Finding pathways in education

Finding Pathways in Education

~ research, leadership and

learning~

Dili ~ Timor Leste

13 - 14th July, 2015

Kathryn Moyle

[email protected]

Overview

Provide

• an overview of the Australian Council for

Educational Research (ACER)

• insights into some of the work ACER

undertakes in teacher education

• information about some of the work ACER

is undertaking in Timor Leste

ACER has 380 staff in offices throughout

Australia and overseas

Australian Council for Educational

Research

ACER’s mission

to create and promote knowledge and tools that can be used to improve learning

Expertise in

• research into teacher education

• professional development and quality

• leadership in schools

• school improvement

• ICT in schools

• national and international surveys

• testing and monitoring

• assessment and reporting

• sampling

• surveys

• assessments

• data collection and psychometrics

• data analysis

Australian Council for Educational

Research

Education Monitoring and Research

Education Policy and Practice

Indigenous evaluation

Teaching, learning and leadership

Program evaluation

Tertiary education

Finding Pathways in Education

Education Policy and Practice Group works to

• Undertake policy research to inform practice

• Conduct research about 21st century capabilities

of teachers and students

• Undertake commissioned evaluations

• Support improvement in schools, and of

principals and teachers

• Develop educational leadership

• Support improvements in teaching and learning

with technologies

Centre for Education Policy and

Practice

Policy Insights

1. Is school reform working? [Prof Geoff Masters]

http://research.acer.edu.au/policyinsights/1/

2. The teacher workforce in Australia: Supply, demand and data issues [Dr Paul Weldon]


3. Australian students in a digital world [Dr Sue Thomson]


Examples of ACER’s work in teacher

education

• Literature review for Teacher Education Ministerial Advisory Group

• National School Improvement Tool

• Teacher Absenteeism in Indonesia

• Coaching and mentoring for school improvement

• Evaluation of Principal Preparation Program in Indonesia

• Evaluation of ICT in Papua

Teacher Education Ministerial

Advisory Group literature review

• identified best practice principles for

the design, delivery and assessment

of teacher education programs; and

• articulated the features of teacher

education programs that most

effectively support successful

transition to effective practice

Features of teacher education programs

that support successful transition to

effective practice

According to the international literature, best

practice transition and induction programs:

• are guided by professional standards generated by

the profession

• involve mentoring where mentors are carefully

selected for their expertise and receive ongoing

training

• include classroom-based learning opportunities for

new teachers

• provide continuing professional development

• are supported through the provision of resources

National School Improvement

Tool

Grounded in international research

Nine domains

Focus on whole school improvement in teaching and learning

Schools that produce good outcomes have features in common: • Explicit improvement agenda pursued over time

• Staff of the school work together as a team

• The learning needs of students are identified, understood and addressed using available human and physical resources

• The school builds relationships with parents and others to support its improvement agenda

Australia’s approach to teaching

standards and professional

growthFour career stages for teachers that represent increasing levels of knowledge, practice and professional engagement

• Graduate

• Proficient

• Highly accomplished

• Lead

http://www.aitsl.edu.au/australian-professional-standards-for-teachers

Australian Professional

Standards for Teachers

The objective of these standards is to promote excellence so that

teachers have the maximum impact on student learning in all Australian

schools

1. Know students and how they learn

2. Know the content and how to teach it

3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on student learning

6. Engage in professional learning

7. Engage professionally with colleagues, parents/carers and the

community

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/development/professional-standards-for-teachers

Australian Professional

Standard for Principals

The Standard provides a model against which principals

can match their knowledge, qualities, experiences and

skills to determine their strengths and areas for

development

1. Leading teaching and learning

2. Developing self and others

3. Leading improvement, innovation and change

4. Leading the management of the school

5. Engaging and working with the community

http://www.aitsl.edu.au/docs/default-source/school-leadership/australian-

professional-standard-for-principals-and-the-leadership-profiles.pdf

Using technologies

ACER in Timor Leste

UNICEF

• To provide advice on the long-term mentoring

program of support for the Ministry of Education

at the school level for the implementation of the

new curriculum

• To provide analytical, technical and comparative

advice on school-based teacher mentoring

programs used in low and / or middle income

countries.

ACER in Timor Leste

Memorandum of Understanding

Universitas Nusa Cendana in Indonesian West Timor

Universidade Nacional Timor Lorosa'e in Timor Leste

A partnership to

• Share research data

• Build capacity

• Undertake and publish research in support of quality teaching and learning

Finding pathways in education

Education

Transcript of Finding pathways in education