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Classroom Culture is the shadow of the teacher.

Genesis X Lucid Dreaming (2001)

Edward Chyrek

Masada College

(HSC Expressive Form: Digital Media)

An e-mag for New Scheme Teachers and their supervisors.


Classroom Culture

Classroom Culture Contributors: Genesis X Lucid Dreaming (2001)

Maryellen Gillard

Edward Chyrek

Masada College

(HSC Expressive Form: Digital Media

Sam Burton Wadalba Community School & Berkeley Vale HS

Classroom Culture is an

Ben Jarvis Henry Kendall HS

e-magazine for New Scheme Teachers and their Supervisors.

Julia Kostalas Henry Kendall HS

Submissions Teachers in NSW Public schools are invited to submit articles or ideas. Articles are paticularly sought from teachers who are voluntarily accrediting at the higher levels of Highly Accomplished Teacher (HAT) and Lead Teacher (LT).

This publication focuses on providing information to NST’s to support the work they do in our schools and to engage in their Professional obligations. A feature of this publication will be information to support accreditation, the showcasing of quality evidence samples, technology ideas and discussions focused around the Professional Standards for Teachers.

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Classroom Culture

THIS ISSUE

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Accreditation – what’s that about?

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Standard Descriptors In the Spotlight ICT & Indigenous Education.

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National Curriculum Free Professional Learning for those Maintaining Accreditation

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What ‘kids’ think about teachers and classroom management

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Evidence samples

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Classroom Culture

Accreditation – What’s that about? FAQ’s What’s accreditation? To be accredited means you have met certain standards. This provides students and caregivers a guarantee of quality learning experiences regardless of where their child attends school. For teachers there are two mandatary phases. The first phase is Accreditation or ‘Accrediting at the level of Proficient Teacher’ and the second aspect is ‘Maintaining Accreditation’. Maintaining Accreditation is where you just continue to work at an acceptable level in the school and complete 100 hours of learning and courses over five years. Here at Classroom Culture we plan to ensure we offer a range of articles and information to cater for those who are currently Accrediting at the level of Proficient teacher and for those who have moved on to the Maintaining Accreditation Phase.

What do I have to do during Accreditation? During the accreditation period New Scheme Teachers are expected to collect, evaluate, annotate and

collate samples of their work that can be presented as supporting evidence to demonstrate their proficiency against the Professional Standards for Teachers.

What’s supporting evidence? The supporting material collected should be comprised of written material normally used in teaching and in recording student acheivement of learning outcomes. Feedback from lesson observations and evaluations may also be included and are useful processes to improve classroom practice.

What’s the supporting evidence for? The supporting evidence proves you

are meeting the benchmarks indicated in the Professional Standards for Teachers.

What happens if I don’t accredit? You can not teach in any NSW school. This includes Public, Catholica nd Independent schools. as well as the Department of

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Classroom Culture What are the Teaching Standards? The Professional Teaching Standards have been designed at a National Level and are the bench marks we must adhere to. The Professional Standards for Teachers and many resources to help with Accreditation and Maintaining Accreditation can be found at the NSW Institute of Teachers http://www.nswteachers.nsw.edu.au

There are a lot of levels, which one am I working on? Most teachers are at the level of Proficient Teacher, however, some experienced teachers are choosing to voluntarily accredit at the higher levels of Highly Accomplished and Lead.

What should I do first? Speak to your supervisor or someone at your school and read through the resources at the http://www.nswteachers.nsw.edu.au

Proficient (Use this column)

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Classroom Culture

Helpful Process for evidence Organise a folder to keep all your Accreditation requirements and evidence in. Create a digital folder for digital documents. Find a ‘friend’ who has recently accredited and ask to look through their evidence. Start to collect 5 – 8 pieces of evidence. Choose one piece of evidence and discuss it with your, supervisor and/or a friend who has recently accredited. You need to discuss its relevance to the Professional Standards for Teachers. Evidence Cycle

Choose a piece of evidence i.e. an Assessment Task.

Start the annotation which fully explains the evidence and its link to the standard descriptor.

Discuss and edit with your Supervisor/Mentor.

Discuss, then edit to ensure the SD fits the evidence.

Choose a selection of Standard Descriptors that are relevant to the evidence

Notate the Standard Decriptors onto the evidence.

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Classroom Culture

Standard Descriptors -In the spotlight. I very often hear the comments “those Standard Descriptors are the same”. Often the Standard Descriptors do have a similar central theme i.e. Indigenous education or ICT, however, they can have a different application. Let’s look at a few. 1.4.2 Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

2.4.2: Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

These two look similar, however, when we also read the ‘focus’ it is clear that the 1.4.2 expects a demonstration of an understanding of the teaching Aboriginal and Torres Strait Island students whereas 2.4.2 expects teachers to demonstrate how they develop Indigenous understandings and respect in the evidence presented for accreditation. There is more information on using these standards for accreditation at the end of the publication

Similarly there are three Standards Descriptors that relate to ICT. 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

It is clear from the highlighted words that one descriptor relates to ICT in teaching programs and the other relates to ICT that engage students.

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Classroom Culture The third ICT Standard descriptor discusses the safe, responsible and ethical use of ICT. Safety,is of course, not sharing student information over the internet and also the health and safety aspects of spending long hours on digital equipment.

4.5.2: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Ethical use of ICT also has many strands and one aspect is plagiarism. Plagiarism is unethical but also stunts both the students learning and their confidence in their abilities to synthesise information. Often students just don’t feel they have words that are ‘good enough’ to convey the information needed for their assignment or assessment task which leads to plagiarism by the student.

Students should include:      

The website address Title of article, webpage or section. The date the information was retrieved. The section of the website The author (if applicable) Date of publication

For further information on how to reference Artworks, books etc. try the University of Auckland’s pocket guide. go to: http://www.cite.auckland.ac.nz/content/files/re ferencing_pocket_guide.pdf

A great resource for teaching is digitalcitizenship.nsw.edu.au (Get this address right)

Plagiarism is easily combated by ensuring that students accurately record their ‘digital bibliography’ and this also helps the teacher in certifying the authenticity of students work.

Imaginarium (2010)

Scott Rollo Cherrybrook Tech High School

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Classroom Culture

What ‘kids’ think….. about teachers and classroom management

“Teachers are supposed to help us, not hate us” “

Luke John Oliver

Byron Bay High School

Imagination of My Backyard (2010)

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Classroom Culture

Tech ideas for the classroom……. ‘Scoop.it’

Text boxes and evidence….

www. Scoop.it/t/…………

No tech. tricks are needed when presenting your evidence, however, at a recent NST meeting staff requested a ‘how to’. If you want to put your Standards Descriptors into a text box and also include an arrow on your evidence, here’s how.

Recommended by Julia Kostalas, NST from Henry Kendall High School. “I use scoop.it as a central resources for my students to access all the video of case studies and resources for each unit.” Scoop.it is easy. After you register, you just copy the youtube URL and paste it into a new ‘scoop’. “Students responses from evaluations have indicated that they value the scoop.it as a revision resource because all the videos are on one page and the student can go back over areas of the case studies.” See Julia’s scoop.it at ………………..

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Classroom Culture

Evidence samples Evidence should be what teachers are actually using in their classrooms and schools. Keeping with our themes of Indigenous and ICT, here are two pieces of evidence. The first one is from Henry Kendal High School and is a worksheet used for a year 9 Music series of Practical lessons.

them feel that I value their heritage and I do.” What I like even more about this evidence is the Differentiation. The levels within this series of lessons are boundless. The students who have little experience with performing are able to utilise a variety of percussion instruments performing rhythms that are supported by chant like phrases. No need for difficult music to read.

This worksheet shows an excellent understanding of using Indigenous material as a classroom stimulus. The song lyrics provide a great starting point for discussing Aboriginal culture, histories and their strong links to their country.

The students who can already play are supported by chord charts and fingerings. This worksheet was used by different instrumental groups including Guitarists, Bass Guitars, drummers, singers, keyboard players and many percussionists.

Culturally there is a lot that can be utilised with this music. The lead singer Yulanpingu Mullaway (check spelling) was a high school Principal from Arnhem land and also an Australian of the Year. The original evidence included images of the band, however, as Yulanpingu Mullaway recently passed away it is culturally insensitive to include photos of deceased Indigenous people and the images are now of Indigenous Instruments.

Those instrumentalists who can play well are not held back by being forced to only play the original material. These students are encouraged to solo or make-up their own material throughout different sections of the music.

In this teacher’s year 9 class he has three Indigenous students and he chose this material well as it engages all the students due to it’s rock Music nature but also is inclusive to the Indigenous students. “It makes

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Classroom Culture

Hornsby Girls High School

Other Worlds (2011)

Eugenie Oh

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Classrooom Culture  

New Scheme Teacher; Classroom Culture.

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