Using professional atandards : assessing work integrated learning in initial teacher education
Sim, Cheryl, Allard, Andrea, White, Simone, Le Cornu, Rosie, Carter, Briony and Frieberg, Jill 2012, Using professional atandards : assessing work integrated learning in initial teacher education, Australian Government Office for Learning and Teaching, [Sydney, N.S.W.].
All Australian teacher education programs must include practical experience--the practicum. It is a critical part of learning to become a teacher. One of the major challenges in initial teacher education is to provide good quality assessment of the practicum. Assessing the practicum is filled with tension for both the individual supervisor as well as the pre-service teacher. In 2011 the Australian National Professional Standards for Teachers were established. On completion of teacher education programs, graduate teachers will have gained the knowledge and practice to meet the seven national standards. For teacher preparation programs, the successful implementation of the standards will rely on the opportunities for preservice teachers to gather evidence of achieving the standards. This project focussed specifically on evidence of achievements of these standards through assessment practices during practicum. The overall aim of this project was to enhance the academic and school-based teacher educators' and preservice teachers' capacities and understandings of assessing the practicum. To achieve this aim, four outcomes were developed to provide professional leaning for improving the assessment practices of the practicum: a website resource, a collaborative partnership process, a professional learning model (PLM) and a developmental 'inventory' of evidence of achievement of the first five national standards. The website resource provides materials and activities for staff involved in the design of professional experience in initial teacher education programs, to work with partner schools and preservice teachers to facilitate high quality supervision and assessment in practicum sites. The collaborateive partnership process used for achieving these soutcomes -- communities of reflective practitioners--is integral to the professional learning focus of the project. It guides the use of the resource in future teacher education sites of practice. The professional learning model and website materials emphasise the critical role that evidence-informed judgements play at school sites in learning and assessment of future teachers.
Field of Research
130313 Teacher Education and Professional Development of Educators
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