Full Registration Professional Learning Requirements Effective 1 January 2011.

Full RegistrationProfessional Learning Requirements

Effective 1 January 2011

National Consistency of Registration Practices

Teacher Registration Board of the Northern TerritoryQueensland College of TeachersNSW Institute of TeachersACT Quality Teacher InstituteVictorian Institute of TeachingTeachers Registration Board of TasmaniaTeachers Registration Board of South AustraliaWestern Australian College of TeachingNew Zealand Teachers Council

On 14 October 2011, State and Territory Ministers have endorsed nationally consistent registration practices. This will ensure portability of registration across Australia and the Tasman.

www.trb.nt.gov.au

www.trb.nt.gov.au

Professional Standards

From 1 January 2013

Professional Learning Standard

Code of Ethics

Board Communication• TRB Update – via email• SMS Text Messaging• Information Sessions• Principals’ Circulars• Employers’ Circulars• Pre-service Teachers’ Circulars• Newsflash items• Extraordinary matters

Visit: www.trb.nt.gov.au

How to read your registration card

Filtering what is relevant

MyPDTargeted and tailored

VETiS

NTCET

The Australian Curriculum

Upfront Considerations•Professional Learning in the context of your work: professional learning takes place on a daily basis in schools for the improvement of student outcomes•Knowing the difference between “core business” and activities that are designed to challenge, update, renew teacher practice•School as a provider of professional learning:

• Start-up days (access to research outside school environment)• Pupil Free Days (system aligned professional learning?)• Other activities (Relief Teachers?)

•Teachers identifying and accessing Professional Learning (Professional responsibility)•School-embedded professional learning:

• Faculty meetings*• Team meetings• Cross-marking/moderation/standards validation• Mentoring

•Professional Learning and cognitive demand (teachers’ skills and knowledge)•Auditing 2011 Professional Learning•Developing a professional learning plan for 2012

Professional Experience and currency of practice for full registration

The Board identifies two key elements in maintaining professional competence for the purposes of registration renewal over the five year period:

Currency of practice; and Professional Learning

Teachers provide evidence of meeting renewal requirements (other than the payment of fees) annually or on the fifth anniversary of their registration renewal.

Currency of Practice

Means having practiced as a teacher in a Northern Territory government or non-government school for one year (180 days FTE) within the five year period of registration. This practice can also be taken in another Australian State or Territory or (under certain circumstances) overseas.

The Professional Learning Requirements over five years

• The requisite 100 hours of professional learning is to be disaggregated as follows:

• At least 50 hours of teacher identified professional development that aligns with The Professional Standards for Competent Teaching in the Northern Territory

• At least 50 hours of professional learning that provides access to research and knowledge sourced from outside the immediate school environment

100 hours over 5 years

Year 1 Year 2 Year 3 Year 4 Year 5

20 hours 20 hours 20 hours 20 hours 20 hours

10 hours per semester

10 hours per semester

10 hours per semester

10 hours per semester

10 hours per semester

5 hours per term 5 hours per term 5 hours per term 5 hours per term 5 hours per term

Self audit against the Standards Self Audit against the Competent Standards

This tool will begin your engagement with the Professional Standards for Competent Teachers in the Northern Territory. It will help affirm your strengths and identify areas for improvement. The Descriptors in the Competent Standard give you more details about each element

Standards Please refer to the

full Standards overleaf

Pro

fess

ion

al

En

gag

emen

t 1

Teachers are active members of their profession. Need Strength Areas of strength Areas for development

1 2 3 4 5

2 Teachers reflect on, evaluate and improve their professional knowledge and practice Need Strength Areas of strength Areas for development

1 2 3 4 5

Pro

fess

ion

al K

no

wle

dg

e 3

Teachers know their students Need Strength Areas of strength Areas for development

1 2 3 4 5

4 Teachers know how students learn and how to teach them effectively Need Strength Areas of strength Areas for development

1 2 3 4 5

5 Teachers know the content they teach Need Strength Areas of strength Areas for development

1 2 3 4 5

Pro

fess

ion

al P

ract

ice

6 Teachers plan, program, assess and report for effective learning Need Strength Areas of strength Areas for development

1 2 3 4 5

7 Teachers create and maintain safe and challenging learning environments Need Strength Areas of strength Areas for development

1 2 3 4 5

8 Teachers use a range of teaching practices and resources to engage students in effective learning

Need Strength

Areas of strength

Areas of development 1 2 3 4 5

Teachers as professional learners

• Teachers need opportunities to reflect on their practice in the context of professional standards and identify areas of professional knowledge and practice they would like to develop.

• When teachers engage in professional development activities and are given opportunity to reflect on new knowledge and how it might apply to their classroom practice and their school context; then professional learning is most likely to occur. Learning is also facilitated when there are opportunities to share knowledge and practice with colleagues.

Opportunity

Reflection

Application

Teachers as professional learners

Teachers as professional learners

What does “professional learning” mean?

Professional learning is integral to raising teaching standards. Teacher professional learning is an ongoing process supported by planned learning activities and programs designed to enhance professional knowledge, practice and engagement.

Professional development refers to what teachers do and experience that provide the opportunities to enhance professional knowledge, practice and engagement.

Professional learning describes growth in knowledge, skills and attitudes that come from being engaged in professional development activities, processes and experiences.

Teachers and other educators often use the terms “professional learning” and “professional development” interchangeably. The Board uses the term “professional learning” to reflect more accurately that it is not just the knowledge gained in a professional development session that makes the most difference to professional practice, but how this knowledge is applied. Teachers should be mindful that professional learning takes place on a daily basis in schools and other educational contexts and that these experiences can be identified and recorded for renewal processes.

Accessing professional development

Professional development can be sourced from a range of providers. It can be:– Employer provided – Linked to systemic programs and initiatives – Delivered by private providers – School-based, job-embedded, by focusing on priority areas or school

strategic plans – Comprised of additional formal study (University and TAFE), and – Incorporate a balance between receiving and sharing information

(participation in professional teaching association activities, contributing to journals, facilitating workshops).

Board Policy: Professional Development– Programs, courses and

conferences attended off-site/online

– Programs, courses and conferences in the school setting

– Professional Teaching Association PD events

– Tertiary study related to a specific teaching field

– Structured networking with teachers from other schools

– School visits and exchanges

– Faculty or staff meetings involving discussion of approaches to teaching and learning

– Professional reading– Mentoring another

teacher– Being mentored by

another teacher

Professional Development?

Watching an SBS Documentary?Undertaking CE-TOOL or SAMS training?

Attending an ALEA event and embedding ideas and concepts into classroom teaching?

Update, renew, challenge your skills and knowledge

Accessing professional development: whose professional responsibility?

Employer

Registered

Teacher

The Professional Learning Balance

Teacher Identified (50 hours)

External to school (50 hours)

Activity 3

Activity 2

Activity 1

Activity 3

Activity 2

Activity 1

Professional Learning must:Be sustained by

documents kept by the teacher

Be linked to the Standards

Records to keep

• Dates on which the professional learning was undertaken

• Title or description of the professional development activity

• Presenter or provider’s name (if applicable)• Time commitment required for the professional

learning, and• Reflection notes on how the professional development

activity impacted on practice and the professional standard(s) to which the professional learning was linked

The reflective practitionerSome questions to guide your reflection• Which standard/s is most clearly related to this PD activity?• Which ideas from the PD activity could you use to develop your teaching

practice?• How will this PD activity contribute to your ability to meet the learning

needs of your students?• Which ideas from this PD activity will assist you in challenging and engaging

your students more effectively? • What obstacles might you find to applying these ideas?• What do these ideas contribute to the broader learning of students within

your subject/grade area?• How could these ideas be shared with colleagues or applied by you and your

colleagues to contribute to teaching and learning in your school?• What further learning does this activity prompt for you?

Recording PL

Teacher’s name: Registration number:

List the professional development activities you have undertaken.

All activities should relate to the standards of professional practice

Describe the nature of the professional activities you have undertaken by ticking the appropriate columns

Activities providing access to research and knowledge sourced from outside the school environment

Hours

Within the school with an external presenter or a colleague presenting new knowledge

Within the school in collaboration with other colleagues

External to the school

Undertaken on the initiative of the teacher, either in or out of school

Other (Provide details)

Date Activity

Recording PL

STANDARDS REFERENCED PROFESSIONAL DEVELOPMENT ACTIVITIES SUPPORTING AND ENHANCING PROFESSIONAL ENGAGEMENT, KNOWLEDGE AND PRACTICE

Teacher’s Name: Registration Number:

Date Professional development activity Standards referenced in the PD Activity (Tick those that apply)

Comment on the effectiveness of the PD activity to support and enhance professional practice and/or knowledge 1 2 3 4 5 6 7 8

Teacher’s name: Term of Registration: 01/ 09/ 2010 to 31/ 12/ 2015 TRB Registration number:

List the PD activities undertaken. All should relate to the standards of professional practice for teaching.

Standards referenced in the PD Activity

Describe the nature of the professional activities you have undertaken by

ticking the appropriate columns and recording the provider’s name/workplace.

IMPACT & EVIDENCE

VE

RIF

ICA

TIO

N

HO

UR

S

In the school with external presenter or a colleague presenting new knowledge

Within the school in collaboration with other colleagues

External to the school

Undertaken on the initiative of the teacher, either in or out of school

Activities providing access to research and knowledge sourced from outside the school environment

What successful changes will others see in my practice as a result of this activity?

Date Activity

8.9.10 Making the Most of Microsoft Word & Excel

PE2 Simone Timms &

Anita Fowler Durack School

Applying to planning/programs documents and teaching new skills to students to meet LT outcomes.

1.5

15.11.10

RAAD NAPLAN Data Analysis & APIF Annual Operation Plan for 2011

PP6 PE1

Senior Staff & Accomplished Teachers

Written documentation of data analysis and Operational Plan. 2011 plans included in my planning & programming.

6

27.11.10

KAGAN Cooperative Structures + Active Engagement

PK4 PP8

Danielle Banicek Durack School

Classroom practise that maximises student engagement.

6

24.1.11

Mandatory reporting

PP7 Sheila Delahay Principal Durack School

Correct reporting procedure followed.

DET PD

database

0.5

24.1.11

You Can Do I t Program – Advanced Training

PE2 PK4 PP7 PP8

YCDI Training Team

Teaching of successful learning behaviours in the classroom. D

ET PD

database

6

18.2.11

Computer Troubleshooting (Provided PD to AP - J ulie House)

PE1 Kat Gronholt Durack School

AP able to independently manage ongoing IT difficulties & assist others if needed. I

T

log

cit

ed

by A

P

0.1

Verification of professional learning• Notes related to readings, reflections, activities or

presentations• Attendance certificates*• Teaching programs, plans or records• Diaries or reflective journals• Copies of articles or workshop/conference papers that a

teacher has contributed to or presented• Annotated student work samples• Employer/sector professional learning activities

attended; and• Any other material that will show the nature and extent of

participation in activities undertaken

Declaration

• Teachers will be required to declare that they have met the requirements for Full Registration prior to their term of registration expiring on or before 31 December 2014.

• Declaration will be an online process submitted in real time.

AuditWhen a teacher is required to validate their declaration as part of the audit process, the following will be required by the Board:

• Evidence validating 180 days of teaching service, educational leadership and/or equivalent practice over the previous five years:

– Statement of Service obtained from employer

• Evidence validating standards referenced professional development activities– At least half of these activities must provide access to research-based knowledge that

comes from sources outside the immediate school or work environment– A summary of completed activities supported by:

• certificate of attendance or participation for professional development courses• verification by a principal, employer, professional learning coordinator or other appropriate school

leader of engagement in school-or work-supported professional development activities• receipts of payment for courses or activities• transcripts of results for courses or enrolment and assessment documentation• a documented reflection on the contribution of a professional development activity to the

professional knowledge, practice and engagement of a teacher

• The Board will consult widely with all stakeholders and educational professionals on the procedures for the auditing process.

DET PL Portal

DET PL Portal

For ongoing support:Janine MathesonA/Manager Professional Learning and [email protected]