WHAT DOES LEARNING LOOK LIKE,
SOUND LIKE AND FEEL LIKE?
This fifth edition of the Graduate Teacher Learning Series is designed to give you practical, topical advice on your graduate teaching journey. In this edition you will find new articles on our three focus areas and new content for the The Teaching Year and Toolbox Articles In this edition we also continue Playing with Podcasts where we talk to graduates, their mentors as well as the “Meet the Graduate” segment where we take a few minutes to meet graduates from all different sectors and areas around Victoria.
PUBLISHED DATE: 29th May 2019
We are running a competition.
The first 20 people to read Edition 5, complete the feedback survey and then email a screenshot of your responses to firstname.lastname@example.org
will receive a free copy of
Glen Pearsall’s “Classroom Dynamics” book.
THE TEACHING YEAR
In this edition, Belinda talks about preparing for Report Writing Time, exploring tips around how you can go about getting everything ready for submitting you reports on time and working smart to ensure you get the work done.
In each edition we will feature articles written by various authors around three key areas.
1. Student Engagement as a Behaviour Management Strategy
2. Teacher Wellbeing & Resilience
3. Using Formative Assessment to Improve Learning
The three feature articles for this edition can be accessed from the links below.
POSITIVE CLIMATE FOR LEARNING
By: Benjamin Pisani – Benjamin is a secondary teacher who is on secondment to the Teacher Learning Network
“Benjamin Pisani explores ways to create a positive climate for learning for the students in your classroom. He also discusses communication strategies and student-teacher relationships in a social setting and how that impacts on learning.“
USING NETWORKS TO BUILD PROFESSIONAL PRACTICE
By: Brett Speed – Brett is a teacher and Assistant Principal at Dorset Primary School.
“Brett explores the importance of networks in your teaching practice and how the connectivity between the networks inside a school, coupled with those outside the school community can have a postitive impact on your students learning.”
THE SORENSON RATIO: TIMED LESSON STRUCTURE THAT LEADS TO EFFECTIVE FORMATIVE ASSESSMENT
By: David Innes – David is a Learning Specialist at Box Hill High School
“‘David explores the importance of timing and structure in teaching and shares his passion and knowledge around strategies to create effective lessons for strong learning in your classroom.”
MEET THE GRADUATE
Each edition we will interview a graduate working in a school. We will ask each graduate the same questions so you can compare the experiences of your peers across different regions of Victoria.
In this session we speak to Kate Petty from
Dorset Primary School
Interview with a Graduate
PLAYING WITH PODCASTS
Each edition there will be a variety of different podcasts where we speak to graduates and their mentors and get their different perspectives on elements of the focus questions for this edition as well as tips and tricks of general teaching practice.
Interview with a Mentor
MAKING THE MOST OF MENTOR CONVERSATIONS
Susan Vissenjoux (AP Noble Park Primary School) explores examples and practical tips for graduates and their mentors.
UNDERSTANDING THE EDUCATION LANDSCAPE
Teresa Batten, Victorian Curriculum Assessment Authority (VCAA)
WHAT WORKED FOR ME
Noah Kim (Featherbrook College) is beginning the 2nd year of teaching after graduating from RMIT Brunswick in 2017.
GRADUATE TEACHER CONFERENCES
By Bernadette Walker-Gibbs
The Graduate Teacher Conferences occur in Term 3. Registrations are now open. Find out more about what the conferences are about and how to register.
Victorian Institute of Teaching
The Victorian Institute of Teaching (VIT) is an independent statutory authority for the teaching profession, whose primary function is to regulate members of the teaching profession. It is a legal requirement for all teachers to be registered with VIT in order to be employed in a school or early childhood education and care service or Victorian children’s service.
The VIT specifies the requirements for moving from provisional to full registration on their website. After graduation, graduate teachers register with the VIT as provisionally registered teachers. To achieve full registration by the end of the second year of teaching, graduate teachers must provide the VIT with the evidence that they:
- have met the Australian Professional Standards for Teaching at the proficient teacher level using the inquiry approach, and
- have taught for a total of at least 80 days in one or more Australian or New Zealand schools or early childhood services.
Teacher mentors work with graduate teachers to undertake professional learning, which may include peer observation to continuously improve their teaching, collect evidence of their work and apply for full registration.
For further information see: www.vit.vic.edu.au/registered-teacher/moving-to-full-registration
eduPay is the Department’s HR and payroll system. You can apply for leave and check your leave and pay information using eduPay Employee Self Service (ESS).
You can login to eduPay System via your school internet connection at: https://edupay.eduweb.vic.gov.au/
If you wish to access eduPay and ESS from an external location, such as from home, you can login at: https://ess.sras.eduweb.vic.gov.au/
Edumail is the Department’s email system system. You can access your emails and digital communications using Edumail.
You can login to the Edumail System via the following linkt: https://www.edumail.vic.gov.au
Australian Education Union
The Australian Education Union (AEU) represent and advocate for all teachers, principals and support staff working in government schools, early childhood, TAFE, disability and adult education.
The AEU note that “graduate teachers face specific challenges at work” and have developed a specific resource for graduate teachers which includes a New Educators Network (NEN) and information about pay and conditions.
For further information see: https://www.aeuvic.asn.au/your-job/graduate-teachers
Victorian Curriculum and Assessment Authority
The Victorian Curriculum and Assessment Authority (VCAA) provides high-quality curriculum, assessment and reporting advice for all Victorian students. Engagement with the resources will depend on the learning area and level being taught.
The following links will provide graduate teachers with further information regarding:
- Victorian Early Years Learning and Development Framework (VEYLDF) – https://www.vcaa.vic.edu.au/Pages/earlyyears/index.aspx
- Victorian Curriculum F-10 – https://www.vcaa.vic.edu.au/pages/foundation10/f10index.aspx
- National Assessment Program Literacy and Numeracy (NAPLAN) – https://www.vcaa.vic.edu.au/Pages/prep10/naplan/index.aspx
- Victorian Certificate of Education (VCE) – https://www.vcaa.vic.edu.au/Pages/vce/index.aspx
- Victorian Certificate of Applied Learning (VCAL) – https://www.vcaa.vic.edu.au/Pages/vcal/index.aspx
The VCAA also implements Vocational Education and Training (VET) opportunities for senior secondary students and celebrate student achievement through excellence and awards programs, such as the Season of Excellence.
For further information see: https://www.vcaa.vic.edu.au/
FUSE is a Department portal with a wide variety of teaching resources. You can use FUSE to:
- DISCOVER: filter, browse and discover resources for learning and teaching
- ENGAGE: immerse yourself in content with a range of great resource types, as a teacher you can even create groups and personalise resources
- SHARE: connect your learning and teaching with others by using the sharing features on all FUSE resources
You will need your eduMail details to access some features of FUSE, such as uploading your own content and sharing packages of resources.
For further information see: https://fuse.education.vic.gov.au/
In Our Classrooms
In Our Classrooms is an online space for teachers to find best practice approaches, evidence-based classroom resources, professional development opportunities and stories that celebrate the education profession. New articles are sent automatically in a newsletter each fortnight to all Victorian government school teachers, but In Our Classrooms is open to anyone interested in best practice in education and evidence-based teaching approaches.
For further information see: https://www.education.vic.gov.au/school/teachers/classrooms/Pages/default.aspx
To subscribe to In Our Classrooms: https://confirmsubscription.com/h/d/9DC75686B8867D58
The Victorian Teaching and Learning Model
The Victorian Teaching and Learning Model (VTLM) brings the framework for improving student outcomes (FISO) into the classroom. It creates a line of sight between the whole-school improvement approach and classroom practice.
The Victorian teaching and learning model consists of four components:
- A Vision for Learning helps create a unified set of values and beliefs to drive a high performance learning culture.
- The Practice Principles for excellence in teaching and learning (Practice Principles) are nine signature pedagogies which make the difference in improving student achievement and motivation.
- The Pedagogical Model describes what effective teaching looks like in the classroom and helps teachers apply the practice principles.
- The High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning wherever they are applied.
The Literacy Teaching Toolkit
The Literacy Teaching Toolkit provides practical advice and high impact teaching practices that improve outcomes in reading, writing and speaking and listening. It includes specific resources for teaching literacy in Primary and Early Childhood as well as a guide to designed to support school leaders and teachers to understand and use the toolkit.
For further information see:
School Term Dates
You can access the School Term Dates and Holidays in Victoria through the following link:
The Learning Series is designed for you, the Graduates and it is important that you provide feedback and share your ideas so that we can continue to develop and improve the content for our future issues.
Your feedback drives the ways in which we plan and present the content in each edition so please take the time to share your thoughts and ideas and play a role in driving this program.