Educating the New Teacher · 2017. 5. 18. · – Agile & adaptive based on student reactions –...
28
Professor Janet Clinton Melbourne Graduate School of Education Educating the New Teacher
Transcript of Educating the New Teacher · 2017. 5. 18. · – Agile & adaptive based on student reactions –...
ProfessorJanetClintonMelbourneGraduateSchoolofEducation
EducatingtheNewTeacher
Today• Thenewteacher• Selectionfornewteachers
• Ourresponse
Newstudents
NewSchools
TeachingStandards
Subjectmatterknowledge Instructionalpracticeskill Pedagogicalknowledge
Preparation&planning Evaluation,assessment&feedback Learningstrategies
Communication Mindframes Psychosocialresources
Culturalcompetency Numeracy&literacyready Adherestoasetofstandards
Professionalism Leadership Accreditation&credentialing
Skill&specialisation Careerprogression Subjectspecialisation
Studentachievement Studentaffect Colleagues
Classroomclimate Parentengagement Schoolculture
Philosophyofteaching Innovativeandcreativeteaching Mentorshipofstudentsandfaculty
Participationinteacherdevelopment Scholarshipofteaching Recognitionofeffectiveteaching
Creatinganoptimalclassroomclimate
forlearning
Identifiesessentialrepresentationsof
theirsubject,
Canguidelearningthroughclassroom
interactions
Canmonitorlearningandprovide
feedback
Relatewhatishappeningtoadeeper
setsofprinciples
Recognizesasequencesofclassroom
eventswhichaffectlearning&teaching
Candetectandconcentratemoreon
informationthathasinstructional
significance
Canmakebetterpredictionsbasedon
theirrepresentationsaboutthe
classroom
Canidentifyagreaterstoreof
algorithms
Understandstudentsforproblem
solving
Predictanddeterminewhattypesof
errorsstudents
Muchmoreresponsivetostudents
Anticipate,plan,andimproviseas
requiredbythesituation
Adoptaproblem-solvingstancetotheir
work
Betterdecision-makersan
Canidentifywhatdecisionsare
importantandwhicharelessimportant
decisions
Haveamulti-dimensionallycomplex
perceptionofclassroomsituations
Morecontext-dependentandhavehigh
situationcognition
Moreadeptatmonitoringstudent
problems
Assessingtheirlevelofunderstanding
andprogress
Theyprovidemuchmorerelevant,
usefulfeedback
Adeptatdevelopingandtesting
hypothesesaboutlearningdifficulties
orinstructionalstrategies
Highrespectforstudents Provideappropriatechallengingtasks
andgoalsforstudents
Enhancesurfaceanddeeplearning Challenging Classroomclimate
Deeprepresentations Deepunderstanding&achievement Improvisation
Monitorslearning&providesFeedback Multidimensionalperception Passion
Problemsolving Respect Sensitivitytocontext
TestHypotheses Useofknowledge Persistence
OrganisationandPlanning Valuesstudentlearning TheorytoPractice
Teachallbackgroundsandlevels Approachtostudents SurviveinBureaucracy
Fallibility EquityandHighExpectations DemonstratesProfessionalism
Safe,Respectful,andCulturally
Sensitive
ResponsiveLearningCommunities InstructionalPlans&Implementation
HasContentKnowledge MonitoringandAssessmentofProgress
Reflection
Reflectonpracticeincollaborationwith
administratorsandcolleagues,monitor
personalandprofessionalgrowth
ClearFocusfortheLesson OfferOvertInstruction GetStudentstoEngagewithContent
CommitmenttoProfessionalGrowth Self-assessesandworkstoimprove
classroompractice
Developsandimplementsa
professionalgrowthplan
Seeksoutprofessionaldevelopment
andcontinuouslearningopportunities
Workswithcolleaguestoimprove
practicethroughoutthebuilding
CommitmenttotheSchoolCommunity
Maintainsopencommunicationwith
theentireschoolcommunity
Assumesappropriateleadershiproles buildsapositiveschoolculture
CommitmenttoProfessionalism
Maintainsahighlevelof
professionalismatalltimes
Adherestolegalresponsibilitiesandcurrenteducational Collaboration,andPersonalGrowth
Evaluation
NewTeacher
Theexpectationsareenormous!
Whowantstobeateacher?
MichaelScriven- ‘Thefutureisbeingcreatedbyusnow’
• Analysisbasedonapproximatelycandidatesapplyingforteaching
• From2013to2017
• Graduateentry
• CompletionofTeacherCapabilityAssessmentTool
• Collectsinformationonarangeofconstructsincludingmotivations
forteaching,cognitivereasoning,personalattributes
9
Futureteachers
TCATInformedself-selection
Cogability+Self+Socialinteraction+
SituationalJudgment
Teachingdemonstration
Structuredbehaviouralinterview
Optional modules
10
ReasonsforchoosingteachingasacareerPreviousexperienceWorkhistoryapplicabletoteaching
Numerical,verbalandnon-verbalreasoningDisposition,SelfregulationandResilience
Communication,Ethics,CulturalSensitivity
30-40minutesStandardsetofquestionsandspecifictrainingforinterviewersCombinationofquestionsregardingpastbehavioursandhypotheticalsituationaljudgment
20minutesDemonstrationofteachingtaskwithroleplayingbyassessorsAssessmentbasedonpre-determinedrubric
Atoolforselection
11
Averageageofapplicantswas29.15 years(sd =12.12)
Agerangewas20to72years
75%
25%
12
0 500 1000 1500 2000 2500 3000 3500 4000
Noresponse
BachelorDegree
BachelorDegreewithHonours
DoctoralDegree
DoubleDegree
DoubleDegreewithHonours
MastersDegree
Other
PostgraduateCertificate
PostgraduateDiploma
Prioreducation
Whatdotheywanttoteach?
130 200 400 600 800 1000 1200
EarthScience
Humanities(Additiona
Sport
InformationTechnolog
Geography
Literature
Arts
HealthEducation
Drama
Chemistry
PhysicalEducation
BusinessStudies
Humanities
Psychology
Biology
English
Primary
Culturalbackground
Howwelldotheyreason?
16
Whatistheirdisposition?
17
Howdotheycommunicate?
18
0
1
2
3
4
5
6
7
ConflictR
esolution
Collabo
ratio
n
Trusta
ndRespe
ct
Leadership
Commun
icationOverall
Minimum
Maximum
Mean
Howculturallyawarearethey?
MulticulturalAwareness
CulturalSensitivity
AcceptanceofDifferences
0%10%20%30%40%50%60%70%80%90%100%
Whatdoesourcohortlooklike?
20
55.00
60.00
65.00
70.00
75.00
80.00
85.00
90.00
95.00
100.00
Percen
tage
Percentagescoresacrosscohortoneachfactor
Summary
21
29yearsold
Twiceaslikelytobeafemale
MostlikelytohaveaBachelordegree
WanttoteachPrimaryorEarly
Childhood
StrongnumericalreasoningskillsMorevariable
comprehensionandvocabulary Resilient,andself-
regulated
Strongatcommunication,collaborationLessinclined
towardsleadership
Culturallysensitive
Comefromarangeofbackgrounds
Whatdoesthismeanforteacherpreparation?
TimeforaParadigmShift!
• Accreditation• Knowledge• Skill• Setstandards• TeacherPerformance
• Disposition• Mindframes• Attitude&Awareness• Communication• Innovation&Creativity
24
DOMAINS OFIMPACT
Mindset
Awareness, Attitudes,Intentions
SustainedEngagementandImpactinEducation
Behaviour
Knowledge &Skills
Achievement Gain
Whatisevaluativethinking?
Messick (1995)- "anintegratedevaluativejudgementofthedegreetowhichempiricalevidenceandtheoreticalrationalessupporttheadequacyandappropriatenessofinferencesandactions"
Vo(2012)- Itistheprocessbywhichonemarshal’sevaluativedataandevidencetoconstructargumentsthatallowonetoarriveatcontextualizedvaluejudgmentsinatransparentfashion.
Mindframeis
Evaluative&Responsive
– Understandstheirimpact– Seekevidence– Thinks criticallywhenvaluingevidence– Build“wheretonext”recommendations– Agile&adaptivebasedonstudentreactions– Verify&triangulatecollectively– Lookforconstraints&returntotheproblem– Agreaterdegreeofmonitoringskills– Comfortableinmakingmistakes– Adeptatdeveloping&testinghypotheses– Confidentindifferentiation– Anticipate,plan&improvise.– Betterdecision-makers– Opportunisticandflexibleintheirteaching
NewTeacher
Whattoconsider?Whatnext?
• Evaluativethinkingmustbeembedded
• Awholeeducationalprocess
