‘AITSL Standards Forum’ Day 5 – Standard 4.2

Welcome to Day 5 of the online forum. Today we are asking participants to focus on AITSL Standard 4.2

AITSL Standard 4.2

Image: AITSL Standards

Using the above information and the AITSL Standards: teacher librarian practice document (available from the ALIA Schools website or Google Drive), please reflect on how the teacher librarian can meet that part of the Standard.

The next step is to comment or provide feedback. We are keen to learn how teacher librarians gather their evidence and how the Standards are used at your school.

To post a comment, scroll down to the bottom of the page and type your response into the box underneath ‘Leave a Reply’, then click the ‘Post Comment’ button that will appear after you start typing in the box. Sometimes comments will not automatically appear as a moderator needs to approve the first comment for each new respondent. Our moderator will check in throughout the day to approve comments.

We look forward to your active participation as we gain a nationwide perspective on how the Standards are being used in our schools.

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6 thoughts on “‘AITSL Standards Forum’ Day 5 – Standard 4.2

  1. Over many years of I have gathered together a number of teaching strategies that I use in the library setting,
    I often try to use strategies that teachers are using in their classroom as the children are familiar with them, so if year 3 teachers are using mind maps I will use the same strategy as it doesn’t require me to teach the students how to use it.
    I tend to have different strategies to use across P-6 so that we build up a variety of ones we can use over the years.
    In the term and yearly planner we document the strategies used.
    also working with another library teacher has meant new ideas

  2. I always use the 5 L’s of Listening at the start of each lesson for k-2 and SMILE for primary students. I have established sitting areas and have the lesson routine up on the whiteboard for the students to see when they walk in.

  3. Yes Narelle those routines are very important and are often established over time at a school, building on what you start on from prep going through to year 6

  4. Today at school we had a PD on collaborative teaching and one of the sessions focussed on Rubrics, it is something we use but not all the time
    we also talked about the importance of student reflection on their learning, which we usually do at the end of a unit/series of lessons this reinforced for me the value of this to both student and teacher.

  5. We are developing a new middle school curriculum where the focus is on student centred learning. We have been working hard on having all teachers explicitly stating the learning intention for every lesson so that students know why they are learning/developing the particular skills. Along with this we are working with teachers to develop essential questions which allow for investigation and inquiry. Rubrics, peer evaluation and choice in task presentation are all contributing to motivation and engagement of students.

    • Thanks Noeleen. In response to your comment about teachers at your school explicitly stating the learning intention for every lesson, I do the same. I also use “success criteria” for each lesson. From learning about “Project Zero: Cultures of Thinking” and “Formative Practice”, I have been able to implement a range of “Thinking Routines” in lessons. These have assisted students in forming meaningful connections between their new learnings and their prior knowledge/personal lives. The use of the “Thinking Routines” has allowed me to provide learning opportunities for a range of group sizes within the classes – sometimes students have worked individually or in small groups. At other times, the students have undertaken a Thinking Routine as a whole class.

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