Our 'CESE publications' registered professional learning involves three activities:
1. Reading or listening to a publication
2. Completing a survey
3. Completing a reflection task.
The reflection task involves answering the questions:
The reflection task could be completed individually, or as a group (for example, in a staff meeting). The meeting minutes could be submitted as evidence of completion.
Here are some more examples of how the professional learning could be used, broken down my role:
|Directors||Directors can use this professional learning as a framework for professional dialogue with their principals. A principal’s reflection responses can be used to identify how they are enacting best practice in their school context. This could be done as a group, focusing on one particular reading, or individually with a course chosen on a topic with particular relevance to that principal and their Director.|
|Principals||Principals can use this professional learning to underpin an aspect of their School Plan. For example, if a principal has a process in their school that is focusing on improving reading, they can use this course to consolidate a consistent understanding of what the literature says. To do this they may ask teachers to complete the course ‘CESE publications: Effective reading instruction in the early years of school’. Teachers could read this paper or listen to the audiobook in their own time and then the principal could run a whole staff meeting where the staff group complete the reflection questions together. The meeting minutes could be submitted as evidence of completion. TIP: If you are worried about being inundated by emails and MyPL sign offs, delegate MyPL supervision.|
|Middle executive||Middle executive can use this professional learning to build the capacity of their stage or faculty team. For example, they may want to increase teacher capacity in measuring student engagement so that they have more reliable data to make more informed decisions. For middle executive to sign off on the course they need to be the line supervisor in MyPL.|
|Rural & remote staff||These courses are not reliant on face to face delivery. Teachers in rural and remote locations can use this professional learning to engage with the literature individually and at their own pace, or they could use online collaborative tools to share the learning. For example, a teacher who is geographically isolated could complete the reflection questions and then submit them to their line manager via MyPL. The line manager could then sign off the professional learning.|