ASLA XXIII Biennial Conference - Margo Pickworth & Jenny Uther - What are the implications and challenges of the new Australian Professional Standards for Teachers for those practicing in the school library context? Jenny and Margo have both completed the higher level of accreditation in NSW and will share their experiences of the unique learning and leadership opportunities that the challenge of teacher accreditation can present.

1. TLS AS LEADERS:
ARE YOU A HIGHLY
ACCOMPLISHED TEACHER
LIBRARIAN?
M AR G O P I C K W O R T H AN D J E N N Y U T H E R
ASLA XXIII Biennial
Conference 2013

2. Overview
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What are the implications and challenges of the new
Professional standards for Teachers for those
practicing in the school library context? Jenny and
Margo have both completed the higher level of
accreditation in NSW and will share their experience of
the unique learning and leadership opportunities that
the challenge of teacher accreditation can present.

3. Becoming Miss Bennett, or…
A highly accomplished teacher
librarian
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4. Is Elizabeth Bennett highly accomplished?
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Pianoforte – 2.6 Information and Communication
Technology (ICT)
Sing, draw, dance – 1.5 Differentiate across the
full range of abilities
Speak French and German – 6.2 Engage in
professional learning
Cover screens – 3.3 Use teaching strategies
Air, manner, tone of voice – 7.1 Maintain high
ethical standards
Reading – 1.2 Expand understanding of how
students learn using research and workplace
knowledge

5. National certification for teachers from 2013
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Australian Institute for Teaching and School Leadership
(aitsl):
3 Domains divided into
7 Standards divided into
37 Focus areas
At 4 career stages:
Graduate (mandatory)
Proficient (mandatory)
Highly accomplished
Lead

6. Our experience
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Accredited 2012 at Highly Accomplished level for for
teachers in NSW & ACT by NSW Institute of
teachers
Similar process to the aistl national process
Rigorousness
An advantage to have been through accreditation at
other career stages, particularly in NSW

7. Considering certification at Highly Accomplished
level?
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8. aitsl Highly Accomplished descriptors
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9. Why go there?
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Reflection on practice
A growth mind-set
Recognition of teachers librarians and their
practice
Model to our colleagues and students
Future national development and performance
culture

10. Practice publicly
Pioneer/pave
Present/publish
Personify/promote
Some “p” thoughts!
A few pointers!
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11. Why is certification at HA a ‘best fit’ for teacher
librarians?
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Ours is a culture of:
Collaborative and supportive practice
Continued professional learning
Innovation in ICT

12. What else is needed?
A willingness to...
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Share leadership
Find others to go there with you!
Open up your teaching space(s)
Write emails!

13. What are the Challenges?
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In being supported by your school/employer
In managing the workload of the actual process
Language of the standards
In addressing some of the focus areas, eg Standard
5 – Assessing and Reporting
Working with your state institute
Cost
Dealing with rejection!!

14. Is it right for you?
http://www.selfassessment.aitsl.edu.au
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15. The ‘triangulation’ of evidence
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Documentary
Observation
Referee

16. Standard and descriptor
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1.1 Physical, social and intellectual development
and characteristics of students
“Select from a flexible and effective repertoire of
teaching strategies to suit the physical, social and
intellectual development and characteristics of
students.”

17. Evidence for 1.1
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Wide reading program for English classes Years 7-
10
Notes from English faculty meeting detailing
differentiated learning activities eg. HSC English
presentation, junior and senior writers’ workshops,
author visits, Write a Book in a Day event, excursion
to Sydney Writers Festival

18. Standard and descriptor
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4.5 Use ICT safely, responsibly and ethically
“Model, and support colleagues to develop strategies
to promote the safe, responsible and ethical use of ICT
in teaching and learning.”

19. Evidence for 4.5
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Lesson observation notes made by a colleague
during a library class on student digital footprints
Collaboratively planned lesson regarding an
assessment task demonstrating guidelines around
plagiarism, academic honesty and referencing
conventions

20. Standard and descriptor
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6.3 Engage with colleagues to improve practice
“Initiate and engage in professional discussions with
colleagues in a range of forums to evaluate practice
directed at improving professional knowledge and
practice, and the educational outcomes of students.”

21. Evidence for 6.3
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ASLA presentation acceptance email
Blog contribution on developing school Enrichment
Policy
JSHAA certificate of leadership position
International Boys School Coalition certificate
indicating participation in collaborative Action
Research project

22. Standard and descriptor
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7.3 Engage with the parents/carers
“Demonstrate responsiveness in all communications
with parents/carers about their children’s learning and
well-being.”

23. Evidence for 7.3
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Parent booklist distributed on parent info evening
Parent ppt for Information session
Parent letter inviting parents to assist with Reading
groups program
School newsletter contribution
Xmas suggested bookgiving list for parents in the
school newsletter

24. What’s your evidence?
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2.2 Content selection and
organisation:
“Exhibit innovative practice in the
selection and organisation of
content and delivery of learning
and teaching programs.”
3.4 Select and use resources:
“Assist colleagues to create, select
and use a wide range of
resources, including ICT, to
engage students in their learning.”
5.4 Interpret student data:
“Work with colleagues to use data
from internal and external student
assessments for evaluating
learning and teaching, identifying
interventions and modifying
teaching practice.”
4.4 Maintain student safety:
“Initiate and take responsibility for
implementing current school
and/or system, curriculum and
legislative requirements to ensure
student wellbeing and safety.”

25. Questions??
Margo Pickworth mpickworth@shore.nsw.edu.au
Jenny Uther juther@monte.nsw.edu.au