Docstoc

ACT_DET

Document Sample
ACT_DET Powered By Docstoc
					TEACHING
   in
CANBERRA
       CLASSROOM TEACHER
    RECRUITMENT INFORMATION
            2007-2008

Virginia Pederick     Yvonne Chenery
Project Manager       Classroom Teacher
Teacher Recruitment   Amaroo School


                                TEACHING
                                   in
                                CANBERRA
    Recruitment Presentation
•   ACT school system
•   Employment conditions
•   Why Canberra?
•   Recruitment processes
•   Timeline
     ACT Government School System
•   35,000 students
•   3,000 teachers
•   P – 2 schools
•   K – 6 schools
•   K – 10 schools
•   Year 7 – 10 schools
•   Year 11- 12 secondary colleges
•   Special Schools
•   Birrigai Outdoor Education Centre
  Towards 2020 – Renewing our schools
• Consolidating schools
• New models – the preschool year, early
  childhood schools (2009), middle schooling
• A huge investment in public education
  – $90 million to renew our schools
  – $20 Smart School Smart Students
     (IT infrastructure program)
• Schools undertake continuous self
  improvement and external evaluation
Our public schools – so much more to offer

• Technology – Indecs, Activated, broadband
  computers for teachers, interactive
  whiteboards
• Student centred Appraisal of Need (SCAN)
• Student pathways planning (Years 9 –12)
• Youth Support Workers – all high schools
• High participation and retention rates
• High achievement
  (national benchmarks, UAIs)
Our Curriculum Framework – Every chance to learn

• Trialing and validating draft P – 10 curriculum
  framework in 2007
• Schools use 26 Essential Learning Achievements
  (ELAs) as the basis of curriculum development from
  2008
• ELAs set priorities for student learning and guide
  schools to take a consistent approach to the teaching
  of essential content, skills and values
         Support at the system level
• New Educator Support Program (Beginning Teachers)
• Focus areas
   –   curriculum & student engagement (Term 1)
   –   student welfare & management (Term 2)
   –   assessment & reporting (Term 3)
   –   reflective practice (Term 4)
• Professional learning days
   – first year - 6 days
   – second year - 5 days
   – third year - 4 days
         Support at the school level
•   School leader model and staff committees
•   Probation/contract assessment panels
•   Professional Pathways (all teachers)
•   Provides a formal structure for support
             -   Meetings
             -   Written reports and feedback
             -   Lesson observation
             -   Building a development
                 portfolio
     Employment Conditions
• Employment by the system, not the school
• Teacher Registration - proposed
• Certified Agreement 2006-2009*
• Teachers’ Code of Professional Practice
• Permanent (F/T & P/T) and Casual
  employment opportunities available
• Face to face teaching hours per week
  - 19 Secondary, 21.5 primary
          Salary package
• Four year trained starting salary
  $50,365 (July 2008 $52,128) *
• Recognition of additional qualifications
• Recognition of prior experience other
  than teaching -
  (assessed on an individual basis)
• Salary packaging opportunities
          Superannuation
• Competitive superannuation conditions
• Employees have a choice of super funds
• Basic Employer contribution at 9% of
  annual salary
• Employee contributions are optional
• Please contact the Department for
  further information
            Leave entitlements
• Personal Leave:       18 days full pay
• Bonding Leave:        5 days full pay
• Bereavement leave:    3 days full pay per occasion
• Long service leave:   9 days full pay per year accrue
                                which may be used
  after 7                                years service
• Maternity Leave:      Up to 52 wks
                        Available after 12 months
                                service
• Recreation leave:     20 days
Birthday Lunches,
        Flying Pigs
                and
            The Fish Philosophy

The realities of teaching in Canberra
      - From my point of view
            Yvonne Chenery
             English/SOSE
                       My Plan
• Dip Ed at UNE (Distance Education)      2003 – 05
• Move to Canberra                        Sept 2005
•   Finish Degree                         Oct 2005
•   Applied for Relief with ACT Dept Ed   Jan 2006
•   First day of Relief Teaching          Feb 16
•   Contract at Belconnen High            Term 2 – 4 2005
•   Contract at Amaroo School             Term 1 – 4 2006
      Hit the ground running
• Opportunities at School
     –   School Based committees – literacy, publicity, arts
     –   School based programs – Year 9 Exhibitions
     –   School based fun – Comedy Week/Unfashion Show
     –   School based festivals – Shakespeare Festival
     –   Athletics Carnival & Swimming Carnival




                                                       Middle & Senior School
Upper Promenade & Flowers!                                   “My area”
     The Professional Process
• Ongoing Professional Development
• Beginning Teacher Days – 6 in 1st, 5 in 2nd, 4 in 3rd
• Encouragement from Schools to develop
  professionally – e.g. LUAC, Relating to the Reluctant,
  Classroom Management, Epi-pen with St John, Basic
  English Grammar Usage, Glasser’s Choice Theory
• Established Mentoring Program
   - Professional Pathways with Mentors, Advisers and
     Assessment Reports
  Small system          – Diverse Teaching Opportunities

                              Amaroo School
                              1300 student capacity
                              Preschool –Year 10
                              Junior - Kindy to Year 5
Aerial view of Amaroo
                              Middle - Year 6 to Year 8
school                        Senior – Year 9 to Year 10
                                                               Excellent facilities




           -traditionally structured schools
           Belconnen High School
           Part of the Hawker Collegiate
           700 students Years 7-10                         Performance Room
Birthday Lunches,
        Flying Pigs
             and The Fish Philosophy

•   Collegiality – sharing resources
•   On the spot PD – learning on the job
•   Staffroom support – curriculum, classroom management
•   Fun, Fish, Flying Pigs and Community
   Teacher Recruitment
• Four stage process includes:
      1. Written application
      2. Interview
      3. Reports/References
      4. Referees
• Merit based recruitment rating
• Rating groups     O M HS S US
• The teacher recruitment process is
  conducted by a selection panel of
  school leaders and classroom teachers
• PRIORITY: Quality Teachers!
               Ratings (not rankings)
• The selection panel determines an overall employment
  (recruitment) rating based on the evidence provided through
  application and interview
• In their training selection panels develop benchmarks to assess
  the evidence provided by applicants and their referees.
• Applications are heavily moderated across panels to ensure a
  thorough and fair process
• Ratings scales are divided into groups
   – Group 1 Outstanding
   – Group 2 Meritorious
   – Group 3 Highly Suitable
   – Group 4 Suitable
   – Group 5 Unsuitable
Application for Classroom Teaching
• Application form and supporting statement
• Curriculum Vitae (qualifications, professional history,
  courses, community interests, achievements)
• Academic transcripts to date or final academic
  transcripts if a graduate; vocational certificates, first
  aid, coaching qualifications etc
• Please note that your application is read by a
  selection panel during the recruitment process to
  determine your rating and by principals during annual
  transfer/placement round to select teachers for their
  school
    Application Form & Supporting Statement
                        GENERAL GUIDELINES
•   Read the application package carefully and follow all instructions
•   Complete all sections - only indicate subject areas that you are
    qualified in or have expertise and are prepared to teach
•   Research local information such as departmental policies and
    curriculum documents to guide your response
•   Use your knowledge, skills and experience to demonstrate your
    practice as a classroom teacher
•   Support your claims with evidence/examples from your teaching
•   If you have limited classroom experience project yourself into
    the job and say what you would do given the opportunity
•   Format your supporting statement carefully and write your
    name on all attachments
National Framework for Professional Teaching Standards
                     MCEETYA



       Professional Teaching Framework - Local interpretation



Professional      Professional      Professional       Professional
Knowledge           Practice        Relationships       Attributes



Your supporting statement should provide evidence of your knowledge,
   skills and experience across the four sections of the framework.
When preparing your supporting statement:
• Demonstrate your educational philosophy by
  relating it to your classroom practice
• Provide evidence of student learning
  outcomes to support your claims
• Use one or two strong examples to
  demonstrate each claim not lists of examples
  without explanation or context
• Make your own meaning of the guidelines -
  use the indicators as only as a guide
Indicators of Professional Knowledge
Teachers:
• know their content and how to teach that content to their
  students
• are familiar with curriculum documents, policies, materials
  and programs associated with the content they teach
• know their students and how their students learn
• are sensitive to individual needs and understanding of
  learning styles
• accept responsibility for their own professional learning
  and development
  Indicators of Professional Practice
Teachers:
• create and maintain an inclusive, supportive and
  challenging learning environment through the use of
  effective classroom management skills
• use a range of strategies, technologies, activities and
  resources to engage students in their learning
• provide a learning environment that encourages students
  to take responsibility for their own learning
• plan, assess and report for effective learning
• engage in reflective practice to enhance teaching and
  learning
Indicators of Professional Relationships
Teachers:
• work cooperatively with colleagues to support learners
• foster effective communication with students
• develop respectful relationships with students from
  diverse backgrounds
• plan and implement meaningful learning that builds on the
  knowledge and skills developed through the family and
  the community
• work productively with parents, carers and the wider
  community to support students
Indicators of Professional Attributes
Teachers:
• demonstrate flexibility and adaptability
• are passionate and committed to teaching and
  learning
• are resilient and have capacity to respond positively
  to change
• display ethical behaviour and professional
  responsibility
• are actively engaged members of their profession
  and the wider community
                    The interview
• An applicant is interviewed if there is sufficient evidence
  of quality teaching provided through the initial application
  process
• Interviews are conducted in person (local and selected
  interstate applicants) or by phone, by a trained selection
  panel
• Each interview includes 10 minutes reading time with
  questions. The interview is approx 20 - 25 minutes
• Applicants are encourage to use of your development
  portfolio at interview
• The focus is professional conversation - be yourself, but
  be prepared!
          Reports and Referees
Applicants must provide:
• Two recent professional teaching references, or
• Two most recent practice teaching reports, or
• One of each of the above
• If you include a written reference from a teaching colleague or
  supervisor, it must be related to the selection criteria
• Choose your referees carefully - a referee must have sufficient
  knowledge of your teaching practice to support and confirm
  your claims
• It is always a good idea to discuss your application with your
  referee and debrief with them after your interview
           Key point summary
• Your application must include the application form, a
  supporting statement addressing the professional teaching
  framework, a CV and all specified attachments
• The primary function of your application is to provide
  evidence of your knowledge, skills, experience and values
  in the context of the professional teaching framework
• Your application is an opportunity to demonstrate your
  value/potential as a teacher
• Your employment rating is based on the evidence you and
  your referee provide the selection panel through
  application and interview
Employment opportunities in the ACT
• Offers of permanency are made to outstanding applicants in
  areas of need across the sectors. Offers are made twice a
  year
• Offers of temporary employment continue throughout year
  (Part time and full time contracts)
• Average 200 offers of permanent employment each year
• Average approx 300 long term contracts each year
• Casual teaching (separate application)
• Mid year graduates – contracts available in areas of need
  such as maths, science, technologies and special education
     Recruitment timeline 2007
• Early April   On-line request for application
• 5th May       Recruitment Round advertised
                in national papers and on web
•   22rd June   Applications due to ACTDET
•   August      Interviews
•   October     Ratings letters posted
•   December    School placement letters posted
• February 1st Day 1 2008
               Who to contact?
                  TEACHER RECRUITMENT
                      (02) 6205 9284
• Virginia Pederick       Project Manager
• Julie Shain             Administration


              WORKFORCE MANAGEMENT
                  (02) 6205 5000
 Cathy Crook             Assistant Manager Staffing
 Geoff Gilmour           Staffing Officer
Thank you for your time!

         TEACHING
            in
         CANBERRA

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:25
posted:2/14/2010
language:English
pages:36