Teaching Schools Overview

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Teaching Schools Overview
2009
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• Think of a time recently when you learnt
  something that was new
• A skill
• A sport
• Theory or practice
• What were the elements that allowed you to learn
  that thing successfully

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• Why Undergo Change?
• Modernise
• New understandings about how people learn
• Additional research that enriches our knowledge
• National Agendas
• Calling for a major overhaul of teacher
  education with an emphasis on Professional
  Experience
• New Economic Rationalities
• Students are paying a substantial amount for
  qualifications
• Many students have to work part time to afford
  the university experience
• Reinvention of a University Experience
• Significant move away from the on campus
  experience
• Limited opportunity for informal Communities of
  Practice
• High drop-out rates /Individualised learning
  often online with little interaction with other
  students

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• The Summit 2006
• Series of meetings initiated by CDU with the
  purpose of consulting with teaching industry
  providers (DEET, Catholic and Independent
  Schools)
• RESULTS
• The Graduate Attributes developed collaboratively
  by CDU and DET
• Professional Standards for Graduating Teachers in
  the Northern Territory
• Advice about the content of the new CDU School of
  Education courses
• CDU DET Partnership
• Teaching Schools

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• CDU Education Courses
• Bachelor of Teaching and Learning (BTL)
• A four year course. Can be completed in three if
  a student chooses to fast track
• 140 days of Professional Experience
• Graduate Diploma of Teaching and Learning (GDTL)
• A one year postgraduate course
• 80 days of Professional Experience
• Double Degree (DD)
• Coupled with another degree eg Maths, Science or
  Arts
• A two year course
• 100 days Professional Experience

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The Practicalities What is a Teaching School?

• A school that has committed to work in
  partnership with CDU to educate work ready
  graduates
• Schools work with a critical mass of students 6-9
  in each school
• Each Preservice Teacher has the same class and
  mentor teacher for the year
• Each Professional Experience is related to a unit
  of study
• The school receives financial support from CDU
  and DET to support their role
• Mentor teachers and Professional Learning Leaders
  are eligible for support with some Post Graduate
  study

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INCREASED STAKEHOLDER INVOLVEMENT Write down all
the stakeholders that consider contribute to the
success of the Teaching Schools Project
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Teaching Schools Project The Stakeholders and
Language
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• Mentor teachers
• are classroom teachers who provides access to the
  classroom/learning environment for the purposes
  of supervising, coaching and mentoring Preservice
  Teachers to develop teaching capabilities.
• are paid the award rate per Preservice Teacher
• Primary Schools 12.45 per day
• support Preservice Teachers in the delivery of
  successful Teaching School Tasks

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• Mentor Teachers assist Preservice Teachers with
• Overview of classroom dynamics
• Existing classroom management practice
  (programming, behaviour management)
• Availability of curriculum materials and teaching
  resources
• Access to school facilities and equipment
• Completion of the teaching School Task

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• The things they will do include
• Engages the Preservice Teacher in collaborative
  teaching
• Talks in a reflective way about teaching
  practices with the Pre-service Teacher
• Help to initiate the Preservice Teacher into the
  culture of the school
• Undertakes some modelling, scaffolding and
  coaching
• Supports Pre-service Teacher in the collection of
  evidence for the Portfolio
• Provides oral and/or written feedback on the
  Preservice Teacher's progress
• Acts as a facilitator, easing the Preservice
  Teacher into the class and the school
• Engage in reflective practice with the Preservice
  Teacher promotes a dialogue with the situation.

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• Teaching School Tasks are a demonstration on the
  Preservice Teachers ability to use academic
  knowledge in a school environment.
• Collaborative event
• Applying Development Principles to Practice
• Monitoring and Assessment Tools
• Using the NT Professional Standards for
  Graduating Teachers to improve my Professional
  Practice
• Working in a Student Focused Team
• Portfolio and Exit Interview

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• The Role of the Professional learning Leader
  includes
• Manage the operations of the Teaching School
• Provide advice and guidance to Mentor Teachers
• Support the professional learning of the PST by
  designing and delivering a series of
  tutorials/learning sessions to prepare PSTs for
  work in the school (induction to policy,
  procedures, rules, roles and expectations,
  routines, etc)
• Support the appraisal of the performance of PSTs
  in consultation with Mentor Teachers.
• Provide a performance rating and developmental
  feedback using the Assessment Sheets provided in
  the handbooks
• Maintain regular contact with Preservice Teachers
  throughout the Teaching School Experience to
  ensure they are appropriately supported in a
  productive environment.
• Attend meetings each term to guide the future of
  the teaching Schools Project

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• Students at Risk
• Some Preservice Teachers require additional
  support
• They need to be identified early in the
  Professional Experience
• Use the Process
• Use the support available from CDU and
  Professional Experience office

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Working as Partners Workshop 16 April 2009 4.00
5.00 CDU Mal Nairn Auditorium Opportunity for
schools and CDU to talk together about the
purpose of the Professional Experience,
assessment tasks and the particular focus of each
unit.
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