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Professional development that leads to long-term change:
is seen as a continuing process which is related to work practice and incorporates regular review of that practice;
involves joint planning by all those with an investment in the outcomes of the activity, and makes its aims and expected outcomes clear to participants;
is provided regularly, and at appropriate times of the year;
uses a range of approaches selected to provide a balanced presentation and a model of good classroom practice;
provides both theory and practice, so that the reasons for curriculum change are understood;
takes into account the fact that schools often have expertise to meet their own goals;
is conducted in a supportive setting that encourages participants to share experience and ideas;
assesses the impact of the programme in terms of its contribution to the achievement of the school's or individual's goals.
 
Practice
As part of each teacher's appraisal and review process, staff are encouraged to participate in professional development in-services as they arise throughout the year.
Staff can keep abreast of in-services by referring to the VATE and English Club publications and to the Faculty Notice-board.
Attendance at Faculty and Year Level meetings where opportunities for professional development and teaching strategies are planned.
Faculty-based in-services on new courses, learning technologies, differential teaching, boys' education, middle years literacy.
Faculty-based activities that enhance classroom teaching.
Recognition of professional development through the provision of yearly faculty profile certificates.
 
Action Plan
To continue:
the improvement in the standard of teaching and learning through a comprehensive programme of professional learning enhancement for teachers through provision for extensive PL sessions within and outside the School
to incorporate improved differential teaching strategies across all areas of the curriculum to ensure all students attain optimal levels of learning
to develop useful, targeted professional learning ICT plans which help teachers to make use of learning information technologies and enhance teaching and learning
to improve student learning outcomes through technology-based learning to complement and enhance existing procedures in the classroom and in the curriculum.
to develop an on-line communication system that complements and enhances teaching and learning
to further develop strategies to improve literacy levels
to increase the active engagement of students in their schooling and improve Learning Outcomes
to focus on developing better methodologies for the teaching of literacy to boys and to improve their engagement in the process of acquiring skills and knowledge, so that they become life-long learners
to provide Action Research opportunities for faculty staff to improve the quality of their teaching, the learning outcomes of their students and to improve efficiency of their communication and administrative processes
to provide staff with opportunities to actively participate in Peer Coaching and Professional Action Inquiry Teams (PAITs) to enhance pedagogical practices, and ultimately student engagement in learning
 
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Last up-dated 12 November, 2016
Website constructed and maintained by G. Marotous, 2004
© George Marotous. Melbourne High School English Faculty
 
     
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