CDAA synopsis of the Follow my Lead workshop content and then present related data collated through registration and evaluation which supports MATSITI’s aims and objectives while increasing professional competency in conducting work in a culturally sensitive way and incorporating role modelling in career development activities.
My Space Portfolios in health professional education- Dr Zarrin S SiddiqulePortfolios Australia
Principles of Assessment and Evaluation is a postgraduate unit offered to Health Professionals. Structured Portfolio Assessment in Competence based Education (SPACE) is the major assessment of the unit with 60% weighting. It requires students to provide evidence of achievement against the unit learning outcomes and the UWA educational principles. While students had earlier an option to submit paper based or digital portfolio, in 2013 - 14 the only option was to submit eportfolio . This
presentation provides insight into the process and lessons learnt along with sample snapshots from the student created e-portfolios.
My Space Portfolios in health professional education- Dr Zarrin S SiddiqulePortfolios Australia
Principles of Assessment and Evaluation is a postgraduate unit offered to Health Professionals. Structured Portfolio Assessment in Competence based Education (SPACE) is the major assessment of the unit with 60% weighting. It requires students to provide evidence of achievement against the unit learning outcomes and the UWA educational principles. While students had earlier an option to submit paper based or digital portfolio, in 2013 - 14 the only option was to submit eportfolio . This
presentation provides insight into the process and lessons learnt along with sample snapshots from the student created e-portfolios.
Northern Collaboration Conference 2014: Peer Assisted Study Sessions by Sue M...northerncollaboration
'The PASS programme has been fundamental to my experience as a first year' - Introducing peer support at Teesside University library. Delivered at The Northern Collaboration 2014 conference, 5th September 2014.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
UREAG Sponsored CIES015 PRESENTATION by Gioko on Transfer of educational lead...Maina WaGĩokõ
UREAG Sponsored this Doctoral Research to be presented at the CIES 2015 by Gioko Maina a PhD Candidate from SMCU working at Aga Khan Academy, Mombasa as Projects Manager. This research is based on interventions in school leadership and management program by SESEA sponsored by DFATD, Canada
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 coming year will see the emergence of learning outcomes and experiences across the curriculum. Teachers will have to consider how these outcomes and experiences will be delivered; through curriculum areas, as part of ethos and life of the school, through inter-disciplinary studies and projects and as opportunities for personal achievement. This seminar will highlight possibilities for and exemplars of curriculum architecture within the primary school. It will focus on the leadership role at different levels.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/towardsthecurriculumforexcellencecurriculumarchitecture.asp
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Northern Collaboration Conference 2014: Peer Assisted Study Sessions by Sue M...northerncollaboration
'The PASS programme has been fundamental to my experience as a first year' - Introducing peer support at Teesside University library. Delivered at The Northern Collaboration 2014 conference, 5th September 2014.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
UREAG Sponsored CIES015 PRESENTATION by Gioko on Transfer of educational lead...Maina WaGĩokõ
UREAG Sponsored this Doctoral Research to be presented at the CIES 2015 by Gioko Maina a PhD Candidate from SMCU working at Aga Khan Academy, Mombasa as Projects Manager. This research is based on interventions in school leadership and management program by SESEA sponsored by DFATD, Canada
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 coming year will see the emergence of learning outcomes and experiences across the curriculum. Teachers will have to consider how these outcomes and experiences will be delivered; through curriculum areas, as part of ethos and life of the school, through inter-disciplinary studies and projects and as opportunities for personal achievement. This seminar will highlight possibilities for and exemplars of curriculum architecture within the primary school. It will focus on the leadership role at different levels.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/towardsthecurriculumforexcellencecurriculumarchitecture.asp
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Standardised testing - is it worth the trouble?Ramya Manoharan
Standardised testing has, for long, been a subject of debate. The purpose of these tests, including Australia’s NAPLAN and the international PISA for that matter, have been both widely criticised and commended. Our panel of teachers and students will discuss whether current forms of testing learning outcomes in our children are effective or not.
This presentation gives you an overview of whether standardised testing:
* encourages focus on certain subjects at the expense of others
marginalises alternative visions of education
* encourages ‘teaching to the test’
* is merely a way to rank schools based on academic achievement.
Panellists
* Dr Julie Rimes, Adjunct Associate Professor, School of Education UTAS, and Scholar in Residence, St Michael’s Collegiate School.
* Sophie Fenton, award-winning teacher, and co-founder and principal of Sandridge School.
* Carolyn Elliott, award-winning principal of Doncaster Gardens Primary School, Victoria.
* Meth Prathapasinghe, Year 11 student of Melbourne High School and 2017 ASG International Space Camp winner.
* Allen Blewitt, Deputy Chairman of ASG, and Chair of the National Excellence in Teaching Awards Foundation and ASG’s Education Advisory Panel, as moderator.
Catch a free recording of the webinar at http://bit.ly/2z23xYn.
Leading PAM.21 May 2013.Glasgow.all slidesAHDScotland
All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.
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
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Similar to Follow my Lead in Career Development (20)
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
#OurMobTeach: a case study in sustainability and legacyfor Aboriginal and Torres Strait Islander education.
Presentation at National Aboriginal and Torres Strait Islander Education Conference (NATSIEC), Melbourne, 11 November 2015
The Aboriginal Leadership Scholarships Pilot (ALSP) Program provided two Aboriginal teachers aspiring to be site based leaders with the opportunity to participate in a semi- structured leadership pathway program which included support by outstanding school leaders.
Pathways to leadership in non-government schoolsMATSITI
A pilot project that encourages and supports Aboriginal teachers to aspire to school leadership through a case management model. A cohort of candidates was invited to participate in the project and was engaged with activities that would build their capacity, knowledge and understanding of school leadership.
Catholic Education South Australia (CESA) has developed a state based suite of programs that caters to Aboriginal and Torres Strait Islander students from Years 6-12 in catholic schools, staff of catholic schools and Indigenous students in tertiary education. Working towards the goals of MATSITI, CESA has been able to achieve attainable pathways for its Indigenous community across a broad spectrum of Indigenous students as a result of data collection, regular and consistent communication, and targeting specific schools who have made a commitment to our programs.
Barb Metzger, Faculty Co-ordinator, Tenison Woods College, CESA MATSITI consultant.
Scoring Goals is a project that utilises sport to connect Aboriginal and Torres Strait Islander peoples to a career in Health and Physical Education teaching.
This collaborative project utilises four sport-related programs to promote and recruit Aboriginal and Torres Strait Islander people into the UQ Bachelor of Health, Sport and Physical Education (BHSPE).
Presentation at MATSITI #OurMobTeach Conference, 1 October 2015
How can teaching and school leadership be promoted and supported as a career of choice
The Importance of Strong, Skilled and Deadly Leaders
Dave Hartley - Deputy Principal, Coomera Springs State School
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Biological screening of herbal drugs: Introduction and Need for
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. / ourmobteach
Follow my Lead
Role models in Career Development
*Teaching, a Career of Choice
Follow my Lead is a project developed and delivered by the Career Development Association of
Australia as part of the More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI)
2. Teaching a career of choice?
LET’S EXPLORE
Why isn’t teaching chosen as a career?
What are the barriers to completion?
What might stop them advancing or staying?
3. Project Content
MATSITI Context
Diversity
Role Models
The Career Conversation
Self Assessment & Development Plan
Pathways to Teaching
5. Achievements
Workshop content valued
Role Model Leaders highly regarded
87% of respondents indicated they would encourage
others to attend a workshop
6. Anecdotes
Private School participants generally more positive to
the program than Public School peers
Experiential nature of Workshops – highly regarded
Exploring biases – single most referenced
item/activity
7. In Closing
Proud of our partnership with UniSA
Follow my Lead - the MATSITI initiative
Handbook resource
Greg Parker National Manager - Michele Whall Project Officer
The Career Development Association of Australia (CDAA) is Australia’s largest and only cross-sectoral association of career development professionals, with membership represented amongst education bodies, private practitioners, academia, government and general industry. Career development practitioners provide services that help people manage their careers, make occupational and study decisions, plan career transitions and find career information. Members of CDAA are committed to, and abide by, the Professional Standards for Australian Career Development Practitioners – and the Association has been pleased with the opportunity to be involved with MATSITI in delivering this project.
MATSITI is the acronym for More aboriginal and Torres Strait Islander Teachers Initiative.
Every project MATSITI funded had the underlying aim to increase the number of Aboriginal and Torres Strait Islander teachers in Australia. Each project partner was selected for their ability to approach the desired goal in a different way.
For CDAA a central feature of the Follow my Lead workshop was about developing the skills and knowledge of career practitioners and teachers as role models
Can I see a raise of hands
- How many of you had a single person who was the influencer for the career path you followed?
For how many of you was it a teacher who influenced your career decision?
How many of you can remember what it was that they did or said that still resonates with you today?
Anyone want to share what it was?
Great thanks
Before I show you a short film clip put together from several workshops I will give you a quick overview of the content covered in the full day workshop:
Each
a range of statistics were shared along with research outcomes to help attendees to understand MATSITI’S context,
activities were undertaken with outcomes discussed around the “Systems Theory Framework”, “Cultural Dimensions” and “Unconscious Bias”,
there was much discussion around the position of influence attendees have as daily “Role Models”
It’s a fact that everyday we have the potential to excite or deter someone to consider a career doing the same job as us,
Finally a range of approaches for appropriate Career Conversations were discussed including motivational interviewing and guiding circles,
It was during these moments of sharing, discussing and exploring that the workshop content became richer as the attendees shared their own experiences
Click on video link
In a project of approximately 12 months, CDAA couldn’t run a program that saw increases in Aboriginal & Torres Strait Islander teacher numbers during the term of the project.
So we set about identifying how we could positively influence future outcomes – starting now - and contributing to the aim of an equitable ratio of Aboriginal & Torres Strait Islander teachers to Indigenous students.
Targeted counsellors, advisers, student support roles, teachers and career practitioners both inside the education system, and those that have some interaction with the education system. We know that over 94% of participants were in the target group – it may well have been a higher proportion, but 8 respondents exercised their right to not provide a response to that survey question.
Why did we target this group? Because other than family, they have the most immediate impact on influencing people at developmental stages of life and career directions, within the education and advice system. And we recognise that the whole idea of telling people to become teachers runs counter to helping or leading people to their own choices in career determination, but our project development helped identify (via MATSITI focus group research from 2011/12) that high amongst the desire of Aboriginal people was to ‘give something back’ and to ‘make a difference’ to their communities and act as role models. This desire is a primary attribute consistent with teaching – so whilst we recognised that you can’t and shouldn’t attempt to push someone into teaching, we could equally be confident that this desire is inherent in many Aboriginal & Torres Strait Islander people, and therefore encouraging or influencing teaching as a choice is a natural outcome for participants in our Role Model program.
Role Modelling is not a new concept within the broader MATSITI context. In fact one Role Model definition is a “person” with whom an individual identifies in some way to gain inspiration & motivation, and/or emulate certain attributes of the role model. This “person” can be historical, cultural, celebrity, fictional (which is why “the term “person” is used loosely), personal (eg family or peers) or professional. But deeper understanding of diversity, culture and biases can only enhance the ability of a Role Model to influence outcomes – and our program, through Workshops, delved deeply into these areas.
As with all contracts there are required targets and outcomes
CDAA recruited 2 professional and 1 fellow member to be trained as our role model leaders, responsible for the deliver of 16 workshops.
We targeted delivery to 150 participants, pleasingly we over achieved with 177 people attending
Those attendees came from the following sectors
Secondary Education – Public (53) Private (25)
Further Education or Training (43 University (16) or private sector employees (12) ie case managers, rehabilitation consultants etc
The rest were a mix of self employed career practitioners (7) , parents and carer givers (5).
Attendees were asked to evaluate each section of the workshop and to date we have 143 evaluations received (received to 28/9/15) with 2 workshops still to be collated
The trend clearly indicates that attendees found the workshops valuable.
While the Workshops themselves received very positive feedback.
The Association has assessed that our Role Model Leaders or facilitators were highly regarded.
88% of respondents rated Knowledge of Topic high;
87% rated Ability to Convey the Content with Confidence high;
91% rated Ability to Actively Encourage & Achieve Group Participation high; and
89% rated Ability to Teach in a way that Supported Learning high.
Adding to this, 87% of respondents indicated they would recommend & encourage people to participate in the CDAA workshops – we take these surveyed results as a significant endorsement of both the program itself, and the delivery of content being of particular value to participants.
At the risk of offending people – which is not my intention – we’ve captured some anecdotal observations generated from our workshop presenters. The first of these is perhaps the most controversial – but I stress is an anecdotal observation, and a generalisation. But on balance, when comparing participants from with the school system, those from private schools generally participated on a more engaged basis than public school counterparts. We have no conclusion from that observation, but it was apparent nonetheless.
Our Workshops carried a significant volume of content that focused on experiences – both from an activity basis and with the opportunity for participants to share experiences. Observed involvement of participants throughout activities was exceptional. The preparedness of people to get involved, and share with others, was extremely gratifying, and if our participants are representative of the wider counselling, adviser or practitioner world, then the eventual success of MATSITI objectives would appear to be highly likely.
I want to spend a little bit of time on Exploring Biases – and particularly the concept of unconscious bias. We had one participant in a workshop, adamant that he carried no unconscious bias. During the same workshop, this same person talked about the hopeless nature of a number of the cohort he worked with, suggesting it was the people who were hopeless (not the environment they faced). The presenter in this case used effective questioning particularly well to help this person explore how he might delve deeper and help someone who presented to him with this position, and indeed understand that the very nature of unconscious bias is exactly that – unconscious.
I venture to suggest this attention on unconscious bias brought a considerable moment of awareness to most participants. It’s actually a fact that we all carry unconscious bias. The term itself refers to subliminal content. Neuroscience research has found that unconscious bias is hardwired into the very structure of our brain. We receive up to 11 million pieces of information at any one time – and only 40-50 pieces of that information actually get absorbed, but not always consciously. Our brain uses a range of subliminal categories and evaluations to filter content, and that in turn is used to determine our responses and behaviours. And whilst we can’t always explain what might seem perfectly reasonable responses and behaviours – to us, they are seen or observed by others, in turn often producing “what were you thinking” views in the observer. I’m not a qualified psychologist, but clearly this area of our workshop generated much interest, and is particularly pertinent in Role Model activity. Why else would a well known soft drink manufacturer have placed single from shots of its product into movies immediately before “intermission”, only to see sales volumes increase significantly? People attending these movies reported not “seeing” the product ad, yet purchased the product during the break. This behaviour actually led to regulation with regard to subliminal advertising.
In closing CDAA are very proud to have been involved in the MATSIT initiative, and pleased with the outcomes of our specific project
While the effects are not likely to result in immediate outcomes of more aboriginal and Torres Strait Islander Teachers we know that Follow my Lead project has
Reminded every attendee how important it is to demonstrate passion for their jobs, to ensure they are positive role models
Provided a series of tools and group activities which challenge; an individuals bias, and improve competency in working with diversity.
You have all been provided a copy of the handbook that was used throughout the full day workshop delivery.
We are confident that within that handbook the personal and group activities, along with the links to resources provided at the back will be of significant benefit to you.
On behalf of the Association. Greg and myself we thank you for listening to our session.