While waiting for the presentation, please take a few minutes to complete
the reflection survey that is at your table…
2
 Part 1: Evaluation Context
 Part 2: Workshopping the Implementation
 Part 3: Feedback and Next Steps
Daniel Pinchas
AITSL
Janet Clinton
University of Melbourne
Dual purpose:
• Improvement
– Performance and development
– Professional learning
• Career progression
– Accreditation – Graduate
– Registration – Proficient
– Certification – Highly Accomplished and Lead
• Support Materials
 Mixed-Methods
 Informing policy development =
Evidence Based Policy
Implementation
Stage 1- Develop and refine design
•
•
•
Phase 1
Build evaluation
foundation
Establish stakeholder
groups and team
Lit review & program
logic
Phase 2
•
•
•
National Forum
Stakeholder interviews
Collect existing
documents
Stage 2- Collect evidence
Phase 3
•
•
National Survey #1
National online
depository
Phase 4
•
•
Case studies
Data collection round
#2
Stage 3- Finalise and make recommendations
Phase 5
•
•
•
Stakeholder interviews
Final data collection
round
National Survey #2
Phase 6
•
•
•
Triangulation of findings
Revisit program logic
Draw overall conclusion
ACCREDITATION
(GRADUATE)
SUPPORT
MATERIALS AND
RESOURCES
STUDENTS
REGISTRATION
(PROFICIENT)
TEACHERS AND SCHOOL
LEADERS
SCHOOLS AND
COMMUNITIES
SYSTEMS/SECTORS
& AUTHORITIES
STATES/
TERRITORIES
PROFESSIONAL
LEARNING
CERTIFICATION
NATIONAL
POLICY
PERFORMANCE
AND
DEVELOPMENT
(HA AND LEAD)
The majority of
education
professionals are
aware and have
knowledge of the
Standards
4%
Knowledge
No knowledge
96%
10
Stakeholder ownership
APST implementation
Awareness
Attitude
Knowledge
Activity
Sustaining behaviour change
11
High
4.53 4.56
4.49
4.4 4.38
4.2
3.97
3.84 3.84
3.42
3.08
2.91
2.84
2.68
2.45
Low
Teacher
School Leader
Teacher Educator Pre-service Teacher
Position Type
Knowledge
Prior Use
Positive Attitude
Intention to Implement
School leaders reported higher levels of knowledge, attitudes and
intentions to use the Standards as compared to teachers.
12
High
4.22
3.83
3.76
3.15
2.92
2.73
2.38
Low
0 to 5
Knowledge
6 to 10
11 to 15
16 to 20
21 to 25
Years of Teaching Experience
Prior Use
Positive Attitude
26 to 30
31+
Intention to Implement
13
•
•
•
•
Teachers
Self-reflection
Lesson planning
Professional
development needs
Collaboration with
colleagues
•
•
•
•
School Leaders
Discussion with my
teachers
Building capacity of
colleagues
School plans for teaching
and learning
Supporting PD
14
•
•
•
•
•
Enablers
Leadership support
Access to resources
Information sharing
Standards are seen
as a means not an
end
Sharing effective
practices
•
•
•
•
Challenges
Compliance-based,
top-down approach
Misinterpretation of the
Standards
Difficulty in ensuring
and encouraging
teachers to engage
Geographical disparity
15
Janet Clinton
University of Melbourne
17
• What do you want the implementation to look like in 5
years & how will you get there?
• What challenges in your context that need to be
overcome?
• What do you want to find out from the Evaluation?
Please use the butchers paper in front of you
Janet Clinton & Edmund Misson
University of Melbourne & AITSL
20
• Case studies
• National Survey #2 - 2015
aitsl.edu.au