Abstract:
Since the establishment of the Victorian Institute of teaching in 2002, the practice of Victorian teachers has been supported through standards referenced reflection and investigation. This paper reports on the ways in which the development of a professional learning framework has related professional standards to teachers' practice. The use of standards linked to professional practice is discussed with regard to pre-service teachers, beginning teachers seeking full registration and experienced teachers renewing their registration.
This paper will specifically focus on the ways in which the professional learning framework connects the work of beginning teachers with the standards of professional practice through a systematic evidence based process. Reference will be made to the development of this process since its inception in 2004, the supportive framework established including the use of trained mentors, and the ways in which the evidence of professional practice is identified in the normal work of teachers as they plan, teach, assess and work and reflect collegially.
Issues arising from the use of generic standards will be considered, as will the application of the professional learning framework in the process of renewing teachers' registration and future directions for the Institute in supporting teachers' professional learning.
This paper will specifically focus on the ways in which the professional learning framework connects the work of beginning teachers with the standards of professional practice through a systematic evidence based process. Reference will be made to the development of this process since its inception in 2004, the supportive framework established including the use of trained mentors, and the ways in which the evidence of professional practice is identified in the normal work of teachers as they plan, teach, assess and work and reflect collegially.
Issues arising from the use of generic standards will be considered, as will the application of the professional learning framework in the process of renewing teachers' registration and future directions for the Institute in supporting teachers' professional learning.