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WHAT CONSIDERATIONS DO I NEED TO GIVE TO RISK MANAGEMENT ?

WHAT CONSIDERATIONS DO I NEED TO GIVE TO RISK MANAGEMENT ?

Risk is every and an inevitable part of life. Minimising risks and developing preventative methods reduces the possibilities.

It is within the teachers duty to ensure our students health and safety. However, if something were to happen, it is good to be prepared and have safety measures as precautions. Supervision and quality instruction needs to match the students cognitive abilities.

Things that teachers are responsible for considering:

1. Plan for safety of students and themselves, taking a risk management approach to school activities

2. Take into account the learning outcomes against the hazards and inherent dangers of engaging in activities

3. Develop class behaviour rules and consequences

4. Establish clear and workable routines for entering and leaving rooms, moving around the classroom and school, distributing and collecting materials and resources, manual handling and working independently or in groups

5. Assess and manage risks in specific subject areas

6. Avoid hazardous activities when their own level of skill or knowledge may be limited

7. Use resources, including machinery and equipment, appropriate to the maturity and skill of students

8. Instruct students in safety issues, such as safe use of equipment prior to commencing use of it/the activity

9. Ensure appropriate use is made of all safeguards, safety devices and personal protective equipment

10. Ensure sufficient workspace is available for student to work safely

11. Provide students with appropriate workplace health and safety information and training

12. Implement the school’s student welfare and discipline code

13. Adhere to sun protection guidelines during outdoor activities

14. Follow sound behaviour management practices

15. Address the welfare and safety needs of special needs groups

16. Strictly follow child protection guidelines

17. Take reasonable care of themselves in the classroom

18. Look after their voices

19. Use appropriate ladders or approved devices if working above ground level e.g., hanging displays. Do not work with feet at heights over 2 metres, only mature students should be allowed to work above ground level , with instruction and supervision.

(Avondale University, 2021)

Avondale University. (2021). WHAT CONSIDERATIONS DO I NEED TO GIVE TO RISK MANAGEMENT ? [PDF]. Moodle. file:///C:/Users/Noema/Desktop/Week%2013-%20Celebrate%20without%20a%20class%20party.pdf

FreePik. (2021). Students must develop the habit of scanning for and assessing potential threats [Image]. The Hindu. https://www.thehindu.com/education/why-risk-management-education-should-be-made-part-of-the-curriculum/article35830414.ece

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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

Teachers Who Stay Connected Teach Longer

Building community is essential for teachers to feel connected, supported, and to share their ideas with peers.

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HOW CAN I ENSURE ALL STUDENTS HAVE EQUAL OPPORTUNITY FOR SUCCESS?

Teachers are tasked with the responsibility to ensure all student needs are being catered for. This involves helping students to achieve their full potential by providing supportive and welcoming classroom setting that gives students the tools to overcome any obstacles that may hinder their learning. Differentiating the content, instruction and product are also effective ways to ensure all students have equal opportunities for success (Avondale University, 2021).

Students need to know they are valued beyond their academic abilities, and this must permeate in all KLA’s, within the classroom and beyond the classroom. Celebrate the small victories just as much as you would the big victories. Students tend to do better when they know they are loved and valued (Avondale University, 2021).

The twelve strategies below are ways that the teacher can help students unlock their full potential:

1. What your student

a. Observe their interactions

b. Stay attuned to the important moments of the student’s life

c. Develop an IEP

2. Make physical accommodations

a. Classroom setups, support learning styles and behavioural characteristics.

b. Removing distractions

3. Make it relevant and meaningful

a. Content is relevant to real world experiences

b. Create interactive and hands-on learning

4. Provide realistic Challenges

a. Challenge students at reasonable achievement levels

b. Allow to learn and grow through struggle and failure

5. Work with feelings/set goals

a. Student-centred and driven- positive associations

b. Success= personalised goals

6. Offer choice

7. Make adaptions for participation

8. Teach organisational strategies

a. Show students how to keep organized

b. Allow students to start work in class

9. Provide feedback

a. Formative and summative assessment

b. Help students towards their goals

10. Plan developmentally appropriate lessons

a. Give time for student to ease in

b. Provide variety

11. Lower barriers-not the bar

a. Build resilience

b. Meet outcomes at differing degrees.

12. Community building & inclusion classes

a. Understand learning problems

b. Involve parents and students

c. Teacher modelling.

(Avondale University, 2021).

References

Avondale University. (2021). HOW CAN I ENSURE ALL STUDENTS HAVE EQUAL OPPORTUNITY FOR SUCCESS? [PDF]. Moodle. https://moodle.avondale.edu.au/pluginfile.php/1518358/mod_resource/content/1/Week%2011%20Lecture%20keynot%20ePDF.pdf

Stayley, T. (2017). [Image]. Learning Sciences International. https://www.learningsciences.com/blog/four-steps-to-defining-your-legacy-as-a-teacher/

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WHAT VALUE DO FEEDBACK AND EVALUATION PROCESSES ADD TO TEACHING LEARNING?

“We do not learn from experience… we learn from reflecting on experience.” ― John Dewey

Feedback is the process of evaluating and adapting strategies to ensure they meet the student’s learning needs, and work on ways to improve personal teaching methods(Helen Timperley, 2015).

Reflection is a particularly important task teachers need to embrace on a daily basis. It enables teachers to evaluate the effectiveness of their teaching by seeking fellow workers and determine whether to adjust and make improvements.

Quality feedback can:

· Increase potential to improve student learning

· Close the gap between higher and lower achieving students

(Timperley, 2015, p. 4)

Feedback and evaluation are vital because they:

· Supports and enhances student learning

· Are a part a growth journey between the teacher and student

· Are efficient ways to acknowledge that teaching strategies have improved

(Avondale University, 2021).

Key tools and strategies to assist in reflecting on teaching program include:

1. AITSL Professional Standards for Teachers

2. Syllabus and Related Documents

3. Formative Assessment

4. Professional Conversations

5. Peer Observation

6. Videoing of your own lesson

7. Evaluation forms at the end of units / sections of work / Scaffolds

8. Taxonomy’s of Reflection

9. AITSL Teacher Reflection Survey.

References

Avondale University. (2021). What value do feedback and evaluation processes add to teaching? [PDF]. Moodle. file:///C:/Users/Noema/Documents/Wk%2010%20-%20Lecture%208%20PDF%20.pdf

Kubacka, K. (2014). [Image]. https://oecdedutoday.com/delivering-feedback-for-better-teaching/

Timeperley, H. (2015). Professional Conversations and Improvement-Focused Feedback A Review of the Research Literature and the Impact on Practice and Student Outcomes [PDF]. AITSL. https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-feedback.pdf

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HOW DO I ENGAGE IN PROFESSIONAL CONVERSATIONS TO ADDRESS CURRENT ISSUES IN MY SUBJECT?

AITSL teaching standard six requires teachers to “engage in professional learning” (Australian Institute for Teaching and School Leadership, 2017). Focus area 6.3 “engage with colleagues and improve practice,” illustrates the need to seek supervision and receive “constructive feedback from supervisors and teachers to improve teaching practices” (AITSL, 2017).

Six enablers that support professional conversations are:

1. Processes

2. Culture

3. Resources

4. Knowledge

5. Relationships

6. Context

Conversations among teachers are essential for developing great leadership, teaching and student learning (Helen Timperley, 2015). Professional conversation enable student learning to:

1. Achieve authentic changes

2. Develop improved student outcomes

3. Create better solutions to problems

4. Develop new practice.

An effective way to address current issues in my subject area is to seek advice from my colleagues and attend professional developments as it provides the space and opportunities for quality “…conversations as teachers negotiate meaning with one another and learn from those with specialist expertise” (Timperley, 2015). Professional development focuses on improving outcomes, discuss innovative ideas and practices (Timperley, 2015). It is suggested that teachers attend regular professional development courses each year. The school usually hosts or provides opportunities for teachers to engage in professional development as it helps them be informed and updated on the latest ideas suitable to their subject area.

References

AITSL. (2017). Enhance Professional conversations. https://www.aitsl.edu.au/lead-develop/develop-others/coach-others/professional-conversations

Avondale University. (2021). HOW DO I ENGAGE IN PROFESSIONAL CONVERSATIONS TO ADDRESS CURRENT ISSUES IN MY SUBJECT? [PowerPoint Slides]. Moodle. file:///C:/Users/Noema/Documents/Wk%208%20-%20Lecture%206.pdf

Avondale University. (2021). HOW DO I ENGAGE IN PROFESSIONAL CONVERSATIONS TO ADDRESS CURRENT ISSUES IN MY SUBJECT? [Booklet]. Moodle.

Timperley, H. (2015). Professional Conversations and Improvement-Focused Feedback: A Review of the Research Literature and the Impact on Practice and Student Outcomes. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/default-document-library/professional-conversations-literature-review-oct-2015.pdf?sfvrsn=fc2ec3c_0

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What resources can help support quality teaching and learning? (Include a focus on ICT)

Resources are effective teaching tools that can be utilized to enhance student learning. Resources can also inform teachers of “planning and decision making in and for their classroom” (Avondale University, 2021).

According to the New-Zealand Ministry of Education (2018), resources are materials that “…support effective teaching and have positive impact on student’s learning”. The following principles are subjective to the effectiveness of educational resources:

1. Have a clear instructional purpose

2. Make positive connections with learners’ knowledge, experience, and identity

3. Build knowledge about what is required for achieving particular tasks

4. Are engaging

5. Support the use of assessment to enhance learning

6. Help teacher to understand what research is saying about effective teaching and to put it into practice.

7. Are ethical, just, inclusive, and fair

8. Are well crafted structured, and appropriate for their purpose.

(Ministry of Education, 2018).

One effective resource that can be implemented across all KLA’s is ICT.

Studies show that 82% of teachers believe that technology is a distraction. Students are found to be misusing their privileges, accessing other material not permitted and being too overstimulated causing a increase of fatigue and exhaustion (Avondale University, 2021). Positive reports found that two thirds of teachers believe “…that opportunities to facilitate inquiry based-learning are enhanced by the use of technology…”

In addition, ICT enables literacy capabilities to be strengthened and stimulates creativity (Avondale University, 2021).

Regardless of opinions towards ICT use, there is no denying the development and digital era students are born into. Teaching needs to keep up to date with the latest resources and technological advancements. Adjusting to the fast pace and change of technology is inevitable as majority of students are immersed into the world of technology.

Focus area 2.6 of the Graduate Teaching Standards emphasizes the significance of ICT implementation into teaching strategies to “…expand curriculum learning opportunities for students” (Avondale University, 2021). Integrating ICT resources that stimulate and challenge creativity, inform the teacher, engage the heart and mind are the most effective ones to use (Avondale University, 2021).

Teachers need to set clear boundaries and expectations around the use of ICT. Employ effective teaching strategies to maintain positive engagement and minimise distraction.

References

Avondale University. (2021). What resources can help you support quality teaching and learning [PowerPoint Slides]. Moodle. file:///C:/Users/Noema/Documents/Wk%208%20-%20Lecture%206.pdf

Avondale University. (2021). What resources can help support quality teaching and learning? (Include a focus on ICT) [Booklet]. Moodle.

Europass Teacher Academy. (2021). ICT in the Classroom: Innovative Tools to Facilitate Students Learning, Collaboration and Creativity [Image]. https://www.teacheracademy.eu/course/ict-in-the-classroom/

Ministry of Education. (2018). Effective Educational Resource Development Advice for providers [PDF]. https://www.education.govt.nz/assets/Documents/Ministry/Procurement/Effective-Educational-Resources-Information-Sheet-Mar-2018.pdf

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HOW DO I CONNECT DEEP STUDENT LEARNING THROUGH PBL & OTHER STRATEGIES?

Project based learning is a teaching method that provides students opportunities to learn by engaging in dynamic, and meaningful projects that challenges them to respond to authentic and complex problems (Buck Institute for Education, n.d.). Often student PBL’s extend over a period of time, yet really motivates engagement.

PBL permits the students to develop:

1. Critical thinking

2. Collaboration

3. Creativity

4. Communication skills

(Avondale University, 2021).

Strategically, PBL allows students space to lead their learning with the scaffolding and assistance of teacher. PBL aligns with the concept of student-centred learning, where students facilitate their own learning with minimal assistance from the teacher (University of Leicester, n.d.). Solving problems require students to apply higher-order thinking skills and teamwork that will effectively create higher quality work rather than remembering information (Buck Institute for Education, n.d.).

The Gold standard PBL model consists of two guides for teachers to utilize when planning quality lessons:

1. Seven Essential Project Design Element “provide framework for developing high quality projects for your classroom”

a. A challenging problem or question

b. Sustained inquiry

c. Authenticity

d. Student voice & choice

e. Reflection

f. Critique & revision

g. Public Product

2. Seven Project based Teaching practices “help teachers, schools, and organizations improve, calibrate, and assess their practice”

(Buck Institute for Education, n.d.).

(Buck Institute for Education, n.d.)

For PBL to be effective, students need to be given a voice, learning needs to be authentic, connect and resonate outside the classroom, and reflection in addition to feedback are naturally embedded (Richard Parker, 2019). One way this can be achieved is for the teacher to differentiate instruction and assessment to accommodate students who might need extra scaffolding and modifications. Teachers need to keep in mind student interest, readiness and learning styles to plan more effectively (Parker, 2019).

References

Avondale University. (2021). HOW DO I CONNECT DEEP STUDENT LEARNING THROUGH PBL & OTHER STRATEGIES? [Booklet]. Moodle.

Buck Institute for Education. (n.d.). What is PBL? https://www.pblworks.org/what-is-pbl

Buck Institute for Education. [Image]. https://www.pblworks.org/what-is-pbl

Richard Parker. (2019, December 18). Using project-based learning in the classroom. LD@school. https://www.ldatschool.ca/project-based-learning/

University of Leicester. (n.d.). Student-led learning. https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy4_of_active-learning

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HOW DO I CREATE HOLISTIC AND RELEVANT LEARNING?

Teaching should not be limited to the classroom but should be penetrate into all aspects of the student’s holistic wellbeing. Relevancy is key to anything in life. Teachers need to be able to connect learning experiences to the real-life experiences of students (Avondale University, 2021).

(Momspresso, 2018)

Holistic learning is established on the idea that it is an integrated approach with the understanding that the ‘whole’ student needs nurturing, not just the academic aspect (Avondale University, 2021). Effective teaching considers the social, emotional, spiritual, physical, and mental wellbeing of the student, before incorporating pedagogies and programming that will not only cater to their holistic needs but also assist the students in connecting the dots across all KLA continuum (Avondale University, 2021). One way to achieve this is to ensure there is variety in lesson and program planning, consider the different learning styles, differentiate, utilize group work and hands on approach (Avondale University, 2021).

Another key factor is the teacher’s ability to see the inherent value in students for their personhood (Avondale University, 2021). Relationship is key. Teachers’ need to connect beyond the classroom to demonstrate that they value their students beyond their academic abilities. Be authentic and care, as it will project in your motivation and purpose to teach.

(Naplesnews.com, 2015)

It is important to reflect back to teaching standard one “Know your students and how they learn” (Australian Institute for Teaching and School Leadership, 2017) as the compass to guide the teachers approach to teaching and delivery (Avondale University, 2021). Edward Debonos concept of six hats illustrate a highly effective approach to group work and problem solving. This approach allows students the opportunity to apply critical thinking to explore different perspectives to issues, and collaboratively discuss analytical and effective outcomes (University of South Australia, 2021).

Teaching has different layers. Students are comparable to a rubric cube as they are both made up of parts that can be influenced in multiple ways. Teachers are tasked with the role to twist, shape, and mould the students’ minds in order to help shape them into their possibilities (Avondale University, 2021).

What ticks? What inspires? What motivates?

References

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teacher. https://www.aitsl.edu.au/teach/standards

Avondale University. (2021). HOW DO I CREATE HOLISTIC AND RELEVANT LEARNING? [Booklet]. Moodle.

Momspresso. (2018). [Image]. https://www.momspresso.com/parenting/article/holistic-learning-and-how-to-approach-it

Naplesnews.com. (2015). Big hugs and teary goodbyes — par for the course for a teacher! [Image]. The Edcite Blog. https://blog.edcite.com/2015/05/07/15-reasons-why-teachers-are-superheroes/

University of South Australia. (2021). Thinking and mind tools: De Bono's 6 hats. Learnonline. https://lo.unisa.edu.au/mod/book/view.php?id=611321&chapterid=100453

A Home for Holism ft. Dr. John King

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How do I approach this thing called unit plan?

“A unit is flexible, working document that reflects the thoughtful planning and collaboration between teacher/s delivering the learning to students whose needs, interests and abilities have been carefully considered” (NSW Educational Standards Authority, 2021).

Unit plans are a source of compliance that provide students with engaging learning experiences that demonstrate the consistency and connectedness of the school’s curriculum with NESA syllabus outcomes, scope and sequence, teaching programs, embedded assessment of student work (NSW Educational Standards Authority, 2021). Unit plan follows the concept of a recipe; incorporating key ingredients that add flavour to the big picture. Another metaphor that highlights the concept of a unit plan is a puzzle. Pieces of a unit plan include the following elements:

1. Unit description

2. Syllabus outcomes

3. Duration

4. Stage of year

5. Range of relevant Syllabus activities

6. Differentiation catering to the range of student’s abilities and interests

7. Opportunities to collect evidence of student achievement

8. Subject-specific requirements

9. Resources

10. Reflection and evaluation

11. Adjustments for students with disability, where appropriate.

(NESA, 2021).

Unit planning demonstrates the value of the learning journey, and the relevancy to the subject KLA and real-life experiences. Diversity in the unit is vital as it validates the teacher’s ability to adjust and personalise resources and teaching strategies/experiences to accommodate the student (Avondale University, 2021).

From the very beginning, unit plans need to have a clear structure of approach, with the teacher constantly reflecting, redeveloping or tweaking for optimal effect (Avondale University, 2021).

Unit plans need to align with teaching standard “Know your student and how they learn” (Australian Institute for Teaching and School Leadership, 2017). Listen to the students voices and opinions. Incorporate pedagogies and resources that resonate with the students (Avondale University, 2021).

Acronyms that are relevant to the concept of unit planning and a great reminder to teachers: RRR – Reflect, rethink and revise. Never settle and always think of ways to improve (Avondale University, 2021).

Once all pieces of the puzzle are in place, the big picture becomes more fulfilling.

References

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teacher. https://www.aitsl.edu.au/teach/standards

Avondale University. (2021). HOW DO I APPROACH THIS THING CALLED A UNIT PLAN? [Booklet]. Moodle.

NSW Education Standards Authority. (2021). Advice on Units. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/advice-on-units

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What can I learn about meeting student and governing authority needs in my teaching? What does assessment compliance look like?

Aside from contributing to the students learning, responsibilities also include “…creating learning modules and materials, developing engaging activities, and facilitating learner’s discussions,” as well as providing assessment tasks to monitor the students progress (Zippia, 2020).

The role of a teacher is particularly important to the holistic wellbeing and education of the student. In conjunction with the role of being a teacher, there are specific obligations set by the educational department to ensure teachers are providing quality learning experiences.

It is imperative for the governing body of education, school, and teacher to adhere to the requirements and expectations set out by the education standards authority NESA (NSW Education Standards Authority), whose mission is to “…support teachers, schools and sectors to offer all children and young people high quality education that enables them to fulfil their potential, through schooling…” (NSW Educational Standards Authority, 2021).

Within the governing body, there are three levels of government: federal state and local. The federal state constitutes the laws and establishes education authority such as ‘The Education Act 1990 no.8’ (NSW government, 2020) that ensures there is fair opportunities for children and adolescence to access quality education.

The state is responsible for governing the functioning and laws of the schools. This differs for each state. Local government ensure regulations and rules are complied with (Parliament of NSW, n.d.).

In regard to NESA, they are tasked with:

1. Inspecting schools to ensure they are complying with the law

2. Manage quality and content of the HSC curriculum and assessment

3. Mange process of NSW teacher registration

(NSW Educational Standards Authority, 2021).

You may wonder, what does the line of accountability look like?

1. We begin with the NSW Parliament who create the laws as mentioned previously

2. Next the NSW government – liberal/national party

3. Minister of education – Sarah Mitchell

4. NESA- CEO Mr. Paul Martin

5. School governing body- board of governors who are accountable to NESA

6. Principle- the head of the school and also accountable to NESA

7. Lastly, the teacher who delivers the quality educational service.

(Avondale University, 2021).

NESA conducts inspections in schools to assess if schools are complying to their standards. Evidence of teachers complying include:

1. Scope and sequence

2. Teaching programs for each unit in scope & sequence

3. Assessment schedule (plan) for the year

4. Assessment records (formative & summative)

5. Sample of student work for each unit

6. List of resources used to teach each unit of work

Schools are to provide this evidence and documentation to NESA. Accountability is not limited to NESA and students but also to the co-workers and parents. Understanding the legal requirements as well as the syllabus is the best place start (Avondale University, 2021).

References

Avondale University. (2021). What can I learn about meeting student and governing authority needs in my teaching? What does assessment compliance look like? [Booklet]. Moodle.

NSW Education Standards Authority. (2021). NESA charter. https://www.educationstandards.nsw.edu.au/wps/portal/nesa/about/who-we-are/our-story/nesa-charter

NSW Government. (2020, December 11). Education Act 1990 No 8. NSW legislation. https://legislation.nsw.gov.au/view/whole/html/inforce/current/act-1990-008

Parliament of NSW. (n.d.). The roles and responsibilities of federal, state and local governments. https://www.parliament.nsw.gov.au/about/Pages/The-Roles-and-Responsibilities-of-Federal-State-a.aspx

Zippia. (2020, October 2). What does an educator do. https://www.zippia.com/educator-jobs/what-does-an-educator-do/