Application of the model of professional learning Homework Help

Application of the model of professional learning

The paper is based on an early childhood setting. The school context is based on an Early Childhood Centre.

Application of the model of professional learning to assisting a school to improve its teaching provision to match how students learn. You will prepare a project that synthesizes a range of concepts associated with successful professional learning. The project would target issues implementing pedagogy that is based on C 21st learning and curriculum frameworks. The criteria used to assess the project include

Use the steps to improve an Early Childhood Centre (Named ABC).

(1) a description of the challenge facing the school – the reason why the improvement is needed. Its conception of professional knowledge and professional learning at the individual, professional learning team and school levels, an understanding of pedagogic capital as necessary to scaffold directed school improvement and the processes associated with auditing professional knowledge at any time;

Explain: The changing nature of education in early childhood education (Curriculum and Frameworks and Policies, pedagogy and assessment)
1) National Quality Standard (NQS) (recently just applied nation wide)
• The role of an Educational Leader in Early Childhood Setting (as required in NQS)
• Qualities of an Educational Leader (Please explain the need for an educational and how it is going to affect the change in the school teachers in the changing of curriculum, framework, teaching and pedagogy in no.1 and further in the paper.)

2) Early Years Learning Frameworks (EYLF)
• Pedagogy (The educators now have to align their teaching to new framework and teaching)
• Educators draw on rich repertoires of pedagogical practices to promote children’s learning by
• Early Years Planning Cycle (EYLF)

*Explain how you would implement the change in framework, curriculum, teaching and pedagogy throughout the whole paper.

Early Childhood Setting:

Leaders of School – Principal
MiIDle Level leaders of learner (MLLsL) – Coordinator, Educational Leader
Professional Learning Teams (PLTs) – Lead Teacher
Teachers – The rest of the Teachers

THE EARLY CHILDHOOD CENTRE SETTING CONTEXT
The context of an early years setting of a children’s centre offers long-day programs for 74 children from its local surrounding community. The philosophy of the children’s centre is based on the principles of social justice and the recognition of every child as an individual within a family. The centre has adopted an emergent curriculum based on projects of interest that develop through the children’s play and interactions. Although the program is play-based, there are some structured activities, which would increase the length and complexity as the year progresses, to support and build children’s concentration span. The curriculum responds to the National Early Years Learning Framework, and acknowledges the needs and interests of children, teachers and families. The centre provides an inclusive environment, where diverse social and ethnic backgrounds and abilities are respected and celebrated.

(2) its identification of an explicit model of learning that targets professional knowledge enhancement as essential for school improvement
(Use Timperley/John Munro Model – Based on people knowing more, experiential knowledge, linking emotions)

(3) its conception of the school at a professional learning community with a focus on professional knowledge enhancement;
(Devise a way to decide on how to be a professional learning community. Make a checklist of how school will operate)

Enhance teachers knowledge and practice by introducing the National quality framework and EYLF.
Group Knowledge – how do we identify and capture it? Extend and build group knowledge in learning community. Consolidate and opportunities to practice? Evaluation in relation to school philosophy and goal?

(4) its treatment of the use of professional learning teams led by ‘miIDle leaders of professional learning as necessary for building a professional learning capacity in the school;
– Explain the different levels in professional learning in a Early Childhood Setting (Relate to the blueprint document and powerpoint slides)

Early Childhood Setting:

Leaders of School – Principal
MiIDle Level leaders of learner (MLLsL) – Coordinator, Educational Leader
Professional Learning Teams (PLTs) – Lead Teacher
Teachers – The rest of the Teachers
(How will you use professional learning team that are led by MiIDle leaders of professional learning. Need someone to bring in new knowledge, to plan and monitor)

*Explain how you would implement the change in EYLF and NQS, framework, curriculum, teaching and pedagogy throughout the whole paper as an educational leader point of view.

Professional learning capacity in the school – key factors influence professional learning capacity in school: the context for professional learning? The climate of the school? An understanding what learning actually looks like? What will staff, PLTs do learn? Learners of professional learning needs an explicit theory of learning to scaffold staff learning. Who will learn what:Different groups in the school have different goals for professional learning?

The goal of professional knowledge

(5) the steps taken for planning and monitoring professional learning ; this will include the implementation of action, professional learning and implementation pathways, professional goal setting and monitoring indicators of professional learning; (Term by term and week by week – Refer to the powerpoint slides for more info)

? Ongoing reflective practice
? EmbeIDing EYLF in daily practice
? Ongoing partnerships with families
? Connecting EYLF with other documents and initiatives
? Staff development in teams and as individuals – especially working collaboratively, including support and part-time staff in team development, clearly articulating roles
? Increased recognition of and response to children’s individuality

(6) the differentiation of professional learning roles in the school (classroom teacher, miIDle leader, school leadership roles), the professional knowledge associated with each and the relevant learning pathways
Educational leader role:
a. Examine the practices of educators as they relate to changes in practice and improved student outcomes
b. Talk to teachers to promote reflection through such means as making suggestion, giving feedback, modeling, using inquiry and soliciting advice and opinions and giving praise
c. Emphasized the study of teaching and supporting program redesign, applying principles of adult learning to al phrases of staff development, and implementing action research to inform instructional decision making
d. Motivate and Support to Educators (Level of Support)
e. Set up goals to achieve (short term and long term)
f. Articulate clearly what the roles and responsibilities are
g. Support chats on coordinators
h. Foster Positive Climate

(Make sure Leaders of School, MiIDle Level Leaders of Learners are relevant. They (leaders need to have an agenda of learning about the innovation of leading a early childhood school)

(7) building and maintaining the climate, conditions and climate for professional learning and change (this will include the demographic factors associated with school change, the student voice, opportunities for professional learning and teaching, a focus on monitoring and learning, dealing with chaos in professional learning, fostering creative thinking and problem solving, multiple ways of professional learning, fostering professional trust and respect). Including sustainability and maintaining.

* All the context should be in context of an australian early childhood setting/ school
* All the information on professional learning and models are in powerpoint slides and documents uploaded
*Please use the documents and powerpoint slides information as much as possible in the paper
*Please do a blueprint for the early childhood school context as information given.