Welcome aboard

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Welcome aboard

• Thanks for being part of something exciting
• A Partnership to prepare the next generation of
  teachers

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CDU/NT DEET Teaching Schools Phase 1

• A. What are the Teaching Learning
• Courses?
• B. What is a Teaching School?
• C. What is a Professional Learning Leader?
• D. What do teacher mentors do?
• E. Forward Planning

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Icebreaker activity

• Move around the room, shaking hands with
  everyone note which other participant shake
  hands the way you do
• Partner up with that person and be ready to
  introduce them to the rest of the group stating
  clearly
• their name
• what their focus outcome is for today

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A. What are the Teaching and Learning Courses?

• Bachelor of Teaching and Learning
• Early Childhood
• Primary
• Middle Years
• Vocational Training Education in Schools
• Graduate Diploma of Teaching and Learning
• Primary/ middle years/ secondary
• Double Degree
• Arts, Science, Music
• Primary or Secondary Teaching

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RATIONALE

• Teaching and Learning courses that graduate
  teachers who are certified  workplace ready and
  who can perform in a diversity of settings now
  and in the future. 
• Workplace readiness and futures orientated

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PRINCIPLES

• All aspects of course development, delivery and
  evaluation model
• Practices that ensure graduating students are
  outstanding learning managers and leaders at
  personal, professional and community levels.
• Critical partnerships to enable collaboration,
  reflection and accountability
• Pedagogy and leadership that is evidence-based,
  learning centred and futures orientated
• Learning that is informed by local and global
  knowledge perspectives in collaboration with
  authentic knowledge communities
• Learning environments that demonstrate and
  inspire respect for, and understanding of, the
  value systems within Indigenous cultures
• A Client-orientation that is responsive,
  creative, innovative and entrepreneurial in a
  global context
• Professional communities of practice that
  generate local and global perspectives
• Flexible learning pathways that provide expanded
  opportunities for all learning
• Processes that ensure continuous improvement
  through rigorous internal and external evaluation

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Indigenous Perspectives Explicit and Embedded

• Learning that is informed by local and global
  knowledge perspectives in collaboration with
  authentic knowledge communities
• Learning environments that demonstrate and
  inspire respect for, and understanding of, the
  value systems within Indigenous cultures (from
  the IP working party)

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Indigenous Perspectives Graduate Attributes

• 1.1 Share an understanding of diverse value
  systems and
• culture
• 1.2 Identify significant and critical historical
  milestones
• 1.3 Empower learners for a lifelong learning
  journey that
• will build self esteem and form identity
• 1.4 Value and acknowledge indigenous ways of
  knowing,
• being and doing in a holistic approach.
• 1.5 Contribute to and document evolving cultural
• knowledge

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Degree Characteristics

• A guarantee that our graduates can do what we
  have prepared them to do
• Design and deliver learning experiences that
  benefit all learners
• A fit with the context, culture and processes of
  teaching, schooling and education systems
• A degree that is delivered as a partnership with
  the teaching industry
• An embedding of current evidence based research
• Capitalize on the research that is now available
  to us
• Learning Design
• Dimensions of Learning

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Degree Characteristics

• A program where we focus on teaching our
  students how to teach!!!
• The degree is organised by a series of
  standards
• Move from essay type assessments to
  demonstrations of capability in a real work
  situations to graduate
• Personal literacy, numeracy, ICT and
  inter-personal communication skill competencies
• Preparation streams for the new Middle Years
  initiative in the NT

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Course Makeup

• Every course has units of study organised around
  three themes
• BTL Year 1
• Introduction to the challenging and complex
  nature of teaching and learning
• BTL Year 2
• Explicit Skill Development
• BTL Year 3
• Transition from student to practitioner

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3 minute pause

• There are 3 different coloured post-it notes on
  your
• desk at any time today add them to the
  butchers
• paper wall charts on either side of the room
• These provide an opportunity to record one each
  of
• Pink a positive that inspries you from today
• Orange a negative that concerns you
• Yellow a further consideration worth mentioning
  that is neither positive nor negative

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B. What is a Teaching School?

• We have to develop the notion of a Teaching
  School Concept for the CDU/ NT DEET context
• Portal Tasks
• The visit to Noosa is about having a look at what
  currently operates and what works
• Keeping options open

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Teaching School Concept

• Built on the medical training model Teaching
  Hospital
• Creates a tight fit between theory practice
• Creates an Arena for procedural knowledge
  development and performance related assessments
• Portal Tasks
• Engages key industry current people through
  Learning Leader positions
• Foundations of a learning community

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What support is there for schools in this model?

• CDU
• Teaching School Resource Package
• NT DEET Project Establishment Grant

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Teaching School Resource Package(David Lynch)

• First Year First Semester Teaching Schools
• 2 ERT days teaching release for learning leader
• Introductory day
• Appraisal day
• Learning Leader Allowance 2 x First Tutorials
  (Rate 85.00 each) per student enrolled per
  semester (2000 approx)
• 300 incidentals allowance
• 9 days supervision allowance to each mentor
  teacher
• Learning Design Resource package
• Funding 1 x Teaching Schools Coordinator (0.5)
• (proposed)

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Project Establishment GrantClaire
KilgariffMaree Garrigan

• Where does this sit in school strategic
• planning?
• 3 x 50 000
• Funding for Special Project Officer

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Teaching School Experience 2007

• Theme Introduction to the challenging and
  complex nature of teaching and learning
• In-School
• Semester 1
• 10 x Day Visits
• Semester 2
• 9 x Day Visits 1 week block
• Portal Tasks
• 3 x Portal Tasks each semester

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Group discussion

• Led by
• Maree Garrigan
• Terry Quong
• Rob Presswell
• Leah Crockford
• Helen Spiers

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C. What is a Professional Learning Leader?(Tina
Doe)

• Contributors to the development of the teaching
• profession
• Manages the operations of the Teaching School
• Adjunct member of the academic staff of the
  School of Education
• Delivers on site tutorials that support the
  staging of a Teaching School Experience (Portal
  Tasks)
• Provides advice and guidance to mentors and TE
  students in completing a teaching school
  experience
• Appraises student performance

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What could a First Year Teaching School
Experience look like?

• Noosa Model (10 week teaching school experience)
• First Week- Day Visit 1 orientation to the
  school and overview of Teaching School Experience
• Day Visits 1 to 8
• 800am to 300pm In class activities focused
  through 3 Portal Tasks (working with Mentor
  teacher)
• 315 to 430pm Tutorials and mentoring
  sessions with the Learning Leader focused to
  supporting students engagement with portal tasks
  and the meshing of on-campus work
• Final Week- Day Visit 10 Performance appraisal
  

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Partnership Shared responsibility

• Y Chart

looks like
sounds like
feels like
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D. What do Teacher mentors do?

• Provides an arena for the preservice teacher to
• develop expert teaching and learning capabilities
• Is the in classroom supervisor for preservice
  teachers
• Supports preservice teachers in the delivery of
  successful Portal Tasks
• Coaches and mentors the preservice teacher to
  facilitate their in situ learning

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What could a First Year Teaching School
Experience look like?

• Noosa Model
• Portal Task 1
• Design, deliver and assess a learning program for
  an individual or small group of learners
• Linked to core unit 1
• Portal Task 2
• Stage a community event
• Linked to core unit 2
• First Year Toolkit
• Experience and begin personal competency
  development in a number of professional areas

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What will your school team look like?

• Share pair think

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What programs do you currently run with
preservice teachers?
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Forward Planning

• PD program extra slot
• Placement schedule (put in your preferences)
• Qld Visit