‘AITSL Standards Forum’ Day 7 – Standard 6.4

Welcome to Day 7 of the online forum. Today we are asking participants to focus on AITSL Standard 6.4

AITSL Standard 6.4

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.


6 thoughts on “‘AITSL Standards Forum’ Day 7 – Standard 6.4

  1. This for teacher librarians is about currency and involvement. We need to keep up to date and we need to know what is happening in educational theory and in our schools. Professional learning programmes need to be targeted to what the library and curriculum needs are. For me the greatest challenge is always implementing what I hear in Professional Learning programs and in integrating it into current practice. I come away from sessions enthused and excited and then face the reality of the day to day. But I have had some success at assisting in the implementation of change. When the school was developing a new Year Nine space and I had attended and presented several sessions on learning spaces I volunteered to join the planning committee for the new learning spaces, when the school was ready for IWBs I made sure I attended many sessions on this and organised PD for staff – and workshops to skill them up. How is all this translated into student learning? Both these focussed on tailoring programme sand spaces to student learning. Inquiry based learning and information skills have long been our focus – how do we disseminate this? I developed a one period a week yr. 7 unit to teach students research and presentation skills. Out of context you say? Yes, but I did try to ensure that the topic focus was related to units in Humanities or English or Science. This programme enabled me to use a range of tools which I had seen in Professional Learning Sessions – I learnt how to use things such as Glogster and could then teach students. The learning was collaborative, interactive and immediate and I felt my PD time had not been wasted. The AITSL Great Teaching Ideas page http://www.greatteachingideas.aitsl.edu.au/ allows for easy sharing of ideas and strategies – I haven’t posted there, but I love to see what others do for students with their Professional learning. While you are there also look at the Illustrations of Practice for ideas. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage.

  2. I work closely with our Head of Digital Learning to offer a developmental program of PD to support teachers in the implementation of digital tools to enhance learning. Through a committee we have surveyed all stakeholders in the College to inform this program. We offer some sessions together and some separately and in a wide range of formats – one to one learning, team learning in the context of specific curriculum units, faculty groups and whole staff sessions – using hands on experiences, webinars, demonstrations by staff who have successfully implemented skills. Our focus is always how digital experiences enhance and build learning experiences.
    Our school has a week of PD for all staff each year and we are running this as a mini conference. Staff select sessions they attend and by the end of the week are asked to demonstrate their learning in a practical way to expand the experiences for all. Some sessions are repeated throughout the week. We plan this week in response to stated needs and requests from staff and conduct many of the sessions ourselves together with organising guest ‘tutors’ and other staff members to showcase their skills and implementation.

  3. A part of my role that I have really fostered over the last few years is working as a facilitator of PD sessions for our teachers. I collaborate with out Learning Leader and our Learning Technology Specialist to develop programmes that are offered as workshops for teachers during our mandated at school PD sessions. The intention of these sessions is to show teachers how they can use ipad apps, web based applications and other tools to engage their students and differentiate their learning programmes. Teachers are encouraged to book one on one sessions as well. I have volunteered to be involved in an Innovation Team that looked at new ideas in learning spaces, assessment, creativity, thinking skills and applied learning.
    Offering orientation sessions for new teachers and student teachers is also a way of connecting and imparting new skills.
    Integrating the tools and ideas that we learn about into our sessions with classes can be a conduit to exposing teachers to possibilities for use within their own teaching practice.
    I agree with Kris that we need to keep up with current pedagogy and be involved both as facilitator and receiver of PD. Professional reading is an important part of this as well. We need to take advantage of the PD sessions offered by our various Library and Curriculum Associations, whether they are online or face to face.

  4. For my whole school library career I have heard, read and/or used the phase ‘longlife learning’. In recent years I have heard this phase used in the broader educational community, sometimes even with mystic or reverence. I know that school libraries have been discussing this for years so for me I have great confidence in meeting this standard. When attending any professional learning activity I am always thinking about what I have learnt and how I can apply this new knowledge in the workplace. It is quiet rare that I attended a professional learning activity and not learnt something new to apply in the workplace. For instance it was only yesterday that I attended a SCIS workshop. I have been using SCIS for over 20 years now but have never had any formal training. The participants covered a wide range of experiences. I was delighted that I came away with three new learnings. Now I just need to apply them before the week is out.

  5. At the start of 2013, I received some reports about my new students for the year. The reports had been written by members of the school’s Independent Learning Needs team. From reading the reports, I realised that I would be teaching some students who were Autistic or had an Autism Spectrum Disorder. I had a basic understanding of how to assist these students with their learning but thought I could improve my skills in this area. Through the appropriate channels at my school, I applied for professional learning and undertook a professional learning program to improve the library learnings of my students who had Autism or an Autism Spectrum Disorder. Through a series of “baby steps” over the year, I implemented my new teaching practices. I was able to measure the improvements in the learnings of my students (who had Autism or an Autism Spectrum Disorder) by evaluating the quality of their class work and assignments. Further, on regular occasions, I chatted with the students and their Aides to gain feedback about how my new teaching practices were being received. From time to time, I realised that I had to modify some of my new practices to better suit the needs of a particular student or a group of students. I kept a record of all modifications and included these in my Professional Learning Plan for 2013.

  6. From my experience, increasingly, in the context of greater accountability in the independent sector, teachers will need to demonstrate the alignment of their professional development with the strategic imperatives of their organisation. A resulting tension will be between professional self-direction and employer expectations. Another is between visible outcomes as a result of the direct alignment with school imperatives and invisible outcomes, serendipitous ones, that might accrue from the happy discovery. The latter might have to be argued for in the future.

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