Dr Lester Flockton asking us to reflect on our learning from our conference.
MOE Sarah Borrell discussing Initial teacher Education and the statistics of graduates getting jobs.
What does good look like in ITE
High entry standards (particularly Literacy and Numeracy and dispositions to teach)
Good opportunities to link theory and practice
Strong professional relationships between ITE providers and ECE and school staff
A course design that gradually develops expertise, interwoven with coursework and demonstrations of effective teaching - offering opportunities for students to see teaching/learning in different contexts and learning communities.
Graduates don’t necessarily move into teaching after graduation.
Barbara Benson Education Council
Education Council Plans (we need to do this together)
Review of graduating teacher standards
Alignment with practising teacher criteria- under review
Wide sector consultation (2-3 weeks)
Robustness and consistency across providers using a set of standards for graduating for ITE
Greater coherency and collaboration between programmes / providers to ensure that overall system needs are well met (do we need all of the providers to provide all subject areas and all programmes or can we ask providers to specialise in subjects or programmes?)
Dr Alexandra Gunn
Divisions between theory and practice.
Work of Teacher Education Study- study across 5 countries, 2 year 2 phase project
How teacher educator work is constructed and maintained within Uni
What do university based educators do?
How uni based ITE work is interpreted?
(link shows the findings of this project)
Why are we doing this? What is the purpose of education?
Relates to the fullest formation of each learner, in terms of their dispositions, character (resilience, adaptability), capabilities, understandings and skills that enables and engenders inter-dependence.
The purpose of education has relational intent
The educational process is inherently relational and experiential?
The participants are relational beingsThe organisation is a relational entity, the relational culture being, more than the sum of the parts.
Nature of relationships
We are always in relationships
Relationships are always mattering
Being in a relationship is like being in a play of relating (its not like reading script)
Relationships exist between us
Relational sensibilities are shown within our experiences
These things change the relationships you have the nature of the relationships and the mood within the class/staff etc.
We are trying to grow practical wisdom- they have reflected on their practice and their experiences in context and in placement and grown as a result.
We need to grow this ‘hidden curriculum’ and we need to do this in ITE and in schools.
Resourced differently- What are the outcomes from Normal Schools?
Are we there yet?
Where is the cutting edge?
Our moral and ethical purpose and mandate- stewardship, growth, formation
Are normal / model schools leading the innovation and discourse on schooling / professional experience?
Principals as pioneers, instigate and improvise hands on. (no 2 days are the same, we never get there-keep pioneering)
Principals as guardians of the organisational culture
-School based ITE on campus.
-Mary McKillop- 100% ITE on site.
-Extended practicums (10 weeks). Rural example.
-Make innovative practice public- share them (research and publications)
How can we instil innovative practices within the executive and the NAMSA group? Different people or groups selected to working parties to develop- (Curriculum development, pedagogical developments, organisational developments.)
What are the questions you want researched by universities?
How can a university support you to make public your developments.
What are your aspirations for research in your school / associations.
What are you continuing to want to be?