AITSL Archives - Read Write Respond

The Australian Institute of Teaching and School Leadership (AITSL) recently sent out an email celebrating the end of term. In it they shared some ideas for some professional learning over the holidays, ranging from the most popular AITSL reports to suggestions for education videos. One of the things that stood out though was the list of ‘best blogs’ provided.

Now I don’t wish to questions the quality of any of the blogs, but for an ‘Australian’ institute it was strange that of the five blogs included, none of them were actually Australian? This subsequently got me thinking about which blogs are missing from the list, which ‘local’ bloggers I would recommend dipping into over the holiday period:

What Ed Said – Along with Kath Murdoch’s Just Wondering, I love delving into Edna Sackson’s own inquiry into inquiry. Always open, always sharing, I feel I come away from each post with a different perspective of my own practises.
My Mind’s Museum – A little bit practical, a little bit personal, the one thing that is guaranteed in reading Matt Esterman’s blog is that I always leave thinking a little bit more deeply about things. Along with Cameron Paterson’s It’s About Learning, Esterman’s blog provides a great mixture of practical examples and personal musings, covering everything from educational spaces to digital identity to what constitutes history.
About Teaching – I think that the title sums it up best, Corinne Campbell’s blog reflects on everything relating to teaching from managing stress to engaging learners through project based learning. What I like is that she not only offers a honest and personal insight into things, but she also tackles topics that others often overlook.
Dan Haesler – This is another one of those blogs that is hard to categorise. It is a little bit about wellbeing, a little bit about engagement, a little bit about leadership, but a lot bit about improving education across the board. Haesler provides commentary on all things, from class sizes to interviewing prospective staff to gifted and talented programs.
On an e-Journey with Generation Y – Every time I start making excuses about why I can’t do something, I remind myself of Anne Mirtchen. She seems to manage so much with her students that goes far beyond the traditional classroom.
ReconfigurED – Along with Ross Halliday’s Making Learning Fizz, Anthony Speranza touches on all things learning to drive innovation in education. Whether it be introducing Genius Hour or implementing Chromebooks, Speranza’s continual push to disrupt the traditional learning space is always both interesting and inspiring.
Miss Spink on Tech – From using Twitter to connect beyond the classroom to publishing student work through iTunes, Spink is always writing something about how technology can make learning more meaningful. In addition to this, if there is anything to know about Evernote, she has spoken about it.
Transformative Learning – The strength of Steve Brophy’s blog is that it is usually purposeful and practical. Like Corrie Barclay’s Learn + Lead + Inspire, Brophy provides endless reflections on the way in which technology can and is already improving learning.
Bianca Hewes – I initially came upon Hewes’ blog looking for more information and ideas associated with Project Based Learning, but what I found was so much more. Whether it be the highs or lows, Hewes is always honest about all things life’s learning journey.
Betchablog – It would be easy to label Chris Betcher’s blog as ‘just another tech’ blog, but to do so really misses the strength of it. Betcher not only writes about all things technological, like Hewes, he does it in such an open manner that it forces you to confront many challenges that we more often than not choose to ignore.

It seems wrong to have only included ten as there are so many other great blogs out there. There are some who I love to read – such as Richard Olsen, Jason Borton, Richard Lambert and Mel Cashen – who just do not write often enough for my own liking. While there are some that I feel bad about missing, such as those by Eric Jensen and Dale Pearce. All in all, there are just so many great blogs out there jam packed with great ideas and resources. This is exemplified by Corrine Campbell’s fantastic list of Australian blogs that she has started curating: http://list.ly/list/WsG-australian-education-blogs-worth-reading.

At the end of the day though, it is not the ‘ideas’ the necessarily keep me coming back, although they are important, but the connections that I feel that I have engaging in an online environment. So what are the connections that you have formed, those blogs that you go back to continuously? I would love to you.

If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

Made using Quozio

After trying to swing the axe to the performance and development process last year, the Victorian government has returned with a range of changes in a draft format for consultation. This time they have brought a ‘balanced scorecard’ to the table. A series of goals spread across four areas depending on whether you are a principal or a teacher. These goals are to be developed in the context of each school’s annual implementation plan (AIP) and are aligned with the AITSL teaching standards. In addition to the goals, teachers agree to the evidence that they will be assessed against and if they fail to get in the top two tiers of the assessment scale then they will not move up their increment.

Now I must start off and say, I believe in goals. Whether it be something that is fluid in the sense outlined by Kath Murdoch in her focus on one word or a more structured approach that I have spoken about elsewhere. However, I am not so sure about setting goals that are so explicitly attached to financial progression. To me goals help drive us by guiding our journey, giving us direction, but they are not necessarily things linked to monetary gain. When I set my own goals this year, I didn’t do so with a financial incentive in mind, instead I set my goals in an attempt to be the best I can be. Here then are some of my concerns with the governments new guidelines:

Whose AIP is followed?

With a key focus on AIP’s, which school do those teachers who manage their time between two or even three different schools align themselves with? I understand that such teachers have a base school, a school where they teach the most. However, lets say that the teacher in question teaches five days a week and only two days at their ‘base school’, is it fair that their progression is measured on only a proportion of their time? In addition to this, who is responsible for providing support and ‘development’ for such teachers, especially when such activities occur during scheduled meetings and the teacher in question is at a different school on those days.

Beyond the Key Domains

I have found that, with the introduction of more and more data, schools have become really good at measuring the performance of key learning areas, such as English and Mathematics. This is often because the goals set in the AIP and information on the My School website directly relate to these areas. However, what happens if you teach outside of these domains? For example in Physical Education, Humanities or Technology, what datasets are you to base results on there? It can be hard to measure ‘students outcome’ when you may only teach a cohort for two hours a week and you are basing your improvement on Progression Points and the Student Opinion Survey. This is something that I have spoken about elsewhere. In addition to this, what about those administration roles such as Year Level Co-ordinator, Daily Organiser, Timetabler and Report Co-ordinator. Although they do not have a direct impact on student learning, such individuals often lay the foundation of learning. For example, I remember in my first year of teaching half out my four sessions of English had been timetabled for the last two sessions on a Friday. This had a dramatic impact on what learning I was able to facilitate. How then do you measure these roles?

No Room for the Personal

I understand the need to align goals with the school’s Annual Implementation Plan, however how are we really fostering individual passion and innovation that teachers bring into a school. As I have suggested elsewhere, schools need to provide more time and support for teachers to explore their passions and then look at how this can be tapped into or made use of within the school community. This is something that both +Chris Wejr and Jason Borton have written about respectively. See for example, Creating a Time for Teachers to Tinker with Ideas by Chris Wejr and ‘Leading by Enabling – My School Leadership Approach‘ by Jason Borton.

Measuring the Immeasurable

While reflecting on an article by Thomas Friedman in the New York Times, +George Couros posed the question: “how will a system that is so focused on grades and marks deal with developing skills that can’t be easily measured?” So often attributes such as humility, resilience, adaptability and the love of learning are integral to working as a team, yet when everything is brought back to grades, scores and evidence, where do they stand? Although they are important, they don’t necessarily fit with our endless desire for data and measurable results.

Lifelong Learning

To me, goals need to be more than just about being SMART, they need to be personal and they need to be meaningful. I understand that there needs to be accountability. However, enforcing goals from the outside in provides little aspiration towards life-long learning. Instead teachers will negotiate generic goals set and manage them as a team.

No Room for Failure

As I have written elsewhere, we are really good at celebrating what we deem to be ‘success’, however is that really that successful? However, it is how we embrace failure that often spurs us on to achieve greatness. With the negative consequences associated with failure, there is little room left for taking risks and breaking with the norm. I understand that change for changes sack is not a good thing, but simply doing the same things again and again because it is easy and comfortable denies the changes that occur regularly in the world around us.

…

The biggest challenge when it comes to thinking about the performance and development process is what would be a better solution. It can be a bit of a cop-out to simply say how everything is ‘wrong’ all the time, but I do not disagree that there are certain aspects of the current system that need to be adjusted.

In a recent post, Matt Esterman spoke about the NSW Board of Studies, Teaching and Educational Standards’ (BOSTES) process for becoming a Professionally Accomplished teacher. In this, he reflected on the process involved in moving through the standards. This involves providing evidence and reflecting upon practises in order to be accredited for the next level up. Clearly this comes back to data and evidence. However, from what I can see, it still allows a teacher to fail and learn from their experiences, rather than be reprimanded at the first speed hump.

What struck me the most in Esterman’s post was the need to document progression. Whether accreditation processes, such as the VIT Graduate Program in Victoria, are a ruse or not, there is always something positive gained out of reflecting on learning. Here I am reminded of +George Couros‘ post about the importance of maintaining a digital portfolio. Maybe the solution is that instead of forcing teachers to set arbitrary goals they should be forced to maintain a professional blog reflecting on their learning. Maybe that way staff will better identify areas for improvement.

Clearly, no matter what solution is chosen there will be someone disgruntled with the choice. However, there has to be a better system than one that seeks to scrutinises rather than celebrate learning.