Professional Development, Mentoring and Teacher Induction

The course has been designed for teachers who need to complete accredited professional learning hours for maintenance of their accreditation at the level of Proficient Teacher, as well as for teachers who wish to build an evidence base before applying for accreditation as a "Highly Accomplished" teacher (the second highest level of the Australian Professional Standards for Teachers).



Accreditation at the Highly Accomplished Teacher level requires that teachers assemble evidence that they can support and assist less experienced colleagues with all aspects of professional knowledge, practice and professional engagement. Compiling evidence of these skills is the central component of this course.

Each module will contribute 20 hours of QTC-registered professional development at Proficient Teacher level, comprising either 5 x two-hour workshops or 2 x five-hour workshops plus 10 hours of project time developing a portfolio and conducting a professional learning project. Workshops will be scheduled at a time that is mutually convenient to the school and the course participants.


Module 1

This module focuses on the basic skills of mentoring such as using the Australian Professional Standards for Teachers, annotating evidence, and developing relationships and protocols to use when observing colleagues. Participants will create an annotated portfolio of evidence that constitutes an audit of their own skills in mentoring as they develop throughout the module.

At the end of the module, participants will be asked to bring their draft portfolio entries to discuss and reflect on with peers during the workshop. It is expected that the entries will be completed progressively across the course. Because this is a master's-level unit of study, participants will need to use American Psychology Association (APA) referencing throughout the portfolio entries when analysing readings. The portfolio will be due two weeks after the final session of the module.

Expand the headings below for an outline of expectations.

Participants' commitment

  • Attend all face-to-face workshop sessions.
  • Establish a mentoring relationship with a preservice teacher or in-service teacher at participant's school (or at another school where an existing partnership exists as long as regular observations and debriefing sessions can be accommodated). This must be the same mentee across the mentoring period (an early-career, new scheme or experienced teacher/colleague).
  • Negotiate regular observation of classroom teaching practice, record observations using an agreed observation sheet (need a minimum of 5 x 50–60 minute lesson observations).
  • Further analyse observations, annotate against Professional Teaching Standards, engage in feedback discussion with the mentee.
  • Complete an ongoing professional portfolio (total = 3000 words) that includes the annotated observation documents, reflection about mentoring practice and links to associated readings.

Requirements of the professional portfolio of evidence

  • profile of mentee (100 words)
  • 5 x coded observation sheets (using AITSL standards)
  • 5 x critical analyses/journal entries linking the readings and the standards to practice (each one less than 450 words)
  • critical feedback for your mentee (450 words)
  • self-evaluation statement (200 words)
  • mentee response: open ended, may be completed each week or after the final observation (no word limit).


Module 2

The mentoring repertoire presented in the portfolio for Module 1 is reviewed in the early stages of Module 2 before the course then takes the challenge of adopting a clinical model of mentoring; the effectiveness of the mentoring is evaluated by measuring the learning outcomes of the early-career or preservice teacher/s being mentored. Various protocols are used to induct the mentors into the practices of clinical reasoning that draw upon both research and student outcome evidence.


Presenter

Kathy Rushton, Director of Professional Experience, University of Sydney


Fees and registration

Teachers may elect to redirect their professional experience mentoring payment towards the module's cost of $770 per person (including GST). Individual schools – or communities of schools – that can guarantee a minimum of 20 participants qualify for a reduced rate of $385 per person.

Upon completion of both modules that make up the unit of study,participants may request to have this course assessed for credit towards a Master of Education. Conditions, additional fees and further assessment tasks apply.


Contact

Nina Goodwin | T: +61 2 9351 6329 | E: