Nature and Structure of Learning and Teaching Policy
Discuss about the Professional Experience for Learner Development.
Learning and Teaching Policy 2015 caters to the educational curriculum planned in Primary Connections. All the professors, staffs, students and the personnel come under the coverage of the policy. As a matter of specification, the policy deals with the nature, structure, management and quality assurance of the education practiced within the teachers. The aim of this policy is to upgrade the standards of education through assessments, quality checks etc. The faculty members, Board panel, Committee members are entrusted with the responsibility of monitoring the progress of the learner. The head of the teachers appoints faculties for dealing with the education at the early childhood method.
The teachers is greatly concerned with making the different children learn. All the parties in a teacher’s community belong to a learner category and that there exists a team relationship between the parents, teachers and support staff. The Teaching and Learning Policy of the Primary Connections teachers concentrates on the aims and objectives of the teachers. The primary aim of the teachers is to get together all the community members of the teachers and to ensure that the students are provided with an environment where learning prospers and growth is achieved together.
The policy highlights the given objectives of the teachers:
- Achieving high standards of learning and exceeding the expectations of the different students and parents alike.
- They want to remove any barriers to learning to ensure that the self-esteem and the confidence of the students are quite high (Megginson & Whitaker, 2017).
- The different members need to learn how to respect one another, demonstrate fairness, kindness and empathy towards one another.
- They need to be respectful of their immediate and wider environment as well so that they grow up to become responsible global citizens (Primary Connections, 2018).
- Learn tricks to stay safe and take risks at the same time.
- Learning strategies to resolve the different conflicts and work collaboratively.
- The teachers plans to match the different tasks with the individual needs of the children. The values which are explicit and implicit in the task and the concentration span of the children.
Surveys and feedbacks are taken from the parents regarding the learning given out to the student. It is assumed that online learning has gained popularity among the students. The use of visual representation has become increasingly popular. Face to face classes assist the learner to understand the different concepts, which they encounter while learning. These responses are used for preparing reports, which are sent to the Board of Directors. Meetings are organized on the basis of these responses (Ebert et al., 2015). Communication is a common characteristic of these meetings, where the Board panel is informed about the progress of the learners. The brochures are also sent out to the different parents in order to provide them the understanding of the curriculum and other plans.
Timely feedback is provided to the parents of the leaders by the panel of the teachers which comprises of the different teachers and the responsible parties (Messiou & Ainscow, 2015). This is in terms of maintaining the stability in the relationship with them. Assessment is performed regarding the approach of the staffs towards fulfilling the needs, demands and requirements of the learners. Visual classes have also proved to be of great help to the learners, which helps them to maintain their attention span. A learning communication between the parents, students and teachers is created. In this community, experts are also included for answering the questions of the learners (Carraccio et al., 2016). Adopting the means of social media can be an effective means for reporting the learner’s progress to the parents. The option of “contact” in the official website also proves to be effective in establishing contact with the parents. Adhering to privacy cookies reflect conscious approach towards customer relationship management.
Objectives of Learning and Teaching Policy
Record keeping is an essential component of this policy. There is a manual, which reflects the specific details of the recordkeeping. Records are maintained by the staffs for averting any illegal instances. The teacher’s board verify the records in the form of meetings, reviews and presentations. These means act as an evaluation for the undertaken steps towards the welfare of the learners (Kolb, 2014). The staffs are provided with a manual for executing the task of record keeping.
Moderation enhances the judgmental power of the teacher’s staffs with respect to the standards of the educational courses being provided. This is in terms of inculcating a shared value within the staffs. Credits are awarded to the teachers based on the responses of the students and the parents received. This is done through the means of classification of the students into grades. Moderation is an essential activity within the assessment. This assessment and moderation consists of several stages, where its reliability and validity is assessed. The teachers attempt to maintain frequency in evaluation of the assessment. This evaluation, in turn, helps in identifying the drawbacks within the planned curriculum.
The assessments often form an integral part of the learning procedure and when the assessment of the children takes place then the focus should be on the fact whether these children have been able to participate fully in the given program. The tool which has been used in this is observation of leaning. An arena of opportunity must be created for the children`s behaviour and activity in order to be able to respond to them appropriately. These opportunities need to be supported by other assessments as well and progress reports so as to ensure that the barriers to leaning are removed (Primary Connections, 2018). The school needs to ensure that it is able to promote different learning styles and the relevant content is provided to them which matches their capabilities.
Planning is such an activity, which enhances the awareness about the appropriateness of the undertaken steps. This is crucial in the workplace as in the field of education. Planning is vital in the field of education, as it is the question of learners’ career. One wrong step would deviate the learners from the identified and specified goals. Mention is to be made of Primary Connections, where planning, is an inevitable part. Every department is involved in the planning process, as it is a matter of career establishment for the students. Planning forms an essential tool for discovering the changes, which are needed for upgrading the standards of learning. Typical example of this is the substitute teachers, who are called upon in the absence of full time teachers. Here, planning includes assessing the availability of the relief teachers.
Quality Assurance in Education
Strategic approach is followed by Primary Connections staffs in the planning process. Here, one of the primary steps is refining the government structures (Biasutti, 2015). Survey and feedback forms can be uploaded on the website. The response section needs to be tracked by the staffs for gaining awareness about the specific needs, demands and requirements of the learners. Here, privacy cookies are important in terms of maintaining the privacy of the personal belongings of the learners.
Effective management of the teacher’s activities is a vital component of teacher’s staff. The different teachers can be assessed only when a rigorous planning system is present. The planning needs to involve the curriculum of the school and the needs of the different individuals (Vangrieken, Packer & Kyndt, 2017). The school must constantly plan to enhance the quality of the teaching and ensure that the planning is monitored effectively in order to ensure that the clear plans are stated:
- Clear objectives
- The details of the different activities are given
- The needs are identified
- High quality stimulating resources are use effectively determination
The school tends to form different Curriculum Maps which will help in the planning has to balance the courses being provided to the different children. All subjects are not covered in each week and the sessions are divided into half term.
Curriculum brochures can be prepared which can then be sent out the parents and they can be provided relevant information regarding the needs of the different children (Learning and Teaching | Department of Education and Training, 2018). The parents can make use of the brochure to understand the performance of their children.
The school also engages in medium term planning whereby the different operations of the school with respect to the students are monitored and the weekly plans being formed by them need to be adaptable and need to be completed well before time. The planning needs to be response in nature and adapt to the assessments as well.
Education is a process, which results in the transfer of knowledge from the teachers to the students. In this process of delivering the learnings, the teachers get to learn many things from the learners (Vu et al., 2014). Herein lay the appropriateness of the statement that “Knowledge is power”. The knowledge gained from the learners enhances the preconceived skills and expertise of the teachers. Knowledge transfer from the students to the teachers is a cyclic process. Discussions regarding the courses make the teachers learners, as they get to learn new things from the students (Hilliard, 2015). This learning broadens the scope and arena of the teachers, which expands the horizons of their thought process.
Record Keeping and Moderation in Education
Quality assurance judges the professional standards of education practiced in the premises of Primary Connections. The staffs responsible for the preparing the Qualification Framework critiques the professional standards of the teachers. Critiquing is done in the form of discussions, which brings to the forefront several questions related to the courses planned in the curriculum. The head of the Teachers conduct surveys on the responses of the parents and the students regarding their experience. This is done every time when a study course is planned annually (Golombek & Doran, 2014).
The journal articles dealing with the educational perspectives of teachers are one of the other parameters, which critique the professional standards. These articles uphold the views of the researchers, dealing with social upliftment. Academic Board and UE faculty also possess the right to critique the professional education standards. In the critiquing process, the clients adhere to the standards and protocols for averting any illegal instances.
References
Biasutti, M. (2015). An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research, 21(5), 734-752.
Carraccio, C., Englander, R., Holmboe, E. S., & Kogan, J. R. (2016). Driving care quality: aligning trainee assessment and supervision through practical application of entrustable professional activities, competencies, and milestones. Academic Medicine, 91(2), 199-203.
Ebert-May, D., Derting, T. L., Henkel, T. P., Middlemis Maher, J., Momsen, J. L., Arnold, B., & Passmore, H. A. (2015). Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development. CBE—Life Sciences Education, 14(2), ar22.
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.
Hilliard, A. T. (2015). Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development. Journal of International Education Research, 11(3), 179-188.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Learning and Teaching | Department of Education and Training. (2018). Retrieved from https://www.education.gov.au/learning-and-teaching
Megginson, D., & Whitaker, V. (2017). Continuing professional development. Kogan Page Publishers.
Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development?. Teaching and Teacher Education, 51, 246-255.
Primary Connections. (2018). Retrieved from https://primaryconnections.org.au/
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.
Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online professional development. The International Review of Research in Open and Distributed Learning, 15(3).
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