Professional Learning Journal | 2020 In Review

KING’S

Professional Learning Journal 2020 In Review

“Those who are victorious plan effectively and change decisively. They are like a great river that maintains its course but adjust its flow. They have form but are formless. They are skilled in both planning and adapting and need not fear the result of a thousand battles for they win in advance, defeating those that have already lost.”

Sun Tzu

DIRECTOR OF THE KING’S INSTITUTE

Dean Dudley, CF

Ph.D (UW), M.Ed-Research (UW), Grad Dip Ed-Secondary (UWS), B.H.Sc (UWS)

John F. Kennedy

President - United States of America (1961-1963)

It is my great pleasure to commend you to the 2020 Professional Learning Journal of The King’s Institute. I introduce this 2020 issue with a challenge from one of my personal heroes, former US President John Kennedy. I thought this quote aptly surmised much of the content of this journal. It is a collection of works of people, activities, and thought whereby people risked failure.

Many educational and business scholars, along with more progressive teachers, frequently throw away lines such as “Failure drives learning”. Whilst I do not dispute the sentiment of such positioning, I believe that it takes courage to translate those sentiments beyond words and into actions.

The first courageous step of action is the willingness to challenge your biases and accepted wisdom. Teaching, like nearly all professions, suffers from confirmation bias. We gravitate toward those to whom share our own thoughts and beliefs. It takes tremendous courage to question the ideas of those in which we seek to work with or influence. When I read the article from Kathryn Fraser in the journal, I’m inspired by her desire to challenge our accepted understandings of giftedness and enrichment.

The second courageous step to be taken is to communicate your thinking for public debate. In academia, we live in the marketplace of competitive ideas. It is a brutal intellectual environment that many struggle with. When I read about Shannon O’Dwyer’s insight to reimagining inquiry-based learning through the International Baccalaureate - Primary Years Programme, I’m heartened by a conversation that must have been confronting the accepted wisdom of so many. This is a conversation that Shannon regularly projects with her Preparatory School colleagues into the wider IB community.

Our third iteration of the ‘Leading from the Middle’ project, whilst difficult under COVID-19 restrictions, continues to produce a selection of teachers willing to throw their bold ideas into the fray of school life. Many actually communicate their reluctance at producing pieces of work that may never come to fruition. However, my response is always one that, the ideas and process of articulating them publicly for debate is meritorious unto itself. They are living by action and displaying the boldness to fail. In saying that, I want to commend the School leadership, Council, and our community to these projects for further debate.

We also had a number of staff commence post-graduate qualifications and courses during 2020. Many of them have been brave enough to share their thoughts, discussions, and even their publications in this 2020 Professional Learning Journal.

Please enjoy the collection of professional learning activities and articles contained within this year’s journal. Join with me in celebrating our collective achievements in this unprecedented year for many of us. Whoever said teaching was an easy life, never lived through 2020. That being said, it is probably appropriate to finish this foreword and commence your reading of this journal with another quote from John Kennedy.

John F. Kennedy

President - United States of America (1961-1963)

“Those who dare to fail miserably can achieve greatly.”

“Do not pray for easy lives, pray to be stronger men.”

The King’s Institute From 2021 Onwards…

Bold ideas, unjustified anticipations, and speculative thought, are our only means for interpreting nature: our only organon, our only instrument, for grasping her.

Popper, 1979

Renowned English philosopher Karl Popper suggests that making bold claims and then attempting to refute them, is necessary for the growth of knowledge which in turn leads to learning, truth, and wisdom. In the spirit of presenting bold ideas and speculative thought in anticipation that The King’s School can rigorously attempt to refute them in practice, The King’s Institute offers an alternate identity for itself into 2021. In doing so, this new identity will encourage the pursuit of knowledge and wisdom to be actualised in pursuit of the School’s strategic plans.

Whilst we undertake a bold and speculative agenda, it is based upon evidence collected, reviewed and synthesised as part of The King’s Institute review process between 21 January and 31 July 2020 that was accepted by the School Council in September of this year.

The King’s Institute plans to become The King’s Institute: Teaching and Learning Research Laboratory from January 2021. It will relinquish its sole enablement executive responsibility of Academic Excellence to become an enabler of critical review and insight across all three of The King’s Distinctives.

The King’s Institute will seek to advocate and embody educational pragmatism in pursuit of evidence-based practice across the entire School community as well as state, national, and international education sectors. In doing so it would draw upon the best available evidence to inform all important decisions concerning policy and practice. That includes, but is not limited to, using evidence from high quality impact evaluations. It also includes drawing on descriptive data to diagnose and understand problems of policy or practice across all areas relevant to the School’s strategic goals.

There is also an existential threat that needs to be addressed if the institute continues to operate, and be perceived as, predominately a Senior School asset. There is much work to be done with teachers, administrators and leadership in the Preparatory and Tudor House campuses to enable them in their work and to have confidence to seek support from The King’s Institute.

Furthermore, The King’s Institute has primarily concerned its operations around the organisation and administration of professional learning opportunities for teaching staff. Our new charter sends a clear message to The King’s School community and other stakeholders that the School is invested in evidence-based solutions to contemporary teaching and learning issues beyond merely facilitating professional development experiences. It invests in teaching and supporting staff alike as it seeks to develop a more nuanced understanding of the impact the School has on society.

The key performance indices or impact of The King’s Institute will be orientated to reflect its newly defined role. However, measuring impact in an academic sense of research is a contentious issue. The fundamental flawed assumption is that research is viewed as a linear process in which rigorous basic research gets converted into more relevant and impactful applied projects through translational research. Basic and applied research, and their counterparts, rigour and relevance, lie at the opposite ends of the continuum, and the transfer of knowledge is assumed to be unidirectional.

However, there is a place where rigour, relevance and impact live together in harmony: it is called the Pasteur’s Quadrant. It is commonly considered the holy grail for those who aspire for impact with rigour. It is called a quadrant, not a continuum, because it lies along two dimensions. The quadrant that scores high on both rigour and relevance is termed the Pasteur’s Quadrant (Stokes, 2011). Pasteur was the original ‘pracademic’ (practitioner + academic), one who believed in doing rigorous, impactful research. The King’s Institute sees operating in Pasteur’s Quadrant as its epistemological compass informing the nexus of research and practice.

A best-case hypothesis would suggest that meaningful change to key performance indices determined by the School would be observed within five years. A five-year impact time line would mean that The King’s Institute would have slashed the research to translational time to one-third of current estimates reported in the educational literature (National Research Council, 2002).

References: National Research Council. (2002). Scientific research in education. National Academies Press. Popper, K. (1979). Three worlds. University of Michigan. Stokes, D. E. (2011). Pasteur’s

quadrant: Basic science and technological innovation. Brookings Institution Press.

L ead COMM Professional Leadership Development Program

There were many drivers that instigated the ‘Brave and Faithful’ conversations training to the School’s leadership team. According to Schmidt, Armstrong, and Everett (2007), students and adults in schools avoid having difficult conversations. Our staff, particularly our leaders, can be important role models in developing these conversations. Secondly, providing timely, proactive and solutions-based coaching results in better communication and less escalation of critical issues (McCarthy, 2014). Finally, it has also been identified that reflection and self-awareness are important for people to know their areas of strength and weakness and this can occur through having brave, and often difficult conversations with colleagues (Diddams & Chang, 2012).

As a school, we were on a path of reorganising school systems as a key enabler of delivering our strategic plan. Implementing the ‘Brave and Faithful’ conversations training program for our leaders was undertaken in anticipation of the necessary culture change required to enact that strategic vision and as a way to empower our leaders to be able to feel confident to role model in this space.

Katrina Boulton Director of

Idstein Director

References:

topics

their classrooms. The NERA Journal, 43(2), 49-55

Overview of the Program

The NSWAIS facilitated Part One of Brave and Faithful Conversations in January 2020. Part Two was originally scheduled during 2020, however, due to COVID-19 was delayed until the beginning of 2021.

During the program, there was much activity and involvement from all participants. Upfront the established participation norms were clarified as Respect; Collegiality; Collaboration; and Presence. These were embodied well by all participants. The program was predicated on an ‘Open to Learning conversation model’. Throughout the day the learning was layered, practiced, reflected upon, and discussed. Additionally, different types of conversations and their relevance to particular situations were explored, discussed and practiced.

The models provided were simple and able to be utilised easily when preparing for a ‘brave and faithful’ conversation. Many participants commented that the program was highly relevant and applicable for their day-to-day working lives. The key components of a ‘Brave and Faithful’ conversation are a) the importance of being proactive with communication, b) the benefits of being able to have the ‘brave and faithful’ conversation early in order to prevent more difficult conversations further down the track, and c) an impetus for all leaders to share this approach with staff and students as coaches and mentors, thus building capability across the School.

leadership. The Leadership Quarterly, 23(3), 593-603.

Exploring why teachers avoid

Diddams, M., & Chang, G. C. (2012). Only human: Exploring the nature of weakness in authentic

McCarthy, G. (2014). Coaching and mentoring for business. Sage. Schmidt, R., Armstrong, L., & Everett, T. (2007). Teacher resistance to critical conversation:

difficult

in

Why ‘Brave and Faithful’ conversations?

People and Culture

David

of Leadership and Character Development

L ead COMM

Professional Leadership Development Program

Chilled and Considered

Dr Danielle Einstein, Clinical Psychologist, working in partnership with Macquarie University and the University of Sydney, has developed a number of programs to assist children and adults to enhance emotional health, manage smart technology use and prevent anxiety and depression.

During the challenging COVID-19 lockdown period and months thereafter, the Chilled and Considerate Bootcamp was shared with students within The King’s School, helping them with essential coping strategies. The program was facilitated through videos, classroom scenarios and meditations, empowering students to better understand their responses to worry and change. In the presentation to staff, Danielle explained the underlying psychology of worry in order to help recognise the traps that students, parents and staff fall into. These traps have the potential to undermine mental health. In this interactive live seminar, Dr Einstein introduced central concepts from the Chilled and Considerate Bootcamp and encouraged staff to analyse their own natural responses to worry.

In particular, Dr Einstein spoke about ‘defusing the uncertainty bomb’, the stress and anxiety associated with possibilities that can affect you. Staff were questioned about common worries and what tends to bring about such worries. Then staff considered the effect of carrying such worries, on the mind and body. When danger, threat or change happens, learning to catch and categorise the thoughts, the “What if?” thoughts occur when a person is compelled to ruminate on the negative possibilities, sometimes catastrophising, even though the chance of such is very remote. If a person is able to problem-solve situations, often this can lead to a better sense of calm. The anxiety associated with “What will I do now thoughts” is reduced by understanding when you will know outcomes, by experiencing meditation and relaxation techniques, and talking through your ‘worry story’ with another person.

The presentation was a valuable mix of theory and practical strategies for coping with various demands at work and home, the curve balls, such as COVID-19 that sometimes come our way. Essentially, the greater sense of calm that such strategies could produce, would enhance the mood and general wellbeing. Staff were also able to walk away with a clear idea of the steps that the students have been taught and an opportunity to access the longer online 2-hour Wellbeing program. We were grateful to have Dr Einstein share her knowledge and wisdom with us for this LeadCOMM session.

Steve Owen Director of Wellbeing

Teaching Sprints Using Scientific Method to Improve Teaching

Teaching Sprints is a team-based process for enabling the continuous development of teacher professional practices which was developed by Dr Simon Breakspear, currently a Research Fellow with the Gonski Institute for Education at the University of New South Wales. The Teaching Sprints method is designed to support teacher teams to define highly specific areas of student learning to improve, design evidence-informed strategies, and to collect evidence to check their impact. Through engaging in these ‘Sprints’, teachers have an authentic opportunity to improve their practice, while lifting student outcomes. This process draws on the seminal research in effective teacher learning and expertise development (Cordingley et al. 2015; Deans for Impact, 2015; Timperley et al. 2007).

Prior to the international COVID-19 pandemic, all teaching staff at The King’s School were briefed by Bronwyn Jones from the University of Melbourne’s Graduate School of Education on the application of the ‘Teaching Sprints’ methodology for improving teaching performance. This was followed by an expression of interest from nearly 20 teachers at King’s to trial the method during the 2020 academic year. The outbreak of COVID-19 and subsequent restrictions placed on schools made the roll out difficult, but the School has committed to revisiting the initiative again in 2021.

The simplest explanation of a teaching sprint is that it consists of three phases.

The first being the ‘Prepare’ phase.

During ‘Prepare’, teams engage in a deep dialogue about their practice and consider relevant research to identify a precise focus for improvement work. They then go into the ‘Sprint’ phase, where they test out their new learning through short, manageable cycles of teaching in the classroom. A Teaching Sprint ends with explicit ‘Review’, involving the analysis of impact evidence and consideration of how to transfer new pedagogical knowledge and skills into future practice.

Shannon O’Dwyer (Deputy Head –Academic) from the Preparatory School is leading a team of teachers using Teaching Sprints, as they re-envisage their Primary Years Programme with the International Baccalaureate in 2021. The Teaching Sprints method will be one of the primary intervention strategies the School employs as it seeks to raise student learning and teacher performance in the coming years.

King’s also has several Departments from the Senior School trialling Teaching Sprints in 2021.

References: Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., ... & Coe, R. (2015). Developing great teaching: lessons from the international reviews into effective professional development. Teacher Development Trust: London. Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education

Dean Dudley Director of The King’s Institute

”The simplest explanation of a teaching sprint is that it consists of three phases. The ‘Prepare’, ‘Sprint’, ‘Review’ phases.”

National Excellence in School Leadership Institute Monash University

Executive Leadership Colloquium

The Executive Leadership Colloquium, run by the National Excellence in School Leadership Institute (NESLI), is a collegial course that is designed to develop leadership capabilities within each of us - Steve Owen, Robbie Williams and Mike Symons - to subsequently pass that on to the educational institutions in which we will work for years to come.

Through combinations of presentations, simulations, applications, reflections, coaching exercises and peer-to-peer assessments, we will be able to take what we have learnt back to school and, indeed, into the understanding of young people and how we might better manage and lead staff to inturn make young people the best versions of themselves that they possibly can be.

The colloquium is an integrated development framework designed to expeditiously consolidate our own innate leadership and interpersonal skills across all of the management facets of our roles and, with the learning principles of collaboration, reciprocity, support and reflective learning, we are able to better identify key principles of adaptive leadership, while also

”The colloquium is an integrated development framework designed to expeditiously consolidate our own innate leadership and interpersonal skills across all of the management facets of our roles and, with the learning principles of collaboration, reciprocity, support and reflective learning, we are able to better identify key principles of adaptive leadership, while also uncovering potential areas for personal growth, to lead to a more rewarding career development process.”

uncovering potential areas for personal growth, to lead to a more rewarding career development process.

In a group of around 30 leaders from schools around the country - Primary and Secondary, Public and Independent - we work together to research and understand the most effective leadership models in the 21st Century and how we might best put our own atavistic personalities into them to advance the educational paradigms in which we lead.

We’ve covered the topics of Leadership and Authenticity, Communication, Presence and Influence, Team Dynamics,

Driving Performance, Problem Solving and Decision Making, Leading Innovation and Change and Purpose, Priorities and Professional Development.

The topics were all delivered via high quality video tutorials, ‘best practice’ leadership literature, experiential activities and reflective tasks. Throughout the program, we also connected with each other, our peer coaches (external to TKS but leaders in the educational world), Dr Dudley, and our own staff teams to discuss ‘top of mind’ issues that were pertinent to our own growth and improvement.

Mike Symons Housemaster, Macarthur Waddy

Robbie Williams Housemaster, Baker Hake

Steve Owen Director of Wellbeing

Teachers’ Leadership Development Program

The NESLI Teachers’ Leadership Development Program is a fourmonth journey that provides a path for recognising and strengthening leadership capacity. Primarily this course has helped to understand that:

Leadership means establishing a goal

We all have goals and working towards the goal is not about the sprint, but the journey. The journey teaches you about yourself. What you value. What you trust. It helps you know that there’s strength in faltering and not everything is a win. These are the foundations of establishing a goal and the drive to action. When your action correlates to what you value and believe, you can take strength in whatever the journey offers.

It’s going to take time

Leadership takes investment and commitment. Challenges can be tough, but knowing that you are committed to your journey provides confidence to continue over the long term.

Data backs up the challenges

When working with others it can be easy to infer a perspective that might not be supported with data. Considering the evidence is important for developing and maintaining relationships, moving forward through difficulty and encouraging yourself and others to grow. It provides a strong foundation for dealing with difficult

situations because it gives leverage to a wider perspective. We might infer one thing, but the reality might be something different. Data will help clarify the challenge.

We need coaches and mentors

Leadership is about community. It’s about reaching out in trust with those who are known and new to us. In community, we spend time sharing new ideas and solidifying practice, instigating change based on feedback. Mentors and coaches help upskill us.

Change happens in small increments

Big, sudden changes can be a shock, unsettling ourselves and others. Sometimes they lead to injury and damage. Damage is best avoided by taking issues slowly and carefully, through the lens of history and perspective. Small changes are still development and can lead to a sense of victory and positivity.

Change and recovery go hand-in-hand

We can only make change when we know ourselves. Taking the time to reflect is important, and sometimes this means taking time to recover. Our recovery time provides for us the impetus to keep on, keep on, keep on. It can be a process of many small moments, interspersed with larger opportunities, to give ourselves the fortitude to hang in there.

Half way through the NESLI journey, there’s still more to explore. I’m confident an awareness of this is already ingrained within our community.

Shelley McMorran Teacher-Librarian

The King’s School Preparatory School

National Excellence in School Leadership Institute Monash University

Advanced Women in Leadership

As an experienced and passionate educator and senior leader in the School, I understand the power of school culture and identity, and the value of commitment to education, community, and service leadership. Central to success in my associated goals is the power of continuous learning.

I was very keen to explore the NESLI ALP in order to keep growing, and establish goals for the next stage of my professional journey. With targeted learning as one of my top tier values, I continue to seek and embrace opportunities to further my areas of knowledge, understanding, and influence.

I believe that a career in education can contribute to the wellbeing of generations. There is a purposeful component and a directional sense of altruism inherent. Passion and strengths are intertwined. It is my understanding that pursuing purpose lies in goal development and reflective behaviours, as well as opportunities for spontaneity and creativity.

Authentic leaders lead with their hearts as well as their heads. The ability to develop enduring relationships is an essential mark of an authentic leader. For me, positive relationships are the vehicles by which we can get alongside our governors, colleagues, our students and our parents.

Module 1: Mindful and Authentic Leadership

Module 2: Conflict and Feedback, Including Peer Coaching

Module 3: Mastering Influence and Negotiation

Module 4: Leading Innovation and Change

Module 5: Creating a Path – Strategies, Structure, and Inspiration

I will continue with the course into 2021, sharing learning aspects with the team along the way.

The course is designed to provide opportunities for leaders to be able to clarify values, build confidence in practice, and apply strategic thinking to leading change in the workplace. The program includes opportunities for the development of learning goals and an action plan, with planning, reflection, and connection as priorities. With a focus in driving future direction, the course is structured around:

1. Achieving Performance Goals 2. Building Organisational Culture

3. Enhancing Personal Effectiveness

With respect and responsibility as key values here, there is a meeting place and opportunities for the hard conversations also. I believe that being self-disciplined relates to adjusting boundaries to suit, but not submitting totally to outside pressures. With the goal of leading a flourishing community, self-discipline and adaptive leadership is imperative.

The design of the course includes interactive webinars, learning materials, discussion boards, and coaching sessions. It is built around 5 modules, with the theory and practice of adaptive leadership challenges throughout each module.

Belinda Baxter Deputy Head (Students and Community) The King’s School Preparatory School

“The NESLI Advanced Leadership Program (ALP) is a concentrated development experience specifically designed to enable elite female school leaders to realise the full heights of their leadership aspirations.”

Mini Certificate of Gifted Education University of New South Wales

The Gifted Education Research, Resource and Information Centre (GERRIC) is at the forefront of providing gifted education in Australia and is a part of the University of NSW. Across two days in Term 3, 24 participants across the three King’s School campuses completed the Mini Certificate of Gifted Education online. There were 14 from the Senior campus and five each from the Prep and Tudor House campuses.

This course aims to provide practical, research-informed professional learning to teachers and school leaders on a variety of topics pertinent to high potential and gifted learners, such as:

• To explore common myths and beliefs associated with giftedness.

• To introduce and further develop understanding of Gagné’s Differentiated Model of Giftedness and Talent (Gagné, 2009).

• To investigate cognitive and affective characteristics associated with giftedness.

• To discuss the principles of an effective identification process and introduce tools to identify gifted students including off-level testing.

• To introduce differentiation strategies and concept-based curriculum.

• To recognise characteristics associated with underachievement and discuss strategies to address and refocus behaviours.

• To review the research evidence surrounding ability grouping and acceleration.

Participating teachers commented on their ability to decipher aspects of often confounded understandings of gifted learners.

Callahan (2018), outlines any consideration of the characteristics of gifted and talented students must be multifaceted, incorporating a range of conceptions and definitions of giftedness. The exploration of the common myths and beliefs challenged teachers to reframe their thinking.

Differentiation of instruction calls on a teacher to recognise student differences and respond with learning experiences matched to demonstrated individual student need. (Tomlinson, 2003)

“The range of provisions I can provide to support gifted students in my class has

I found it to be a real positive to challenge the way that we all need to realise that a ‘one size fits all’ approach is not enough to meet the requirements of many of the students that we teach.” Anthony Attard.

Identification of students by all teachers is the foundation of any successful program for high potential and gifted students.

“All teachers at our School should be familiar with and have the capacity to use the gifted identification tools”. Warren Esdaile.

Understanding the variety of behaviours that can be exhibited by students, both negative and positive helps teachers to identify students within their classes.

“The misconception that gifted students behave in a certain way and always achieve highly was challenged. I am more aware and can look for ways to support those students to become more engaged across a variety of areas”. Zoe Tonge.

increased and as a result I have been more strategic in my groupings and I am providing a greater degree of differentiation in my delivery and not just content by including Bloom’s and William’s activities and adjusting the pacing for my high ability students”. Emma Johnson.

Kathryn Fraser Head of Academic Enrichment and Extension

References: Callahan, C. M. (2018). Identification of gifted and talented students. Fundamentals of gifted education: Considering multiple perspectives, 94-102. Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska, 61-80. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Association for Supervision and Curriculum Development.

“The ability to decipher that “gifted” and “talented” are two very different things; and that differentiation of teaching and learning should focus as much on extending talented students, as being inclusive of students who need extra support.”

David Massingham.

Learning Technologies in Practice Macquarie University

The international outbreak of the COVID-19 pandemic and the School’s adoption of a new Learning Management System (CANVAS) in 2020 led to all teaching staff being enrolled in a micro credentialed subject of the Macquarie University Master of Education program. It was the School’s intent to equip teachers with the intellectual arsenal to critically use emerging and existing technology in their daily teaching practice.

The course entitled Learning Technologies in Practice was delivered by Associate Professor Matt Bower and explores how rapid advances in technology are changing the way teaching and learning occurs. Teachers have the choice to do some or all of the 10 modules. The School required all teachers to complete the first module “Understanding TPACK in Context’ over Terms 2 and 3 of this year. The entire suite of modules within the unit will remain open for teachers to pursue at their leisure or interest into 2021.

Teachers completed two assessment tasks to demonstrate their understanding of the TPACK model in context. Briefly, Koehler and Mishra’s (2009) TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology in their classrooms. By differentiating among these three types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective educational technology integration. This order is important because the technology

being implemented must communicate the content and support the pedagogy in order to enhance students’ learning experience.

According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space.

The first assessment task teachers undertook was a critical discussion to assess each individual’s capacity to provide evidence-based arguments for learning technology practices, such as arguments for and against the use of relevant tools, or arguments about the affordances and limitations of relevant tools.

The second assessment task was an ePortfolio task that provided the opportunities for teachers to showcase their experimentations and pedagogical thinking with relation to the TPACK model. The ePortfolio task allowed teachers to provide original examples (eg screenshot, video, file download) that showcased how the learning technology tools were being used at King’s. The written components of teacher submissions included critical pedagogical reflections related to the use of a plethora of learning technologies being incorporated into learning across the School’s three campuses.

Director

References: Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.

Dean Dudley

of The King’s Institute

International Baccalaureate

Professional Learning at the Preparatory School & Tudor House

Analysing a Program of Inquiry

The Prep Staff spent time understanding how and why a program of inquiry is a powerful structure for organising knowledge and skills through the primary years. The Prep Staff explored the work of Ernest Boyer, who identified eight commonalities of human experience that help students to understand the connectedness of content in an academic curriculum.

From Boyer’s (1995) work, we then explored how the six transdisciplinary themes of the PYP are developed to connect content across disciplines. We explored the work of Montouri (2013) and Augsburg (2014), to consider how a well-designed program of inquiry can result in learning that is globally significant, authentic and engaging, deep, connected, relevant and current. We discussed the role of PYP teachers as curriculum designers who are challenged to plan creative inquiries into enduring themes, rather than reproductive lessons about topics.

We also considered the nature of transdisciplinary, interdisciplinary and multidisciplinary learning. We discussed the power of integrating subjects when the learning is enhanced by conceptual connections, when transfer can be achieved, and when understanding of the Central Idea can be deepened by

exploring related concepts in multiple contexts (Erickson, 1998). However, we also considered the role of deep, disciplinary learning in our curriculum.

We examined the essence and integrity of each subject, and considered examples of integration that are contrived, and result in superficial learning rather than deep understanding.

Finally, we undertook a vertical analysis of the Prep School program of inquiry. Each group of 6-8 teachers (from multiple grades and specialist areas), analysed one transdisciplinary theme vertically, from Pre-K to Year 6. Using a self-assessment rubric, the teachers analysed the balance of subjects, concepts, and skills. They looked for coherence through the year levels, and repetition or redundancy in lines of inquiry. They analysed the effectiveness of Central Ideas, and rewrote some weak Central Ideas to be more conceptual, globally significant or ripe for inquiry. They also considered new opportunities for transdisciplinary integration and new community resources to enrich some units.

For the final session, the teachers regrouped into year level teams, with each specialist working as a consultant to plan transdisciplinary learning opportunities in the 2021 program of inquiry. The teams discussed how key and related concepts could be explored through multiple subjects to enhance understanding of the Central Idea. They identified syllabus outcomes that would be integrated within the transdisciplinary program of inquiry, and those that would stand alone to be taught as disciplinary inquiries.

On this professional development day, Prep Staff analysed the program of inquiry in great depth, removing repetition and deepening conceptual integration. They worked collaboratively to design stronger central ideas and more powerful transdisciplinary experiences for 2021. The work from this day will be used to continue refining our program in horizontal planning meetings for greater coherence and conceptual integration.

Shannon O’Dwyer Deputy Head (Academics) The King’s School Preparatory School

References: Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3-4), 233-247. Boyer, L. E. (1995). The basic school. Princeton, NJ: Carnegie Foundation. Erickson, L. H. (1998). Concept-based curriculum and instruction: teaching beyond the facts (Washington DC, Corwen). Montuori, A. (2013). Complexity and transdisciplinarity: Reflections on theory and practice. World Futures, 69(4-6), 200-230.

“They looked for coherence through the year levels, and repetition or redundancy in lines of inquiry. They analysed the effectiveness of Central Ideas, and re-wrote some weak Central Ideas to be more conceptual, globally significant or ripe for inquiry.”

Leading from the Middle AISNSW

There is a well-worn cliché that states ‘it’s not what you know, but who you know’. This cliché only partially captures the power that is harnessed in the concept of social capital (Inkpen & Tsang, 2005). That is because what we know depends in great part on who we know and how we engage and interact. The importance of social capital in developing middle leadership from middle leaders’ learning, and building their capability by interacting with one another, both within and across their designated areas of responsibility in schools, through to the critical role of relational trust in cultivating social interactions that build leadership competence and capability (Day & Grice, 2019).

Of particular note here, is the role of social relationships in developing pedagogical leadership that enables change. In short, developing leadership capability in schools necessitates moving beyond an exclusive focus on the competencies and capabilities of individual leaders to engaging more broadly with the social side of leadership capability.

Based on this research and for the third consecutive year, The King’s School has invested in identifying and supporting a select number of staff in completing the Leading from the Middle program run by the Association of Independent Schools (AIS) of NSW Leadership Centre. In 2020, The King’s committed 14 teachers from all of its three campuses to completing the program. This program seeks to place great teachers “in a powerful position to exercise significant leadership within their department… if not across the school as a whole” (Leithwood, 2016, p.124).

The intended outcomes by the end of the program are that participants would have:

− developed an expanded understanding of the elements of leading in and beyond the middle;

− cultivated a self-reflective approach to leadership, and greater awareness of and confidence in their leadership and influence;

− completed school-based projects, developed leadership capabilities on the job, and provided tangible results;

− created a culture of relational trust.

Central to the success of the program is its structure, with Robyn Edwards from the AIS Leadership Centre team providing five days of face-to-face formal learning to middle leaders on site at their school, or via videoconferencing, over a one-year period.

It is the intention of The King’s School that the graduates of the 2020 Leading from the Middle program will present to our community in early 2021.

References: Day, C., & Grice, C. (2019). Investigating the influence and impact of leading from the middle: A school-based strategy for middle leaders in schools. The University of Sydney Inkpen, A. C., & Tsang, E. W. (2005). Social capital, networks, and knowledge transfer. Academy of management review, 30(1), 146-165. Leithwood, K. (2016). Department-head leadership for school improvement. Leadership and Policy in Schools, 15 (2), 117-140

Dean

Dudley Director of The King’s Institute

“There is a well-worn cliché that states ‘it’s not what you know, but who you know’. This cliché only partially captures the power that is harnessed in the concept of social capital.”

Inkpen & Tsang, 2005.

CANVAS

Our New Learning Management System

Tricia Lau Educational Support Services

The unprecedented times of 2020 saw the rapid deployment of asynchronous (distance learning) teaching to our students, and fast tracking of the Knowledge Services project to identify the School’s requirements for our digital learning environment. The resultant Digital Learning Strategy forms an integral component of King’s Online: Transforming the Digital Experience, having obvious synergies with both the King’s intranet, KingsNet, and soon to be released new public website.

Jen Sharman Director of Knowledge Services

Jackie Camilleri Deputy Head (Academics)

The School identified that a key objective in the successful delivery of digital academic resources to our students was the consolidation of these resources onto one platform. For this reason, the decision was made to move to CANVAS as a School-wide Learning Management System. The School has provided academic staff with Professional Learning opportunities throughout Term 3 and 4 to develop CANVAS skills and to begin to develop CANVAS courses. Feedback

Tim Ross Head of Digital Learning

from our academic staff to date has been extremely positive. Several faculties in the Senior School have already started to deliver their CANVAS courses to students; from Term 4 2020, all Year 11 students have transitioned from iLearn to CANVAS to ensure consistency (throughout 2020 and 2021). From the start of the 2021 academic year, all students from Kindergarten to Year 11 will also transition to CANVAS.

CANVAS Our New Learning Management System

Professional Learning Day Term 3 (Senior School and Prep School)

Topics covered during the sessions included:

• Course communication tools and organisation

• Assessment marking tools and gradebook

• Course design best practice considerations to optimise the student experience

• Creating a blended learning course

• Metaphors for Learning

The aim of this professional learning day was for teachers and administrators to build depth of knowledge and experience in using a range of features in CANVAS and importantly, establish a common baseline of knowledge across the campuses. Delivered as a series of handson sessions with facilitated discussion, teachers and administrators became familiar and confident in the fundamentals of CANVAS specifically related to IB content delivery and assessing.

Professional Learning Day Term 4 (Senior School only)

Topics covered during the sessions included:

• Preparation (People, Notifications, Publishing)

• Announcements

• Discussions and rubrics

• Homework and rubrics

• Creating School or Department based rubrics

• Sharing of resources

• Quizzes

• Speedgrader

The aim of this professional learning afternoon workshop was for teachers to feel confident about commencing to teach using CANVAS. Facilitated by external trainers (experienced teachers) from CANVAS, staff worked through the types of opportunities and challenges that are typically encountered in the first few weeks of going live with students in CANVAS. An optional session was also offered to staff which afforded them the opportunity to take a deeper dive into assessments using the quiz functionality and using rubrics for marking at different account levels.

In addition to the two formal Professional Learning days, the CANVAS@Kings Project Team offered a series of drop in sessions for individual staff or departments to hone their CANVAS skills. Regular training afternoons were also held for Tudor House and Prep School staff to ensure the level of knowledge and understanding of CANVAS was equitable across campuses.

What can be shared/learnt /put into practice here at King’s?

The success of CANVAS, like any platform, is heavily reliant on its implementation, level of staff engagement and ongoing support provided. While the decision to move to CANVAS was overall well received, staff validly voiced concerns regarding the pace of change, time pressures, training and ongoing support. To address these concerns, the CANVAS@Kings Project Team worked with each Deputy Head/Director of Academics, and in the Senior School each Head of Department as well, to design an implementation strategy suited to their specific needs. While some were keen to switch over to CANVAS sooner rather than later, others preferred more of a staged approach.

To set the project up for success, the following support structure underpinned the implementation strategy:

• Establishment of a network of CANVAS Champions across the School

• Development in consult with the respective Champions, CANVAS templates by campus

• Dedicated Department and professional development time to CANVAS

• Relief and backfill arrangements

• NESA accredited training

• Ready access to both face to face and online support including a canvas@kings self-paced online course

Blended learning Opportunities

The concept of blended learning is seen as a set of strategies to leverage the best elements of face-to-face and online learning to provide students with a personalised and learner centred environment. Blended learning, commonly referred to as “hybrid” learning, aims at providing students with the opportunity to enjoy both the traditional and modern methods of learning, emphasising interactive, flexible and selfdirected learning. The move to CANVAS supports this learning well and underpins the way our staff teach and our students learn, now and in the future.

Ben Lum Computing Studies Department

Safeguarding Children and Young People

by Halloran Morrissey

Staff across each of our campuses participated in two ‘Safeguarding Children and Young People’ training sessions in 2020. The sessions were facilitated by Halloran Morrissey, who are leaders in supporting organisations to safeguard children.

The first session was presented in April and the second session was presented in June. The sessions formed part of the School’s ongoing response to the Royal Commission into Institutional Responses to Child Sexual Abuse and provided an opportunity to launch the School’s ‘Safeguarding Review’.

Session 1 – April 2020

This session explored the key themes and findings from the Royal Commission into Institutional Responses to Child Sexual Abuse relevant to independent schools and schools that have boarding facilities. The Royal Commission recommendations around child safe organisations was the focus of this session which examined the child safe standards. Case studies were utilised to enable and facilitate discussions. The session ended with a briefing on plans for 2020 and beyond with regards to safeguarding at TKS.

Topics covered:

• Royal Commission into Institutional Responses to Child Sexual Abuse

• Child Safe Organisations

• Child Safe Standards

• St Kevin’s College Toorak Case Study

• Briefing on TKS Safeguarding Review.

Key learnings:

• The findings of the Royal Commission into Institutional Responses to Child Sexual Abuse are a shocking reminder of how institutions, including schools, have failed to protect the children in their care.

• The focus needs to be on recognising that a culture of safety is something every individual who works in a school can contribute to. Every, single, day.

• The child safe standards clearly identified that keeping children safe means an ongoing focus on a number of different areas of school operation including HR, the physical and online environment and training staff. It’s not just about reporting concerns, it’s about prevention, as well as responding.

• The School’s Safeguarding Review is a demonstration of a commitment to safeguarding students and to continuous improvement. Those who were participating in the review interviews could reflect post-training so that their contribution in the interview was informed (about areas of good practice, as well as areas that require improvement).

Session 2 – June 2020

This session focused on the safeguarding culture in schools. Within this context, reporting culture and reporting requirements were explored. The session looked at allegations against employees and the recent changes in NSW with regards to reportable conduct. In addition to safeguarding children, the session also focused on staff protecting themselves from complaints being made against them. Case studies and scenarios were used to examine high risk activities.

Topics covered:

• Leadership Governance and Culture

• Child Protection Legislation

• Legislation Changes

• Reporting Obligations

• Focus Area: Reportable Conduct and

• Professional Boundaries.

Key learnings:

• The importance of a leadership in creating a child safe organisation. In addition, the culture of reporting and sharing information within a school is critical to establishing a child safe organisation.

• While keeping children safe is of paramount importance, keeping staff safe from a complaint is also important and this requires an open and transparent discussion about risks attached to certain tasks and activities. Staff need to know how to identify high risk activities and how to manage risk in those situations.

• School policies and the Code of Conduct are critical guidance for staff to assist them in their decision making when interacting with students. Overall, the sessions provided important training for staff of The King’s School and set the path for the Safeguarding Review.

Swinfield Director of Continuous Improvement

David

The King’s Institute Research Symposium

There is a long tradition of conversation in research and philosophy. When we come together to listen to others, we can question our own beliefs and assumptions. When we demonstrate to others that we are willing to take the time to hear what they have to share with us, we show remarkable respect. It is through conversation that we can agree, disagree, we can seek clarification and justification, we can grow to become more nuanced and sophisticated, and we can be led to more exciting thought.

being asked to demonstrate that their craft has been integrated with science, that their instructional models, methods, and materials can be likened to the evidence a physician should be able to produce showing that a specific treatment will be effective (Carolina, 2009). As with medicine, constructing teaching practice on a firm foundation of philosophy and research does not mean denying the craft aspects of teaching.

The King’s Institute is committed to providing teachers, staff, and our community the very best research and insight from intersecting disciplines on the learning that occurs every day here at King’s. Our annual Research Symposium in 2020 provided an opportunity to reflect, share, and celebrate how those immediately connected to our community are contributing to global thought leadership of education, teaching, and learning. This year we had 15 presenters from The King’s School and four different universities (Macquarie, Sydney, UNSW, & CSU) present their cutting-edge projects across a diversity of interests and disciplines.

The core of our daily work is harnessed and captured through conversations. For this reason, many believe that teaching is more of an art than something that can be driven by research and science. According to Stanovich (2003), it is better to think of teaching as a craft, rather than an art. Craft knowledge is superior to alternative forms of knowledge such as superstition and folklore because, among other things, craft knowledge is compatible with scientific knowledge and can be more easily integrated with it. One could argue that in this age of education reform and accountability, educators are

Being able to access mechanisms that evaluate claims about teaching methods and to recognise research and its findings, is especially important for teachers because they are often confronted with the view that there is no such thing as best practice in education, that there are no ways to verify what works best, that teachers should base their practice on intuition, or that the latest fad must be the best way to teach. The “anything goes” mentality actually represents a threat to teachers’ professional autonomy. It provides a fertile environment for snake oil salesmen to sell untested educational “remedies” that are not supported by an established research base.

8(2), 326-335.

References: Carolina, G. V. (2009). Developing Craft Knowledge in Teaching at University: how do beginning teachers learn to teach. European Educational Research Journal,

Dean Dudley Director of The King’s Institute

“According to Stanovich (2003), it is better to think of teaching as a craft, rather than an art. Craft knowledge is superior to alternative forms of knowledge such as superstition and folklore because, among other things, craft knowledge is compatible with scientific knowledge and can be more easily integrated with it.”

Best Evidence Briefs

The King’s Institute Best Evidence Briefs is a regular publication that only focuses on stories with practical implications for schools and policy makers, and tries to include the highest quality research currently available. This service allows teachers at The King’s School, for the first time, to be able to easily find the best global evidence about what works for students, what doesn’t, and apply it directly in their classrooms in line with their personal or departmental improvement practices.

In 2020, The King’s Institute published 11 Best Evidence Briefs in response to a number of strategic and emerging issues being confronted by students, teachers, and parents within the King’s community. These can be found at: https://kingsnet.kings.edu.au/ staff-services/staff-services/the-kings-institute/the-kings-institute-overview Does perfectionism or pursuit of excellence contribute to successful learning? Music Staff and Covid Research How Can Education Technology Enhance Learning Outcomes? Does Student Wellbeing Reduce Cognitive Load? Improving Literacy in the Lower Primary Years Improving Literacy in the Upper Primary Years Teachers’ Benefit From Classroom Management Coaching Teachers’ Support Matters in the Mental Health of Students Balanced Reading and Writing Programs Instructional Strategies for Fostering Informational (expository) Text Comprehensive Quality Remote /Online Pedagogy - The Essentials

Teacher Accreditation

The Australian Professional Standards for Teachers (APST) are a comprehensive framework for the analysis of a teacher’s professional practice. In designing the APST, the Australian Education Council (AEC) sought ‘to understand and articulate what effective teachers do, influenced by a competency-based agenda’ (AEC, pg.2, 2003).

The Australian Institute for Teaching and School Leadership (AITSL) states that ‘every child must succeed in an education worth having’ (AITSL https:// www.aitsl.edu.au/teach/standards/ understand-the-teacher-standards) and acknowledge that every teacher must manage their career paths as an active participant in their professional growth, if our students are to succeed. In 2020 and beyond, the aim for all teachers at The King’s School is to have an authentic experience of Teacher Accreditation that is symbiotic with their teaching and learning journey. That each teacher, supported and encouraged by the School, reflects on their skills, knowledge and values of effective teaching and plan for worthwhile professional development opportunities.

Differentiation, curriculum and subject specific content knowledge, engaging teaching and learning strategies and activities, classroom practice, assessment and reporting, professional learning, community involvement and educational policies and procedures are fundamental to every effective teacher’s professional experience. The King’s School continues to build authentic, effective, sustainable programs and resources to facilitate every teacher’s Teacher Accreditation needs, across all of the relevant career stages. This comprehensive program is enabled by the TKS TAA Policies and Procedures, TKS, as a NESA Approved Professional Learning Provider, Accreditation Mentors, AIS Workshops, Coaching and Professional Learning Courses and CANVAS courses that support all levels of Teacher Accreditation and a network of academic staff at varying levels of accreditation.

Melanie Taylor Leader of Accreditation and Professional Practice

( AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS )

Selected Peer Reviewed Publications/

Presentations by Staff 2020

Barnett, L., Dennis, R., Hunter, K., Cairney, J., Keegan, R., Essiet, I., & Dudley, D., (2020) Art meets sport: What can actor training programs bring to physical literacy programs? International Journal of Environmental Research and Public Health. 17(12), 4497.

Brown, D., Dudley, D., & Cairney, J. (2020). Physical literacy profiles associated with differences in physical activity participation: A latent profile analysis approach. Journal of Science and Medicine in Sport, 23(11): 1062-1067.

Cook, F., Hippmann, D., & Omerovic, E. (2020). The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study. Gifted and Talented International, 1-11.

Cotton, W., Dudley, D. Peralta, L., & Werkhoven, T. (2020). The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and metaanalyses. Preventive Medicine Reports, 20:1-15.

Dudley, D., Beighle, A., Erwin, H., Cairney, J., Schaefer, L., & Murfay, K. (2020). Chapter 23: Physical Activity Interventions in Physical Education. In D. Brusseau, S. Fairclough, & D. Lubans (Ed), Handbook of Physical Activity Interventions: London, UK: Routledge.

Dudley, D., & Burden, R. (2020). What effect does increasing the percentage of curriculum allocation of physical education have on learning outcomes? A systematic review and meta-analysis. European Physical Education Review, 26(1):85-100.

Dudley, D., Telford, A., Peralta, L., Stonehouse, C., & Winslade, M. (2020) Teaching Quality Health and Physical Education (2nd Ed). Cengage: Melbourne.

Laycock, D. (2020) I was harder to teach than I thought. School Library Association of NSW (Webinar).

Mathur, P. (2020). The importance of multicultural young adult fiction. Scan: The Journal for Educators, 39(2), 14.

Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., & Pearson, J. (2020). Load reduction instruction in science and students’ science engagement and science achievement. Journal of Educational Psychology.

Moore, B., Dudley, D., & Woodcock, S. (2020). The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis. Journal of Bodywork and Movement Therapies, 24(4): 402-412.

O’Dwyer, S. (2020). What lies beneath learner agency? Explaining the agency? Exploring the pedagogy that supports leaner agency. https://blogs.ibo.org/ sharingpyp/2020/08/18/authenticinquiry-the-pyp-during-a-globalpandemic/.

Parrila, R., Dudley, D., Song, S., & Georgiou, G. (2020). A Meta-Analysis of Reading-Level Match Dyslexia Studies in Consistent Alphabetic Orthographies. Annals of Dyslexia, 70(1): 1-26.

Peralta L., Werkhoven, T., Cotton, W., & Dudley, D. (2020). Professional Development for Elementary School Teachers in Nutrition Education: A Content Synthesis of 23 Initiatives. Health Behavior and Policy Review, 7(5): 374-396.

Pooja Mathur Teacher Librarian

Di Laycock Head of Information Services

Danielle Hippmann Enrichment and Extension Teacher

Professional Learning and Staff Training at The King’s School (Senior

School, Preparatory School, and Tudor House)

Person Responsible for Policy: Director of The King’s Institute

Date of Policy: November 2020

Proposed review date of Policy: November 2021

Version: 1.0

1. Purpose and Content

Commitment

1.1.

The King’s School is committed to the ongoing professional development of all staff and has commissioned The King’s Institute to lead staff in all areas of their professional learning and training. This policy provides an outline of the major professional learning opportunities supported by the School and staff expectations. The King’s School seeks to build a vibrant culture of quality learning for all students, teachers, and staff across all facets of our community.

2. Definitions

2.1. For the purposes of this Policy:

Policy – is a statement that sets out the School’s official position in relation to a particular issue and any mandatory requirements.

Procedure - a statement that sets out the School’s standard and required practice for implementation of a School policy.

Guideline - a statement that is advisory or explanatory in nature and provides guidance on how School policies and procedures might best be implemented or applied.

3. Policy Statement

3.1. Support for Professional Learning outside of The

King’s

information gathered from courses and deliver that information to their colleagues. Visiting educationalists often come to the School to lead courses and work with staff and students.

3.2. Staff Involvement in Professional Areas Outside the School

The King’s School is fortunate to be widely represented by its staff in professional bodies outside the School. Many staff gain valuable professional development for themselves and their colleagues as members of:

• New South Wales Education Standards Authority (NESA) syllabus committees

• NESA Higher School Certificate examination, judging, and marking committees

• International Baccalaureate Primary Years Programme consultancies and committees

• International, National and State-based Professional Teacher Associations

The King’s School has hosted many educational conferences including the biennial National Boys’ Education Conference. Staff from the School have been active in the organisation of many other international and domestic conferences.

3.4. LeadCOMM

To develop a culture of continuous improvement and learning leadership among teaching and support staff, the School coordinates a professional series known as LeadCOMM. This program is informed by managerial and leadership theory at a postgraduate and executive level. LeadCOMM enables selected and motivated staff the opportunity to learn from the renowned scholars around the globe and inform the future of The King’s School and the broader education community.

From 2021, LeadCOMM takes on two forms. The first is a LeadCOMM seminar which may occur at least twice a year. Each school year commences with a LeadCOMM Seminar where school leaders meet to tackle a pressing strategic issue of the School under the guidance of internal and external experts.

learning process. The King’s School seeks to form partnerships with numerous universities based in New South Wales and Australia more broadly to establish greater continuity in the practicum student learning experience. We invest extensively in both the development of our teachers’ ability to supervise pre-service teachers and in terms of future teacher recruitment.

The key function of these professional experience partnerships is to provide alignment of the provision of professional experience places to foreseeable demand for teachers in different learning areas and stages of schooling. One of the benefits of these partnerships is that the number of students we take on for professional experience entitles us to greater professional learning opportunities provided by universities across Australia.

3.6.

Professional Learning Library

School

The School encourages teaching and non-teaching staff to pursue appropriate professional learning according to their career aspirations and the School’s strategic needs. This includes postgraduate study, NESA Accredited courses, professional body courses, peak-body seminars, co-curricular and VET training awards, and domestic and international conferences. Course costs, accommodation and travel may be funded in part or full by the School and relief from teaching or other duties based on need and budgetary considerations. Across any calendar year, staff engage in a wide variety of courses, seminars, and conferences with the support of the School in some capacity.

It is often a requirement of staff, who have received funded external professional learning, to share their learning in a visible way with the King’s community. This could be running or constructing a short course that other staff can participate in via face to face or via our learning management system. It may also involve writing a short piece for our in-house professional learning journal or being interviewed for our video series known as Kingscast.

There is a general expectation that individual departments/campuses conduct their own professional learning where staff disseminate

Our highly qualified and experienced staff, coupled with our state of the art teaching facilities and conferencing capabilities make us an attractive host site for such events.

3.3. School Professional Learning Days and Programs

The King’s School emphasises the importance of collegiality as a critical component of school professional learning and continuous improvement. At The King’s School, most terms begin with one or two days of professional learning for the entire staff. The days include presentations by visiting academics and professional consultants who address strategic imperatives determined by The Office of the Headmaster or the Head of School of a respective campus. The King’s Institute is also an approved NESA provider of Teacher Accreditation Professional Development.

Staff also coordinate workshops demonstrating best practice in the classroom and in the whole School community. Opportunities for reflection are established to ensure staff take away the key components of our professional development days and incorporate into their teaching practice and work-related duties.

The second form of LeadCOMM is a new initiative called the LeadCOMM Colloquium. The LeadCOMM Colloquium is a fortnightly support structure for staff undertaking postgraduate study. Teachers and staff who are undertaking postgraduate study or having postgraduate study being supported by the School have the opportunity to meet with the Director of The King’s Institute and the Headmaster to support their study in a tutorial support format. Staff who enrol in the LeadCOMM Colloquium are provided with the best onsite support and insight into their postgraduate studies that the School can provide.

It is anticipated that some of the learning outcomes of the LeadCOMM programs include:

• Encouraging personal, curricular, and organisational change.

• Establishing better working relationships among colleagues, including organic mentorship relationships between experienced and new teachers and support staff.

• Creating a community of practice for exploring new teaching ideas or addressing perceived (or unperceived) problems and concerns.

• Helping teachers and staff make a connection between theory and practice through the sharing of “real world” practices.

• Giving a voice to aspirational leaders.

3.5. Pre-Service Teacher Professional Experience Program

The Pre-Service Professional Experience Program provides our teachers with the opportunity to work with practicum students in a collaborative way so that they can learn more about the teaching-

The professional learning library houses books, periodicals, journals, and a variety of additional resources. Material from the Australian College of Educators (ACE), The Australian Council of Educational Leaders (ACEL), The Australian Council of Educational Research (ACER), Australian Curriculum Studies Association (ACSA), The Professional Reading Guide, NESA, Teaching and Educational Standards and a range of additional educational institutions is available to staff.

3.7. Staff Appraisal

The King’s School is developing its own Staff Appraisal System designed to improve productivity, and quality of teaching and learning in a supportive and developmental environment. High quality teaching and teaching support is essential to improving student outcomes and reducing gaps in student achievement. The Staff Appraisal System will provide teachers and nonteaching staff with meaningful appraisals that encourage professional learning and growth. The process is designed to foster staff development and identify opportunities for additional support where required. The appraisal process involves collegial discussions, lesson observations, self-reviews, and confidential student and colleague surveys/interviews.

3.8. Staff Induction

All new members of the teaching and non-teaching staff commence a Staff Induction Program from the moment an offer of employment is made. The program begins with a series of bespoke online training modules tailored to the new employee’s job description. The Staff Induction Program contains a series of assessable learning task to ensure that all staff have a clear, comprehensive, and

accountable understanding of their role at The King’s School. It also provides new staff with an opportunity to familiarise themselves with our structures, processes and personnel.

These online modules are followed with an introductory day where staff are formally welcomed to The King’s School and are given the opportunity to complete any onsite administration required prior to their first official working/teaching day.

To ensure that our new members of staff feel welcome and understand The King’s School’s approach to teaching and learning, all commencing teachers undertake a ‘Mentoring Program for New Staff’ during their probation period. This is coordinated by the Professional Practice and Accreditation Leader and supported by new-staff teacher mentors. During both Term 1 and 2, new teaching staff are required to observe two classes (one within their department and one outside their department) and have their teaching observed by their Head of Department/Deputy Head (Academics) and mentor.

At the conclusion of this process, the Professional Practice and Accreditation Leader obtains surveys on teacher efficacy from two of the commencing teacher’s classes. The data collated from these surveys, along with feedback from the Head of Department/Deputy Head (Academic), is used for new staff to complete a reflection of their pedagogy at The King’s School.

3.9. Teacher Accreditation

The School is committed to assisting staff meet their accreditation requirements. An important part of the accreditation process is providing support and coaching to teachers to ensure they meet the AITSL standards and demonstrate professional growth as educators.

Mentoring is an important skill in teacher development where teachers can break down their isolation and support professional learning in ways that focus on the daily work of teachers and teaching learning situations. Through the mentoring process, individuals are allowed to interrogate their practice, reflect and then reappraise the values, theories and aspirations attached to their individual theories of learning and teaching. The kind of relationship individuals have with their own learning, requires active contribution to knowledge and experience, respecting new and innovative approaches and recognising as well as understanding how their contribution fits with their own purpose and the support that is expected of them.

Mentoring is one of many tools for professional development and learning for the mentor. It is seen as a means for encouraging systematic critical reflection. It is also a means to help mentors articulate the skills and knowledge they may have, which are frequently tacit.

The mentoring program is coordinated by the Professional Practice and Accreditation Leader in the following areas:

Proficient Teachers are those who have received Provisional or Conditional Accreditation and are required to work towards Proficient Teacher Accreditation over a set timeframe. This involves the teacher demonstrating that they have met the Standard Descriptors at Proficient Teacher level in the Australian Professional Standards for Teachers and collecting evidence of practice. The path to Proficient Teacher Accreditation is a structured induction into teaching that supports the development of your practice at the level of Proficient Teacher. It develops confidence and expertise in the practice of teaching through consistently meeting the Standard Descriptors at this level.

To cater for the individual needs of the teacher and their progress towards meeting their Proficient Teacher Accreditation Maintenance Cycle requirements, opportunities will be provided on a minimum of two occasions per year for each teacher to undertake a review and/or discussion with their supervisor to obtain feedback on their professional practice.

The Australian Professional Standard for Teachers – Proficient (APST) will be used to inform this discussion.

Experienced Teachers are those who are involved in the AIS ISTAA accreditation process that provides eligible teachers with an opportunity to be accredited by ISTAA at the level of Experienced Teacher. Teachers satisfying the requirements for accreditation at the level of Experienced Teacher will move from Band 2 to Band 3 of the salary scale in the year following the submission of a successful application. It is anticipated that the majority of teachers will progress to Band 3. Teachers will be guided on the process of creating their portfolio for submission.

Teachers are also encouraged to consider the two voluntary higher levels of teacher accreditation which recognise experienced, highly skilled and exemplary teachers. They are Highly Accomplished and Lead Teacher. Highly Accomplished teachers are characterised as advocates of the profession, who contribute to the professional learning of peers, act as mentors to new teachers and demonstrate strong engagement with the School and local community. Lead teachers hold exemplary teaching records and can demonstrate their impact on whole school and system processes. They are committed to quality teaching and learning and their leadership have impacts on the school, their students and colleagues which extends to the broader community.

The King’s School, as a Teacher Accreditation Authority, has policies and procedures that clearly outline the Teacher Accreditation support and expectations for all academic staff. These policies and procedures are the foundation behind an extensive support network that includes the Director of the King’s Institute, Professional Practice and Accreditation Leader, Deputy Heads (Academic), Heads of Departments and Mentors who all have a role to play in a teacher’s authentic experience of Teacher Accreditation. There is additional practical support with these policies and procedures provided via a dedicated Teacher Accreditation landing page on KingsNet with specific accreditation resources, templates and guides tailored to teachers at our school. Teachers at King’s are also supported with their Teacher Accreditation Profiles and Professional Learning Reflections on NESA’s ETAMS to ensure that accreditation is accessible and rewarding.

3.10.

Research and Higher Degree Support

The King’s Institute regularly publishes ‘Best Evidence Briefs’ to keep teachers and staff abreast of the most important research influencing the School at any given stage during the school year. It also hosts an annual Research Symposium whereby teachers, staff, and academics who conduct research within, or in conjunction with, The King’s School present their work to other members of staff and members of the School Council.

The King’s Institute also supports teachers and staff who choose to undertake post graduate study by offering an in-house higher degree supervisor capability. Staff may request assistance with their post graduate assessment tasks and research directly with the Director of the King’s Institute. The Director also maintains an extensive list of research priorities and ongoing research projects that capable staff are eligible to use in determining their higher degree prospects.

4. Approval

4.1. Approval of this policy is through the Core Executive of The King’s School.

5.

5.1.

Principles

Objective Understandings of Teaching and Learning Quality

Learning manifests in many forms at The King’s School. In acknowledging this dynamic system, we prepare both teachers, staff and students to respond to the challenges of the 21st century.

Consequently, students at King’s are able to successfully navigate a rapidly changing world ensuring their active participation in

an increasingly complex liberal democracy. To achieve this, we expect teachers who are capable of leading learning to ensure that students are able to communicate their ideas effectively, think creatively, work collaboratively to solve problems and manage their own learning. Teachers provide students with agency to develop the skills and attributes that empower them to confront new challenges, take initiative, and persevere through difficulties and setbacks.

It is well documented in contemporary educational research that there can be no improvement in teaching and learning without objective observation of the interaction between teachers, students, and the learning content. The King’s School is committed to providing teachers and students objective and constructive feedback on their learning and pedagogy. Observing teaching and learning, and discussing it in a way that’s productive, is not a natural act. For many of us, productive discussion requires slowing down the part of our brain that quickly judges what we’re seeing. Like other skills, learning to see and hear the particulars of teaching practice requires practice.

From 2021, The King’s School will begin the implementation of “Learning Observations’ whereby objective observation data of student and teacher learning across the School will be analysed to make determinations of professional development and strategic learning priorities. Teachers and students will be observed using a combination of face to face systematic and digital observation techniques. Data is analysed by a range of school and academic stakeholders to promote dialogue aimed at improving learning performance.

5.2. Quality Teaching and Learning at The King’s School

The features of our teaching practice are derived from the extensive empirical support of the Quality Teaching Framework and Authentic Pedagogy. This means that our teachers are committed to students constructing their knowledge through disciplined inquiry in order to produce artefacts and discourse that have value beyond school.

To achieve this, our pedagogy;

• is fundamentally based on promoting intellectual quality. We achieve this through focussing on producing deep understanding of substantive and important concepts and skills. This aspect of our pedagogy treats knowledge as something that requires active construction on the part of the student and for them to be able to engage in higher-order thinking and substantive communication.

• understands and harnesses the importance of creating a quality learning environment. This occurs when teachers create classrooms that foster productive work that is clearly focused on learning. Pedagogy that drives a quality learning environment sets high and explicit expectations whilst concurrently developing positive relationships between students, teachers, and their peers.

• explicitly seeks to identify the significance of the learning for each and every student. Such pedagogy draws clear connections with student identity and contextual perspectives.

6.

Procedures

6.1. The King’s Institute serves as a ‘one stop shop’ for all staff within the King’s community to seek advice about the learning and training needs they require. Staff are encouraged to come and discuss their individual and collective learning needs to ensure their application process is as smooth as possible. Whilst approval processes for professional learning and training requests flow through respective line managers, it is ultimately The King’s Institute that determines the eligibility, merit and potential efficacy of the professional learning and training being undertaken and holds accountability for such expenditure to the Headmaster and Bursar’s Office.

From January 2021, and regardless of campus, all school expenditure for professional learning and staff training will be handled by The King’s Institute. No other account holders within the school are permitted to spend school funds on professional learning and staff training activities. Attempting to reconcile professional learning or training expenses within accounts outside of The King’s Institute may render the bearer personally liable for such expenses.

6.2. Procedures for Professional Learning Support

All staff should feel free to discuss their needs with their respective line manager or the Director of The King’s Institute at any time. Formal planning procedures are necessary where absence from timetabled teaching responsibilities/work and/or school funding are required:

Staff wishing to attend external seminars or conferences should:

• Discuss the professional learning request with their immediate line manager, respective Deputy Head, or the Director of The King’s Institute.

• Complete the form “Staff Professional Learning Application Form” which is available in KingsNet.

• Submit the above form via KingsNet for consideration.

• Await notification from The King’s Institute.

• Should the application be successful, undertake the external professional learning event/seminar/conference.

7. Policy Feedback

The King’s School is very keen to support the Professional Learning of all staff at the School. Staff are encouraged to make suggestions for the improvement of the program at any time through The King’s Institute.

8. Publication

8.1. This policy is published on both internal platforms (ie CompliSpace and KingsNet) and via the annual King’s Institute Professional Learning Journal.

9. Policy Implementation

9.1. This policy will be managed by The King’s Institute through platforms, such as KingsNet and regular communication with Heads of Campus and their Executive Teams.

10. Policy Review

10.1. This policy is to be reviewed annually.

Proverbs 24:16

“For the righteous falls seven times and rises again, but the wicked stumble in times of calamity.”