Professional standards: the evidence

Professional standardsthe evidence

Pru Mitchellpru.mitchell@esa.edu.au

Where is your evidence?

• in my head, give me a day & I’ll write it out for you• in my filing cabinet, I’ll sort it into a folder for you• on my computer, in an email folder• on USB, I’ll export it for you• in the ALIA CPD database – I’ll print it out• in school PD database, I’ll get the Deputy to run a report• online, here’s the url – or the list of urls• in my last job application or CV – I’ll just update it and

send it to you

Policy working party

Toni Leigh, Qld & ASLA Board

Camilla Elliott, Vic

Anne Girolami, Vic

Margaret Simkin, Vic

Anne Whisken, Vic

Pru Mitchell, SA

Margo Pickworth, NSW

Anne Plowman, ACT

Think differently

the goals to which all teacher librarians should aspire, and

inspiration for quality teaching and ongoing professional practice

Standards of professional excellence for teacher librarians

Think evidence-based

teacherstandards.aitsl.edu.au

Think developmental

Think standards that are...

inspirational

aspirational

achievable

also valid and measurable

Ingvarson & Semple

What’s it mean for you?

Image: Questionmark made of puzzle pieces Horia Varlan, CC-by

Mapping VIT to AITSL

Professional knowledge1. Know students and how they learn [AITSL]

Know how students learn and how to teach effectively [VIT]

2. Know the content and how to teach it [AITSL]

Know the content they teach [VIT]

[3. Know their students] [VIT]

vit.vic.edu.au/standardsandlearning

Professional practice

3. Plan for and [implement] assess for effective [teaching and] learning [AITSL]

4. Create and maintain [supportive and] safe and challenging learning environments [AITSL]

5. Assess, provide feedback and report on student learning [AITSL]

Use a range of teaching practices and resources to engage students in effective learning [VIT]

Professional engagement

6. Engage in professional learning [AITSL]Reflect on, evaluate and improve their professional practice [VIT]

7. Engage professionally with colleagues, parents/carers and the community [AITSL]Are active members of their profession [VIT]

Professional learning

Library and information professionals have a responsibility to commit to

professional development and career-long learning

ALIA principle, 2005

alia.org.au/education/pd

Learn for points

Learn differently

Type of Prof Learning Focus

Job-embedded Classroom

Job-related School

Employment-related System

Career-related Profession

Self-directed Personal

M Hough 2010 attributed to Joyce 1996/7

Act differently

The instructional partnership is not about teacher doing content and teacher-librarian doing information literacy, but about mutually solving learning dilemmas with the shared expertises: information learning and disciplinary learning

Ross Todd 2005 SLAV conference

Mapping ASLA-ALIA to AITSL

3.5 Use effective classroom communication [AITSL]

2.1 3 Foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment [ASLA-ALIA]

Teacher librarian context

3.2 Plan, structure and sequence learning programs [AITSL]

Highly accomplished teacher librarians actively plan, teach and evaluate with teachers to explicitly teach information skills. They also provide an environment that supports engaged learning by utilising their knowledge of cross curricula and cross school views. [working party draft 1]

Content

2. Know the content and how to teach it [AITSL]

Highly accomplished teacher librarians support their peers by using their comprehensive knowledge of current content requirements and teaching strategies to collaboratively plan and teach a wide range of topics for both classroom and subject teachers. [working party draft 1]

Assessment

5. Assess, provide feedback and report on student learning [AITSL]

Highly accomplished teacher librarians work with classroom and subject teachers to collect rich, personalised and accurate evidence of student achievement and report this in a form that facilitates effective communication with students and parents. [working party draft 1]

Resources

3.4 Select and use resources [AITSL]

Highly accomplished teacher librarians work with staff to develop, recommend, organise and manage appropriate print and online resources to support student learning, and policies relating to the selection, implementation and evaluation of appropriate resources. [working party draft 1]

ICT

2.6 Information and Communication Technology [AITSL]

Highly accomplished teacher librarians model and encourage colleagues to use new and emerging technologies, digital resources and tools in the classroom. They work collaboratively with colleagues to use digital resources and tools to improve student learning and engagement. [working party draft 1]

What is your evidence?

• learning/skills continuum matrix document• collaborative programming, planning

documents across different aspects of role• minutes of planning meetings• implementation video• feedback from students and teachers about

teaching• using Researching Together (SLAV 2005)

Teacher librarian mindset

Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. [AITSL]

Teacher-librarians provide, demonstrate and encourage use of a wide range of resources, including print, electronic, online, audio, software and recordings. [working party draft 1]

What resources are there?

• AITSL Illustrations of practice www.teacherstandards.aitsl.edu.au/Illustrations

• IFLA case studywww.ifla.org/node/5752

• ePortfolioselectronicportfolios.com

Sharing differently

asla.org.au

twitter.com/ASLA_National

#vicpln

References

Hough, M 2010, Libraries supporting staff development, SLAQ/IASL conferencewww.slideshare.net/IASLonline/libraries-support-staff-development

Ingvarson, L & Semple, A 2006 How can professional standards improve the quality of teaching and learning science? www.acer.edu.au/documents/RC2006_IngvarsonSlides.pdf

Mitchell, P 2006, Australia’s Professional Excellence Policy, School Libraries Worldwide 12 (1): 39-49www.iasl-online.org/pubs/slw/slwjan06-mitchell.pdf

Todd, R 2005, School Libraries, Productive Pedagogy and the Leading of Learning, SLAV conferencewww.slav.schools.net.au/downloads/08pastpapers/15learners/RToddAug2005.ppt