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Concepts for EDLT493 (Teachers' work and culture (Policy (Duty of Care…

- - - - Evidence Guides (NESA)
      - Evidence of Practice (NESA)
      - Evidence needs to be signed by supervisors
      - Annotations need to cover all standards descriptors, however not all within a descriptor.
- - - - Peel Off Strategy should be used. Whole Group then top group peel of first, then each subsequent groups. Generally group is the students that need most attention.
      - Theme based teaching (conceptual) - links learning across different KLAs with connected outcomes at the same time. E.g science topic can tick off literacy. Use Thematic Day Plans, can be easy to spiral/differentiation with levels of difficulty/thinking. Consider Gifted details of changing Content, Process, Product or Environment to differentiate.
      - Split Timetable or Subject Stagger (Cornish)
      - Common Timetable for all but different levels of application - same thing but using peel off strategy
      - Whole class teaching for introduction and conclusion - can be used with Thematic lesson planning
      - Curriculum rotation - done with HSIE, Science, PE - can teach the whole class e.g. use blooms to delivery different levels of thinking for different grades.
      - Grouping - within grade/cross grade - Vygotsky social construction of learning. E.g. Maths - can group by ability. Older kids often like to help younger kids. Be careful as the teacher that doens't become a burden though. Heterogenous vs Homogenous; same activity/diff outcomes; different groups /diff outcomes
      - Open ended and tiered - by challenge,complexity, resources, outcomes, process and product (think gifted subject). - applying blooms taxonomy to processes (remember, understand, apply, analysze, evaluate, create) or product (Gardners Multiple Intelligences).
  - - - Many employment opportunities, which now gives principals empowerment to Fastrack teachers to permanent roles. High demand for casual/temporary teaching.
      - Unique PD opportunities due to needs or rural/remote.
      - Employer incentives - financial, houses
      - additional leave, holidays, vacation
      - Closer relationships w teachers, students + community
    - - Staff turnover, finding good staff and longevity in one place a major issue in rural areas.
      - teachers ‘churning through’ these rural placements are younger and less experienced.
      - Limited professional development and ability to find casuals to cover PD days.
      - Heightend complexity of multigrade roles, limited collaboration with other teachers
      - principal reason teachers leave rural areas is isolation; social, cultural and professional.
      - Challenging lower SES students, farming students need to help on farms therefore extra curricular. Lack of Privacy.