For+Teachers

The information, resources and references on this page are organised using the [|NT Standards of Professional Practice for Teaching].

** A focus on critical reflection **
//** Standard 2: Teachers reflect on, evaluate and improve their professional knowledge and practice. **// ** 1. Reflecting in initial learning **
 * Protocols - Using student work to strengthen professional practice.The Australian National Schools Network publishes a kit and offers professional learning in the use of the protocols click [|here]to find out more.
 * [[file:Tool_Collegial reflection_ANSN Protocols.pdf]].
 * Appreciative Inquiry
 * [|General information] and link to Australian network
 * NT Example - Teacher of Exemplary Practice Handbook http://staff.det.nt.gov.au/quickfind/hr/professional_learning/tep/index.shtml
 * Capturing and analysis professional practice using video - contact tanya.lambert@ntschools.net at Clyde Fenton Primary School, Katherine for information on their use of this process for critical reflection.
 * A book by John Loughran, Amanda Berry and Pamela Mulhall (2006) //Understanding and Developing Science Teachers Pedagogical Content Knowledge//, which is available from [|Sense Publishers] contains processes for annotating teaching plans and records of classroom interactions to capture teachers pedagogical content knowledge. An example from an NT teacher, Gay Cattermole, is attached
 * Capturing use of Dimensions of Learning in planning and teaching
 * Level of Use Interview - contact learne.dunne@nt.gov.au for more information
 * [|After Action Review]

The use of tools to represent improvement in knowledge and practice can also facilitate reflection. Examples of this include learning journals, stories of Most Significant Change where reflection is both a process and product of the work. The intent of the representation is to create deeper and better quality meaning.
 * 2. Reflecting in the representation of learning**
 * Most Significant Change technique
 * [[file:Tool_self reflection_Most Significant Change technique_SA 2005.pdf]]
 * [|Learning Journals]
 * Recording action learning projects, adapted from Helen Timperley's, 2007, [|Teacher Professional Learning and Development Best Evidence Synthesis Iteration] research
 * [[file:action learning proforma.dot]]
 * [[file:HelenTimperley_BES_final.doc]]Summary of Best Evidence Synthesis Findings and Teacher Professional Learning and Development
 * Australian National Schools Network publishes a resource called "The Reflective Teacher" click [|here] to link to this website
 * The Australian Assocation for the Teaching of English (AATE) has published standards and linked to these are teacher stories that demonstrate these standards, click [|here] to access this website
 * Other useful references for tools for recording and reflecting on learning are:
 * A book by William Louden and and John Wallace, 2002, //Quality in the Classroom: Learning about teaching through case studies// which is available from the [|Charles Darwin University bookshop]

It may not be uncommon for learning initially to be surface learning that is relatively unconnected to previous knowledge. Reflection on these isolated bits of learning can be a means to integrating the learning with previous knowledge. Exampples of tools and processes that are useful for this type of reflection are
 * 3. Reflection in the upgrading of learning**
 * Small group discussions, critical in this is the form of questioning used to stimulate learners to make these connections. The ANSN Protocols (see above) contains processes for facilitating such groups.
 * Cognitive Coaching is supervisory/peer coaching model that capitalizes upon and enhances cognitive processes click [|here] for general information or contact louise.fogg@nt.gov.au or sonya.mackenzie@nt.gov.au for more information on applications in NT schools

A focus on design for learning
**//Standard 3: Teachers know their students. Standard 4: Teachers know how their students learn and how to teach them.//**
 * //Standard 6: Teachers plan, program, assess and report for effective learning.//**

The concept of designing for learning implies a technical language, a tool kit of capacities to achieve desired outcomes. It has an emphasis on the design of evidence based pedagogical strategies that achieve learning outcomes which are defined through an examination of student learning data. (Richard Smith, David Lynch and Bruce Allen Knight, 2007, //Learning Management,// available from Charles Darwin University bookshop). Designing for learning is a move away from current curriculum planning models where the selection of outcomes and pedagogical strategies which is characterised by the teacher's 'inventiveness' in creating activities and make decisions about outcomes and pedagogical strategies based on their personal needs and interests or what is stated in published materials.

There are three stages in the design for learning and these are represented on the attached model called the 8 **Learning Management Questions** (Lynch and Smith, 2007): **Starting with the learner** What does the learner already know? Where does the learner need and want to be? How does the learner best learn? What resources do I have at my disposal? What will constitute the learning journey? Who will do what? How will I check to see the learner has achieved the learning outcomes? How will I inform the learner and others about the learner's progress?
 * Making choices to improve the learning **
 * Monitoring learner progress **

This learning design model has been used in current DET teaching and learning initiatives including
 * Special Education Policy and Guidelines, contact virg.summers@nt.gov.au
 * [[file:Example of what TaLF looks like in Special Ed Guidelines.doc]]
 * Planning for Educational Adjustments process for Students with Special Educational Needs, contact virg.summers@nt.gov.au
 * Into the Middle - Middle Years Curriculum and Assessment Project, contact marisa.boscato@nt.gov.au

A number of schools and Charles Darwin University have developed templates for documenting these designs:
 * Charles Darwin University Teaching Schools click [|here]to access the webpage
 * Parap Primary School template, contact yvonne.harding@ntschools.net at Parap for more information
 * [[file:Organiser_Unit of Work Template_Parap Primary_2007.doc]]
 * Template adapted from Katherine High School and Central Queensland University
 * [[file:Organiser_Learning Design_Unit of Work Template_Adapted Knight Lynch Smith_2007.doc]]

Within the question **"How does the learner best learn?"** there are recommended evidence based practices that research tells us effective teachers use to improve student outcomes. These practices are documented in the above attachment "Designing for Learning" and will be further described through NT case studies showing how NT DET teachers have made deliberate choices in teaching strategies, tactics, organisers, and resources.