ETL 504 Professional Learning

25 Apr

Scenario
How will you train the teachers in both the understanding of the continuum and how this can be embedded within their programs? How will you manage your own professional learning strategy? How will you influence and/or guide the professional learning needs of others?

Initially I would make available for all teachers the information on the General Capability of Information and Communication Literacy (ACARA, 2013) and the Australian Charter for the Professional Learning of Teachers and School Leaders (AITSL, 2012) to create awareness and understanding as to why it is important to participate in developing digital literacy across the curriculum.

Pre reading provides an opportunity for staff to reflect on the experiences they already have and what they would like to learn in order to move forward (Semadeni, 2009). I would request feedback from staff as to what kind of digital literacy they feel is needed in order to develop professional learning which is focused on these needs and can be embedded within their programs. Gaining an understanding and input on staff requirements leads to better engagement in learning (Khoboli & O’Toole, 2012; Livingston, 2012).

A representative from each faculty joining the technology team would be beneficial because using a collaborative environment will enhance the professional development that is designed and developed. Considerations will encompass teacher requirements and faculty specific needs. It would also create a better understanding of what curriculum requirements each faculty has (Keengwe, 2013; Rytivaara & Kershner, 2012; Khoboli & O’Toole, 2012). Another means of establishing this would be for the Teacher Librarian to be involved in curriculum planning sessions with each faculty and then reporting findings to the technology team in order to collaboratively map out and design the development needs of the school teaching community.

When designed, these development sessions can be scheduled and delivered over time and revisited and or readjusted as required. They may be facilitated in a number of ways depended on nature of the content, whether it is generic or faculty specialised. Facilitation could be small groups, faculty groups, individualised or peer facilitation just to name a few examples. Ultimately it would be tailored towards the needs of the school community and the time constraints imposed by the day to day teaching and learning schedules (Livingston, 2012).

To manage my own professional learning strategy, I would be heavily involved in the technology team at my school. I would also engage in courses which are relevant to our school community and ensure that this learning is followed up at the local school level (Livingston, 2012). I would try and engage in authentic learning environments and work collaboratively with other teachers (Livingston, 2012).

In essence, I would attempt to make teaching public within my school environment and try and promote a mindset of a learning community. Generating an understanding of professional learning as a social activity within a community of practice will enhance professional development outcomes within the school community (Lieberman & Mace, 2010).

References:

Australian Curriculum and Reporting Authority (ACARA). (2013). General Capabilities of the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Overview

Australian Institute for Teaching and School Leadership (AITSL). (2012). Australian Charter for the Professional Learning of School Teachers and Leaders. Retrieved from: http://www.aitsl.edu.au/verve/_resources/Australian_Charter_for_the_Professional_Learning_of_Teachers_and_School_Leaders.pdf

Keengwe, J. (2013). Multi-modal professional development for faculty. Virtual mentoring for teachers: online professional development practices (pp. 43-65). Hershey, PA: Information Science Reference. Retrieved from: http://www.igi-global.com.ezproxy.csu.edu.au/gateway/chapter/full-text-pdf/68290

Khoboli, B. & O’Toole, J.M. (2012). The Concerns-Based Adoption Model: Teacher Participation in Action Research. Systemic Practice and Action Research, 25(2), 137-148. Retrieved from: http://link.springer.com.ezproxy.csu.edu.au/article/10.1007/s11213-011-9214-8#

Leiberman, A. & Mace, D.P. (2010). Making Practice Public: teacher Learning in the 21st Century. Journal of Teacher Education, 61(1-2), 77-88. Retrieved from: http://jte.sagepub.com.ezproxy.csu.edu.au/content/61/1-2/77.full.pdf+html

Livingston, K. (2012). Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity? Educational Research, 54(2). Retrieved from: http://www.tandfonline.com.ezproxy.csu.edu.au/doi/pdf/10.1080/00131881.2012.680041

Rytivaara, A. & Kershner, R. (2012). Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education, 28(7), 999-1008. Retrieved from: http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S0742051X12000832

Semadeni, J.H. (2009). Professional development. Taking charge of professional development a practical model for your school (pp. 28-48). Alexandria, VA.: ASCD.

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