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Introduction to L’RACE
teaching learning
Introduction to L’RACE
Teaching has become a race uphill with very few rest stops. We race against time, with crowded curricula, increasing expectations of preparation, assessment and reporting and increasing responsibilities in school decision making. We run in many directions at once, caring for children whose emotional and learning needs are only becoming more diverse. When the school day is over, we race off to meetings or professional learning, or race home to put in hours of preparation for the next day.
In the busyness and exhaustion of racing around, how can we keep sight of our passion for educating children?
Letters from parents and the sharing of success stories do give us more energy for a short time. However, true passion and stamina for the marathon of a teaching career can only come from the power of our personal beliefs.
As educators our impact is lifelong. We work for a great purpose. God has called us to serve in a great profession.
The ideas in this book may help you as an individual Christian teacher in your school, to think in a new way about your teaching practice. We hope it will give you encouragement to continue the great work God has called you to.
Let us fix our eyes on Jesus, the author and perfecter of our faith…so that you will not grow weary and lose heart.
Hebrews 12 v 2,3
May God bless you on your learning journey.
L’RACE is our school’s way of reminding each other of the great commission we have as teachers. Through this metaphor, we can identify what we value about the craft of teaching, and have a common language through which we can encourage each other to improve our teaching practice.
Why L’RACE?
A race is a familiar metaphor for a spiritual journey. (Hebrews 12) However, a race is not the first metaphor that comes to mind when a teacher is asked to describe the complexities of teaching.
L’RACE has its origins in our school values. Our school values are CLEAR, we CARE. These acronyms stand for the Values of Christlikeness, Learning, Excellence, Attitude and Respect.
Values Education is emerging as a very high priority both nationally and internationally in education. Research shows that “a school’s explicitness about its values, and the extent to which teachers actually practised shared values had an important influence on students’ values development” but the primary influence in values formation is that of the parents. (Curriculum Corporation, 2003. p.9)
Our clear values provide cohesiveness in our planning.
CHRISTLIKENESS To be a College where students and staff freely express their spirituality and where the policies and procedures reflect Christ.
(Matt 5:15, Matt 22:37, Deut 5:7-10)
LEARNING The development and implementation of quality curriculum and quality curriculum delivery within a culture of professionalism, which effectively imparts a Biblical World view, improves learning outcomes and provides the opportunity for every student to experience success, and appropriately recognises national and state directions.
EXCELLENCE
ATTITUDE
RESPECT
(Ps 119:105, Eph 6:7&8, Heb 5:11-13)
To be a College that reflects standards of excellence in learning facilities, and school culture. (Jn 3:20&21, Col 3:23, 2Tim 2:15)
Develop a College culture that breeds confidence and reflects Christ-like attitudes and actions.
(Ja 4:10, Matt 5:3, Job 22:29, Lk 15:8-10)
Create and maintain a safe, productive, supportive and learning community within which self, others, property, authority, and God are treated with respect.
(Deut 5:16, Rom 13:7, Eph 5:8-11, 1Pet 2:9, 2Pet 1:5-9, 1Jn 1:7, 1Jn 2:9&10)
Theses values describe both how we conduct ourselves while members of the College and the qualities of character that will be needed by students when they leave our schools to participate in complex life roles.
Our CLEAR values provide cohesiveness in our planning, and an easy to understand reference for staff and students in the development of College culture. Even our youngest students are able to talk about College values.
Rearrange the values acronym of CLEAR and you have L’RACE - a Learning RACE.
Is there another metaphor that more accurately reflects your school culture?
What is L’RACE?
L’RACE is a scriptural and values based framework that describes standards for quality teacher performance within a Christian World View. ?
Said the Teacher to the child….
Watch me, follow me, Enjoy learning with me, I’ll know you, encourage you, Guide and direct you, Challenge you to be
All God wants you to be L’RACE in verse by Lesley Tunnah.
Inspiration from Hebrews 12 L’RACE dimension
Since we are surrounded by such show Leadership in learning a great cloud of witnesses (v 1)
Submit to the Father of our with Right relationship and enjoyment spirits and Live! (v 9)
Let us run with perseverance by Affirming individuals the race marked out for us (v1)
Let us fix our eyes on Jesus (v 2) for Clear vision and goals
Strengthen your feeble arms and by Embracing challenge weak knees. Make level paths for Your feet so that the lame may Not be disabled but rather healed. (v 12 – 13)
L’RACE is our Purposeful Pedagogy
The concepts behind each of the L’RACE standards are explained below.
Leadership in Learning
God has called teachers to be leaders. We are to use wisdom and authority to design learning journeys for students, which will help students develop God given gifts. Teaching is a complex and dynamic calling. United by a common bond of faith in the Lord Jesus, we serve as members of one body, each with a different role to play. We need to keep on learning and model life long learning and personal growth, so our schools become Learning Communities. Within our Learning Community, we need to look for opportunities to work together on projects beyond our classroom as a way of enriching the learning culture of the whole school.
Right Relationship and Enjoyment
God desires a right relationship with us and a right relationship between us. As teachers we are to model mature, appropriate emotional interactions, and assist students to develop self regulatory behaviour that reflects God’s standards for right relationship. This includes caring for and encouraging one another and seeking forgiveness and restoration of relationships. We need to recognise the developmental stages of a child’s growth and use our authority as the leader in the classroom in positive and fair ways to make learning enjoyable for all. Teachers challenge students to measure their attitudes and behaviour against the unchanging standards in God’s word, while demonstrating God’s unchanging love.
Affirming Individual
Our fractured society and the academic nature of schools do not always lead students to believe in their own worth as learners. Teachers need to confirm for students that God has uniquely created each of us with our own strengths and challenges, and that He loves us. We need to seek to understand our students’ individual learning needs, and strategically shape our pedagogy to meet those needs. We work in partnership with parents, so we can affirm individuals and build a secure foundation of confidence that will lead to learning success.
Clear Vision and Goals
Teachers and students need to share a common understanding of “why are we doing this?” By understanding how learning activities help move students towards their goals, and God’s greater vision for them, both teachers and students experience greater connection with learning and motivation. From whole school vision and available pathways, to program outlines and criteria and standards for individual assessment pieces, learning at school should not be ‘secret teacher’s business’ but easily accessible shared information.
Embracing Organised Challenge
Learning experiences that are rich in challenge, and complexity can connect students to real life learning and performance in the future life roles described in the Vision of the Learner. When students succeed in completing these challenges, they are more highly motivated and the transfer of skills is higher. However, it can’t be a ‘sink or swim’ approach. The students need to be purposely taught the thinking and co-operative learning skills needed, and the task needs to be scaffolded by the teacher for a ‘smooth’ path to success. There is a careful balance of tension the teacher needs to create between student centered learning and teacher directed work, that calls on the wise leadership of the teacher.
Purposeful Pedagogy begins with the end in mind.
To be purposeful in our teaching, we need to be clear about what it is we want our students to achieve.
What intellectual performances and attributes are going to be important for our students’ success in the world of the future?
What qualities of character should be evident in the adult life of a student educated in our school
At Mackay Christian College, our CLEAR values are also the framework for our shared Vision of a Learner.
Research and discuss these questions with your colleagues and reach agreement on your own school values and qualities of a lifelong learner.
Value Application
LEARNING
Leadership in learning
RESPECT
Right Relationship
ATTITUDE
Affirming Individuals
CHRISTLIKENESS
Clear Vision and Goals.
EXCELLENCE
Embracing Challenge.
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Learning how to respond to and shape the world around us for His kingdom.
Learning how to communicate in a way that values others.
Learning to understand who we are in God.
Learning how to be a servant.
Learning how to live a Christian life in a non Christian world.
What types of experiences need to be provided to allow students to demonstrate these attributes?
Teachers use these Learner Outcomes as a foundation for curriculum planning.
The L’RACE pedagogies then support the implementation of curriculum in the classroom.
What do we mean by Pedagogy?
The Macquarie dictionary illustrates how hard it is to describe what it is that teachers do when it defines Pedagogy as “the function, work or Art of a teacher.” (1981) More than a collection of functional strategies, more than the list of things teachers do at work, pedagogy is an Art. A definition of Christian Pedagogy goes even further than this. Relationship is the origin and energy of Christian pedagogy. Christian pedagogy creates, depends on and deepens discipling relationships between the teacher and the students in order to prepare our students to serve the Lord. Jesus is the Master teacher, who draws people towards God’s truth in order to restore them to a right relationship with our Heavenly Father and equip them for their life’s work on earth.
Vision of a learner Ideas for class rules outcome
Self directed, strategic producers
Responsive Communicators
Creative, reflective Investigators.
Empathetic servant leaders
Resilient problem solvers.
Teachers use their own SHAPE to design unique learning journeys for students. Each teacher’s pedagogy is unique and will change and develop with the growth of the teacher and the needs of the students.
Each child and teacher has his or her own SHAPE, uniquely and purposefully created by God.(Warren, 2002. p. 236) Your SHAPE is determined by your:
Spiritual gifts
Heart
Abilities
Personality
Experience.
The purpose of L’RACE is to create our Vision of a Learner in our students. We can improve
Teaching Christianly is therefore helping each child become all God wants them to be.
How would you describe your unique SHAPE as a teacher
When asked to describe why they teach in a certain way, most teachers find it hard to put it into words…”it’s just automatic.” Teachers can become more conscious of their pedagogy and the direct impact it has on student learning, and so be more purposeful in achieving significant learning outcomes for students.
L’RACE gives us the words to discuss, and share our individual understanding of pedagogy.
our student outcomes by improving our pedagogy. ?
L’RACE Our Purposeful Pedagogy
Our purposeful pedagogy is a selection of teaching practices that creates an integrated and deliberate classroom and school culture for achieving valued student outcomes.
It is purposeful teaching.
By using a common values framework, there is alignment between why we teach (shared vision and values), what we teach (curriculum designed from shared Vision of a Learner) and how we teach (Purposeful Pedagogy). This creates a powerful and supportive learning community.
How do we know that these pedagogies are worthwhile?
Teaching is not a perfectible art. It has a “messy practicality” (McDonald 1992, in NBEET p. 7) as teacher knowledge is practical, personal and contextualised and developed by constantly dealing with teaching dilemmas. (Carter 1992, in NBEET p. 3) Which pedagogies are most effective are best identified by closely observing teachers in action, the related student outcomes, and critical reflection upon these.
We have drawn upon and gratefully acknowledge Education Queensland’s Productive Pedagogies documents based on the research of the Queensland School Reform Longitudinal Study conducted by Bob Lingard and Martin Mills from the University of Queensland. By observing 975 lessons in Queensland schools, teacher responses, and student outcomes, they used a theoretical model and mapped backwards from student outcomes to classroom practices, to school capacity and system support. The Productive Pedagogies dimensions emerged when statistics were analysed. By reframing these qualities within a Christian values framework, and critically reflecting on our own observations about what constitutes quality teacher practice in a Christian School, we have identified the Purposeful Pedagogies of L’RACE.
What are these Purposeful Pedagogies useful for?
These Purposeful Pedagogies are not the only strategies teachers use successfully in a Christian School. However, they do provide a common framework for discussion and reflection on teacher practice that is central to the concept of improving Teacher Quality and Professional Standards as outlined in A National Framework for Professional Standards for Teaching. (MCEETYA November, 2003.)
Teacher quality can be the qualities or personal characteristics of a teacher, or the degree of excellence of teaching. Yet teaching is personal. There is an “inextricable link between personal and professional knowledge.” (NBEET p. 18) L’RACE is a framework that encourages teachers to reflect on both their personal teacher qualities and the degree of excellence in their teaching.
L’RACE is a Standards Framework that, according to Fullan and Hargreaves (1991, in NBEET p. 23) gives a voice to the Christian teacher’s purpose, creates a language with which teachers can confront the assumptions and beliefs that guide their practice, and develops a common sense of mission and responsibility amongst staff.
Use the L’RACE Purposeful Pedagogies as a start to some critical reflection. Are there some valuable Pedagogical practices that you think have been left out
How is learning like a race?
Spend a few moments writing down your ideas.
Which of these teacher ideas reflects the reality of your own learning journey, or the learning journey you lead your students on in your classroom?
> You have to train, prepare and equip yourself.
> There has got to be a goal to give direction.
> You can’t do one part unless the part before is done.
> It takes effort.
> You have the run the race your own way.
> A coach helps you achieve your goal.
> You have to pace yourself so you don’t burn out.
> People cheer you on.
> You can get injured & need first aid.
> You can get exhausted and want to quit.
> It takes perseverance and will power.
> Others run with you.
> You have to be considerate of other runners.
> You need to refresh yourself along the way.
> Experience along the way enhances performance.
> There is a prize.
> There are boundaries to keep within.
> Some competition helps.
> All are nervous before the race starts.
> You can learn tactics.
> Some fall down in the middle of the race.
> Extra coaching for those ahead or behind.
> Encouragement is important.
> It takes effort to get results.
> Self discipline and sacrifice is needed.
> Obey the rules so you aren’t disqualified.
> Resist distractions. .
> Understand the purpose.
> It is exciting to run a personal best.
> It is a journey with a beginning and end.
> There is disappointment, frustration and disillusionment.
> You sometimes need a map.
> You need to be in tune with your body.
> It helps to know the track ahead.
> Run to win
> There is a prize.
Thank you to the staff of Mackay Christian College for this brainstormed list.
How could this metaphor help students understand their learning journeys?
How can we equip our students for their learning journeys?
The Purposeful Pedagogy “Unpacked”
The Purposeful Pedagogy
“Unpacked”
teaching learning
Leadership in Learning.
Right Relationship and Enjoyment.
Affirming
Individuals.
C
lear Vision and Goals.
Embracing Challenge.
Leadership in Learning God has called teachers to be leaders.
I have set you an example that you should do as I have done for you. John 13 v 15
What imagery do we have from contemporary discussion of teaching? We hear that the teacher is now a resource person or a facilitator. Experts talk about the need for teachers to move from being the ‘sage on the stage’ to the ‘guide on the side’.
But teaching isn’t like that. It is an interventionist profession. Teachers are brain surgeons. They operate on the young brain to enable the entry of knowledge, conceptual understanding and skills. They change things for students, not by standing aside and letting them grow, but by the judicious use of the intellectual scalpel.
Which standards in the L’RACE purposeful pedagogy are your strengths?
In which areas is God challenging you right now?
Teaching is like high-rise construction or mountain climbing or political direct action or downhill skiing. It is a big, bold, adventurous, dramatic, exciting profession. It is about knocking things over and putting up new things in their place, spilling blood, taking risks, making students anxious, excited, exposing them to failure and helping them succeed; in Michael Barber’s words, ‘making their heads spin.’
Bruce Wilson, Chief Executive of the Curriculum Corporation ‘How to teach better. Pedagogy; what’s wrong.’
What teachers are and what they do and say concretely embody certain values and norms….It is obvious that Christ-centred education can only be realised through born again, Spirit-filled teachers whose lives bear witness of discipleship of Jesus Christ in all spheres of life.
Thinus Dreeckmeier, (1997). Towards Christ-Centred Education. Pretoria; Hebron Press. P. 83
How would you describe the teaching profession to a year 11 student who told you he thought teaching would be a boring career ?
What qualities do you admire about the way Jesus taught ?
We can show leadership in learning when each teacher contributes to these roles:
> Quality Christian Teaching Team member
> Co-learners in a professional learning community
> Supporter of whole school systems
> Productive community partner.
Quality Christian Teaching Team Member
> Be a registered teacher who has a deep, structured knowledge and expertise in a particular area of teaching.
> Be a born again believer, firmly planted in a local church, and diligent in the study of God’s word.
> Be a part of a team, willing to submit to one another as members of the Body of Christ.
Co-learners in a professional learning community
> Be active in seeking out professional learning opportunities.
> Be willing to model learning to students.
> Be able to share a sense of purpose and commit to collaborative improvement.
> Be a discipler.
Supporter of Whole School Systems
> Be active in implementing and improving school systems so that they support teachers and learners.
> Be responsible for evaluating and improving the quality of learning outcomes.
> Be a positive participant in school activities beyond the classroom.
Productive Community Partner
> Be actively involved in a Professional network or Association.
> Be seeking opportunities for students to make connections with their community.
> Be involved in the local community.
Use Part A of the Professional Learning Framework to evaluate your Leadership in Learning.
Leadership in learning Story
Since we are surrounded by such a great cloud of witnesses… Hebrews 12 v 1
Rachel arrived in the kitchen with her arms full of books, and looked in dismay at the kitchen table already covered with constructions and projects of all shapes and sizes.
“Mum, not MORE marking. Don’t you ever stop? What are the little geniuses up to this time? Hey this one looks good.”
“It’s nice to see you too, sweetheart. How was Uni today? ...Don’t touch that one. Rory and Tim were working on an adaptation right up until the bell, and I think the glue is still wet.”
“Philosophies of Education lecture and starting the 7000 word assignment…it was OK, but really Mum, how will it help me do this?” She swept her arm over the array. “I just want to know how to help the kids do the fun stuff you do with your students. I mean, do you and Dad need a philosophy of education to do what you do?”
“We sure do honey, but it’s more a life and faith style. We haven’t had to write it down. Maybe you can do it for us…Let’s get a cup of tea and I’ll see if I can capture it in words.” As she moved around the kitchen, she mused, “God has called us to be more than learning managers and classroom facilitators. He has appointed us as leaders in those young peoples’ lives. A little of this leadership is as a faith role model, but it’s more. A leader sees potential and long term goals, then plans strategically how to arrive there. I do that for each student in my class and so does your Dad. Take this project as an example. We could have learned about measurement by doing just the activities in the Maths textbook. Instead, the students have conducted experiments, drawn conclusions and used data to invent a new measurement tool. It used maths and language skills, met SOSE and Technology Outcomes and yes we had lots of fun. Fun wasn’t the starting point though, but rather that strategic planning. I am aiming in this case for creative, innovative producers. We do it for curriculum, but also to develop character. Think about how Dad matches up students to community mentors. “
“Don’t you ever run out of ideas?” Rachel asked reaching for the tea towel.
“We’re always learning, Rachel, and thankfully God is always teaching us. I’m just happy He doesn’t expect it all in a 7000 word assignment.”
“The proof of leadership is found in the followers”
“It’s difficult balancing optimism and realism, intuition and planning, faith and fact. But that’s what it takes to be effective as a navigating leader.” John Maxwell The 21
Right Relationship and Enjoyment
God desires a right relationship with us and a right relationship between us.
The relation of God to man is personal and dynamic; God by His active love for man is for ever calling for a response from him. When that response is given it is in the form of worship, prayer, thought, attitudes, words and actions.
Human response is part of the God-man relationship, and the response in all its forms…and what is done in the world of education is a very important part of that response.
Teachers are, or should be, the most influential members of any community. To the Christian they are transmitters of culture and wisdom and knowledge; and they are the first and most effective interpreters of life to each succeeding generation. They specialise in the field of personal relations. And they are persons themselves. Therefore their training and their conditions of life, and their opportunities for developing their techniques and increasing their knowledge are second only in importance to the welfare of those whom they teach.
Rupert E Davies
‘A Christian Theology of Education’ Denholm House 1974
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Knowing that you are influencing the lives of others in your classroom every day, reflect upon what sort of influence you think you are. What sort of influence would you like to be?
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What examples can you find in Scripture of Christian teachers and how can those examples help you to build more effective relationships with the children you teach?
(eg. Apollos Acts 18:24-28…)
We can demonstrate right relationship and enjoyment when we create:
> enjoyment and relationship within respectful boundaries
> a supportive learning environment
> opportunities to celebrate achievements of all kinds
> Enjoyment and Relationship Within Respectful Boundaries
> Be joyful and enthusiastic in our approach to teaching.
> Be respectful in creating relationships with students, parents and peers.
> Be consistent in communicating clear expectations of respectful classroom behaviour.
> Be consistent in establishing boundaries, using fair consequences and encouragement to help students learn to participate positively.
> Be actively seeking opportunities to grow appropriate caring relationships with students.
> Be actively seeking to restore relationships when necessary.
Supportive Learning Environments
> Be using a variety of teaching methods that recognise individual learning styles and meet individual students’ needs.
> Be creating a positive learning environment.
> Be engaging students in learning tasks that are challenging and fun.
> Be encouraging students not to give up when things get tough.
> Be deliberate in creating a co-operative learning community in your classroom.
Celebrate Achievements of All Kinds
> Be actively acknowledging, encouraging and rewarding students.
> Be sharing the joy of those who achieve their goals, no matter how small the step.
> Be giving opportunities to experience the joy of achieving shared challenges.
> Be assisting students to celebrate the individual and unique contribution each makes to the group.
Use Part A of the Professional Learning Framework to evaluate your Right Relationship and Enjoyment.
Right Relationship and Enjoyment Story
Submit to the Father of our spirits and Live! Hebrews 12 v 9
Melissa was jumping up and down with excitement.
“So can you help me Greg? Please? We’ve been talking about how we can bless our families by doing good things without being asked, and I thought I could bless Mrs Richardson too. She’s teaching us all about Christlikeness, Attitude an’ Respect. She’s an angel. But, I need your help. Please?”
Greg agreed and watched his little sister skip down the hallway singing “ Jesus first, yourself last and others in-bet-ween!!” He thought about his day and his teacher Mr Cameron. Greg wondered whether he had shown the best attitude when he’d complained, “Sir, you are just picking on me!” It seemed like Mr Cameron was always pulling him up, just whenever he wanted to have fun. It might be for talking out of turn or not working well, but those boundaries in Mr Cameron’s classroom were tripping Greg up more and more often. Mr Cameron must have been getting tired of it too, because he had asked Greg to stay for a moment after class that day. Greg could still remember the teacher’s calm but firm tone.
“Greg you know you have a lot of potential. I really want to help you develop those gifts that God has given to you. I don’t want to have to keep reminding you of the class rules. I want to see you develop self discipline, so you and everyone around you can get on with learning and enjoying the class for the right reasons. Think about it and pray about it, and come ready for a new start tomorrow.”
Greg had been thinking about it a lot. He knew that Mr Cameron really did care and that he made a big effort to help all of his students. And he’d admit that up until a few weeks ago when his own behaviour had started to get out of control that Mr Cameron’s classes were fun. Greg bowed his head, and prayed it through.
His heart felt lighter when he had finished. Greg knew that he could ask Mr Cameron’s help and forgiveness tomorrow, but more than that, he would look for a way of blessing Mr Cameron without him ever knowing. Greg started to hum, “Jesus first, yourself last, and others in-bet-ween.”
> Reflective, Caring Members of the body of Christ
> Self directed, Investigators and learners
> Enjoyment and relationship within respectful boundaries
> Supportive learning environment
> Celebrating achievements of all kinds
Affirming Individuals Each student is a unique creation of God.
Quoted in : Robin Fogarty (1997) Brain Compatible Classrooms, Hawker Brownlow Education, Australia
The Average Child
I don’t cause teachers trouble. My marks have been okay. I listen in my classes. And I am in school every day. My teachers think I am average. My parents think so too. I wish I didn’t know that. Cause there is lots I would like to do.
I would like to build a rocket, have a book that tells you how, Or start a stamp collection. Well no use in trying now.
‘Cause since I found I am average. I am just smart enough you see. To know there is nothing special. That I should expect of me.
I am part of the majority. That hump part of the bell. Who spends his life unnoticed. In an average kind of hell.
Anonymous
Think of a student in your class and plan ways that you can affirm them this week.
What scriptures do you share with students so they know God values them?
Affirming Individuals
We can affirm individuals in our classrooms when we as a team:
>Work for each learner’s intellectual, emotional, social, physical, ethical and spiritual development.
>Create and manage pathways for them Understand each learner
>Be seeing each student as a unique person made in the image of God.
>Believe that teaching is a ministry, understanding the love God has for each child in our classes and demonstrating that love to each child by the power of the Holy Spirit.
>∑ Understand that God wants every person to come to a saving knowledge of His Son Jesus Christ and that through salvation each person will obtain true wholeness in all areas of their life. (John 10:10)
>Seek to identify the different Love Languages, Intelligences, Learning Styles and unique strengths and weaknesses of each child.
>∑ Be aware of the stages of development of children and adolescents and the effect this may have on the way they learn and interact socially.
Develop each learner
>Pray for each student on a regular basis.
>Design learning activities and creating a classroom climate that recognises the individual needs and learning styles of all the students in a class.
>∑ Create opportunities to get to know students as individuals; gaining an insight into their personal world.
>∑∑ Be actively seeking opportunities to encourage all students without discrimination.
Create and manage pathways for learners
>Communicate that God has a plan for each child. (Jeremiah 29:11)
>Consider individual learning styles in planning and teaching.
>∑ Adjust learning activities to cater for the varying abilities of students.
>∑ Liaise with other professionals within and outside the school to plan for students’ learning success.
>∑ Give students the language and self knowledge that will empower them to become independent lifelong learners, creating their own learning pathways.
Use Part A of the Professional Learning Framework to evaluate yourself as a teacher who Affirms Individuals.
Affirming individuals Story
Let us run with perseverance the race marked out for us.
Hebrews 12 v1.
“Sir, I don’t think it is really fair. Why did you make Jasmine do it, but Kelly could come back at lunchtime?”
Mr Wilson could tell it was a genuine question, and the quiet that descended in the group nearby told him it was worth pursuing.
“Fairness is important, but it doesn’t mean that I should treat everyone the same. It comes down to knowing how each of you learn. Let me ask you Jason whether you were scared when it was your turn to try out this activity.”
“Well, a bit. But you know me Sir, I’ll jump first and ask questions later. Anyway, we had talked about all the possible approaches in class so much, and done all those practise activities, that I was kinda looking forward to having a go at applying them in a new way…. But Sir, Jasmine looked like she was about to cry.”
“I saw that, but I also saw that she understood all those preparation tasks, and she has the ability. It would be a shame to let a little bit of fear stop her from having a great learning experience. Remember the school vision?”
“Yeah I know…becoming all that God wants us to be. But Sir, how is it that Kelly misses out? No offence meant Kels, but we’re supposed to value stuff like fairness at this College.” Kelly looked up from her work, shooting a glance at her teacher.
“Yes, and respect each other’s feelings which is why I’m not going to discuss Kelly’s learning strengths and weaknesses with you. Let’s just say that sometimes I will push you to learn when I can see that you can achieve victory and that sometimes I will support your learning a bit longer if I see that that is what you need to succeed. I’m sure you can think of times when I have pushed you a little or maybe worked beside you a bit longer if you were having real trouble, Jason. So could lots of other people in this class. Fairness is me having the same standards and expectations of you all, but each of you may need slightly different strategies to help you get there. It’s my job to know you and work with you to help you to learn.”
“Yeah I get it sir. So you’ll understand if it takes me another day to work through this theory problem you’ve set us.” Jason replied. Jasmine chose that moment to come racing over. “Sir, I did it. Jase, did you see me? It was great! Kels you have got to try it. Sir, Sir, when can I have another go?”
Perseverance is not a long race: it is many short races one after another Walter A. Elliot (1892 –1966) American Army Colonel.
Clear Vision and Goals.
We need to know what to sow in order to grow.
For I know the plans I have for you declares the LORD. Plans to prosper you and not harm you. Plans to give you hope and a future.
Jeremiah 29 v 11
Navigating leaders…see the whole trip in their minds before they leave the dock. They have a vision for their destination… (and) they understand what it will take to get there.
John Maxwell The 21 irrefutable Laws of Leadership. Tennessee; Thomas Nelson Inc. 1998
Specific
Measurable
Achievable Realistic Timed
Alice Gray, Steve Stephens, John Van Diest. Lists to Live by. Oregon: Multnomah Publishers, 1999
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What SMART goals do you have for the students in your classroom?
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Think of someone who is fulfilling a destiny far greater than you had imagined for them. What does this tell you about the vision we should have for students in our classes?
Clear Vision and Goals Story
Smart Goals are
We create clear vision and goals when each teacher implements:
> shared vision of a learner
> organised curriculum framework
> explicit quality performance criteria
> monitoring of assessment standards.
Shared Vision of a Learner
> Be a teacher who believes that all people are precious to God.
> Be deliberate in communicating a hope filled future for students.
> Be purposeful in choosing learning strategies that will achieve the greater goals for students outlined in the Vision of a Learner.
> Be aware of future focussed research and available pathways to students, and share the possibilities with students.
> Be willing to help students own their learning journeys.
Organised Curriculum Framework.
> Be part of the curriculum improvement process.
> Be able to explain to students how each learning activity contributes to greater purposes.
> Be well planned and organised and teach students these habits.
> Be designing assessment that arises seamlessly from the learning experiences.
> Be open to new ideas.
Explicit quality performance criteria
> Be explicit about what is being learned, and why.
> Be clear about what demonstrations of learning are required.
> Be able to describe expectations for quality of performance using criteria and standards, before a learning demonstration.
> Be involved in helping students interpret their performances, and making plans for improvement.
Monitoring of Assessment standards
> Be diligent in teaching students to make judgements on their own work.
> Be able to point to evidence when asked to justify your assessment standard.
> Be involved in regularly benchmarking your assessment standards with peers.
> Be willing to seek constructive feedback on our work. Use Part A of the Professional Learning Framework to evaluate your Clear Vision and Goals.
Let us fix our eyes on Jesus. Hebrews 12 v 2
“Miss, can you tell me what we are to do again?”
A groan went up from the group at the front, “Oh Sue, you are such a Global.”
She grinned, “Yeah and you love me for it. How else would you ever get our group working? So, MIss?”
“Let me ask you, Sue and anyone else who needs to hear it again…where else could you get that information…apart from asking these Analytics up the front?”
“Sigh…You write it on the board each lesson, it’s on the handout. If I could find my Semester plan and my unit outline I could probably work out the topic and even the outcomes. Hang on, they are on the chart at the back of the room aren’t they. I guess I really do know what I have to do this lesson. I just want to hear again the reason why we are doing it.”
“Let ‘s see if you can work it out. Tell me what skills we have been learning this unit.”
”Brainstorming, Evaluating using criteria, and drawing conclusions.” “Great…I see you found the list on the assessment sheet. You see the choices of problems to solve? Now turn over the back and point to where it tells you the things you need to do to get an A on this assignment task. “
“But there is so much reading to do.” The rest of the class chorused agreement. Encouraged, Sue gave a hopeful smile.“ Can’t you just read it for me and tell me what to do?”
“Since you are all listening now, can anyone think of good reasons why I might want you to learn about problem solving in this way?”
“Because you won’t be there when Sue’s next big wardrobe crisis hits?”
”Or when you need to decide what sunglasses to wear to youth group, Ben.”
“I like knowing that there are steps to follow about solving problems.” Chris chimed in.
“Yes, well you are an analytic. I just like to be creative about my thinking.” Sue replied.
“OK then…yours is the last question Sue. Why didn’t I just tell you the answer to your first question?…This is a big picture question so it should be right up your Global alley.”
“I know…you want me to be a self directed learner…. You, Mrs Tunnah, Mr Mills, Mrs Menkens. But Miss, you don’t really want me to get there too soon do you? You’d miss me driving you crazy with my questions.”
Embracing Challenge
God has created our brains to love challenges.
Engaged Learning Indicators
> Children are engaged in authentic and multidisciplinary tasks.
> Students participate in interactive learning.
> Students work collaboratively.
> Students learn through exploration.
> Students are responsible for their learning.
> Students are strategic.
Jamie McKenzie (1999) How Teachers Learn Technology Best. FNP Press. Page 46
Educentric Paradigm or Empowerment Paradigm
Learning as Mental ProcessingLearning as Application of Mental Processing Micro content learnerTotal Role Performer Interpersonal CompetitionHigh-Challenge Standards Bell Curve ExpectationsHigh- Success Expectations Variable GradesCriterion Standards Calendar ClosureOutcome Closure
We inspire students to embrace challenges when each teacher
> understands the learning process
> creates strategic learning opportunities
> enhances intellectual quality
> promotes academic engagement
> encourages connectedness.
Understanding the Learning Process
Be purposeful in lesson design to aid student learning.
Be continually updating your knowledge about the learning process.
Be enhancing the unique God-given learning styles and intelligences of students by strategically designing learning activities.
Be explicit in teaching metacognitive skills in thinking and literacy.
Be providing students with abilities and opportunities to talk about their personal learning journeys.
Creating Strategic Learning Opportunities with Intellectual Quality and Academic Engagement
Be developing students’ deep knowledge and understanding of concepts and ideas.
Be engaging students in active learning so that they are increasing in independence.
Be challenging students to apply their learning in solving practical, real or hypothetical problems.
Be willing to let students make meaning by engaging them in Higher Order thinking.
Be using the Vision of a Learner to guide curriculum choices and design.
Connectedness
Be able to integrate knowledge across a range of subject areas and tasks.
Be consistent in connecting classroom knowledge to students’ personal experience and the world beyond the classroom.
Be using collaborative learning strategies.
Be building a sense of community in the classroom.
Use Part A of the Professional Learning Framework to evaluate your Embracing Organised Challenge.
Choose appropriate words from the list to best describe what you would like your classroom practice to reflect.
Examine the two paradigms represented. Do you think engaged learing can be represented in such a paradign?
Embracing challenge Story
Strengthen your feeble arms and weak knees. Make level paths for your feet so that the lame may not be disabled but rather healed.
Hebrews 12 v 12-13
It was opening night, and the gathered students were alive with a mixture of excitement and apprehension. Every part of the art exhibition was their work from the program design, the refreshments, the advertising and special tshirts to the art pieces themselves.
Jodie’s team were just pinning up the last of the digital photos they had taken of all the other student groups at work in the classroom in preparation for their big event. There were pictures of students with their heads together in discussion over the initial ideas for the right way to share their great art pieces. Matthew and Jayden were grinning out of one photo with screen printing ink all over their hands, wearing the special T-shirts. In every photo, students looked totally absorbed with their tasks. Mrs Hughes, their teacher was in a few of the photos, but not many. It really was clear that this was student work, even without the graphic organisers and notes pinned on the adjacent display board showing the thinking and planning process.
As parents started to file into the specially converted classroom, student ushers gave out programs, and invited parents over to the seating for the official opening. The Principal stood beside the podium, and looked over the crowd with a huge smile.
“Ladies and Gentlemen, and young men and women. Welcome tonight to the Transformers Art Exhibition. What you see here is all the work of students. We were studying lifecycles when our teacher challenged us about how God changes us. We worked in groups to think about how we could show in an artwork that we grow and change. That is why we used recycled materials…to show that God changes our old selves into something new. Every art piece has an explanation by the artist in the catalogue. You will see a lot of references to our College values. Students made the refreshments for sale. Our teacher and Principal are now going to cut the ribbon to open our show. We hope you enjoy the Grade Three Art Exhibition.
the mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
William Arthur Ward.
the human mind, once stretched to a new idea, never goes back to its original dimensions.
Robin Fogarty.
William G Spady. Paradigm Lost. Reclaiming America’s Educational Future. American Association of School Administrators. P 139
Ready, Set, Go!
Read, Set, Go!
You may be convinced that L’RACE has some sound ideas. It means nothing unless you put it into practice.
To help you put the theory to work in your classroom, we suggest you work on both your individual learning journey and your Team’s learning journey. Here are some strategies we use at Mackay Christian College in our L’RACE journey.
In addition to the reflection questions throughout the L’RACE booklet, individual teachers and whole schools can use the following “training activities” in the appendix.
The professional Learning Framework
> To focus on learning to improve in L’RACE.
>To record highlights from Professional Learning experiences.
Talking the Walk
> Developing a shared language for professional Dialogue.
> Giving students the times and places to talk about and own their own learning journeys.
> Creating opportunities for focussed professional dialogue both in whole staff meetings, and in small supportive groups.
We are grateful to the following schools for their assistance in improving the PLF in an Australian Government Quality Teacher Project in 2003/04:
• Cairns Christian College• Parklands Christian College
• Genesis Christian College• Toowoomba Christian College
• Heights Christian College•Whitsunday Christian College
• Hillcrest Christian College• Christian Outreach College, Toowoomba
The Professional Learning Framework is a learning process designed to support teachers, in training and coaching for better performance in LeRACE. The Professional Learning Framework supports you in your learning through three stages.
Reflect on your current teaching practice. Use Part A.
What are your strengths?
Where do you need to do some professional learning in order to improve your practice?
Choose a learning focus.
Record your professional learning insights as you learn. Use Part B.
Make the link between your learning , your classroom practice and improved student outcomes.
Put your learning into practice.
Receive encouragement and support. Use Part C. Get coaching feedback as you practise implementing your new learning in your classroom. Research shows coaching improves the long term impact of teacher learning from 10% to 88%.
eteac r e a
Professional Learning Framework Race Personal Reflection
NAME:
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DATE:
Use the following prompts to reflect upon your current application of the LeRace challenge. The outcomes may help you discern areas for future professional learning.
5> often achieving very well 4> usually achieving well 3> sometimes achieving well 2> rarely achieving well 1> very rarely achieving well
leadership in learning:
Do I:
1 .Spend time under the leadership of Christ, seeking to grow in wisdom? 54321
2. See myself as a leader of students who follows Christ’s leadership54321 example and seeks to add value to others?
3.. Have an understanding of my personal commission 54321 to this College?
4.Understand my roles in this school as a member of the 54321 Body of Christ?
5. Understand the College Vision, Mission and Values and apply 54321 them to my College responsibilities?
6.Desire professional excellence through
• involvement in professional development opportunities? 54321
• working in teams to plan for whole College directions and events?54321
• contributing to networks and partnerships beyond our College?54321
• seeking information about current educational research, 54321 practices and recommendations?
• Improving my expertise in my chosen teaching area by 54321 ongoing learning and sharing of my learning with others?
right relationship and enjoyment:
Do I:
7. Demonstrate joy and enthusiasm for my teaching?54321
8.Create a positive learning environment?54321
9.Use a variety of teaching methods that recognise54321 individual learning styles and meet individual students’ needs?
10.Communicate my role as a leader of students appropriately?543-21
11.Resolve conflicts with wisdom and maturity?54321
12.Develop respectful inter-relationships with 54321 students, teachers and parents?
13.Communicate and apply clear consistent student 5432-1 behavioural expectations?
14.Communicate the College rules clearly and 54321 apply fair and consistent consequences?
15.Acknowledge, encourage and reward students 54321 when their actions and attitudes are CLEAR?
affirming individuals:
Do I:
16.Pray for my students?54321
17.Know my students as individuals?54321
18.Actively build personal relationships with my students?54321
19.Affirm individuals without discrimination?54321
20.Access information about each student’s 54321 learning history, culture and family circumstances?
21.Liase with other professionals to plan for each 54321 student’s learning success?
22.Adjust learning and assessment activities to meet 54321 the needs of students?
23. Evaluate the progress of each student to ascertain future needs?54321
24. Use a balance of teaching styles and strategies to 54321 positively engage all students in active, reflective learning?
clear vision and goals:
Do I:
25. Encourage students to understand that God has a 54321 unique plan and purpose for each person?
26. Assist students to discover God’s plan for them?54321
27. Create in students a desire to vision their own futures 54321 and provide guidelines for achieving that vision?
28. Apply the College Vision of a Learner when 54321 creating curriculum outcomes?
29. Demonstrate and incorporate an understanding of the 54321 Christian World View in my lesson preparation?
30. Prepare lessons with care and thoughtfulness?54321
31. Place learning activities in contexts of relevance for students?54321
32. Model and teach effective goal-setting, planning 54321 and evaluation techniques?
33. Inform students of specific outcomes and 54321 expectations for activities and assessment items?
34. Teach students how to effectively manage 54321 their own assessment records and portfolios?
35. Regularly evaluate my performance as an effective teacher?54321
36. Seek constructive feedback from other 54321 teaching professionals and trial their suggestions?
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embracing organised challenge:
Do I:
37.Provide opportunities for students to develop
54321 outcomes as defined by the College’s ‘Vision of a Leaner’?
38. Provide opportunities for students to engage in developing 54321 and applying positive habits of the mind?
39. Provide opportunities for students to engage in 54321 challenging tasks of high intellectual quality?
40. Provide opportunities for students to link their learning 54321 to the broader community of which they are a part?
41. Measure student success using academic, social, 54321 physical, spiritual and values based parameters?
future directions:
Where might you travel on the next part of your learning race ?
STEP 1:
From the results of your self-evaluation, check back through to see where there may be areas which are consistently low and may need further development. What professional learning could you do to improve these areas?
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STEP 2:
Use the Professional Learning Framework Part B as an outline to plan how you will carry out your professional learning.
STEP 3:
See your supervisor to discuss your goals, and to assist you in achieving the goals of your personal professional learning.
Let the next part of your learning race begin…..!
NAME:
DATE:
Use the following prompts to reflect upon your current application of the LeRace challenge. The outcomes may help you discern areas for future professional learning.
5 – often achieving very well
4 – usually achieving well
3 – sometimes achieving well
2 – rarely achieving well
1 – very rarely achieving well
LEADERSHIP IN LEARNING. …..Do I
Invest in my Christian growth under the leadership of Christ?
Enact school vision, Mission and Values?
Contribute to whole school events?
Seek Professional Development?
Build networks and community partnerships?
Total
RIGHT RELATIONSHIP AND ENJOYMENT: ….Do I
Create a positive learning environment?
Cater for individual learning styles?
Communicate clear expectations for students?
Resolve conflicts with wisdom, maturity and fairness?
Acknowledge and reward students?
Total
AFFIRMING INDIVIDUALS: ….Do I
Pray for each student?
Build positive relationships with students?
Access information and support to plan for individual student success?
Use a balance of teaching strategies to engage students? use assessment to inform future planning?
Total
CLEAR VISION AND GOALS: ….Do I
Create a positive sense of the future for each student?
Apply Christian World View outcomes in my planning?
Model and teach effective planning and goal setting?
Provide specific quality performance expectations?
Seek constructive feedback?
Total
EMBRACING ORGANISED CHALLENGE: …Do I
Design learning tasks to achieve Vision of a Learner outcomes?
Design learning tasks of high intellectual challenge and quality?
Connect classroom learning to the child’s world and the wider community?
Develop positive habits of the mind in students?
Provide explicit teaching of thinking skills and scaffolds?
Total
Where might you travel on the next part of your learning race ?
STEP 1:
From the results of your self-evaluation, check back through to see where there may be areas which are consistently low and may need further development.
What professional learning could you do to improve these areas?
STEP 2:
Use the Professional Learning Framework Part B as an outline to plan how you will carry out your professional learning.
STEP 3:
See your supervisor to discuss your goals, and to assist you in achieving the goals of your personal professional learning.
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Professional Learning Framework
My Learning Journey
NAME:
arning teachinerning arning arning teaching teaching teaching learning Race lear Race
DATE:
Having completed the L’RACE Personal Reflection and decided which area of professional learning you would now like to undertake, use the following questions to clarify your goals and determine what outcomes you would like to achieve. What specific area have I chosen for my professional learning?
leadership in learning:
What knowledge or skills do I already have in this area? (In which areas of L’RACE am I already fit?)
How can I improve my knowledge or skills in this area? (What do I need to do to develop and strengthen new muscles?)
right relationship and enjoyment:
Does my area of Professional Learning agree with the College’s Vision, Mission and Values? (Is my personal L’RACE heading in the same direction as the College LeRACE?)
Who could assist me to achieve my Professional Learning goals? (Who will be my running partners?)
affirming individuals:
What method of learning, recording and evaluating my Professional Learning will best suit me? (How will I record and measure my progress during this stage of my L’RACE?)
How will I share what I learn with others? (How can I be a running partner/coach for other runners?)
clear vision and goals:
How might my Professional Learning improve student outcomes? (How might I be a better coach for my students on their L’RACE journey?)
What resources will I use for my Professional Learning and what are my timeframes for completion? (What map will I follow, and what route markers will I use to reach the finish line of this part of my L’RACE?)
What obstacles might I encounter and how can I reduce or remove them?
(How will I deal with steep or rocky sections of my L’RACE?)
embracing challenge:
Complete this section AFTER you have completed your Professional Learning challenge. What have I learned from the Professional Learning resources I selected? (How have I progressed with my personal L’RACE?)
How might I use what I have learned to improve student outcomes in my classroom?
(Having run on a little further, how might I use my L’RACE experiences to be a better coach for the students’ L’RACE?)
Having applied and used skills and knowledge gained from my Professional Learning in the classroom, what impact has this had on
(i) my classroom practice?
(ii) student outcomes?
(How have student runners been influenced by my new coaching style?)
How else could I use my Professional Learning in the future?
(How could I run as a more experienced runner in future sections of my race?)
How might I share my Professional Learning experience with others?
(How might I share my running experience to help others run better?)
CONGRATULATIONS! You have completed another section of your learning journey!
May God strengthen you and encourage you as you continue to ‘run with perseverance the particular race that God has set before you. Keep your eyes on Jesus, your leader and instructor.’
Hebrews 12:1
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Professional Learning Framework Classroom Coaching
For OBSERVATION & FEEDBACK:
NAME:
COACH:
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DATE:
CLASS: agreed focus for observation:
Leadership in Learning
Right Relationship and Enjoyment
Affirming Individuals
Clear Vision and Goals
Embracing Organised Challenge
coach’s observations:
Post lesson Feedback:
What do you think worked well?
If you taught this lesson again, what would you do differently?
Student Survey
Teachers can learn from Students!
Your teacher is keen to learn. You can help by completing this sheet.
1. Circle between 5 (five) and 10 (ten) phrases that best describe your teacher
L R A C E busy smart makes an effort to do special things for us loves God loves learning helps the school loves teaching fun strict fair kind likes me helps everyone knows about me teaches in different ways assesses well has good ideas gives clear instructions explains well organised makes learning interesting shows us how to do it sets challenging work
2. What do you like most about your teacher?
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3. What do you think your teacher could be learning to do better?
4. What is your favourite story about your teacher?
Thanks for your help!
L’Race student survey
Date:
Grade level:
L’Race Refreshment
A summary of recent professional learning that has given me strength for my journey.
Topic Date Venue Presenter
Notes PLF?
Learning highlights
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Classroom Implications
Intended Applications
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Checking our Pulse; L’RACE Questions > some samples
These questions can be used in staff room or staff meeting discussions, to help Talk the Walk, and develop a common language for professional discourse on L’RACE
Leadership in Learning
> What has God been teaching you lately from His word?
>What vision do you have for the future of students in your class?
> What do you want students to be able to say about you by the end of the year?
> What learning are you doing at the moment?
> What do you find hard to confront students about?
> What do you want to change in your classroom culture?
> What do you like about your church?
> What have you planned to contribute or support towards school systems for this year?
> What are you doing to grow student qualities of independence in learning?
Right Relationship and Enjoyment
>What student achievements can you celebrate this week and how?
>How do you create a positive classroom environment?
>What is a behaviour management situation you dealt with positively recently?
>How do you teach students to manage their own behaviour?
>What do you do to communicate expectations of behaviour?
>How much time & energy do you spend managing behaviour compared with managing learning? Why?
>What is enjoyable about your lessons?
>Describe a challenging behaviour management issue that you are working through and new strategies to try.
>How can you include parents in the enjoyment of learning?
>Research shows that shared laughter on the first day is an indicator of successful classroom relationship. Relate an incident where you and students have enjoyed a laugh together.
> Retell a time when you have modelled Forgiveness and restoration with students.
Affirming Individuals
>Describe a student who challenges your capacity to affirm and discuss ways you can contribute to their positive sense of self.
>What scripture do you share with students so they know God values them?
> How can you give students a sense of hope for their future, in a way that is real and meaningful for them?
>Draw a plan of the physical arrangements in your room.
>Who has easiest access to your attention and the learning resources?
> Draw a graph of who talks the most in your class and code it for on and off task. What can you change to affirm some individuals more in positive learning?
> What classroom traditions do you have/could you have to teach your students how to encourage each other?
> How do you apply the Special Consideration Policy to assist students with special circumstances to achieve learning success?
>What do you think of the adage “you gotta be cruel to be kind” in the classroom?
> What causes your students fear and anxiety and how can you help those students cast out fear?
> Share a story of how God has answered your prayers for a student recently.
Clear Vision and Goals
> What overall goals for students do you have in your grade/subject area at the start of each year, to be achieved within that year?
> How do you keep sight of your goals and vision for students throughout the year?
> How do you help students set and manage their own goals?
> What planning process do you use to take into account the various planning requirements?
> What classroom activity have you recently done that has contributed directly to (facilitator chooses either your goals or choose one from Vision of a Learner)
> What purposes does assessment serve in your classroom?
> How do you ensure consistency of judgement?
> Give an example of a recent assessment task you have used that has grown seamlessly out of the classroom learning?
> What classroom traditions do you use to communicate the purposes of learning to students so that they grow in responsibility?
> Give an example of how a recent learning and assessment task has been lifelike, assisting students to transfer their learning.
Embracing Organised Challenge
>Give an example of a topic where students have developed deep knowledge and understanding.
> Describe a recent lesson where you have expected students to have used 3 multiple intelligences or more.
> How do you teach students to transfer their understanding to new contexts?
>How important do you think it is to teach for transfer?
>What graphic organisers or other scaffolds do you use most often in your teaching and why?
>How do you teach the Higher Order Thinking skill of select one: evaluation, analysis, hypothesising, inferring)
> Describe a recent learning activity for your students where they have been engaged in problem solving where the answer is not right or wrong or teacher directed.
> What strategies did you use to engage students in active learning today?
> What advantages do you think cooperative learning gives to students?
> What multidisciplinary tasks do you have planned for your next unit?
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Great teaching on these topics
> John Maxwell. Running with the Giants. Warner; 2002
> Rick Warren. The Purpose Driven Life. Michigan; Zondervan, 2002.
> Bruce Wilson. How to Teach Better. Pedagogy; what’s wrong. Curriculum
> Corporation Conference. Perth. 2003
> Thinus Dreeckmeier, (1997). Towards Christ-Centred Education. Pretoria; Hebron Press
> Jay E. Adams The Biblical View of Self-Esteem, Self-Love, Self-ImageHarvest House 1986
> Dr. James C. Dobson Parenting Isn’t For Cowards Word Publishing 1987
> Pam Harris & Toni Arthur 1000 Ways to Amuse Children Octopus Books 1984
> Selwyn Hughes The Divine Attitudes CWR 1989
> Dr. Phillip C. McGraw Self Matters Simon & Schuster Source 2001
> Adrian Plass The Sacred Diary of Adrian Plass Aged 37 3/4 Marshall Pickering 1990
> Cynthia Tobias – Every Child can Succeed Pyndale House Publishers 1996
Reference List
Scripture quotations, unless otherwise noted, are taken from the HOLY BIBLE. NEW ITERNATIONAL VERSION. (1984) by International Bible Society.
Davies, R. E. (1974). A Christian Theology of Education. Denholm House. Dreeckmeier, T. (1997) Towards Christ-Centred Education. Pretoria: Hebron Press. Fogarty, R. (1997) Brain Compatible Classrooms. Australia: Hawker Brownlow Education. Gray, A., Stephens, S., Van Diest. J., (1999) Lists to Live by. Oregon: Multnomah Publishers. Macquarie University (1981) The Macquarie Dictionary. New South Wales, Australia: Macquarie Library. Maxwell, J. (1998). The 21 irrefutable Laws of Leadership. Tennessee; Thomas Nelson Inc. Ministerial Council on Education, Employment Training and Youth Affairs. (2003)., A National Framework for Professional Standards for Teaching. Retrieved 10th April, 2004 from http://www.mceetya.edu.au/pdf/national_framework.pdf
National Board of Employment, Education and Training (1994). Workplace Learning in the Professional Development of Teachers. Commissioned Report No. 24
Taylor, R. (2002). ‘Shaping the Culture of Learning Communities.’ Principal Leadership. 3. Warren, R. ( 2002) The Purpose Driven Life. USA: Zondervan. Wilson, B. (2003) How to teach better: Pedagogy What’s Wrong. Curriculum Corporation Conference. Retrieved September 24, 2004, from http://www.curriculum.edu.au/conference/2003/pdfs/wilson1.pdf
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n g teaching n g e r
9 Quarry Street, Nth Mackay 4740
p:+61 (07) 4942 3377
f: +61 (07) 4942 4085
e:mcc@mccmky.qld.edu.au
www.mccmky.qld.edu.au