Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
NSW Teachers Institute Implementing the NPST at St George School within the TARS process
Introduction
The National Professional Standards for Teachers What Special Ed teachers do - JPGT, Qualities of Special Ed teachers Council for Exceptional Children Teacher Qualifications
Preamble The key elements of quality teaching are described in the Standards. They articulate what teachers are expected to know and be able to do at 4 career stages; Graduate, Proficient, Highly Accomplished, Lead. The standards and descriptors represent an analysis of effective, contemporary practice by teachers. The NPST are a public statement of what constitutes teacher quality. They define the work of teachers and make explicit the elements of high quality effective teaching.
What Special Educators do Special Educatorsdo differentiate their roles, knowledge and skills from that of general education teachers (Hughes & de
George Walker, 2010) Palmer (2006), in a South Australian study of special educators and professional standards, suggested that the set of standards derived from her study relate to the highly specialised nature of the field.
Palmer, C.D. (2006) Teacher Professional standards: the views of highly accomplished special education teachers. Adelaide Australia: AARE National Conference. Retrieved from http://www.aare.edu.au/confpap.htm
The notion that the attributes of special education teachers can be differentiated from generalist colleagues has been contested and asserted that special education, like any specialty training, ESL, gifted and talented, comes down to one thing - JPGT: Just Plain Good Teaching.
Hughes, s & De George Walker, L. (2010) Connecting to Community: What do we want in our Special Education Graduates? Australasian Journal of Special Education. 34:2, 109-118
9 Special Education Schools in Sydney Staff with Post Graduate Qualifications Average 48% (29%-85%)
Qualifications and Experience
Standards Based Salary Progression To be paid as Highly Accomplished Teacher Annual Accreditation Pay rate Proficient
Domains Professional Knowledge - Professional Practice - Professional Engagement 7 standards 1-2 Focus areas per standard - 4-6 Domains per Focus area
Professional Knowledge Standard 1 Know students and how they learn 6 Domains Know the content and how to teach it 6 Domains
Evidence
1. Research paper on non verbal communication (student specific). Information on Autism that you apply to a particular student and how this affects their learning and how you modify instruction and make adaptions so students can access learning. 2. Programs - mealtime programs, communication and social programs (Conversation is communication; Lets chat, Morning/greeting program, Weekend news), Hydrotherapy programs, physical management programs (physical), My place in the community Integrated unit, Shopping and money program (social, intellectual).
The University of NSW Teaching and Learning Centre list th e following teaching strategies: Brainstorming, case studies, debates, discussion, flipped cl assroom, group work, questioning, simulations.
Evidence
Holroyd Mary Brooksbank Numeracy Framework Assessme nt spoons in bowls (teaching strategies) Ask question Model task, ask question Model task Hand over hand Reinforce by filming task and watching on iPad, group work where other students model the task, peer learning. Explicit teaching. Independence, Prompt, Assistance.
Know the students and how they Learn Individual Education Plan Personalised Learning Plan Communication Plan Behaviour Implementation Plan Functional Behaviour assessment Individual Transition Plan
Know Students and How they Learn Highly Proficient and Lead
Introduce staff to Dr. Caroline Musselwhite Inclusive Education (see next slide) Refer to Jane Farrall, Spectronics, AAC, Speaking of speech Support staff in accessing evidence based research Browder, D; Gibbs, S; Ahlgrim-Delzell, L; Courtade, G.R; Mraz, M; Flowers, C. (2009) Literacy for Students with Severe Developmental Disabilities. What should we teach and what should we hope to achieve? Remedial and Special Education. 30,5. 269-282 Present to staff for discussion & evaluation of teaching practices and strategies. Enhanced quality of life through shared literature & increased independence as a reader
Know Students and How they Learn Highly Accomplished and Lead
Dr Caroline Musselwhite Inclusive Education: 11 video clips and related learning guides that provid e an opportunity to enhance and support teacher practice in the area of literacy for students with significant dis To participate or abilities. lead in Focus
area 1 also meets Evidence: requirements of Writing Program Professional Alternative pencils (mostly iPad) Engagement The Four Blocks Literacy framework Standard 6 Create opportunities for students to explore and Engage in Professional understand text Learning The art of attributing meaning to student attempts
explicit to students the significance of their work. Significance refers to pedagogy that helps make learning meaningful and important to students. Such pedagogy draws clear connections with students prior knowledge and identities, with contexts outside the classroom, with multiple ways of knowing or cultural perspectives. Evidence: Maths with the Mob Integrated unit, Lets Celebrate program (cultural, personal, community), LOTE program, Inclusion in Education principles (diversity), Music - cultural perspectives program. Community Inclusion and Participation programs, Work and community programs. Visual Arts Programs.
Collaborative project ;
write down 2 or more examples of Evidence for the standard you represent. Try to cover all areas of proficiency (grad, prof, highly accomplished, lead) Brainstorming activity - mind map, list, be creative, just share ideas.
15 mins
Final note
This Keynote can be found at
I will collate your responses, type them into Version 2 of this Power Point and thus you have a resource when you are required to provide evidence for NSW Teachers Institute, Highly accomplished teacher (merit based pay) and/or TARS process. Please continue to contribute to this documents as a current and vibrant professional development resource by emailing me caroline.cass@det.nsw.edu.au