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Linking PRT Evidence to Teaching as Inquiry World Teachers’ Day 30 October 2010

Linking PRT Evidence to Teaching as Inquiry World Teachers’ Day 30 October 2010. The Registered Teacher Criteria Evidence Teaching as Inquiry. We will talk about…. The abstract.

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Linking PRT Evidence to Teaching as Inquiry World Teachers’ Day 30 October 2010

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  1. Linking PRT Evidence to Teaching as InquiryWorld Teachers’ Day30 October 2010

  2. The Registered Teacher Criteria Evidence Teaching as Inquiry We will talk about…

  3. The abstract Provisionally registered teachers develop portfolios of evidence that demonstrate they are meeting the Registered Teacher Criteria. Linking the evidence to Teaching as Inquiry (p.35 NZC) gives coherence to the collection, provides evidence that is both useful and meaningful to the individual, and contributes to the development of quality practice

  4. From ‘Towards Full Registration’ kit A record of your reflection on your teaching. This may include reflections on: � advice that you have been given by your supervising/tutor teacher; � how the advice given helped or didn’t help your teaching; �new strategies that you have tried in the classroom, � the meetings that you had with your supervising/tutor teacher. � Records of meetings with your supervising/tutor teacher showing how often you met, what goals were set and how and when they were met, what other issues were discussed, and so on. This may be demonstrated through your job description or your latest annual appraisal. �evidence of your professional development.

  5. The Registered Teacher Criteria • consist of: • 4 Overarching statements • 2 Professional Dimensions • 12 Criteria • (5x in dimension 1) • (7x in dimension 2) • Indicators for each criterion • Reflective Questions

  6. Some key features • ‘Professional Relationships’ are placed as Dimension One. • Clear connection to practice • Wording of criteria and indicators • Reflective questions • Emphasis on critical reflection • Bicultural nature is explicit

  7. Evidence • Some basic guidelines… • It needs to be: • 1.Useful to the PRT • Part of on-going learning and development • Encouraging reflection • Meet a number of purposes • Improve teaching and learning • Appraisal • Lead to Full Registration

  8. 2. Meaningful i.e. it goes beyond ‘compliance’ 3. Quality NOT quantity i.e. not ‘silos’ not ‘numbers of’ Come from the PRTs ‘work as usual’ NOT on top of, extra, etc. Demonstrate ‘professionalism’

  9. Sources of Evidence • 1. Current Professional Learning e.g. • Professional Learning Groups • Individual Professional Development • School wide Professional Development • 2. Department Practice e.g. • Collaboration/participation, observation, documentation, evidence of learning (data etc) • 3. Classroom practicee.g. • plans, evidence of learning, reflections

  10. A “smart” way of gathering quality evidence that comes from a PRT’s practice Teaching as Inquiry (p.35 NZC) One example of evidence

  11. Teaching as Inquiry (p.35 NZC) What strategies could I try to help my students’ learning What happened? What are the implications for my teaching? What is it I want to focus on? Is there something I need to change? Why? (The data/evidence that Is informing my actions) What are the next steps for learning?

  12. Teaching as Inquiry (1) (p.35 NZC) What strategies could I try to help my students’ learning Classroom dialogue- use questions to make progressive cognitive demands… What happened? What are the implications for my teaching? What is it I want to focus on? With practice my Y 13 students asked questions at all levels and learnt to answer them competently and preferred… Students need to ask more searching questions to develop a deeper understanding of the topic… Is there something I need to change? Why? (The data/evidence that Is informing my actions) Start earlier in the year and use more often ?? Relying on teacher for information What are the next steps for learning? Students use all Q’s for a research task, not just directed learning

  13. Dimension 2 criteria + indicators Missing RTC? Identifying the RTC What strategies could I try to help my students’ learning Classroom dialogue- use questions to make progressive cognitive demands… What happened? What are the implications for my teaching? What is it I want to focus on? With practice my Y 13 students asked questions at all levels and learnt to answer them competently and preferred… Students need to ask more searching questions to develop a deeper understanding of the topic… Is there something I need to change? Why? (The data/evidence that Is informing my actions) Start earlier in the year and use more often ?? Relying on teacher for information What are the next steps for learning? Students use all Q’s for a research task, not just directed learning Dimension 1 criteria + indicators

  14. Dimension 2 criteria + indicators Missing? (RTC) 3? 9? 10? Missing? (Indicators) Teaching as Inquiry (1) (p.35 NZC) What strategies could I try to help my students’ learning Classroom dialogue- use questions to make progressive cognitive demands…RTC 8,12 What happened? What are the implications for my teaching? What is it I want to focus on? With practice my Y 13 students asked questions at all levels and learnt to answer them competently and preferred… RTC 8,11,12 Students need to ask more searching questions to develop a deeper understanding of the topic… RTC 6,7 Is there something I need to change? Why? (The data/evidence that Is informing my actions) Start earlier in the year and use more often RTC 12 ?? Relying on teacher for information What are the next steps for learning? Students use all Q’s for a research task, not just for directed learning RTC 12 Dimension 1 criteria 1, 2, 4, 5.

  15. Teaching as Inquiry (2) (p.35 NZC) What strategies could I try to help my students’ learning Use an efficient and effective feedback strategy. e.g highlighter marking What happened? What are the implications for my teaching? What is it I want to focus on? Students started to refer to the marking code to work out what they needed to focus on. Students got better at identifying… I wanted to support my students to take more ownership of editing and proofreading their work. Why? (The data/evidence that Is informing my actions) Is there something I need to change? In a class survey 70% of my level 1 class ranked themselves as needing to improve their proof reading skills I think I’ll simplify the marking code so it’s simpler for students to identify… What are the next steps for learning? Find out from the students how highlighter marking is helping their learning i.e. how effective was it? How did it help their learning?

  16. Using 3 different coloured post-its, identify the criteria in your Inquiry Missing RTC? Dimension 2 criteria + indicators What strategies could I try to help my students’ learning Use an efficient and effective feedback strategy. e.g highlighter marking What happened? What are the implications for my teaching? What is it I want to focus on? Students started to refer to the marking code to work out what they needed to focus on. Students got better at identifying… I wanted to support my students to take more ownership of editing and proofreading their work. Why? (The data/evidence that Is informing my actions) Is there something I need to change? In a class survey 70% of my level 1 class ranked themselves as needing to improve their proof reading skills I think I’ll simplify the marking code so it’s simpler for students to identify… What are the next steps for learning? Find out from the students how highlighter marking is helping their learning i.e. how effective was it? How did it help their learning? Dimension 1 criteria + indicators

  17. Discuss - Linking PRT evidence to Teaching as Inquiry

  18. Last word… For all teachers seeking to gain or maintain a full registration practising certificates… the collection of evidence should support professional learning, not compliance, and be a career long habit

  19. Last Questions?

  20. Missing RTC? Dimension 2 criteria + indicators Using 3 different coloured post-its, identify the criteria in your Inquiry What strategies could I try to help my students’ learning What happened? What are the implications for my teaching? What is it I want to focus on? Is there something I need to change? Why? (The data/evidence that Is informing my actions) What are the next steps for learning? Dimension 1 criteria + indicators

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