A profession at the tipping point

ASLA XXII Biennial Conference 2 – 5 October 2011

“It is one of the paradoxes of
success that the things and
the ways which got you
where you are, are seldom
the things that keep you
there.”
Handy, C 1995, The empty raincoat: making sense of the future, Arrow Books,
London, p. 49.

ASLA XXII Biennial Conference 2-5 October 2011

Invisible profession
School library inquiry report
http://www.aph.gov.au/house/committee/ee/schoollibraries/report.htm

Job convergence
Ageing profession
Federal Government initiatives
Principal autonomy

Glass half full – Glass half empty


Your rhetoric
must resonate
with your
audience

Begin with the end in
mind
Five finger plan to
success
The Jupiter Effect
Your siesmic shift

Thumb – Strength of character
Pointer finger – F.O.C.U.S.
Middle finger – Brand (what you stand for)
Ring finger – Relationships
Little finger – Little things that count (what
you do that others don’t)

[Trump & Kiyosaki 2011, ‘Guide to
developing your Midas touch’, in The Midas
Touch, Plata Publishing, Scottsdale, AZ.]


Thumb Pointer finger
Establish pre- Follow one course until
eminence successful
1. Know your outcomes
2. Take action
(the you who shows up 3. Find out what works
before you show up) and what doesn’t
4. Re-align until you
achieve 1.

Strength of character F.O.C.U.S.


Middle finger Ring finger
Who are you?
What do you stand for? Circle of concern
Are you who you say
you are? Circle of
influence
Standards
Your
Benchmarks FOCUS

Brand Relationships


Little finger Your
What you do that
others don’t do
It’s all about them
rhetoric
What is your core story? must
[90 second elevator resonate
pitch]
with your
Little things that count audience

The Jupiter Effect

ACARA AITSL
(Australian (Australian
Curriculum, Institute for
Assessment & Teaching and
Reporting School
Authority) Leadership)

ESA
(Education Services Australia)

Curriculum + Standards + Services


www.australiancurriculum.edu.au/Home


Students develop ICT competence when they learn to:
Investigate with ICT: using ICT to plan and refine information
searches;
searches to locate and access different types of data and
information and to verify the integrity of data when investigating
questions, topics or problems
Create with ICT: using ICT to generate ideas, plans, processes and
products to create solutions to challenges or learning area tasks
Communicate with ICT: using ICT to communicate ideas and
information with others adhering to social protocols appropriate to
the communicative context (purpose, audience and technology)
Operate ICT applying technical knowledge and skills to use ICT
ICT:
efficiently and to manage data and information when and as needed
Apply appropriate social and ethical protocols and practices to
operate and manage ICT.
www.australiancurriculum.edu.au/GeneralCapabilities


The capability incorporates four interrelated processes or elements
that constitute critical and creative thinking
thinking:
Inquiring – identifying, exploring and clarifying information the
information:
identification and clarification of questions and issues, and following
this, the gathering and processing of information, as well as the
processes of adapting and transferring knowledge.
Generating and developing ideas and possibilities: investigating,
organising and evaluating ideas through considering alternatives
and seeking innovative solutions.
Analysing, evaluating and synthesising information planning,
information:
evaluating and designing actions, creating solutions and drawing
conclusions through logical and creative processes.
Reflecting on thinking actions and processes suspending judgment
thinking, processes:
and reflecting on thinking processes (metacognition procedures
metacognition),
metacognition
and products to create alternatives.
http://consultation.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-
thinking/ConceptualStatement


Domains of teaching Standards Focus areas & descriptors

Professional 1. Know students & how e.g. 1.2 Understand how students learn
Knowledge they learn “Expand understanding of how students
2. Know the content & learn using research & workplace
how to teach it knowledge.”

Professional Practice 3. Plan for & implement e.g. 3.4 Select & use resources
effective teaching and “Assist colleagues to create, select & use
learning a wide range of resources, including ICT,
4. Create & maintain to engage students in their learning”
supportive & safe
learning environments
5. Assess, provide feedback
& report on student
learning
Profession 6. Engage in professional e.g. 6.3Engage with colleagues & improve
Engagement learning practice
7. Engage professionally “Initiate & engage in professional
with colleagues, discussions with colleagues in a range of
parents/carers & the forums to evaluate practice directed at
community improving professional knowledge &
practice , & the educational outcomes of
students.
http://www.teacherstandards.aitsl.edu.au/OrganisationStandards


http://www.esa.edu.au/


At least aim for 1%
improvement
Per week = 167% per year
Per day = 3778% per year
(~ 5 mins a day)
How to get 1% improvement –
Dr Marc Dussault
http://www.youtube.com/watch?v=eYCvEoAnhBI


A profession at the tipping point

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A profession at the tipping point