Saturday, May 2, 2020

Education for Australian Professional Standards -myassignmenthelp

Question: Discuss about theEducation for Australian Professional Standards. Answer: Introduction and significance The teacher often share significant responsibility in the preparation of young people lives for a successful and productive lives. The Australian Professional Standards for Teachers standards is built on the international and national evidence that the effectiveness of the teacher has a powerful impact on the students (Aitsl.edu.au, 2016).Therefore it is of great significance to note that the quality of the teacher has an impact on the students achievement.Teachers who are effective they tend to provide a consistent and dependable influence on the students as they make their career choices. The significance of the standards The teacher's standards inform on the professional development of the learning goals, providing a framework through which the teachers can assess the students learning and assist them where they require help. The standards contribute to the professionalization of the teachers and profession status raise. The standards are often used as the model of accountability to ensure that teachers demonstrate professionalism in knowledge, practice, and engagement. Two professional goals My selected two standard focus and development during my one month placement at kindergarten comprises of: Plan and implement effective teaching and learning-professional knowledge Know the content and how to teach-professional practice. Professional knowledge Teachers are required to draw on research and expert knowledge to respond to their student's needs based on their educational context. They are aware of how to structure their lesson to meet the needs of the physical intellectual and social development together with their student's characteristics (Education.gov.au, 2016). The area of focus is the content teaching and the strategies of teaching area. The two goals that I have selected are important aspect of professional knowledge and engagement due to the following reasons: I have selected the two goals for standard teaching because, they set goal that is clear and measurable. They inform the teacher on what should be expected as the outcome of the course of study ought to be. Secondly, the selected goal educate the instruction .standards are what the assessments are designed to achieve and support. Lastly the chosen goal help in achievement measuring. They set standard objects that can be measured within the state or across the country to determine the success of the student (EduResearch Matters, 2013). Appropriate strategies and actions Strategies that I could use on teaching so as to meet each goal of placement comprises of the following: Strategies for content teaching area: Show high-level knowledge of the conceptual understanding and the structure and substance of the content and the teaching approaches of the area. Change activities that are engaging through the application of understanding of the content and the approaches on coaching area. Show support to the colleagues through the use of the comprehensive and current knowledge of the teaching strategies and content to develop and implement the teaching programs and engage in learning. Improve the content knowledge through initiatives of the lead within the schools to evaluate the strategies and show exemplary effectiveness in the teaching of the subjects, research that is based on the teaching programs and learning. Content selection and organization The efficient sequence in teaching and organization of the content. Content is organized into well sequenced learning and programs for teaching that is coherent. Content is organized in a way that exhibits practice that is innovative in the organization due to select the content and teaching programs and in learning the delivery method. Lead in the initiatives which utilize content comprehensive knowledge to improve the sequencing and selection of the material in a coherently teaching programs and organized learning. Structure, plan and sequence learning programs Plan of the lesson sequence through the use of student knowledge in Content and actual teaching approaches. Implement learning programs that are well structured and well planned or sequence of lessons designed that engage the student to promote the student learning and engage them. Work well with colleagues to evaluate, modify and plan programs on teaching that can create learning environments that are productive and engage all students. Lead fellow teachers in planning as they exhibit an exemplary practice to implement assessment the efficiency of their learning and teaching plans to develop the understanding of the students understanding and abilities. Use of strategies in teaching Incorporate a variety of teaching strategies. Select and make use of the teaching strategies that are relevant to develop the skills and knowledge problem skills and creative thinking. Show support to fellow teachers in the selection and useful application creative thinking and critical problem-solving. Work well with associates to review, modify and increase their training strategies skills to enable the student knows problem-solving skills and creative thinking. Establish learning goals that are challenging Set learning goals which provide possible challenges to students of with varying abilities and characteristics. Set goals for the students that are challenging, achievable and explicit. Develop a culture that is based on the high expectation for all the students through modelling and challenges setting. Show an exemplary practice that is of high expectation and guide fellow teachers to motivate students to pursue their goals in their education. Conclusion The Australian professional standards development for the teaching profession is critical part for the scoring of the quality teaching and learning in the Australian schools. With the implementation, the education system in Australia is strategically placed to be among the best globally. The values have been built upon the critical work that was previously undertaken in Australia. They are essential components on modification which have been reached upon in nationally partnership on the improvement of teachers quality that will help in the goal realization that were set out in Melbourne declaration (Education.uq.edu.au, 2013). References Acecqa.gov.au. (2011). Quality Area 1 Educational program and practice. [online] Available at: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice [Accessed 26 Mar. 2018]. Aitsl.edu.au. (2016). Understand the Teacher Standards. [online] Available at: https://www.aitsl.edu.au/teach/understand-the-teacher-standards [Accessed 26 Mar. 2018]. Education.uq.edu.au. (2013). Australian Professional Standards for Teachers. [online] Available at: https://education.uq.edu.au/files/275/QCT%20Australian%20Professional%20Standards%20for%20Teachers.pdf [Accessed 26 Mar. 2018]. EduResearch Matters. (2013). Australian Professional Standards for Teachers are useful to teacher education students, heres how. [online] Available at: https://www.aare.edu.au/blog/?p=1857 [Accessed 26 Mar. 2018]. Education.gov.au. (2016). Teaching and School Leadership | Department of Education and Training. [online] Available at: https://www.education.gov.au/quality-teaching [Accessed 26 Mar. 2018]. Bibliography Australian Science Teachers Association, (2012). Professional standards for highly accomplished teachers of science. Celik, S., (2011). Characteristics and competencies for teacher educators: Addressing the need for improved professional standards in turkey. Australian Journal of Teacher Education, 36(4), pp.73-87. Louden, W., (2000). Standards for standards: The development of Australian professional standards for teaching. Australian Journal of Education, 44(2), pp.118-134. Mayer, D., Mitchell, J., Macdonald, D. and Bell, R., (2005). Professional standards for teachers: A case study of professional learning. Asia?Pacific Journal of Teacher Education, 33(2), pp.159-179. Sachs, J., (2011). Teacher professional identity: Competing discourses, competing outcomes. Journal of education policy, 16(2), pp.149-161.

No comments:

Post a Comment

Note: Only a member of this blog may post a comment.