Framework Animation

Framework Animation


teachers are charged with one of the
greatest responsibilities in our society the education of our nation’s young
people in Australia we strive to not just be among the best education systems
in the world but to actually be the best being a teacher takes commitment and
passion and teachers are entitled to feedback and support to achieve the best
outcomes for our students teachers who do receive appraisal and feedback view
it positively they want both to help them develop their practices the vast
majority of teachers agree that the appraisal and feedback they have
received a fair and helpful in the development of their work laying the
foundations for that support is exactly what the Australian teacher performance
and development framework is designed to do the research shows both national and
international that the quality of teaching is the most significant
in-school factor that affects student outcomes teacher performance has been
shown to improve when the following conditions are present opportunities for
teachers self-reflection and goal-setting
frequent feedback on classroom performance including constructive
feedback from their school leader as well as their peers based on regular
classroom observation shadowing off and coaching from peers and leaders
opportunities to contribute to and engage in teamwork collaboration and
action learning with other teachers to obtain the best possible outcomes for
students the framework has been developed to support the professional
growth of teachers in meeting and achieving their ultimate goal improved
outcomes for all young people the framework calls for the creation of a
performance and development culture in all Australian schools but what
precisely comprises a performance and development culture
firstly it’s a culture that focuses on student outcomes where everything that
teachers do and the support they get leads to increased student achievement
well-being and engagement there is a clear understanding of effective
teaching the Australian professional standards for teachers provides a
comprehensive and broad picture of what good teaching looks like teachers
leaders and their communities need to determine what good teaching is in their
school context informed by the standards naturally school leaders are vital to
building a healthy productive performance and development culture but
they can’t do it alone a shared commitment to improvement is essential
with teachers taking responsibility for their own and each other’s development
of course all schools are different and need to respond to their unique contexts
and histories the way performance and development processes work in each
school will be different performance and development should tie together the
various activities that school leaders and teachers are engaged in alignment to
school plans and school-wide approaches to professional learning are
particularly important with the right culture in place school leaders and
teachers can focus on the sorts of processes they might put in place to
improve teacher practice and to provide feedback and support a simple three-part
cycle provides such a structure firstly the cycle is about reflection and
goal-setting goals are agreed by teachers and school leaders and are
based on the teachers own professional needs and interests as well as wider
school and sector goals and strategies the goals are regularly reviewed and
immeasurable with a clear link to evidence so that teachers can gauge
their progress the cycle also promotes professional practice and learning
it supports achieving professional goals through targeted development
opportunities the australian charter for the professional learning of teachers
and school leaders is a companion paper to the framework and highlights for
educators the central importance of ongoing professional learning to
achievement career development and progression
there are in fact many ways we can measure the improvement in teaching such
as evidence of the impact on students outcomes direct observation of teaching
evidence of the teachers impact on colleagues and the school as a whole
student feedback peer to supervisor feedback and self assessment if we’re
going to make genuine progress then it’s vitally important that all teachers
complete disciple by receiving regular informal and formal feedback to support
their improvement their professional learning choices their reflection and
the revision of their goals this includes a formal review at least
annually high performing education systems provide continuous and frequent
feedback to teachers clearly with a more recognized engaged and supported
teaching workforce comes improved learning for students we want to create
an education culture in all Australian schools where a focus on performance and
development is not only natural but is sought by all many schools have a long
history of putting their energies into performance and development they report
outstanding results and their teachers acknowledge real improvements made in
the quality of their teaching as a result that’s real cultural change
change that’s focused on mutual improvement genuine peer feedback and
most importantly ongoing professional growth for all teachers in all schools
by supporting teachers to improve their practice we can make a real and
sustained difference to the educational outcomes of all young Australians you

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