Early career teacher induction: Literacy middle years

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Early career teacher induction Literacy middle
years Workshop 4
Literacy and Quality Teaching
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Outcomes Workshop 4

• understanding of physical, social and
  intellectual development of students in the
  middle years, as well as exceptions to general
  patterns
• understanding of how to use Quality Teaching to
  support student learning
• understanding of how to use Quality Teaching to
  program units of work

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Professional teaching standards NSW Institute of
teachers

• 2.2.2 Apply knowledge of the typical stages of
  students physical, social and intellectual
  development as well as an awareness of exceptions
  to general patterns
• 3.2.1 Identify and articulate clear learning
  goals that reflect important conceptual
  understanding(s) of the content/discipline taught
• 3.2.2 Design and implement coherent,
  well-structured lessons and lesson sequences that
  engage students and enhance student learning
  outcomes

4

• Quality teaching in NSW public schools
• Long research history that has tried to identify
  teaching practices that improve student
  learning.
• Until recently there was little consensus about
  quality pedagogy because of the difficulty in
  isolating the independent effects of a specific
  teaching technique on student learning.
• More recently researchers have tried to identify
  more general qualities or characteristics of
  pedagogy.

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research background

• Studies by Newmann et al. in the US (Authentic
  pedagogy), and the productive pedagogies work
  in Qld, have focused on identifying some
  underlying dimensions of pedagogy that
• - have meaning in real classrooms
• - can be sustained organisationally by schools
• - and have demonstrated effects on learning
  outcomes for all students.
• Building on this research the NSW model
  identifies three key dimensions of pedagogy

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Three dimensions of Quality Teaching

• Pedagogy that is fundamentally based on promoting
  high levels of intellectual quality
• Pedagogy that is soundly based on promoting a
  quality learning environment
• Pedagogy that develops and makes explicit to
  students the significance of their work.

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Intellectual quality is central All three
dimensions are essential for improved student
outcomes
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Elements of the NSW model

• Each dimension is described in terms of six
  elements.
• Elements draw from research that links quality
  pedagogy to improved student outcomes.
• Elements are observable characteristics of
  pedagogy within classroom practice and written
  tasks.

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Planning for Quality Teaching four key questions

• What do I want students to learn?
• Why does that learning matter (for students)?
• What do I want the students to do or produce to
  demonstrate their understanding?
• How well do I expect them to do it?

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Literacy K12 Policy

• 1.2.7
• Teachers K-12 will allocate sufficient time to
  explicitly plan, program and teach literacy to
  ensure students achievement of syllabus
  standards.