Developing learning capacity for teachers
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June Wall, an eLearning consultant, emphasizes the importance of developing teachers' capacity to enhance student learning through digital technologies. Key strategies include fostering digital skills, adapting an agile mindset, and engaging in continuous professional development that focuses on leadership and collaboration. The document outlines a capacity-building framework that incorporates effective teaching methods, reflective practice, and a culture of trust and respect within educational institutions.
Developing learning capacity for teachers
- 1. Developing learning capacity for teachers June Wall Consultant in eLearning and Libraries
- 2. Introduction June Wall is an eLearning consultant passionate about ensuring that digital technologies are used to enhance learning and leverage the best of the technology to positively effect student learning. She has worked with K-12 schools, professional associations, universities and other training providers on a range of projects involving digital learning.
- 3. Future work skills Self management Flexibility Agility Resilience Collaboration Lifelong learning ICT skills Wall, J & Bonanno, K (2014) Learning and Literacy for the Future. Part 1. Scan Vol. 3, Issue 3, 2014
- 4. Future learning Leadership Critical thinking Creativity Agility Digital literacy Communication Problem solving Global citizenship Design thinking Collaboration Interpersonal relationships Wall & Bonanno, 2014, p. 22
- 5. What are some teaching strategies you could use to ensure these capabilities are covered? Leadership Critical thinking Creativity Agility Digital literacy Communication Problem solving Global citizenship Design thinking Collaboration Interpersonal relationships
- 6. What do teachers need? Digital skills and the ability to embed these within the curriculum An agile mindset An ability to embrace change as needed Ongoing professional learning Flickr Source: LifeSupercharger
- 7. Capacity The ability or power to do or understand something
- 9. Capacity building Capacity building or development is the process by which individuals, groups, organizations, institutions and societies increase their abilities to: (a) perform core functions, solve problems, define and achieve objectives; and (b) understand and deal with their development needs in a broad context and in a sustainable manner (UNESCO, 2006, p.1). UNESCO. (2006). ‘Capacity building’. Guidebook for planning education in emergencies and reconstruction. Institute for Educational Planning, Paris. Retrieved from http://www.iiep.unesco.org/fileadmin/user_upload/Research_Highlights_Emergencies/chapter3.pdf
- 10. Starting small - developing a culture of capacity A strong and effective performance and development pathway is valued if the culture of the organisation or school embraces change and transformation and in doing so places trust and integrity as core to the culture of the staff (Leading Culture Change, 2012, p.18). Leading culture change: employee engagement and public service transformation. (2012). CIPD. Retrieved September 1, 2014, from http://www.cipd.co.uk/binaries/leading-culture-change-employee-engagement-and-public-service-transformation_2012.pdf
- 11. How is capacity developed? Demonstrable ability to create, communicate and enact a clear vision based on the school context. A shared belief and empowerment that drives a growth mindset and has an atmosphere in which ownership and delegation thrive. Utilises a continuous improvement model where expectations are based on the individual and coaching and mentoring are a part of the professional learning model. Understands and uses outcomes based thinking, inquiry and monitors the context and changes as appropriate. Accountability, consistency and shared leadership are core to the delivery of results.Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 18- 30
- 13. Professional Learning as core to Capacity Building Professional Learning – Attendances at seminars, workshops, or information sessions provided by another. These can be internal to the school or from an external agency. Professional Reading/Research – Maintaining current knowledge of pedagogy, learning theories and information through access to physical or online resources. Professional Dialogue/Practice – Both an informal and formal discussion/conversation or activity about knowledge and practice learnt from professional learning and reading with other professionals. Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 18- 30
- 15. Capacity building toolkit – core statements Focus on student learning outcomes Clarity of understanding of effective teaching Capacity for leadership Plan and implement learning programs that meet the schools goals and plans Work within context of school and environment and are therefore flexible to meet learner needs.
- 16. What do you need to focus on to build your capacity?
- 17. Focus Clarity Goals and plans Leadership Flexibility 1. Development 2. Change management 3. Informal leadership 1. Discipline 2. Collaboratio n 3. Reflection 1. Trust 2. Respect 3. Engageme nt 1. Expertise 2. Support 3. Improved outcomes 1. Active learning 2. Continuous improvement 3. Program flexibility
- 18. Elements Focus Functional experts: Expertise is shared with other teaching staff Provision of support: Space, time and expertise for teachers to work with students and other teachers as appropriate to learning needs. Improved student learning outcomes: focus on programs that enhance existing teaching and that improves student learning
- 19. Cont. Clarity Discipline experts: Teachers contribute their expertise in <insert your specific expertise> in discussion with other teachers and outline the role these have in effective teaching. Increased collaboration: The evidence and practice of a variety of teaching methodologies provides data that shows increased collaboration with other teaching staff. Reflective practice: Teachers continually reflect in both formal and informal ways about their teaching practice and the stage of any initiative implemented.
- 20. Cont. Leadership Opportunities for leadership: Teachers evidence their leadership capacity through participation in initiatives and where possible show leadership which is recognised and appreciated. Acceptance of need for change: Teachers monitor the education and information landscape and show initiative by participating in top down, bottom or middle up approaches to change. Informal leaders: Teachers participate in staff learning and teaching enhancement initiatives and are recognised through their good practice
- 21. Cont. Goals and plans Context of trust: Decisions made are based on respect for and confidence in the expertise of teaching staff and this trust is reciprocated Culture of respect: Teaching staff respect the expertise of all staff and acknowledge their strengths Increase in engagement: Teachers actively participate in personal performance review processes that highlight their increased engagement within the school community.
- 22. Cont. Flexibility Active learning: An action research process or other active learning that encourages participation through cycles of activity underpins any initiative or programs the teacher implements. Continuous improvement: In any implementation the teacher continually monitors and improves the program, teaching practice or other activity. Development of flexible and individualised programs: The teacher utilises the digital learning landscape as appropriate to individualise student learning and allow for flexibility in programs.
- 23. Element • Increased collaboration Self reflection • What teaching methodologies or pedagogies have I shared with staff? • How have they impacted effective teaching? Action • Beginning or Developing (action required); • Functional or Proficient (further action required); or • Accomplished or Exemplary (continue current action) PL • List your professional learning, professional reading and professional dialogue plans for the next 12 months in order to increase your capacity to implement future skills learning for students.
- 24. Element • Acceptance of need for change Self reflection • What and where is the greatest impact on teaching and learning in the education landscape? How does this affect me? • Am I leading the change needed with the school leadership team or leading a small team within the school or actively participating in the change with the whole staff? Action • Beginning or Developing (action required); • Functional or Proficient (further action required); or • Accomplished or Exemplary (continue current action) PL • List your professional learning, professional reading and professional dialogue plans for the next 12 months in order to increase your capacity to implement future skills learning for students.
- 25. Element • Development of flexible and individualised programs Self reflection • How has my program and other collaborative learning programs met individual learning needs? • How have I utilised online learning for student needs? Action • Beginning or Developing (action required); • Functional or Proficient (further action required); or • Accomplished or Exemplary (continue current action) PL • List your professional learning, professional reading and professional dialogue plans for the next 12 months in order to increase your capacity to implement future skills learning for students.
- 26. Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 27
- 27. References Leading cultural change (2012) http://www.cipd.co.uk/binaries/leading-culture-change- employee-engagement-and-public-service- transformation_2012.pdf UNESCO (2006) Capacity building http://www.iiep.unesco.org/fileadmin/user_upload/Res earch_Highlights_Emergencies/chapter3.pdf Wall & Bonanno (2014) Learning and Literacy for the future. Part 1 http://bit.ly/1E7WWTi Wall & Bonanno (2014) Learning and Literacy for the future. Building capacity. Part 2 http://bit.ly/1wZfSqn
- 28. My contact details june@junewall.com.au Twitter @junewall http://www.slideshare.net/junewal l/