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National Professional Standards for Teachers: Indigenous Perspectives
National ProfessionalStandards for Teachers:Indigenous perspectives MATSITI Conference Adelaide July 2012
o Melbourne Declaration on Educational Goals for Young Australianso National Education Agreemento National Partnerships: • National Partnership on Improving Teacher Qualityo Aboriginal &Torres Strait Islander Education Action Plan
o Not bigo Not governmento Not commercial providero Not a regulatorAITSL does have:o a remit from all Education Ministers to ‘provide national leadership in promoting excellence’o an ability to broker national agreemento capacity to add value to policy and outcomes
AITSL works with the education community to:o Set and maintain standards for excellence in teaching and school leadershipo Lead and influence excellence in teaching and school leadershipo Support and recognise excellence in teaching and school leadership
o Intended for every teacher of every childo Define the work of teachers and make explicit the elements of high quality, effective teaching in 21st Century schoolso Public statemento Common understanding and languageo Dual purpose – improvement and accountabilityo Map career progression
o 7 standards grouped into 3 domains • Professional knowledge – 2 standards • Professional practice – 3 standards • Professional engagement – 2 standardso Each standard broken into between 4 and 7 focus areaso Each focus area differentiated at 4 career stages (descriptors) • Graduate, Proficient, Highly Accomplished, Lead
The Standards support :o professional learningo peer coaching / observationo self assessmento professional practices
o Graduate - National Standards and Procedures for the Accreditation of Initial Teacher Educationo Proficient - nationally consistent registrationo Highly Accomplished – voluntary certificationo Lead – voluntary certification
> Objective: To improve the capacity of all new and existing teachers to meet the requirements of Focus Areas 1.4 and 2.4 of the NPTS. Pre-service component – led with Queensland DETE In-service component – led by AITSL Each component: Research / mapping of practices National Forum Resource development
> Major findings: – No structured national policy, particularly regarding PD around Indigenous peoples’ rights or social justice imperatives – Lack of workforce level PD and little evaluation of effectiveness of what does exist – The approach to PD in this area is patchy – Appears to have been a reduction in PD offered in recent times – Teachers are fearful and resistant about these Standards
> Major findings: – There is generally an imbalance between transfer of knowledge and development of skills – ITE needs a new Indigenous pedagogy, balancing skills acquisition with knowledge transfer, to be transformative – There is a paucity of Australian and international literature documenting the impact of racism on Indigenous educational outcomes – There is a correlation between universities’ marketing vigour and their promotion of Indigenous education as integral to initial teacher education – There is a drive to embed Indigenous content in core ITE subjects – The provision of Indigenous elective subjects is inconsistent across institutions
Bearing in mind the requirements of Focus Areas 1.4 and2.4 of the National Professional Standards for Teachers:1. In your experience, what really useful Indigenous skills and knowledge have you found in (in-service OR pre- service) offerings?2. In your experience, what Indigenous skills and knowledge (pre-service OR in-service) was of no use to you at all?3. What has been missing from these programs that would have been really helpful to you?
aitsl.edu.au teacherfeature.aitsl.edu.aunewsroom.aitsl.edu.au youtube.com/aitsleduau iTunes U > Australian Institute@aitsl for Teaching and School Leadershipwww.facebook.com/aitsl