Australia Professional Standards for Teachers: Teacher Librarian context

AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS:

TEACHER LIBRARIAN CONTEXT

PRESENTED BY

ANNE G IROLAMI

HEAD OF INFORMATION SERVICES

MERCY COLLEGE , COBURG

Australian School Library Association Inc.

Introduction


2

Anne Girolami

Head of Information Services atMercy College, Coburg

ASLA Board, Director

Policy Advisory Project Team, Convenor

Over 20 years experience in school libraries

[email protected]

Introduction


3

Margo Pickworth

Teacher Librarian Shore Preparatory School, North Sydney

Policy Advisory Project Team, member

In NSW, certified as a HighlyAccomplished Teacher

6+ years at Shore

Introduction


Jenny Uther

Teacher Librarian at Monte Sant’Angelo Mercy College, NorthSydney

Policy Advisory Project Team, member

In NSW is certified as a HighlyAccomplished Teacher

8+ years at Monte

Rationale for webinar

�Understanding of Australian Professional

Standards for Teachers

� Implications for teacher librarians

� Samples of evidence

� Feedback


Reflection

�How do you currently reflect on your practice?

�What documentation do you use?

Please type your answers into the Q&A box


NSW Institute

of Teachers [BOSTES]

Teachers

Registration

Board of NT

Universities

The state we’re in

Teachers

Registration

Board

SA

Teachers

Registration

Board

WA

Queensland

College of

Teachers

Teachers

Registration

Board of Tas

Vic Institute

of Teaching

ACT

Teacher

Quality

Institute


Background to standards

AITSL national standards

� domains

� standards

� focus areas with descriptors

� career stages

teacherstandards.aitsl.edu.au


Questions

�What is the purpose of the Standards from my perspective?

�accountability

�benchmarks

�informs professional development

�positive movement


Questions

�What are the challenges for teacher librarians?

�recognises only the teaching aspect of the role

�gathering evidence

�covering all Standards


Questions

�Why should a teacher librarian aspire to meet the Highly Accomplished standards?

�participating in learning and teaching opportunities

�to engage in reflective practice

�to role model – lifelong learning

�recognition for teacher librarians


Questions

�What tips would I offer for anyone aspiring to achieve the Highly Accomplished standards?�know the Standards�complete the AITSL self assessment tool [SAT]

�be organised and prepared�document everything�be strategic in what you take on�be prepared to be observed�be active in your professional association


Evidence guides

� Evidence guide for teacher librarians


Evidence guides

� Evidence guide for teacher librarians

�Highly accomplished career stage available

�Proficient career stage ready for publication in April

�Lead career stage to be available at a later date


Presenting evidence

�How will you gather your evidence?

�What will you do with it?


3.4 Select and use resources

The descriptor for Proficient:

� Select and/or create and use a range of resources, including ICT, to engage students in their learning.

The descriptor for Highly Accomplished:

� Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.



Proficient - examples of evidence include:

� lesson plan or leaning activity that involve students use of digital resources and research databases

� curriculum related resource list or pathfinder

� curriculum related or annotated reading lists

� report or display that demonstrates selection of appropriate resources based on the school’s collection development policy



Highly Accomplished- examples of evidence include:� descriptions of the TL’s role in assisting colleagues through the creation and promotion of library collections. Topic lists, pathfinders, webpages, themes or intranets

� resources that have been developed or shared by the TL at the school level and/or with professional networks via channels such as social media, emails, conference programs, websites, journals and other publications

� demonstration of ICT resources at staff/faculty/professional meetings

� implementation and participation in collaborative teaching and learning programs


5.1 Assess student learning


� Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning


� Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment



Proficient – examples of evidence include:

� examples of formative and summative assessment tasks

� annotated student assessment sample

� student self-assessment samples

� online or observational checklists of student learning



Highly Accomplished – examples of evidence include:� employment of a range of diagnostic tools, especially in the area of information literacy; for example, work samples with feedback, rubrics, checklists in collaborative teaching and learning programs

� feedback on students, and sharing collated feedback with teachers

� testimonial or observation of the TL working with colleagues to share, implement and support them in a range of assessment strategies

� work samples, with annotated TL feedback, to assist colleagues� testimonial or observation attesting to the provision of tools or templates; for example, mind maps for colleagues to use in assessment tasks


6.4 Apply professional learning and improve student learning


� Undertake professional learning programs designed to address identified student learning needs.


� Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.



Proficient – examples of evidence include:

� report on application of new learning from professional learning activities

� lesson plan incorporating new professional learning

� professional development learning logs or blogs



Highly Accomplished – examples of evidence include:� facilitation of sessions for the whole staff based on

ideas gained from effective professional learning activities, particularly in areas of information literacy, guided inquiry, literature, ICT and literacy

� assistance of colleagues to plan professional development to meet their students’ needs

� organisation and evaluation of professional development activities that address the learning needs of students

� mentoring of colleagues to maintain existing levels of accreditation


Questions or comments

Let’s take a moment to check what participants have written …

Any further comments please email them to [email protected]


Conclusion

� Be part of the Standards discussion at your school, or introduce the discussion at your school

�Meet with your principal to bring to their attention the evidence guides

� Be aware of what your State institute is doing

� Visit the AITSL website regularly


Post-webinar information


Certificate of attendancewill be emailed

Membership information is available athttp://www.asla.org.au/membership.aspx

Future Webinars http://www.asla.org.au/Professional-learning/webinars.aspx

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Australia Professional Standards for Teachers: Teacher Librarian context

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Transcript of Australia Professional Standards for Teachers: Teacher Librarian context