Competencies for beginning teachers

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Competencies for beginning teachers

• ESP410
• Human Movement Pedagogy 3

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Competencies

• It is so simple to assume that
• a teacher is a teacher is a teacher, and
• provided that the teacher has a minimum level of
  competence it is the curriculum that makes a
  difference in childrens learning

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Competencies

• We have Boards of studies not Boards of Teaching
  Quality
• Attempts are made to make curriculum
  teacher-proof
• Curriculum is designed to meet the needs of
  children, rarely considering meeting the
  needs/individual differences of teachers

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Competencies

• Some points to consider
• Parents would sooner have their children taught
  by good teachers with their own class/school
  determined curriculum than taught by a poor
  teacher with the best possible curriculum that
  could be designed nationally.
• There is little evidence that changing the
  curriculum will improve the level of student
  outcomes unless there are significant attempts to
  change what teachers do.

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Competencies

• Some questions
• What standards should we expect of our teachers?
• Which pedagogies are most effective for which
  teachers?

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Competencies

• We could learn much from other professions
• how they focus on their practice
• how they judge the quality of members of the
  profession
• their requirements for maintaining and upgrading
  their level of skill

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Competencies

• The fundamental questions
• What constitutes an accomplished teacher?
• Should one size fit all?

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Competencies

• What constitutes an accomplished teacher?
• TASK 1
• What competencies would you expect a beginning
  teacher to be able to do?

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Competencies

• Planning for learning
• Understanding and responding to students
• Using and developing knowledge
• Teaching
• Monitoring, assessing and evaluating
• Creating a learning environment
• Communicating and working with others
• Understanding and meeting professional
  responsibilities

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Competencies

• TASK 2
• How would you establish that you were capable of
• Planning for learning?
• Understanding and responding to students?
• Using and developing knowledge?
• Teaching?
• Monitoring, assessing and evaluating?
• Creating a learning environment?
• Communicating and working with others?
• Understanding and meeting professional
  responsibilities?

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Planning for learning

• Elements
• Plans purposeful programs
• Planning considers student development and
  learning
• Planning matches content, teaching approaches and
  learning outcomes
• Plans to meet longer term personal and school
  goals.

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Understanding and responding to students

• Elements
• Understanding how students develop and learn
• Recognises and responds to individual differences
• Fosters independent and cooperative learning
• Believes that all students can, and have the
  right to, learn.

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Using and developing knowledge

• Elements
• Knows the content and the relationship to
  learning
• Understands the relationship between modes of
  enquiry and content knowledge
• Uses educational processes appropriate to the
  curriculum
• Engages student actively in developing knowledge.

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Teaching

• Elements
• Knows and uses a wide range of teaching
  approaches
• Designs teaching programs to motivate and engage
  students
• Structures learning tasks effectively
• Demonstrates flexibility and responsiveness

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Monitoring, assessing and evaluating

• Elements
• Knows and uses a range of assessment strategies
• Monitors and provides feedback on student
  progress
• Reports on student progress to parents
• Reflects on the effectiveness of teaching and
  learning programs

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Creating a learning environment

• Elements
• Communicates effectively with students
• Develops positive relationships with students
• Establishes clear and achievable expectations for
  students
• Encourages positive student behaviour

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Communicating and working with others

• Elements
• Responds to role in team responsible for
  students education
• Works effectively with teachers, ancillary staff
• Works effectively with parents
• Communicates with school support staff, the
  profession and the wider community

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Understanding and meeting professional
responsibilities

• Elements
• Operates from an appropriate ethical position
• Operates within the framework of law and
  regulation affecting teachers work
• Evaluates teaching to improve the quality of
  teaching and learning
• Continually develops professional skills and
  capacity

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References

• Australian College of Education. 2000. Standards
  for professional practice for accomplished
  teachers in Australian classrooms (draft).
  AustraliaAuthor.
• Australian Teaching Council. 1996. National
  competency framework for beginning teachers.
  AustraliaAuthor.
• Department of Education. 1999. Department of
  Education teacher performance indicators.
  Tasmania Author.