Content selection and organisation 2.2 Organise content into an effective learning and teaching sequence. Organise content into coherent, learning and teaching programs. Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. Select and organise content to address EAL/D learners’ identified content and language needs within curriculum areas. Appreciate the importance of selecting content that links to activities in the wider community. Access EAL/D curriculum documents and resources applicable to learning EAL/D and learning about EAL/D. Seek advice from EAL/D specialists and intercultural consultants on selecting and organising content which supports EAL/D learners in particular teaching areas. Select and organise content and experiential activities to address EAL/D learners’ identified content and language needs within curriculum areas. Select content that builds EAL/D learners’ connection to local, Australian and global community. Select and organise content to support students in learning EAL/D and learning about EAL/D. Collaborate with EAL/D specialists and intercultural consultants on selecting and organising content which supports EAL/D learners in particular teaching areas. Deliver targeted EAL/D learning and teaching programs, drawing on recognised theories of language learning and teaching, and support colleagues to address EAL/D learners’ identified content and language needs within curriculum areas. Support colleagues to select content that addresses the demands of particular teaching areas. Support colleagues to select content that builds connection to local, Australian and global community and an awareness of the demands of activities. Select and organise content in targeted EAL/D learning and teaching programs, drawing on recognised theories of language-and-culture and of language learning and teaching. Where appropriate, embed perspectives such as multiculturalism, human rights, and equity issues in content selection and support colleagues to do the same. Initiate professional learning that addresses content selection and sequencing to address EAL/D learners’ identified content and language needs within curriculum areas, drawing on EAL/D knowledge sources. Collaborate with EAL/D specialists to lead professional learning in selecting content that addresses the language-and-culture demands of teaching areas. Initiate reviews of curriculum content to embed perspectives such as multilingualism, multiculturalism, diversity, human rights, and equity issues, where appropriate. FOCUS AREA GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
Access a range of EAL/D knowledge sources for feedback to improve professional knowledge and practice in supporting EAL/D learners. Apply constructive feedback from EAL/D knowledge sources and reflect on the informal feedback provided by EAL/D learners in response to changes in practice. Engage with EAL/D knowledge sources to improve professional knowledge and practice in supporting EAL/D learners. Seek and apply feedback from a range of personnel including EAL/D specialists, intercultural officers, EAL/D learners and families, and other colleagues working with EAL/D learners. Collaborate with EAL/D specialists and intercultural officers to collect and analyse data related to the outcomes of EAL/D learners. Initiate and engage in professional discussions with colleagues to evaluate and improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Provide constructive feedback to colleagues about EAL/D students’ progress and/or issues, as well as strategies for improving teaching, including conversing explicitly about texts, grammar, learning strategies and assessment. Collaborate with colleagues to collect and analyse data related to the outcomes of EAL/D learners. Provide EAL/D modelling and mentoring support for individual teachers and intercultural officers as required. Support professional dialogue in a range of forums to improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Support the constructive provision and use of feedback, as well as the collection and analysis of data related to the outcomes of EAL/D learners. FOCUS AREA GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD Apply professional learning and improve student learning 6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Undertake professional learning programs designed to address identified student learning needs. Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Engage with professional teaching networks and broader communities 7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. Participate in professional and community networks and forums to broaden knowledge and improve practice. Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. Australian Council of TESOL Associations Understand the role of EAL/D teacher networks and external professionals in supporting EAL/D education and teacher practice. Consult with EAL/D specialists for information about EAL/D infrastructure, teacher associations, and other resources. Participate in EAL/D teacher networks and engage with external EAL/D professionals to broaden knowledge and improve practice. Develop an appreciation of the nature of EAL/D specialist knowledge and practice. Contribute to EAL/D professional networks, build productive links with EAL/D communities, and provide colleagues with information about EAL/D networks and community links and events. Initiate interaction with colleagues regarding specialist knowledge and practice in working with EAL/D learners and their families. Know the EAL/D agencies and relevant community organisations and personnel, and the protocols for engaging them. Effectively engage external support services to meet the wellbeing needs of EAL/D students. Participate in community events that celebrate cultural and linguistic diversity. Support intercultural officers to participate in professional learning. Encourage and support staff participation in EAL/D networks and external learning opportunities, as well as community events that foster intercultural understanding. Collaborate with EAL/D specialists and intercultural officers to build community partnerships that support understandings of cultural and linguistic diversity and their relevance to the curriculum. Support opportunities for cultural excursions and travel as a basis for broadening intercultural competencies.