#AITSL

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🎉 Great news! The Australian Institute for Teaching and School Leadership (AITSL) is now accepting the IELTS One Skill Retake tests for skills assessment.

📝 If you are applying for a skills assessment with AITSL, this recent change allows you to retake just one skill in the IELTS test to meet the English language proficiency requirements.

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[aivesaustralia]

Latest updates  👇

Starting December 7, 2024, ACECQA will take over the skill assessments for Early Childhood (Pre-primary School) teachers in place of AITSL.

[immigrationvisaservices]

Australia Educational System

When it comes to education, each country has its own distinct approach to teaching and learning. Australia, known for its stunning landscapes and vibrant culture, also stands out for its unique teaching process. In this blog post, we'll explore how the teaching process in Australia differs from patterns followed by other countries, emphasizing the space it provides for critical thinking and the carefully regulated pace of learning.

Space for Critical Thinking:

One of the hallmarks of the Australian education system is the emphasis on fostering critical thinking skills. Unlike some traditional education systems that prioritize rote memorization, Australian classrooms encourage students to question, analyze, and think independently. This approach aims to cultivate a deep understanding of subjects rather than mere regurgitation of facts.

In Australian classrooms, students are often given the freedom to express their opinions, challenge ideas, and engage in meaningful discussions. This not only prepares them for real-world problem-solving but also nurtures a sense of curiosity and intellectual exploration.

Paced Learning:

Another distinctive feature of the Australian education system is the carefully regulated pace of learning. The curriculum is designed to ensure that students grasp concepts thoroughly before moving on to the next level. This deliberate approach is in contrast to systems that may prioritize covering a wide range of topics quickly, sometimes at the expense of depth of understanding.

In Australia, educators focus on creating a solid foundation of knowledge, allowing students to build upon it progressively. This paced learning approach acknowledges that each student has their own unique learning style and pace, fostering an inclusive environment that supports individual growth.

Regulation by the Australian Government:

The Australian government plays a crucial role in maintaining the high standards of education associated with the country. The Australian Curriculum, Assessment and Reporting Authority (ACARA) oversees the development of national curriculum guidelines, ensuring consistency and quality across different states and territories.

The curriculum is regularly reviewed and updated to reflect contemporary knowledge and skills. This commitment to ongoing improvement aligns with the dynamic nature of the global landscape, ensuring that Australian students are equipped with relevant and up-to-date knowledge.

Teacher Professionalism:

Teachers in Australia are highly regarded professionals who undergo rigorous training to meet the standards set by the Australian Institute for Teaching and School Leadership (AITSL). The emphasis on teacher professionalism contributes to the overall quality of education in the country. Teachers are not just imparting knowledge; they are mentors, facilitators, and guides, nurturing the holistic development of their students.

Conclusion:

Australia's teaching process sets it apart on the global stage. By prioritizing critical thinking and embracing a paced learning approach, the Australian education system aims to prepare students for the challenges of the modern world. The careful regulation by the government and the commitment to teacher professionalism further ensure that the standards of education in Australia remain consistently high. As we look to the future, understanding and appreciating the uniqueness of the Australian teaching process can offer valuable insights for educators and policymakers around the world.

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[reflection-journal-elise-sheehan]

Strengths

I believe I possess the following strengths as a teacher in accordance with the Australian Institute for Teaching and School Leadership:

1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities

3.2 Plan, structure and sequence challenging learning goals

3.4 Select and use resources

3.7 Engage parents and carers in the educative process

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.5 Report of student achievement

6.1 Identify and plan professional learning needs

6.3 Engage with colleagues and improve practice

7.1 Meet professional ethics and responsibilities

[disabilityaware]

We use SEE signs!

Signed Exact English (SEE) is more on the body or tactile, as compared to American Sign Language (ASL) or other sign languages. We use SEE quite a bit at home.

Adaptive Interactive Tactile Sign Language (AITSL) is a method of signing hand over hand for those with vision loss and those who need more support to learn the signs. AITSL is most commonly referred to as "hand over hand signing." We need to practice this more at home!

In solidarity,

- A

[thotsofateacher]

Do I really need to become a reflective practitioner?

Boud and colleagues (1985) describe reflection as the processing of an experience after it has occurred, thus deepening one’s learning and understanding of the events. This reflective practice may involve revising notes, recalling and/or reconstructing memories about the experience, recording these thoughts and feelings in a journal, or discussing their accounts with peers (Boud et al., 1985; Gibbs, 1988). By looking back at an experience and recounting certain information learned or details about how one felt/reacted, one can consolidate their new learning, uncover any unanswered questions into which to conduct further research, analyse and critique their own or others’ actions, and think about how they might change their behaviour for the next time they are in a similar situation (Gibbs, 1988; Churchill, 2018).

I believe reflection is a very important part of teaching and learning. Not only is reflection a useful tool for teachers to encourage their students to use, but also for the educator themselves to regard and critique their own techniques. Last year, I completed a task that involved reflecting upon our teaching and learning that occurred online during the pandemic. I remember feeling indignant upon realising how different classes were structured – shifting from open, friendly class discussions to closed, impersonal, lecture-style Zoom tutorials. It felt easier to criticise the negative aspects, such as fewer substantial conversations (Churchill, 2018, p. 288) and collaborative learning opportunities (DET, 2017), than finding the positive differences, like an increase in student-facilitated “flipped learning” (AITSL, 2021).

Looking back on my classes during 2020 gave me the opportunity to critically reflect upon the teaching strategies my lecturers and tutors used, and how well I learned from them. This enabled me to decide which ones worked well, that I may be able to use in my own future teaching career, and which ones did not work well, or could be improved upon/adjusted to better suit education in the current situation/modern age. I will need to consider that both the non-personal nature of online classes and digital technologies becoming more common in education are increasingly relevant factors that will affect my own practice as a pre-service teacher.

While the reflection I did included a substantial amount of criticism that I can use to improve my own understanding and practice of various teaching strategies, it was purely for my own benefit. I could definitely review the points that I made and rephrase some into constructive feedback for my previous tutors and lecturers. That way, not only will I learn from being a reflective practitioner, but by sharing my knowledge and experience with the teaching faculty, they may also reflect upon their own practices and perhaps benefit from the feedback/reflective cycle, as well.

***

References

Australian Institute for Teaching and School Leadership [AITSL]. (2021). The flipped classroom model. https://www.aitsl.edu.au/tools-resources/resource/the-flipped-classroom-model-illustration-of-practice

Boud, D., Keogh, R. & Walker, D. (Eds.). (1985). Reflection: Turning experience into learning. Routledge.

Churchill, R. (2018). Teaching: Making a difference (4th ed). Wiley.

Department of Education and Training [DET]. (2017). High impact teaching strategies. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf

[edgarscreek]

Newlands Primary School connected with local community members to broaden teachers’ professional knowledge and practice (AITSL 2017) standard 7.4. 

[assignmenttutoronline]

development of oral language

development of oral language

TOPIC Modules TITLE Readings ULOs CLOs ASSESSMENTS AITSL Graduate standards addressed 1 Module 1: Introduction to Reading Learning Language and the development of oral language: Components of oral language (incl: phonology, phonemic awareness, syntax and pragmatics); literacy in the home and community Ellis, S. & Rowe, A. (2020). Literacy, social justice and inclusion: a large‐scale…

[myassignmentonline]

development of oral language

development of oral language

TOPIC Modules TITLE Readings ULOs CLOs ASSESSMENTS AITSL Graduate standards addressed 1 Module 1: Introduction to Reading Learning Language and the development of oral language: Components of oral language (incl: phonology, phonemic awareness, syntax and pragmatics); literacy in the home and community Ellis, S. & Rowe, A. (2020). Literacy, social justice and inclusion: a large‐scale…

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development of oral language

development of oral language

TOPIC Modules TITLE Readings ULOs CLOs ASSESSMENTS AITSL Graduate standards addressed 1 Module 1: Introduction to Reading Learning Language and the development of oral language: Components of oral language (incl: phonology, phonemic awareness, syntax and pragmatics); literacy in the home and community Ellis, S. & Rowe, A. (2020). Literacy, social justice and inclusion: a large‐scale…

[assignmenttutorsforyou]

development of oral language

development of oral language

TOPIC Modules TITLE Readings ULOs CLOs ASSESSMENTS AITSL Graduate standards addressed 1 Module 1: Introduction to Reading Learning Language and the development of oral language: Components of oral language (incl: phonology, phonemic awareness, syntax and pragmatics); literacy in the home and community Ellis, S. & Rowe, A. (2020). Literacy, social justice and inclusion: a large‐scale…

[comingtoaschoolnearyou]

Consumer vs Producer SAMR model Interactive PowerPoint/H5P as example of multi-modal creation

This task required me continue the story as a hand-written exercise, and then redefine the story using PowerPoint slides (which I converted into a video to easily embed here).

Using the SAMR model:

Substitution would look like typing my story, instead of handwriting it.

Augmentation would look like presenting my story to the class as an oral presentation accompanied by the PowerPoint slides containing multimedia elements.

Modification would look like designing a video presentation, in place of a standard oral presentation, where is a broader variety of multimodal components (sound effects, 'pick your own adventure'-style video, students vote on which direction to take, etc).

Redefinition would look like publishing my work online where it can be viewed by my peers, and inviting them to comment/provide feedback/reflections on my work.

Using Cope and Kalantzis' framework for assessing how we integrate technology in our classrooms (i.e., New Learning; 2013), this activity can be used for active knowledge making. Students participating in this activity are positioned as 'responsible knowledge producers' as they represent their knowledge and put their voice in their horror story. This aligns with active learning theories which believe that students should be active participants in their learning. Having an understanding of how students learn is part of meeting AITSL 1.2, where I demonstrate knowledge and understanding of research into how students learn and the implications for teaching (AITSL n.d.).

References

Australian Institute for Teaching and School Leadership n.d., Teacher Standards, viewed 12 October 2022, https://www.aitsl.edu.au/standards

Cope, B & Kalantzis, M 2013, 'Towards a New Learning: the Scholar social knowledge workspace, in theory and practice', E-Learning and Digital Media, vol. 10, no. 4, pp. 332-356.

[mohrblogs]

How do I stay connected and current?

Staying connected and current allows you as the teacher to be better equipped to teach and deliver authentic learning that will resonate with the students. It is important to stay connected to students, parents and colleagues, governing bodies, current research and having a voice in the education landscape (Avondale University, 2021).

The best ways to stay connected include:

1. Work on your relationships. It is proven that teachers who constantly seek ways to improve and make connections with others are bound to be more successful. Connectedness aligns with the teaching standards 6 ‘Engage in professional learning’ (AITSL, 2017). Building communities, be attentive and respectful to your relationships and surroundings (Avondale University, 2021). Surround yourself with positive and affirming colleagues who can help you in many ways.

2. Professional organisations:

a. Get involved within your local and school community.

b. Join a team organization

3. Education authorities

a. Use their resources

b. Read the information

4. Professional resource services & structures

a. Scootle

b. QTM

c. Journal

5. Subscribe to professional journals

a. School based

b. Many professional organisations have their own subscriptions

6. Professional development providers

a. AIS.NSW,

b. Visit them regularly

(Avondale University, 2021)

Avondale University. (2021). How do I stay connected and current? [PDF]. Moodle. file:///C:/Users/Noema/Desktop/Week%2012%20LEcture.pdf

[curriculumstudieskyliestacey]

Week 12 - Connected and Current - How?

Connection matters in life. It provides us with a feeling of support and purpose. Our wellbeing improves. We live life happier. 

Connection image. (The importance of connection, n.d.)

We know this is true for our life at home, with family and friends. And we know it’s true in the teaching space.  Connection with our students, parents, colleagues help us become the best teacher we can be. Why? When we know our students, we are able to prepare relevant materials and learning for them. Knowing their histories, their families, all helps to build more authentic learning experiences as we seek to connect new knowledge with who they are and where they come from. Connecting with colleagues helps us to consider new ideas, confront limits of our own knowledge, learn new ideas and strategies, and provide support for each other.  

The online world also enables us to connect with other like-minded colleagues around the world. Joining forums for specialised teaching areas such as music, enables us to ask questions and share information and support each other. Subscribing to professional journals and newsletters helps us receive current information. Attending professional development seminars or courses helps you up skill and gain fresh insights. Joining professional organisations such as The Music Teacher’s Association of NSW or The Australian Society for Music Education ensures we are connected with current education matters, pedagogy and support. 

Finally, remaining connected and informed with the governing bodies such as AITSL and NESA in Australia, ensures that we are up to date with what the education system requires, and being aware of the resources they provide.

But the big question is “why”. Why does it matter that we remain connected and current? The research tells us that the best educators are those who constantly seek to improve their practice and who engage with their parents, engage with professional learning and engage with their colleagues, teaching networks and broader communities.

References:

Australian Professional Standards for Teachers, AITSL, Retrieved October 28, 2021, from https://www.aitsl.edu.au/teach/standards

Australian Society for Music Education, Retrieved October 28, 2021 from https://www.asme.edu.au

Connection [image] (n.d.). The importance of connection. Retrieved November 3, 2021 from https://www.positivediscipline.com/articles/importance-connection

Connections matter. Beyond Blue. Retrieved October 28, 2021, from https://www.beyondblue.org.au/who-does-it-affect/older-people/connections-matter

Heick, T. (n.d.). What happens when teachers connect? Retrieved October 28, 2021, from https://www.teachthought.com/pedagogy/when-teachers-connect/ 

[mrcoolguytai]

Blog 8 (Week 11)How can I ensure all students have equal opportunities for success?

Each and every student I will ever teach will be different from each other. There is no way around that. There isn’t a mould I can place them into that will change this. Even if I did have the ability to have every student have the same needs, it would make the classroom boring and dull. However, I will need to have different techniques and tactics to provide each student an equal opportunity for success. There are a few simple things that can be done to provide this opportunity for students:

- Talk to them (get to know them and their needs).

- Form a relationship with parents.

- Make the subject and learning relevant for the students.

- Be open for adaptation.

In my KLA of History and PDHPE, forming individual relationships with all students (and parents/carers), to know what their individual needs are is one of the most important parts of teaching. Without the connection between the students and teacher, how will you ever know how to properly reach them? Lessons and classrooms need to be catered to best educate them, providing an authentic learning experience. It is also important to reach from different backgrounds. When teaching Aboriginal and Torres Strait Islander students, it is important to be respectful of their culture, and provide learning experiences that will be better catered to their own personal beliefs.

The "Tic, Tac, Toe" grid shown above is another good way to provide assessment to students. It gives each individual student the choice to tackle the assessment in their own skill level.

Differentiation: Differentiation is important because it provides each student with an opportunity for success. It can be used in a wide range of scenarios. For example, it could be used in my history class if a student had poor eyesight, or as Tiani said in the lecture this week, they could be left-handed, in which case a seating arrangement would be very important for those students. Left-handed students will bump arms with right-handed students will cause distraction, however, placing them on the far left of a row will have them interrupting no one, allowing for a better learning experience. This is just one way that differentiation can be used to provide an equal opportunity to students.

In my subject of PDHPE, it has two main areas: theory and practicals. In practicals, differentiation can be provided to students by giving more time or attention to those students that are struggling with a movement, or you may have to break it down step by step. In a theory class, differentiation could be used on assessments, giving more time, or simpler answers, or coloured paper if they have Irlens. Providing this differentiation should provide students with the ability to have an equal opportunity.

Differentiation is a powerful tool in the armoury of a teacher. It is the teacher’s role to ensure all students are supplied with an equal opportunity in learning. Each student learns differently so it is important to provide the opportunity. With the use of differentiation, each student should have an equal opportunity to succeed in their areas of choice.

Teaching to the point of need. (2021). AITSL. https://www.aitsl.edu.au/tools-resources/resource/teaching-to-the-point-of-need-illustration-of-practice

[gwen-chan]

Assessment Two: Design and rationale package (50%) AITSL Standards: This assessm

Assessment Two: Design and rationale package (50%) AITSL Standards: This assessm

Assessment Two: Design and rationale package (50%) AITSL Standards: This assessment provides the opportunity to develop evidence that demonstrates these Standards: 3.1 Establish challenging learning goals . 3.4 Select and use resources . 3.5 Use effective classroom communication 3.7 Engage parents/carers in the educative process . 4.1 Support student participation . 4.2 Manage classroom…