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Teaching in Canberra 2006

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Virginia Pederick Yvonne Chenery. Project Manager Classroom Teacher ... School based festivals Shakespeare Festival. Athletics Carnival & Swimming Carnival ... – PowerPoint PPT presentation

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Title: Teaching in Canberra 2006


1
(No Transcript)
2
  • CLASSROOM TEACHER
  • RECRUITMENT INFORMATION
  • 2007-2008
  • Virginia Pederick Yvonne Chenery
  • Project Manager Classroom Teacher
  • Teacher Recruitment Amaroo School

3
Recruitment Presentation
  • ACT school system
  • Employment conditions
  • Why Canberra?
  • Recruitment processes
  • Timeline

4
ACT Government School System
  • 35,000 students
  • 3,000 teachers
  • P 2 schools
  • K 6 schools
  • K 10 schools
  • Year 7 10 schools
  • Year 11- 12 secondary colleges
  • Special Schools
  • Birrigai Outdoor Education Centre

5
Towards 2020 Renewing our schools
  • Consolidating schools
  • New models the preschool year, early childhood
    schools (2009), middle schooling
  • A huge investment in public education
  • 90 million to renew our schools
  • 20 Smart School Smart Students
  • (IT infrastructure program)
  • Schools undertake continuous self improvement and
    external evaluation

6
Our public schools so much more to offer
  • Technology Indecs, Activated, broadband
    computers for teachers, interactive whiteboards
  • Student centred Appraisal of Need (SCAN)
  • Student pathways planning (Years 9 12)
  • Youth Support Workers all high schools
  • High participation and retention rates
  • High achievement
  • (national benchmarks, UAIs)

7
Our Curriculum Framework Every chance to learn
  • Trialing and validating draft P 10 curriculum
    framework in 2007
  • Schools use 26 Essential Learning Achievements
    (ELAs) as the basis of curriculum development
    from 2008
  • ELAs set priorities for student learning and
    guide schools to take a consistent approach to
    the teaching of essential content, skills and
    values

8
Support at the system level
  • New Educator Support Program (Beginning Teachers)
  • Focus areas
  • curriculum student engagement (Term 1)
  • student welfare management (Term 2)
  • assessment reporting (Term 3)
  • reflective practice (Term 4)
  • Professional learning days
  • first year - 6 days
  • second year - 5 days
  • third year - 4 days

9
Support at the school level
  • School leader model and staff committees
  • Probation/contract assessment panels
  • Professional Pathways (all teachers)
  • Provides a formal structure for support
  • - Meetings
  • - Written reports and feedback
  • - Lesson observation
  • - Building a development
  • portfolio

10
Employment Conditions
  • Employment by the system, not the school
  • Teacher Registration - proposed
  • Certified Agreement 2006-2009
  • Teachers Code of Professional Practice
  • Permanent (F/T P/T) and Casual employment
    opportunities available
  • Face to face teaching hours per week
  • - 19 Secondary, 21.5 primary

11
Salary package
  • Four year trained starting salary 50,365 (July
    2008 52,128)
  • Recognition of additional qualifications
  • Recognition of prior experience other than
    teaching -
  • (assessed on an individual basis)
  • Salary packaging opportunities

12
Superannuation
  • Competitive superannuation conditions
  • Employees have a choice of super funds
  • Basic Employer contribution at 9 of annual
    salary
  • Employee contributions are optional
  • Please contact the Department for further
    information

13
Leave entitlements
  • Personal Leave 18 days full pay
  • Bonding Leave 5 days full pay
  • Bereavement leave 3 days full pay per occasion
  • Long service leave 9 days full pay per year
    accrue which may be used after 7 years
    service
  • Maternity Leave Up to 52 wks
  • Available after 12 months service
  • Recreation leave 20 days

14
Birthday Lunches, Flying Pigs and The
Fish Philosophy
  • The realities of teaching in Canberra
  • - From my point of view
  • Yvonne Chenery
  • English/SOSE

15
My Plan
  • Dip Ed at UNE (Distance Education) 2003 05
  • Move to Canberra Sept 2005
  • Finish Degree Oct 2005
  • Applied for Relief with ACT Dept Ed Jan 2006
  • First day of Relief Teaching Feb 16
  • Contract at Belconnen High Term 2 4 2005
  • Contract at Amaroo School Term 1 4
    2006

16
Hit the ground running
  • Opportunities at School
  • School Based committees literacy, publicity,
    arts
  • School based programs Year 9 Exhibitions
  • School based fun Comedy Week/Unfashion Show
  • School based festivals Shakespeare Festival
  • Athletics Carnival Swimming Carnival

17
The Professional Process
  • Ongoing Professional Development
  • Beginning Teacher Days 6 in 1st, 5 in 2nd, 4 in
    3rd
  • Encouragement from Schools to develop
    professionally e.g. LUAC, Relating to the
    Reluctant, Classroom Management, Epi-pen with St
    John, Basic English Grammar Usage, Glassers
    Choice Theory
  • Established Mentoring Program
  • - Professional Pathways with Mentors, Advisers
    and Assessment Reports

18
Small system Diverse Teaching Opportunities
Amaroo School 1300 student capacity Preschool
Year 10 Junior - Kindy to Year 5 Middle - Year 6
to Year 8 Senior Year 9 to Year 10
  • traditionally structured schools
  • Belconnen High School
  • Part of the Hawker Collegiate
  • 700 students Years 7-10

19
Birthday Lunches, Flying Pigs and The Fish
Philosophy
  • Collegiality sharing resources
  • On the spot PD learning on the job
  • Staffroom support curriculum, classroom
    management
  • Fun, Fish, Flying Pigs and Community

20
Teacher Recruitment
  • Four stage process includes
  • 1. Written application
  • 2. Interview
  • 3. Reports/References
  • 4. Referees
  • Merit based recruitment rating
  • Rating groups O M HS S US
  • The teacher recruitment process is conducted by a
    selection panel of school leaders and classroom
    teachers
  • PRIORITY Quality Teachers!

21
Ratings (not rankings)
  • The selection panel determines an overall
    employment (recruitment) rating based on the
    evidence provided through application and
    interview
  • In their training selection panels develop
    benchmarks to assess the evidence provided by
    applicants and their referees.
  • Applications are heavily moderated across panels
    to ensure a thorough and fair process
  • Ratings scales are divided into groups
  • Group 1 Outstanding
  • Group 2 Meritorious
  • Group 3 Highly Suitable
  • Group 4 Suitable
  • Group 5 Unsuitable

22
Application for Classroom Teaching
  • Application form and supporting statement
  • Curriculum Vitae (qualifications, professional
    history, courses, community interests,
    achievements)
  • Academic transcripts to date or final academic
    transcripts if a graduate vocational
    certificates, first aid, coaching qualifications
    etc
  • Please note that your application is read by a
    selection panel during the recruitment process to
    determine your rating and by principals during
    annual transfer/placement round to select
    teachers for their school

23
Application Form Supporting Statement
  • GENERAL GUIDELINES
  • Read the application package carefully and follow
    all instructions
  • Complete all sections - only indicate subject
    areas that you are qualified in or have expertise
    and are prepared to teach
  • Research local information such as departmental
    policies and curriculum documents to guide your
    response
  • Use your knowledge, skills and experience to
    demonstrate your practice as a classroom teacher
  • Support your claims with evidence/examples from
    your teaching
  • If you have limited classroom experience project
    yourself into the job and say what you would do
    given the opportunity
  • Format your supporting statement carefully and
    write your name on all attachments

24
National Framework for Professional Teaching
Standards MCEETYA
25
When preparing your supporting statement
  • Demonstrate your educational philosophy by
    relating it to your classroom practice
  • Provide evidence of student learning outcomes to
    support your claims
  • Use one or two strong examples to demonstrate
    each claim not lists of examples without
    explanation or context
  • Make your own meaning of the guidelines - use the
    indicators as only as a guide

26
Indicators of Professional Knowledge
  • Teachers
  • know their content and how to teach that content
    to their students
  • are familiar with curriculum documents, policies,
    materials and programs associated with the
    content they teach
  • know their students and how their students learn
  • are sensitive to individual needs and
    understanding of learning styles
  • accept responsibility for their own professional
    learning and development

27
Indicators of Professional Practice
  • Teachers
  • create and maintain an inclusive, supportive and
    challenging learning environment through the use
    of effective classroom management skills
  • use a range of strategies, technologies,
    activities and resources to engage students in
    their learning
  • provide a learning environment that encourages
    students to take responsibility for their own
    learning
  • plan, assess and report for effective learning
  • engage in reflective practice to enhance teaching
    and learning

28
Indicators of Professional Relationships
  • Teachers
  • work cooperatively with colleagues to support
    learners
  • foster effective communication with students
  • develop respectful relationships with students
    from diverse backgrounds
  • plan and implement meaningful learning that
    builds on the knowledge and skills developed
    through the family and the community
  • work productively with parents, carers and the
    wider community to support students

29
Indicators of Professional Attributes
  • Teachers
  • demonstrate flexibility and adaptability
  • are passionate and committed to teaching and
    learning
  • are resilient and have capacity to respond
    positively to change
  • display ethical behaviour and professional
    responsibility
  • are actively engaged members of their profession
    and the wider community

30
The interview
  • An applicant is interviewed if there is
    sufficient evidence of quality teaching provided
    through the initial application process
  • Interviews are conducted in person (local and
    selected interstate applicants) or by phone, by a
    trained selection panel
  • Each interview includes 10 minutes reading time
    with questions. The interview is approx 20 - 25
    minutes
  • Applicants are encourage to use of your
    development portfolio at interview
  • The focus is professional conversation - be
    yourself, but be prepared!

31
Reports and Referees
  • Applicants must provide
  • Two recent professional teaching references, or
  • Two most recent practice teaching reports, or
  • One of each of the above
  • If you include a written reference from a
    teaching colleague or supervisor, it must be
    related to the selection criteria
  • Choose your referees carefully - a referee must
    have sufficient knowledge of your teaching
    practice to support and confirm your claims
  • It is always a good idea to discuss your
    application with your referee and debrief with
    them after your interview

32
Key point summary
  • Your application must include the application
    form, a supporting statement addressing the
    professional teaching framework, a CV and all
    specified attachments
  • The primary function of your application is to
    provide evidence of your knowledge, skills,
    experience and values in the context of the
    professional teaching framework
  • Your application is an opportunity to demonstrate
    your value/potential as a teacher
  • Your employment rating is based on the evidence
    you and your referee provide the selection panel
    through application and interview

33
Employment opportunities in the ACT
  • Offers of permanency are made to outstanding
    applicants in areas of need across the sectors.
    Offers are made twice a year
  • Offers of temporary employment continue
    throughout year (Part time and full time
    contracts)
  • Average 200 offers of permanent employment each
    year
  • Average approx 300 long term contracts each year
  • Casual teaching (separate application)
  • Mid year graduates contracts available in areas
    of need such as maths, science, technologies and
    special education

34
Recruitment timeline 2007
  • Early April On-line request for application
  • 5th May Recruitment Round advertised in
    national papers and on web
  • 22rd June Applications due to ACTDET
  • August Interviews
  • October Ratings letters posted
  • December School placement letters posted
  • February 1st Day 1 2008

35
Who to contact?
  • TEACHER RECRUITMENT
  • (02) 6205 9284
  • Virginia Pederick Project Manager
  • Julie Shain Administration
  • WORKFORCE MANAGEMENT
  • (02) 6205 5000
  • Cathy Crook Assistant Manager Staffing
  • Geoff Gilmour Staffing Officer

36
Thank you for your time!
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