As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work. A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.

1. Developing learning
capacity for teachers
June Wall
Consultant in eLearning and
Libraries

2. Introduction
June Wall is an eLearning
consultant passionate about
ensuring that digital
technologies are used to
enhance learning and
leverage the best of the
technology to positively
effect student learning. She
has worked with K-12
schools, professional
associations, universities
and other training providers
on a range of projects
involving digital learning.

3. Future work skills
 Self management
 Flexibility
 Agility
 Resilience
 Collaboration
 Lifelong learning
 ICT skills
Wall, J & Bonanno, K (2014) Learning and Literacy for the Future. Part 1. Scan Vol. 3,
Issue 3, 2014

4. Future learning
 Leadership
 Critical thinking
 Creativity
 Agility
 Digital literacy
 Communication
 Problem solving
 Global citizenship
 Design thinking
 Collaboration
 Interpersonal
relationships
Wall & Bonanno, 2014, p. 22

5. What are some
teaching
strategies you
could use to
ensure these
capabilities are
covered?
Leadership
Critical thinking
Creativity
Agility
Digital literacy
Communication
Problem solving
Global citizenship
Design thinking
Collaboration
Interpersonal relationships

6. What do teachers need?
 Digital skills and the ability to
embed these within the
curriculum
 An agile mindset
 An ability to embrace change as
needed
 Ongoing professional learning
Flickr Source: LifeSupercharger

7. Capacity
The ability or power to do
or understand something

8. Why capacity?

9. Capacity building
Capacity building or development is the process
by which individuals, groups, organizations,
institutions and societies increase their abilities to:
(a) perform core functions, solve problems, define
and achieve objectives; and
(b) understand and deal with their development
needs in a broad context and in a sustainable
manner (UNESCO, 2006, p.1).
UNESCO. (2006). ‘Capacity building’. Guidebook for planning education in emergencies and reconstruction. Institute for Educational Planning, Paris.
Retrieved from
http://www.iiep.unesco.org/fileadmin/user_upload/Research_Highlights_Emergencies/chapter3.pdf

10. Starting small - developing a culture
of capacity
A strong and effective performance and development
pathway is valued if the culture of the organisation or
school embraces change and transformation and in
doing so places trust and integrity as core to the
culture of the staff (Leading Culture Change, 2012,
p.18).
Leading culture change: employee engagement and public service transformation. (2012). CIPD. Retrieved September 1, 2014, from
http://www.cipd.co.uk/binaries/leading-culture-change-employee-engagement-and-public-service-transformation_2012.pdf

11. How is capacity developed?
 Demonstrable ability to create, communicate and
enact a clear vision based on the school context.
 A shared belief and empowerment that drives a
growth mindset and has an atmosphere in which
ownership and delegation thrive.
 Utilises a continuous improvement model where
expectations are based on the individual and
coaching and mentoring are a part of the
professional learning model.
 Understands and uses outcomes based thinking,
inquiry and monitors the context and changes as
appropriate. Accountability, consistency and shared
leadership are core to the delivery of results.Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 18-
30

12. Performance and development
framework
http://www.aitsl.edu.au/docs/default-source/professional-growth-resources/performance-and-
development-
resources/australian_teacher_performance_and_development_framework_august_2012.pdf p.5

13. Professional Learning as core to
Capacity Building
 Professional Learning – Attendances at seminars,
workshops, or information sessions provided by
another. These can be internal to the school or
from an external agency.
 Professional Reading/Research – Maintaining
current knowledge of pedagogy, learning theories
and information through access to physical or
online resources.
 Professional Dialogue/Practice – Both an informal
and formal discussion/conversation or activity
about knowledge and practice learnt from
professional learning and reading with other
professionals.
Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 18-
30

14. Professional
Learning
Professional
Reading
Professional
Dialogue

15. Capacity building toolkit – core
statements
 Focus on student learning outcomes
 Clarity of understanding of effective teaching
 Capacity for leadership
 Plan and implement learning programs that meet
the schools goals and plans
 Work within context of school and environment
and are therefore flexible to meet learner
needs.

16. What do you
need to
focus on to
build your
capacity?

17. Focus
Clarity
Goals and
plans
Leadership
Flexibility
1. Development
2. Change
management
3. Informal leadership
1. Discipline
2. Collaboratio
n
3. Reflection
1. Trust
2. Respect
3. Engageme
nt
1. Expertise
2. Support
3. Improved
outcomes
1. Active learning
2. Continuous
improvement
3. Program
flexibility

18. Elements
 Focus
 Functional experts: Expertise is shared with other teaching
staff
 Provision of support: Space, time and expertise for teachers
to work with students and other teachers as appropriate to
learning needs.
 Improved student learning outcomes: focus on programs
that enhance existing teaching and that improves student
learning

19. Cont.
 Clarity
 Discipline experts: Teachers contribute their expertise in
<insert your specific expertise> in discussion with other
teachers and outline the role these have in effective teaching.
 Increased collaboration: The evidence and practice of a
variety of teaching methodologies provides data that shows
increased collaboration with other teaching staff.
 Reflective practice: Teachers continually reflect in both formal
and informal ways about their teaching practice and the stage
of any initiative implemented.

20. Cont.
 Leadership
 Opportunities for leadership: Teachers evidence their
leadership capacity through participation in initiatives and
where possible show leadership which is recognised and
appreciated.
 Acceptance of need for change: Teachers monitor the
education and information landscape and show initiative by
participating in top down, bottom or middle up approaches to
change.
 Informal leaders: Teachers participate in staff learning and
teaching enhancement initiatives and are recognised through
their good practice

21. Cont.
 Goals and plans
 Context of trust: Decisions made are based on respect for
and confidence in the expertise of teaching staff and this trust
is reciprocated
 Culture of respect: Teaching staff respect the expertise of all
staff and acknowledge their strengths
 Increase in engagement: Teachers actively participate in
personal performance review processes that highlight their
increased engagement within the school community.

22. Cont.
 Flexibility
 Active learning: An action research process or other active
learning that encourages participation through cycles of activity
underpins any initiative or programs the teacher implements.
 Continuous improvement: In any implementation the teacher
continually monitors and improves the program, teaching
practice or other activity.
 Development of flexible and individualised programs: The
teacher utilises the digital learning landscape as appropriate to
individualise student learning and allow for flexibility in
programs.

23. Element
• Increased collaboration
Self
reflection
• What teaching methodologies or pedagogies have I shared with staff?
• How have they impacted effective teaching?
Action
• Beginning or Developing (action required);
• Functional or Proficient (further action required); or
• Accomplished or Exemplary (continue current action)
PL
• List your professional learning, professional reading and professional
dialogue plans for the next 12 months in order to increase your capacity
to implement future skills learning for students.

24. Element
• Acceptance of need for change
Self
reflection
• What and where is the greatest impact on teaching and learning in the education
landscape? How does this affect me?
• Am I leading the change needed with the school leadership team or leading a small
team within the school or actively participating in the change with the whole staff?
Action
• Beginning or Developing (action required);
• Functional or Proficient (further action required); or
• Accomplished or Exemplary (continue current action)
PL
• List your professional learning, professional reading and professional dialogue plans for
the next 12 months in order to increase your capacity to implement future skills learning
for students.

25. Element
• Development of flexible and individualised programs
Self
reflection
• How has my program and other collaborative learning programs met
individual learning needs?
• How have I utilised online learning for student needs?
Action
• Beginning or Developing (action required);
• Functional or Proficient (further action required); or
• Accomplished or Exemplary (continue current action)
PL
• List your professional learning, professional reading and professional
dialogue plans for the next 12 months in order to increase your
capacity to implement future skills learning for students.

26. Wall, J. & Bonanno, K (2014) Learning and Literacy for the Future: Building capacity. Part 2 Scan Vol. 33 Issue 4, 2014 pp. 27

27. References
 Leading cultural change (2012)
http://www.cipd.co.uk/binaries/leading-culture-change-
employee-engagement-and-public-service-
transformation_2012.pdf
 UNESCO (2006) Capacity building
http://www.iiep.unesco.org/fileadmin/user_upload/Res
earch_Highlights_Emergencies/chapter3.pdf
 Wall & Bonanno (2014) Learning and Literacy for the
future. Part 1 http://bit.ly/1E7WWTi
 Wall & Bonanno (2014) Learning and Literacy for the
future. Building capacity. Part 2 http://bit.ly/1wZfSqn

28. My contact details
june@junewall.com.au
Twitter @junewall
http://www.slideshare.net/junewal
l/