Characteristics of a Capable

Teacher and Implications for

Teaching Standards

IFTRA Conference

5 April, 2018

Wellington

Graeme Aitken

University of Auckland

g.aitken@auckland,.ac.nz

Actions

Professional Learning

Characteristics of a Capable TeacherSTYLE

Actions

Professional Learning

Characteristics of a Capable TeacherSTYLE

Logical step-by-step sequenceMaintain paceKey points stressedNew/difficult words written and definedLink words used (eg. therefore)Supported clear and appealing visualsConcrete, high imagery examplesEye contact maintainedUnderstanding checkedVoice clearVoice tone and pace variedAvoids vagueness (eg. sort of)Avoids mazes (eg. false starts)Avoids distracting mannerisms

Outcomes

Professional Learning

Characteristics of a Capable TeacherOUTCOMES

Actions Outcomes

Professional Learning

Characteristics of a Capable TeacherINTERACTION

Actions

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes

Professional Learning

Characteristics of a Capable Teacher

Actions(Enacting Teaching

Strategies)

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes(Examining Impact)

Priorities for Professional Learning(Deciding on and Actioning Professional Learning Priorities)

Characteristics of a Capable Teacher

Actions(Enacting Teaching

Strategies)

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes(Examining Impact)

Priorities for Professional Learning(Deciding on and Actioning Professional Learning Priorities)

Why?

Knowledge

Professional Attributes

Values

Characteristics of a Capable TeacherKNOWING, DECIDING, DOING, EVALUATING

Actions(Enacting Teaching

Strategies)

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes(Examining Impact)

Priorities for Professional Learning(Deciding on and Actioning Professional Learning Priorities)

Why?

Knowledge

Professional Attributes

Values

Characteristics of a Capable TeacherKNOWING, DECIDING, DOING, EVALUATING

Madeline HunterYou must be very skilled, very knowledgeable and exquisitely trained, because neither the teacher nor the surgeon can say: “Everybody sit still until I figure out what in the heck we’re going to do next”.

Actions(Enacting Teaching

Strategies)

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes(Examining Impact)

Priorities for Professional Learning(Deciding on and Actioning Professional Learning Priorities)

Why?

Knowledge

Professional Attributes

Values

Characteristics of a Capable TeacherKNOWING, DECIDING, DOING, EVALUATING

Madeline HunterThere is absolutely nothing you should expect to see in every lesson and nothing you have to do in education – except think.

Actions(Enacting Teaching

Strategies)

Decisions(Deciding on Learning Priorities; Deciding on Teaching Strategies)

What? How?

Outcomes(Examining Impact)

Priorities for Professional Learning(Deciding on and Actioning Professional Learning Priorities)

Why?

Knowledge

Professional Attributes

Values

Characteristics of a Capable TeacherKNOWING, DECIDING, DOING, EVALUATING

New Zealand

Australia (national, New South Wales, Queensland, Victoria and the Northern Territory)

England, Scotland , Northern Ireland, and Wales

North America (national US and the Canadian states Ontario and British Columbia).

Separation of Domains

• Professional knowledge• Professional

development• Teaching Techniques• Student Management• Motivation of students• Effective

communication• Support for and co-

operation with colleagues

• Contribution to wider school activities

International Standards – non-applied nature of knowledge

Substantive• Demonstrate knowledge and understanding of research into how

students learn and the implications for teaching. • Know and understand the nature and purposes of education as

examined by key figures in the Twentieth Century and some contemporary debates

Procedural• Know how to assess the learning capabilities of their students and

are aware of the factors that can influence their learning. • Know how to access and apply relevant findings from educational

research. Know how to engage appropriately in the systematic investigation of practice.

Use inquiry, collaborative problem-solving and professional learning to improve capability to impact on the learning and achievement of all learners.

Examples of an Integrative Alternative

Use inquiry, collaborative problem-solving and professional learning to improve capability to impact on the learning and achievement of all learners.

Use inquiry, collaborative problem-solving and professional learning to improve capability to impact on the learning and achievement of all learners.

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Examples of an Integrative Alternative

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learners strengths, interests, needs, identities, languages and cultures.

Examples of an Integrative Alternative

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learners strengths, interests, needs, identities, languages and cultures.

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learners strengths, interests, needs, identities, languages and cultures.

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learners strengths, interests, needs, identities, languages and cultures.

Using Standards – Initial Teacher Education (ITE) Examples of Some Emerging ThinkingUnderlying Assumptions

• That each learner has an entitlement to teaching of the quality indicated by the standards regardless of whether they are taught by a new graduate or an experienced teacher.

Entitlement

• That decisions about the accreditation of providers are best made with reference to evidence about the quality of assessments used to determine graduates achievement of the standards, rather than the content of programmes.

Capabilities

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers AssessmentsStandard:PROFESSIONAL LEARNING

An accreditor would be looking for assessments that require students to show that they can:

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• improve their practice by taking responsibility for addressing gaps in their own subject knowledge, and through ongoing engagement with education research and theory

Standard:PROFESSIONAL LEARNING

An accreditor would be looking for assessments that require students to show that they can:

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• improve their practice by taking responsibility for addressing gaps in their own subject knowledge, and through ongoing engagement with education research and theory

• develop informed and reasoned responses to authentic teaching and learning challenges (their own and other common situations) using systematic inquiry, both independently and with peers

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers Assessments

Standard:PROFESSIONAL LEARNING

An accreditor would be looking for assessments that require students to show that they can:

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• improve their practice by taking responsibility for addressing gaps in their own subject knowledge, and through ongoing engagement with education research and theory

• develop informed and reasoned responses to authentic teaching and learning challenges(their own and other common situations) using systematic inquiry, both independently and with peers

• change pre-conceived ideas where these are not helping learners

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers Assessments

Standard:DESIGN FOR LEARNING

An accreditor would be looking for assessments that require students to show that they can:

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

• explain the relative influence on their planning for the use of learners’ time with reference to: - associate teacher advice and

expectations (where relevant), - curriculum requirements, - research on learning and on learning in

the domain, and- what is known about learner prior

knowledge, interests and experience

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers Assessments

Standard:TEACHING

An accreditor would be looking for assessments that require students to show that they can:

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• practice, in the learning settings in which they are placed, in ways that demonstrate confident control of the content and pace of learning, and of responsiveness to each learner.

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers Assessments

Standard:TEACHING

An accreditor would be looking for assessments that require students to show that they can:

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• practice, in the learning settings in which they are placed, in ways that demonstrate confident control of the content and pace of learning, and of responsiveness to each learner.

• show through their practice in the learning settings in which they are placed an openness to feedback and reflection on the impact of their teaching on learning and well-being, and to changing what and how they are teaching in response.

Some Emerging Thinking about Accreditor’s Expectations for ITE Providers Assessments

In Summary

• A capable teacher is adaptive.

• To be adaptive you must be deeply

knowlegeable (about students, about learning,

about curriculum, and about yourself).

• Teaching is an “action” activity.

• Standards should, therefore, foreground action

(practice) but connect it to informed

(knowlegeable) decision-making.