Professional Development for Casual Teachers

Casual Teachers find access to professional development to be challenging, even at the best of times. This would also involve forgoing work and income just to complete any professional development that is essential to their work.

Fortunately, even before COVID-19 stretched its tentacles around the world, there were providers already providing on-demand professional development for casual teachers.

I am going to share three providers that will provide professional development to casual teachers. Some of these providers are also available for full-time teaching staff. Some full-time staff may even find courses for casual teachers useful in their everyday teaching. Win/Win.

Relief Teachers Association

Yearly membership is $99 but there may be offers that allow for reduced fee membership. It is the main provider of professional development for casual teachers. While there are some curriculum and technology offerings, options may be limited. Curriculum offerings are limited across all key learning areas and focus on essential skills, pedagogies and technology that is provided as part of the curriculum. However courses relating to classroom management are excellent. Some courses are also NESA accredited. Those seeking more in-depth professional development may need to go elsewhere.

Teacher Learning Network (TLN)

At this stage, a yearly subscription costs $350 but they do charge pro-rata rates after March 31. If you can hold off until after March 31, and you have the time, it becomes better value for money. Even at the full rate, I believe its great value for money. I signed up early this term after finding it while investigating on-demand PD options and have completed nine courses so far. Some of the areas covered include leadership, professional network/learning, diverse learners and technology. For casual teachers, there is also a portal with even more courses available designed for casual teachers. The courses featured are initially presented live to members but are available for viewing up to two years after they have been presented. Certificates are available on request and will be handy for a professional portfolio.

TTA

Do not let the $299 annual fee deter you from accessing this site but caters to all key learning areas. You can attend individually but note that individual courses cost the same as a yearly subscription. All courses are delivered online. I am exploring taking a one year subscription.

Finally, did you know its easy to become an Apple Teacher. All you need is an iTunes account and you can complete modules to become a certified Apple Teacher. I took it this year, and though good with technology, discovered some new ways that I can intergrate technology into my teaching.

Click here to visit the Apple Teacher Website.

Learning to facilitate Professional Development

The Teacher Learning Network (TLN) has delivered quality professional development courses for a number of years. I came across it recently as I was seeking providers that can provide on-demand professional learning. You can either attend a live or recorded course, complete an evaluation and you will receive a certificate.

One area of interest has been their courses focusing on the delivery of professional development to colleagues.

In my practice, there have been several occassions where I have presented professional development workshops, whether it may be a ten minute session in a whole school staff meeting or spending an hour with colleagues guiding them through the application of a resource in their teaching or learning.

But there is scope to further develop and refine my knowledge and skills in the delivery of professional development and do an even better job. The feedback that I receive has been good, but I aspire to do better.

So far I have done one course on presenting profssional development to colleagues. While it might be targeted to those who may want to be a provider of professional development, the knowledge presented is applicable to conducting it with fellow colleagues at school level such as planning the session itself, persuading the school executive to allow the presentation, organising time to prepare and undertaking the presentation. 

I also have completed a course on how to present professional development online. I learnt how to structure a presentation or course that engages with the audience i.e. encourage attendees to undertake short activities. This is based on the structure that the TLN follows.

I would recommend that teacher librarians sign up to TLN. It usually costs around $350 for 12 months but I think there are benefits to be gained. There are also courses relating to leadership which I intend on doing to brush up on my leadership skills. 

Teacher Librarian as Leader - Kay Oddone

Recently I read a blog entry by Kay Oddone of the University of Southern Queensland. I had been lacking literature relating to Leadership and how it may relate to the Teacher Librarian Role. Also I have been wanting to reflect on how I have demonstrated and applied leadership within my professional practice. 

By viewing her entry, there is a reference list that has been provided for anyone who may be searching for literature for themselves that is related to the topic and is worth pursuing. 

Reflecting on this article, I did not know that I have demonstrated capacity as a leader and more than likely have not noticed it until now. It has been more difficult to lead when you fill in for an absent colleague, but I have been presented with opportunities in various roles to demonstrate leadership.

Developing a positive reading culture within a school community has been an example of leadership, creating wide reading programs for schools or coordinating wide reading initatives e.g. NSW Premier's Reading Challenge. Even if filling in for colleague, I can still easily show leadership through my engagement amongst staff and students during a wide reading session. 

Modelling appropriate and safe use of technology is another example of leadership that I have applied. I have explained to students the purpose and role of copyright and how it relates to viewing material e.g. asking students to delete audiobook mp3 files off their devices once the loan period has expired. Also, I have provided workshops to teach students how to evaluate websites for their usefulness an reliability. 

Through undertaking professional development especially in recent times, I have discovered that I have applied innovative pedagogies and this has been without noticing it too or have had experiences where I have shown at least capacity to apply those pedogogies.

I also have provided at times professional development within school settings and have been exploring getting involved in providing professional development to fellow Teacher Librarians within my professional networks. 

I have set myself a challenge in the short term which is to promote the leadership aspect of my role. How can I promote to others that I am a leader in what I do. 

SLANSW Professional Learning Summit: Digital Design & Delivery: Using Digital Technologies to Support Reading Programs

The School Library Association of NSW (SLANSW) held its second professional learning summit for 2021 and was not left disappointed by what was offerred and what I learnt from it.

I was introduced to three elements that before attending I lacked familarity with in terms of research but upon reflection was already applying or experiencing it without noticing:

• Digital ecology of teen reading
• Fan Fiction
• Micro-credentialling

The digital ecology of teenage reading focused on the use of social media platforms to promote literature. Reflecting on it, I had identified at least one situation where I had already applied it in practice - Starting a Goodreads Group for students at the MLC School in 2014. 

I think promoting and sharing content is straightforward, especially if it is curated and can be embedded into a wide reading lesson. My recent completion of the Apple Teacher courses for Macbook computers and iPads opens up scope for content to be created by the students. My view has been that recommendations by peers are more likely to encourage others to read. I should select students to record their content and then provide it through a suitable channel e.g. YouTube.

I may not have known the concept of "FanFiction" in research but have been practicing it. I consider my decisions to order literature tied to popular media e.g. Star Wars and Minecraft. I agree that it bridges popular media/culture and reading. If a person has a particular interest, it is that interest that should be used to motivate them to read.

Micro-credentialling also interested me, especially in terms of information literacy skills development because I can create a program e.g. incoming Year 7 cohorts and they can complete activities to earn certificates and attain skills in an area. I would like to investigate it further. I had also encountered tools that could support this such as badgr while undertaking a Google Fundamentals Course through Catholic Online Learning recently. 

I am currently a member of the SLANSW Management Committee and this month was re-elected for a two year term at the recent Annual General Meeting. 

The Alice Miranda Project

Author Jacqueline Harvey is behind the Alice-Miranda series. I recently heard of her interactive reading project while completing an Apple iPad course that was being facilitated by Catholic Learning Online. 

Click here to access the website.

Harvey created a learning journal that is based on her book Alice-Miranda in the Outback and was used as an example of digital storytelling. While the novel is a printed book, the activities set around the novel are digital in nature.

To maximise the learning experience, the learning journal can be completed on an iPad using Pages software. However pdf worksheets can be printed off if iPads are not available. 

I have looked at the activities, and I think you could incorporate the activities featured in the novel to any novel that is being studied in class.

Even though I may be secondary trained, there is great scope to embed this at secondary level and make the study of a novel more engaging for students. 

Apple Teacher Courses

I recently completed two courses that are provided by the Apple Teacher Learning Centre focusing on Foundational skills for Mac and iPad. 

I confess to being a big fan of Windows due to their availability and simplicity along with their famous office software which can easily be utilised on either Windows or Apple operating systems without the integrity, layout and formatting of files being comprised. Microsoft have removed those problems in recent years.

From doing both Mac and iPad courses, I was impressed by the options that software such as Pages, Numbers and Keynotes offer. I found that content can be more interactive than Microsoft office such as the easiness in embedding audio and media files and with Keynotes - animinations.

I found iMovie to be incredibly easy to use, even when editing some TV clips that I sourced for enjoyment and Garageband makes recording audio or creating music to be an easy process. 

You can view my learning logs by accessing the following links:

Mac

iPad

I have been advised that courses undertaken through the Apple Teaching Centre can count towards your Teacher identified PD hours as part of maintaining accreditation at Proficient Level in NSW.

For Catholic School Teachers in NSW, Catholic Learning Online also provides courses. You can either complete the ones provided online for 2021 or you can wait for 2022, when they intend to provide the courses again. 

But what does it mean for me? If a school has Macs as part of its device program, the opportunities open up. I can see myself sharing my knowledge with my colleagues, particularly in encouraging interactive presentation of information in the classroom. Students can record their own videos, take photographs or audio and embed them into their work. 

I can see that digital storytelling has the greatest scope, because Apple software allows creativity in the drafting and publication of books. They can be shared online too. It also makes me think of the school where Year 7 students as part of their English studies, are required to prepare a picture book. They should use Pages to prepare their book.