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The Reflective Teacher Podcast with Selena Woodward
13 minutes | Aug 30, 2022
#154: 5 things that Impact the Success of Your Application for Teacher Accreditation
So you're feeling nervous about creating evidence for teacher accreditation? You want to get your teaching portfolio done for accreditation, but you're really nervous that you will make mistakes that will cost you time, money, and your confidence. I get that. You'd love to find a way to avoid these mistakes so that you can create evidence, but when you consider starting, all you see are 142 focus areas, across four career stages, across a load of 'judgey' language (that you don't really understand) and a timeline of work that seems to endlessly stretch before you. Creating evidence for teacher accreditation, using the Australian Professional Standards for Teachers, can feel really overwhelming and time consuming. But, if you can avoid five common mistakes, you will find the process of reflection to be quite enlightening. What if you had a tool that supported you in avoiding 5 common mistakes made in teacher portfolios? In this episode of the Reflective Teacher Podcast with Selena Woodward, we are going to share these five mistakes and how you can avoid them using an Edufolio. Tune in to find out what these mistakes are and how Edufolios helps you to avoid them. These include: Being clear about who you are impacting. Understanding the language of the focus areas in their career stages. Knowing how to plan to write about your impact. The choice of artefact that you make to support your evidence How to communicate the context that you are working with to an alien on another planet entirely (lol.. no, seriously) Life is too short to avoid the career progression that you deserve. Save time and money now with these with an Edufolio and avoid these mistakes right now.
65 minutes | Aug 23, 2022
#153: Small steps to help teachers meet the ATSI standards – Australians Together
The story, culture and voice of Australia's First Nation People is important and needs to be heard... and yet, so many of us feel completely underqualified, ill-equipped to do a great job at “providing opportunities for students to develop their understanding of (and respect for) Aboriginal and Torres Strait Islander histories, cultures and languages. At the start of 2022, when we ran the numbers in Edufolios, standard 2.4 was one of the most neglected focus areas across the board. The reality is that some of us feel really nervous about moving into this space. We fear that we will say or do the wrong thing and we may even tell ourselves that we don’t have ATSI students at our site so we don’t have to do this.. I get it, my own portfolio is woefully low on evidence of how I support reconciliation by learning and sharing ATSI history, culture and language. Why? Because it feels like I’m likely to tread on something very sacred and I am terrified that I will say the wrong thing. There is most definitely a sense of a deep, painful wound that needs to be healed. I’ve recently come to realise how important our role as teacher is on that pathway to healing. If we can share the history and the stories of the first nations people of Australia we can work towards shared knowledge and healing through understanding. In fact, I’d go as far as saying it’s vital for our future. That’s why there are two specific Teaching standards that address ATSI priorities and a cross Curricular priorities for us to address. but it’s not easy. I’m a white woman, with an English background. There’s a strong sense of imposter syndrome there (Hello blame…Hello shame…) … for a number of reasons and so I would often feel like I have no place talking about ATSI perspectives. My solution might be to go and find an aboriginal person to share their stories… but then I realise that this chick from Birmingham has absolutely no connections to anyone who would fit that bill. Then it all goes in the too hard basket and the cycle continues….. unless…. we can find a way forward. A way forward in understanding and compassion. Just one small step at a time…. Let's take a small step towards a deeper understanding of Australia's first nation's people and what we can do as educators using the Australian Curriculum and the AISTL standards. This week I am joined by Stewart Bogle and Emily Haegi from Australians Together and I’m sharing my learning journey with you live on the podcast! Both Stewart and Emily have been on their own journey as educators developing an understanding of ATSI perspectives. So much so that their passions have led them to work with educators to help heal a wound in our nation created by our history and.. honestly, our apathy. I can totally relate to the feeling they share of the moment you begin to understand that actual truth of what happened here in this beautiful land. Can you? Is there a sense of social injustice that you can connect with? I can remember the moment this hit for me. I was teaching “Australia Studies” in a school in Adelaide. A Pom, who’d just moved to Adelaide and was learning (through the textbook) about some of the things that my British ancestors chose to do when they landed here. I was horrified. Shocked and, honestly. really angry. I can tell you now, that in the UK we do not hear these stories either. Not even a little bit. We have no idea. Interestingly, it seems, there’s a generation of Aussies who are in the same boat. There are many of us who were also never given the opportunity to understand, to connect and help heal this wound. There's a story that needs to be told because a new chapter needs to be written Steward Bogle - Australians Together The reality is we are all a part of that chapter. We are all Australian Citizens and so, like it or not, we are a a part of the story. So are our students. You are part of writing that new chapter. We can either choose to add to the ignorance by not being brave enough to take a step towards understanding or we can address our fears, take those steps and begin to work with our community to do our part to heal that wound in our nation. This is powerful stuff. This is a really important conversation and I am so honoured to make some space for it here on the podcast. I have learnt so much from Emily and Stewart. Things that have helped me to better understand the importance of these conversations and… HOW I can be part of that without the shame, the blame or the fear overwhelming me. This is an incredibly valuable conversation and I am sure that you will get so much out of it. Make sure you let us know in the comments… Here’s what you’ll gain by tuning in…. Join me on a very raw and vulnerable learning journey towards a deeper understanding of why I’m avoiding 2.4 Understand how to move from stuck and overwhelmed to understanding some small steps you can take right now. Consider how our own cultural understanding of some subjects , like history, is influencing our ability to understand and connect with ATSI perspectives. Learn about some amazing resources that available to you right now to help you make the connections you need between your curriculum areas and First Nation’s cultures, histories and language. How the ATSI conversation shows up in the standards and how you begin measuring your impact (with your students, your colleagues or at your site) in this very important aspect of our teaching. What to do with the language of the standards…. and how intimidating it is (let’s be honest). Who here has a “broad understanding of ATSI cultures and histories when graduating uni? .. and that’s even before we get to proficient. Put down the fear and be inspired and impassioned towards action Get permission to be imperfect in your approach and see this as an opportunity to learn how to take small steps Gain access to some amazing resources to create some structure for your journey
30 minutes | Aug 11, 2022
#152: How the Teaching Standards have inspired my practice with Emma Potter
Looking for a way to validate your teaching practice and get some challenges? You've been teaching for a while now, and you have this feeling (let's call it a gut feeling) that you might be ready for Highly Accomplished certification. Although you know in your heart that you've got this... as soon as you start to look at the process, the documentation, and consider actually sitting down to reflect on your practice and take a DEEP look at your impact... you start to feel some doubts creeping in. You really want this. You just know that this process will provide you with the kind of challenge you relish. It's a way to progress your career and move towards leadership without leaving your classroom. You just want some direction. You long for someone who can validate your practice and advocate for you as an awesome educator. You're looking for that direction, a path forward... But you just don't have it... yet What if you experienced a mindset shift that left you in a calm and empowered place with the teaching standards? The story above echoes the conversation I had this week with Emma Potter about her journey with the standards and accreditation, This was where she was at BEFORE she joined the Evidence Engine. In this episode of The Reflective Teacher Podcast with Selena Woodward, she shares her journey with us. It's a very inspiring journey with what might be, for some, an unexpected twist. You see, Emma is now an empowered educator who can use the standards so effectively that she is able to create opportunities to see, measure, and grow impact in her P.E faculty. "I am just getting really excited about the direction the standards have given me.. they're not about judgement, they're providing so much momentum and growth for me" - Emma Potter. Tune in to hear how Emma Now sees the Standards as a "kind of mentor" that supports her growth She is using the standards to shape decisions around the processes her team use to grow Has begun the practice of gathering evidence for HA and is not feeling the same overwhelm or panic This is a really cool interview and one that I just know will inspire you. Don't forget to leave Emma a comment on the YouTube video below. Let's celebrate together!
22 minutes | Aug 3, 2022
#151: Case Study: Cristina Filgueira on how she Completed Proficiency as a Music Specialist.
Full Registration is so hard when you teach at multiple schools... I see you, teacher friend. You're a relief teacher, a peripatetic music teacher who teaches classes across multiple sites. You're a teacher who doesn't fit the mould of the guides you find online for accreditation. The clock is ticking. You need to get full registration (or proficiency) by the end of the year. The pressure is on. You've asked around and received advice like. "well... you can group your evidence by standard or by evidence blocks," and, although that advice was well meant.. it left you none the wiser. You still don't know how to put it all together in time.. especially when you're teaching in so many contexts across so many sites. It's tough, overwhelming, and way out of your comfort zone. Is this even possible? "If you're a specialist at 6 different schools, you can gather your evidence for proficiency!" This week, I am joined by Cristina Filgueira from Western Australia. She is a specialist Music Teacher who works across six different schools. Yep.. you read that correctly... SIX different schools. Just like you, she had to get her full registration sorted, and she was feeling all of the same overwhelm and confusion. This episode of The Reflective Teacher Podcast with Selena Woodward is all about the steps she took to overcome those barriers and submit her proficient evidence. Cristina is a really fabulous example of an educator who took action to reach her career goals and succeeded. Tune in to hear how: She had a major mindset shift that helped her to see the process from a whole new perspective How she was able to learn the skills, she needed to see her impact everywhere. The way her relationship changed with the Australian Professional Standards for Teachers How she now uses the standards to support her to develop her practice in a really meaningful and powerful way
12 minutes | Aug 1, 2022
#150 - 6 Reasons to Tackle Teacher Accreditation
Why on earth would you bother with Teacher Accreditation? It takes so long and is really hard work. For the first two career stages (Graduate and Proficient), we have very little choice but to complete the reflection and evidence gathering process. The next two steps - Highly Accomplished and Lead Teacher - and your decision about whether or not to continue with the process is influenced by many factors. Collecting evidence at any career stage is a skill. There are different ways to do it and, it would seem, different reasons too. The reasons behind WHY you are completing this "paperwork" have a lot to do with the reason many choose NOT to continue beyond Proficient. I hear things like It's a hoop jumping exercise. I don't want to have to prove myself against the standards. It feels wrong and uncomfortable. It's a massive job, and I don't have time. I need to have taught for (insert personal limit) years before I can consider that. I don't have any evidence. There are healthier, more helpful ways to view the teacher accreditation process. And these ways of thinking will help you stay connected to your purpose, make the process more valid and get you to the finish line faster Over the past few weeks, I've had the pleasure of talking to many of you about The Evidence Engine. The competition closes very soon, and I am really enjoying talking to so many of you about your hope, dreams, and.. yes.. fears when it comes to the accreditation and reflection process. In this week's episode, I want to share 6 of the most common reasons I hear for moving forward with teacher accreditation. Reasons that are better aligned with education, teaching and learning, and self development. Reasons that I hope will inspire you too :) They are certainly the kinds of reasons that mean these people belong in the Evidence Engine Course :)
41 minutes | Jul 19, 2022
#149 - Tackling Teacher Accreditation as a Team: Sarah Birrell and Manly Vale PS
Whilst on your journey to Teacher Accreditation (at Prof, HA or lead), do you wish you had a supportive team to learn with? Working through teacher accreditation can sometimes be a lonely thing. Especially if you're at a site where the teaching standards are not a part of your every day. There may even be people at your site telling you that it's all a LOT of work and probably a waste of your time.... It can be even more difficult when you want to turn to your line manager or principal for help and they shrug their shoulders. They aren't trained in the teaching standards. They want to help you but they can't. Once, a beautiful teacher I was working with actually submitted stage one of highly accomplished after working with her colleagues. They told her evidence was amazing. She was a great teacher (and she really is!) so of course it would pass. Sadly, these well meaning, beautiful colleagues were not trained in gathering evidence of impact and, despite the fact this educators WAS amazing at her job, she submitted her hard work and failed. All of these scenarios are heartbreaking. You need support and you can't find it. Or, you get the wrong advice and are left feeling really shocked and confused. Teachers don't need to be stuck in this vacuum of doubt about reflective practice and teacher education. "Thank you to you Selena too. I really appreciate you helping us on this journey because I don't think we'd be here without you and without Edufolios and The Evidence Engine. It has been really helpful in having that program. Just set us in the right direction where we feel confident and supported and now able to give that confidence to others. Thank you so much!" -Sarah Birell - Manly Vale PS You know that at Edufolios, we are all about making sure accreditation can be a celebration of growth. We work hard to support you to see the teaching standards (and the accreditation process) as a pathway to ongoing development. Accreditation is NOT a final exam, it's a journey. Yes! I know that's cheesy but it's sooo true! When a teacher truly understands the difference they are making they are empowered to make an EVEN BIGGER impact. They do this by tweaking what they're doing, not by doing MORE of anything. In fact, often they get razor focused and do far LESS. This week, I am absolutely privileged to bring you the story of one of the schools I LOVE working with. We’ve run workshops together, they’ve got Edufolios as their evidence tool and have sent two staff along to the Evidence Engine to get trained up! Introducing the amazing Manly Vale Public School in NSW. This is the story of a school that decided that they wanted to support each other, change the narrative around reflection and accreditation and celebrate each other along the way. Tune in to hear from Sarah Birrell as she shares how her site has approached accreditation (at all levels). How, even through covid, they're keeping each other motivated, accountable and EXCITED about using the standards to celebrate and grow. Hear more about how: Manly Vale have set up a working party of teachers all working together to achieve accreditation at different levels The Evidence Engine has support Sharon and Sarah to lead the group and keep the self-doubt and overwhelm at bay How empowered the team are in seeing the impact they are making in their classroom and how evidence engine and Edufolios has made that easier How to celebrate ongoing development The freedom of seeing the process of a journey with some submission along the way. How celebrating impact can ignite and recharge teachers. and more!
19 minutes | Jul 12, 2022
#148 - Using the Teaching Standards to prioritise the tasks that lead to the biggest impact
"The Australian Professional Standards for Teachers just Create a Sense of Overwhelm in me.." The Australian Professional Standards for teachers. A massive rubric that is used by educators across Australia in an assessment that helps someone decide whether or not our teaching is of great quality. Associated with bureaucracy and paperwork, it's generally NOT a document that teachers turn to when they're feeling lost or confused. In fact, most would tell you that the rubric creates both of those feeling immediately for them. Is that what happens for you when you think about GTPA, Proficiency, teacher registration, Highly Accomplished and Lead? So, if you're looking to meet a goal... A mission let's say, in term 3. Would it occur to you to turn to that rubric for guidance? Would you know how to? If the Australian Professional Standards for Teachers is a rubric... then shouldn't we be able to use it to focus our practice and improve? This week, we're continuing our conversation about getting razor focused and avoiding the overwhelm in Term 3. This time, we're giving you an activity to complete that will help you to USE the Australian Professional Standards for Teachers to get even more clear about your mission. If you defined your mission in Episode 146 and then cleared the culture in 147 then you might still be looking at a mission that you're not entirely clear on. Do you need some guidance on the steps you might need to take to MAKE THAT MISSION HAPPEN? Well my friend, the Australian Professional Standard for Teachers are here to help. Yes... i did say HELP. In this episode we're going to explore a refreshingly different approach to using this rubric. Join me for a step by step reflective process that will ensure you know exactly what primary tasks you need to complete to reach your goal.
26 minutes | Jul 5, 2022
#147 - Productivity Hacks For Teachers
Why do teachers find themselves feeling so overwhelmed, over worked, and tired? I recently read a news article about educators leaving the profession because they were … well... done. The overwhelm and stress of the way we manage productivity as a profession has gotten them to a space of burnout and disenchantment. They were on a mission to teach and now they're putting down their tools and walking away. How does that happen? How do dedicated, passionate educators find themselves in a position where they just can't do it anymore? Where their productivity is depleting them not empowering them (or their students!) The answer to that question has many faces, angles, and perspectives. It depends on culture, state requirements, and that teacher's view of their reality. I get it though. Teaching is a BIG job with high stakes. Of course, there are a number of things that can be done to make things better for us. One of them might even be being a little clearer on our mission and making sure that we only focus on the things that bring us closer to that mission. Productivity is important but only when we are clear about what we're trying to achieve. If you listened to last week's episode, then, chances are, you are now very clear about your mission. Now, it's time to empower you to stay on mission and remove that overwhelm. How can having a clear mission and 5 productivity hacks support you to feel great about your role as a teacher? This week, inspired once more by Mr. Miller, we're going to explore 5 productivity hacks that can support you to avoid the burnout and feel great about what you're doing. We're going to learn: To define, repeat and focus on our mission (what ever it may be) Get that to do list out of your head and onto paper so we can evaluate and prioritise tasks. Protect time and label it as "mission" time. Know which time to protect to maximise your productivity Know what a primary or secondary task is and what to do with them as a teacher You can even download our productivity hacks workbook to help you walk through this activity simply enter your name and email below and it will wing its way to you. Let's see if we can reframe these tasks and get focused on our mission. What is your productivity rise and your overwhelm drop.
19 minutes | Jun 28, 2022
#146 - On a mission to NOT feel the overwhelm of teaching?
Teachers... these last few terms have left us feeling exhausted, worn out and overwhelmed There have been so many strange things going on in the past few terms. Colleagues and kids disappearing and reappearing for various reasons (mostly co-vid) have left us feeling like routine and plans have gone out of the window. Am I right? When someone then mentions teacher registration or teacher accreditation at the same time a VERY LOUD voice might be shouting HECK NO! In your head. You've got enough to deal with right now! Having spent a bit of time looking at the Australian Professional Standards for Teachers, the requirements, the place I have to share it all ... maybe you've even been to a PD session about it all...... you may have come to the conclusion that this isn't for you right now. Infact, there may even be a voice telling you that the "paperwork" is annoying and will take you away from what you need to be doing right now. Can you relate to that? I certainly can! That's exactly how I used to see things too. All teachers are on a Mission. Can you define yours? Just like any great story, as one of the lead characters in the lives of your students, your colleagues, and your community, you COULD have a mission you're trying to achieve. A clear focus in Term 3 that helps you to move away from the overwhelm AND gives you permission to evaluate opportunities and tasks as they arise and choose to say ".NO" Just imagine that. In this episode of The Reflective Teacher Podcast with Selena Woodward, we are exploring a technique shared by Donald Miller that could be used to help focus you, your students, your colleagues, and your site (it's a pretty awesome technique) in a way that keeps you all "on task" and creates a beautiful shield against overwhelm and wasted energy. Tune in to hear The importance of having a really clearly defined "why" or mission A formula for creating a mission for yourself in Term 3 How you can say "no" and why that's ok... in fact, why that's really important Ways to say "No" by reframing tasks to align with your mission. The impact of staying "on mission" Next week, we're going to take this mission and use it to start planning the tasks we do each day. This will help us to stay focused, increase our impact and stay super cool and calm - even if the world continues to be nutso! Make sure you share your Mission with us in the comments under the video for this episode or via our socials! We can't wait to see, share and celebrate your plans! You rock!
28 minutes | Jun 21, 2022
#145 – Getting Feedback as a Teacher
What happens when I say the words: "lesson observation"? "performance review"? or even "Peer Review"? Do these words bring up emotions? Uncomfortable feelings in your gut? A sense of dread? Oh, I hear you! Every time I knew I was being observed the panic would set in. I'd start overthinking everything as I tried to craft the "perfect" lesson. I'd spend hours creating fancy resources and writing detailed lesson plans. I would end up exhausted and... honestly... VERY NERVOUS as I delivered that lesson. Half the time, it wasn't any more fabulous than the lessons I'd teach without all the funfair... but, for some reason, I felt I needed to prove myself as a teacher and that this was the way I did that. Does that resonate? Do you get super nervous when someone's going to give you feedback? What feedback loops do you even have at your site? How do you know you're making a difference? How do you know what to work on next? Why are we so nervous about feedback and yet we give it so freely to our own students? A feedback loop is one of the most valuable assets a teacher can have. We are all on a mission to make a difference in our student's lives. We want to help them to achieve everything they want to achieve. We are VALUEs driven. To make sure we stay in that place we need to understand the difference we make, and we need to feel like we're doing a great job. We also need to know where we can grow and how we can do that. That's what makes a good teacher great. So, in this episode of The Reflective Teacher Podcast, we explore three ways you can create powerful feedback loops for your teaching practice. Highly accomplished educators, this is the episode where you learn how to avoid needing to write those awkward emails where you have to ask people to say nice things about you. Instead, we learn how to create a learning environment for ourselves where feedback is valued, expected and so.. soo empowering to our practice. Tune in to hear three specific, actionable things you can do today to help you see your impact. Help you support your colleagues and to show you the difference you are making every single day.
21 minutes | May 17, 2022
#144 - The Role of Parents and Carers in Behaviour Management
Scared to have that conversation with THAT parent about THAT child? Behaviour management... Parents and Carers....Oh yes. We've all been there. When a child needs more support to help them learn at school and you know that support needs to involve home... it's time to pick up the phone and make a call. And yet, you're not too sure how they're going to react. Are you delivering bad news? Are they going to get defensive? Is this conversation going to be awkward. The funny thing is... there are millions of parents and carers wondering the same thing when they go to call their child's teacher. Will they react ok when I tell them what my son or daughter is feeling about school? Am I delivering news that's going to get my child into trouble? Are they going to get defensive? Is this going to be awkward? The reality is, the relationship between carer/parents and teacher need to be respectful, trusting and on an even keel if we're going to have productive conversations about behaviour. Conversations that lead to better outcomes for everyone but, most of all, the child. Standard 7.3 has strong connections to Standard 4... Have you spotted them? In the third and final episode in our series on parent carer relationships, we're talking behaviour management. Tune in to get some practical insights in how we can manage relationships with our students' first teacher. We explore resources available to use to frame conversations (and interventions if needed) and Selena shares some stories from her own experiences that you're likely to recognise as we explore parent carer relationships through the different career stages of the Australian Professional Standards for Teachers.
26 minutes | May 10, 2022
#143 - Working Sensitively with parents and carers - 4 actionable strategies
Working "sensitively" with parents and carers.. better check policies and consider how I show up... What does “sensitively” communicating with parents meant to you? Often, the answers I hear or see are thoughts about policy, data security or sensitivity, having hard conversations... all of which are emotionally loaded and tricky. Especially when we want the choices we are making around sensitivity, the WHY we’re doing that, to have a positive impact for the students (And their children) and their experience at our school. Standard 7.3 and 3.7 of the Australian Professional Standards for teachers can be tricky as a result! We all want to develop better relationships with parents and carers. These relationships are vital for helping us to improve outcomes for our students. If you're a relief teacher or a student teacher on practicum it can often feel like you don't get much of a chance to exercise your parent/ carer relationship muscles because parent teacher interviews and letters home don't always take a large part of your job. Yet being sensitive to the needs of parents and carers can make a massive difference in the way in which they show at school. The Education Endowment Foundation's research evaluation has also shown that i can make as big a difference as a couple of months EXTRA progress for a child too. So, understanding what Sensitively working with parents and carers actually looks like is really important. Here are Four ways to show sensitivity in a Parent/Carer relationship at school In this episode of The Reflective Teacher Podcast with Selena Woodward, we're getting super practical about the word “sensitive”. This word is used in 7.3.. explicitly in the graduate standard but is a HUGE part of actually having parents engage with you. This doesn’t have to be just about sensitive data... This can be about so much more. The research from the EEF showed a few things including: Being sensitive to the commitments that parents are managing outside of school... especially when you ask them to rock up at 7pm Being sensitive to parental experience around school Being sensitive to negative emotions around needing support and making sure we market things in a way that is inclusive and doesn’t create divide or shame Being sensitive to the fact that we are professionals who speak a very niche language and that can be very intimidating. We are delving into each of these potential opportunities to build better relationships with your students and hit 7.3 square on
26 minutes | May 3, 2022
#142 - 5 Ways to Engage Parents and Carers in Learning
Building relationships with parents and carers can be really hard as a teacher Relationships with parents and carers. Tricky right? Some of them are lovely, easy to get along with. Others imposing, tricky or just down right scary!? And yet, there are two whole focus areas in the Australian Professional Standards for Teachers dedicated to how we build and use our relationships with parents and careers to increase our impact on our students. The Education Endowment Foundation over in the United Kingdom, recently reviewed the research literature on this topic as it searched for answers to the question. How do I create relationships with parents and carers that increase the impact for my students. It revealed that although 80% of school leaders felt that it was the responsibility of ALL Staff to build these relationships... Less that 10% of teacher said they’d ever had any training in how to build and maintain meaningful relationships with parents. So, you’re not alone if this all feels like a mystery to you. In this week’s episode of The Reflective Teacher Podcast with Selena Woodward we’re going to start by evaluating the WHY. Why do we need or want to build these relationships? We share 5 key reasons that schools should invest the time to upskill teachers and give you some case studies, found in this research, to set you off on a journey of discovery. There are suggestions here for lead projects at your site and opportunities for our Highly Accomplished teachers to share some expert knowledge with their colleagues. We explore parent and carer relationships for: Improving educational outcomes by giving parents the support they need to help children learn Safeguarding children Improving attendance at your site Building trust and respect so you can get to know your students better Increasing the resources available to you as an educator. We also share two case studies. One in Primary and one in Secondary and explore the differences these little tweaks made to literacy scores and more.
23 minutes | Apr 26, 2022
#141: Professional Learning Networks for Teachers – 7.4
Can social media really be used as evidence in my AITSL teacher portfolio? Many educators use social media to share, practice and connect with other educators. Building a following on social media platforms like Twitter, Reddit, Instagram, tick tock and more. Can be fun. But is it damaging to your career progression? It's easy to understand why there is so much fear about being a teacher online and talking about what you do every single day. However, millions of educators around the globe are using social media, with great success to develop, a professional learning network (pln) of educators they can rely upon to help them improve their practice. You could say that engaging in a professional teaching network on a social media platform, means that you are connecting with “external professionals” to “broaden your knowledge and practice as a teacher” (Grad 7.4). Yes, these words come directly from standard 7.4. In fact, the reason that we have social media widgets all over the Edufolios teacher portfolio platform is because social media is a fantastic opportunity to engage in such professional development. What if social media? Is actually a place to find professional communities. And engage in “forums”? In today's episode of the Reflective Teacher Podcast, we talk about social media and 7.4. I provide three things that you can try, right now, to increase your engagement in these professional learning networks and find evidence for 7.4. We include conversations about tweetups, Facebook groups and sharing tips via reels and stories. Whether you're at university trying to demonstrate that you understand where professional learning opportunities might show themselves in professional learning networks, or you're a highly accomplished educator who wishes to contribute to professional networks in order to build productive links with a wider community to improve teaching and learning, this episode is full of tips for you. Make sure you head to the YouTube video shown below and add your Twitter, Instagram, Reddit. Facebook groups, etc. Don't miss the party that is happening over on YouTube as we all help each other to engage in a large online professional learning network. Looking forward to liking following and learning from each and every single person who chooses to engage in this wonderful opportunity.
14 minutes | Apr 19, 2022
#140: 5 Ways to Increase Student Engagement fast (without TikTok or Fortnite)
Engagement? If your lesson isn’t about TIK TOK or Fortnite you might as well give up. How are your students doing right now? How is their level of engagement? Their ability to tune in, to get excited about what you’re learning together? I ask because, over and over again, I am hearing that it’s getting harder and harder to keep students focused and engaged in learning. When kids aren’t engaging it makes it much harder for us to help them grow their skills. Much harder for us to understand what’s working and what they need. In fact, you could argue that engagement is the first ingredient you need to get right in order to begin any process of growth and impact as a teacher. So, what can we do to help? Does engaging students in learning really mean that everything has to be, in some way connected to TikTok or Fortnite? Is that all they care about? What if our students just need a little tweak in our perception of what “engagement” actually is. Let’s start by asking the question “What does student engagement look like?” Most teachers will tell me it's when students are “on task”. Maybe it’s a quiet classroom where everyone is busy. If you walk into a classroom and every student looks like they’re busy learning, then you are on to a winner. I can totally understand why you might see it that way. Engagement can look like that. It probably looked a lot like that when we were at school. Being quiet and focusing was always encouraged as the gold standard of learning. But, here’s a secret... if we see engagement as “busy” and “on task” then there’s a real danger that what looks awesome... Is actually NOT learning at all. Yep.. Read that again What looks like engagement could actually be the opposite of good learning. Why? Because learning can be messy, noisy, disruptive, and social. I know you know all of this. I also know we are all tired. So are the kids. So, in this episode of the Reflective Teacher Podcast we’re going to hit the reset button. We’re going to remind ourselves what engagement REALLY is... (clue: It’s NOT compliance). And I’m going to share some practical strategies you can use... right now to tweak “engagement” and measure the impact of those tweaks.
52 minutes | Apr 14, 2022
#139: How to Increase Student outcomes using Entrepreneurial Education
Are you finding it hard to keep your students motivated and engaged right now? With all the stresses out there, it's even more important to find ways to help our students connect to their passions and values. We need to consider what research and skills we can employ to increase engagement. Increasing meaningful engagement in our lessons will then give us more opportunities to have a strong impact on our students' outcomes. Right now, some of our students are overwhelmed by the big, wicked problems that surround them in the world. With war In Europe, COVID across the world, fires, floods, and global warming. They are really feeling an urgent need to make a difference. And yet, they are also feeling completely overwhelmed. Is our current education system, our current way of working, supporting them to have the skills they need to break down these big problems? Helping them to understand their value and their values. Are enabling them to understand their world and make a plan to make the difference they want to see? How can you support them, as a classroom teacher, in developing these life-changing skills? With more and more people turning to entrepreneurial lifestyles, building businesses, and solving the problems they are passionate about, it's time to consider how entrepreneurial education could be the most important step you can take in 2022 to increase student engagement and efficacy Feresh Pizarro and Dee Edwards have been working at the Flinders New Venture Institute to create resources to support teachers to bring the entrepreneurial mindset into their classrooms. In collaboration with Flinders New Venture Institute, eNVIsion Barossa Yorke Mid North, Feresh Pizarro Education Consultancy, and with funding from the Federal Department of Education, Skills and Employment Entrepreneurship Facilitator Service, they have created some amazing resources and opportunities for teachers to use right now to solve this big problem of student engagement. Their 'Entrepreneurial Teacher Practice Guide and tools are available for you to use right now to help you make real-world connections between the content that you are teaching in the Australian curriculum and the big, “wicked problems” that your students long to solve. By developing new skills in creativity, resilience, problem solving, value creation, critical thinking, divergent and convergent thinking, Feresh, Dee and their team, have created a powerhouse of resources and opportunities for each and every one of us. Resources to help us reinvigorate our curriculum with the skills our students need to increase their own impact in the world. They even have a professional development opportunity available to you in this Easter school holidays. See the links below paragraph Tune into this episode of the Reflective Teacher Podcast to learn how this entrepreneurial teacher practice can help you and your students develop new engaging lessons that help and empower your students to solve. Wicked problems and he really deeply engaged in the learning. Head to edufolios.org/podcast for show notes links and more episodes of the Reflective Teacher Podcast!
17 minutes | Apr 6, 2022
138: Top Mistakes You’re Making with Teacher Accreditation
You've been trying your hardest to get your evidence sorted for teacher accreditation. Countless hours going over those AITSL teacher standards and trying to connect them to what you do in the classroom and you still feel no happier about the evidence you've gathered for accreditation😒 You're tired. You're loosing confidence and you're over it! What if, we could change everything? There are three common mistakes that educators make when they start building their evidence of practice in their teacher portfolio. Are you making them? Tune in to find out. For all the show notes from todays episodes and useful links to more support with teacher accreditation, head to Edufolios.org. Grab a free trial to our Teacher Portfolio creation software at Edufolios.org
21 minutes | Mar 31, 2022
#137: How Do I Build a Teacher Portfolio?
Got a looming Curiosity about Teacher Portfolios and Accreditation? Have you ever felt a looming curiosity about teacher portfolios? You know you're going to need one for teacher accreditation at some stage so you start to wonder "how do I build one of those?" Google brings up products for you to try (Edufolios is one of them - of course!) and you've even found some examples to scroll through. You join some Facebook groups too and start asking around but still... it doesn't feel any better. What if the question "How do I build a Teacher Portfolio?" is part of your problem? I am curious.. What is it that you are really looking for when you type "How do I build a Teacher Portfolio?" into your search engine? Are you looking for a tool that will build you a website? Are you looking to have someone share their story of HOW they built theirs? What do you feel, right now, about the process? What's driving you to ask that question? Are you getting the answers that you actually need? Creating evidence of practice is often coupled with a lot of questions isn't it? Well, in this episode of The Reflective Teacher Podcast with Selena Woodward, we're going to help you get the answers that your ACTUALLY NEED to move forward with your evidence gathering. Instead of focusing on what you're going to build it in... Today, we're going to explore what you need to "understand" in order to be successful with your evidence. What knowledge is a pre-requisite to helping you to develop your skills as a teacher as you build your teacher portfolio and get it ready for submission. Tune in to: - Consider your level of knowledge of the Teaching Standards - Understand the impact of not knowing them well - Learn the questions that you REALLY need to be asking as you build your teacher portfolio - Find out where to get the answers to the problems that are Really holding you back as you build you teacher portfolio. At Edufolios.org you'll find everything you need to support you with teacher accreditation and teacher portfolio creation. Join Edufolios to take advantage of our amazing evidence building tools, resources and training. Find the videos of our podcast over on our Edufolios YouTube Channel!
20 minutes | Mar 22, 2022
#136: The Ultimate advice for teachers who are overwhelmed and stressed by teacher accreditation
If the Australian Professional Standards for Teachers seems alien to me... I must be a bad teacher. Right? We’ve all been there. You start with the intention of exploring how to complete the teacher accreditation process. You head to the AITSL website or explore the documentation on your local teachers registration boards website. The Rubric for the standards looms before you and the thoughts start to pop up, one by one in your mind. “I don’t know what this is asking me for” Becomes “Why don’t you understand this? Aren't you a teacher?” Becomes “You can’t be very good at your job if this doesn’t make sense to you” Becomes “what if I'm NOT good at my job?” Becomes “I’m garbage at this!” And it all turns into one massive, overwhelming, confusing, terrifying place that you just don’t have time for right not. You justify this with thoughts like “I’m busy enough.”, “I hate the fact they expect me to do this EXTRA work”, “It’s a waste of time..” etc. Does that resonate with you? Have you ever found yourself suddenly surrounded by negative thoughts that build and build until your stood in the middle of a very uncomfortable mind storm? It’s Not a nice place to be is it? Did you know that every time a negative thought pops into your head, if you don’t address it, your brain adds to it... every 20 seconds! No wonder it becomes overwhelming and you feel like you’re being chased by an AITSL shaped bear... one with big sharp claws. What if we did stop, take notice and choose to find the next best thinking thought? This week, I’ve been inspired by some work I was doing with my son and some of things I’ve heard from you during my calls for the Evidence Engine competition we have open right now. This week, we’re talking about WHY these thoughts pop up and what they might be trying to tell you. I’m coming along as a ray of sunshine to move these clouds of discomfort away and help you see the wood for the trees. along as a ray of sunshine to move these clouds of discomfort away and help you see the wood for the trees.
24 minutes | Mar 15, 2022
#135: My Teacher Accreditation Journey with Evidence Engine - Sarah Bazylenko
Do you feel qualified to help someone else through the teacher accreditation process? Every single teacher in Australian has to go through the teacher accreditation process at some point. Whether that’s at university (as they learn their craft) or to show they can meet the proficient strand, we’re all required to keep developing our skills and measuring our impact. Teaching is a profession. A profession requires accountability. The Australian Professional Standards for Teachers provide a framework for that accountability. The teaching standards are also pretty intimidating and the process to demonstrate your impact can be confusing. So, it’s no wonder that so many of us are left in a position where we find it hard to help others. Sarah joined the evidence engine because she wanted to find a community of educators who understood where she was at with her accreditation journey. Teachers she could connect with and share ideas with. The Evidence Engine™ was the perfect place for that. Coupled with it’s step by step guides and a clear focus on her impact, what she learnt during the course helped her to move from fearful to empowered. What if there was an online course that gave you the exact steps you need to move from overwhelmed to empowered? “Before I started, there's no way I would have had the confidence to try and help anyone in this area. I was completely fearful and felt like I would never understand it. To go from that to actively helping people with their accreditation is huge” Join us for this week’s episode where, Montessori educator Sarah Bazylenko shares her journey through accreditation to highly accomplished and what the Evidence Engine meant to her. We talk about: What her challenges were are she worked towards the Highly Accomplished accreditation process Why a community of like-minded educators was really important to her progress How the tools inside of the Evidence Engine have helped her to mentor someone going through LEAD... whilst she works toward HA! How the Evidence Engine changed the way she plans to gather her evidence for HA and why that has made things MUCH easier for her. The importance of learning WHEN to ask HOW to ask for authentic evidence from your colleagues (so that you can show the impact you are having on them) without it feeling weird! How the mindset shift in the Evidence Engine removed the pressure and created a clearer pathway for success.
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