Some of the dominant discourses in education are to tell, to transmit, to plan with a focus on an endpoint or a product. But what if we position ourselves in our work with children, families and colleagues as a listener? As someone who is open to the many possibilities and pathways that may present themselves to us? How can listening support us to think about our planning and our interactions differently? And what is the role of documentation in this way of working?
Upon completion of this workshop, you will be able to:
- Articulate with colleagues the importance of listening as a strategy in relation to planning, practice and collegiality
- Make links between the educator’s role as a listener and the role of documentation to support professional learning, planning, designing and communicating
- Begin to develop some strategies for supporting listening in your setting, encouraging and sustaining a culture of inquiry
THE AUSTRALIAN PROFESSIONAL TEACHING STANDARDS
NSW: Completing the course: Listening to possibilities, will contribute 6 hours of NESA Registered PD addressing: APTS 6.2.2 & 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Other States: Completing the course: Listening to possibilities (6 hours), may be used as Teacher Identified Professional Development/ Learning addressing: APTS 6.2.2 & 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
AUSTRALIAN PROFESSIONAL TEACHING STANDARD DESCRIPTORS
APTS 6.2.2: Participate in learning to update knowledge and practice targeted to professional needs and/or school system
APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice
THE NATIONAL QUALITY STANDARD
This course aligns with:
- QA 1: Educational program and practice