In so many situations, the experiences of children in a classroom will be shaped by the expertise of their teacher. Are they able to effectively communicate their knowledge and do they have the skills to translate that information effectively?
This is a topic which aligns to professional learning for teachers, a program that seeks to drive improvements in their practice. Before making assumptions about the exercise, it is worthwhile reviewing 6 important points of information that offer more context about the initiative.
1) Program Run Every Year
Teachers that are subjected to these learning sessions will find that they are programs designed to be run annually. In order to be operating in line with the provisions stipulated by the Australian Professional Standards for Teachers (APST), there will need to be a minimum of 20 hours of education and assessments. Rather than expecting the same levels of engagement from year to year, this is an opportunity to see what new interpretations and protocols are put into place to drive a higher level of education for children.
2) APST Covering Four Unique Teacher Levels
It is beneficial to know that professional learning for teachers is a program that is overseen for four distinct levels of teaching across the country.
This will include professionals at these levels:
- Graduate
- Proficient
- Highly accomplished
- Leader
In this setting, it is a chance for the practices and steps to reflect the experience and proficiency of the operator, adapting to the targets that have been set for them by peers and the industry at large. This ensures there is not a one-size-fits-all format that doesn’t align with the behaviours and expectations of the teacher.
3) Variety of Teaching Formats
It is beneficial for participants to get involved with these activities given the flexible nature of engagement. There will be online learning components, seminars, workshops and conferences. This is helpful to open communication with specialists, to test out examples in real time environments and to receive a lot of the theory that is outlined through the official body.
4) Being Part of an Education Community
Professional learning for teachers is as much an exercise in developing insights and techniques from peers as it is a formal procedure imposed upon people. This is where participation on a series of committees and panels will be formed, allowing for greater levels of communication and rigorous assessments of teaching practices and theories. It is a robust space where regular conversations are able to deliver better outcomes.
5) Collective & Active Approach
The rationale to use these learning protocols is to give people a chance to see their peers in action, especially if they are operating at a higher threshold. By sitting in on sessions, this is an opportunity to engage in active sessions where they are observing key practices and their methodology. It is also an environment that focuses on the collective, reviewing policies, behaviours and how a school community can develop and sustain a positive educational culture.
6) Focus on Content & Innovation
Given the case studies and outcomes that are realised in this learning space, it will be the focus on educational innovation that takes preference. Operators who stick to the same principles will quickly become outdated. This is a chance to develop new content, adapting subject-matter and ensure that any content used for classes is well-researched and sourced. As far as professional learning for teachers is concerned, there is always scope to make improvements.