, ensures that professional learning is relevant to teachers’ learning needs, and connects individual learning goals to school goals
Each jurisdiction has teacher and school networks, such that effective practices can be shared system-wide
Schools in countries such as Singapore build significant time for teacher professional learning into their schedules. This is Rosmiliah’s schedule set over a two week period.
(Total:~36 hrs in school: ~12hrs teaching; ~5 hrs co-curricular; ~19 hrs professional learning & planning)
One of the reasons teacher collaboration is so important is its relationship to teacher self-efficacy and job satisfaction.
Part of what makes teacher collaborative professional learning more challenging in the United States is time, and in particular, the different number of weekly instructional hours with students.
Teachers are researchers: teachers are expected to be not only versed in current literature, but increasingly involved in programs such as action research to inform their teaching practice.
This is a teaching research group, or jiaoyanzu. These are common in schools in China. Teacher meet weekly to engage in research and joint lesson planning, they then observe classes, and come back together to provide feedback on teaching.
This is an example of the kind of structures that support teachers, to enable them to be reflective in their practice, and to continually develop their skills throughout the teaching career.