Birds of a Feather PD - WASLA

Professional LearningPortfolio

Descriptionof Activity: / Birds of a Feather–½ day seminar
Program: / 9 PechaKucha sessions + 2 hands-on workshops.
PechKucha - The art of concise presentations where presenters have a restricted time to tell their stories. First developed in Japan

Presenter/Provider’sName

Provider: / Western Australian School Library Association (WASLA)
Presenters: / PechaKucha
  1. Georgina Goddard (Chisholm College) - How to turn a group of quiet readers into an unruly literary gang
  2. Claudia Hart (Kennedy Baptist College) - SMARTS Study Program
  3. Cheryl Lopez (Yidarra PS) - Helping school libraries overseas
  4. Laraine Reason (St. Brigid’s College) - Visible Thinking: Using a visible thinking model in the classroom to shape our inquiry, methodology and application
  5. Sarah Betteridge(Ocean Reef SHS) - Using social media
  6. Marian Birtwistle(Applecross SHS) - MAP Transition Skills Program
  7. Stephen Sampson (Lake Joondalup Baptist College) - Teaching referencing
  8. Kate Flowers (Scotch College) - Libguides
  9. Charlene Plunkett (Educational Services Australia) - SCIS update and Q&A
Workshops
Jennifer Lightfoot (Scotch College) – Makerspaces
Dr Barbara Combes (WASLA, CSU) - Making Life Easier in the Library

Date:21/05/2015

TimeTaken: 4 hours 30 mins

Category: / Formal / X / Informal

Your evaluation oftheProfessionalLearning:

Very good / Good / Average / Below Standard / Poor

HowtheProfessional LearningappliestoProfessional Standardsforteachers inWA:

Professional Knowledge / Standard 1 / 1.1 / 1.2 / 1.3 / x / 1.4 / 1.5 / x / 1.6 / x
Standard 2 / 2.1 / 2.2 / x / 2.3 / 2.4 / 2.5 / x / 2.6 / x
Professional Practice / Standard 3 / 3.1 / 3.2 / x / 3.3 / x / 3.4 / 3.5 / x / 3.6 / 3.7
Standard 4 / 4.1 / x / 4.2 / x / 4.3 / 4.4 / 4.5
Standard 5 / 5.1 / x / 5.2 / 5.3 / 5.4 / 5.5
Professional Engagement / Standard 6 / 6.1 / 6.2 / x / 6.3 / x / 6.4 / x
Standard 7 / 7.1 / 7.2 / 7.3 / 7.4 / x

Professional standards for this PD

Standard 1 – know students and how they learn
1.3 / Strategies for teaching students with diverse linguistic, cultural, religious and socioeconomic backgrounds. (Makerspaces)
1.5 / Differentiate teaching to meet the specific learning needs of students across the full range of abilities. (Makerspaces, Literacy Program, )
1.6 / Strategies to support full participation of students with disability. (Makerspaces)
Standard 2 – know the content and how to teach it
2.2 / Content selection and organization (Libguides, MAP Transition Skills Program, SMARTS Study Program, Visible Thinking, Literacy Program)
2.5 / Literacy and numeracy strategies (Literacy Program, Teaching Referencing, SMARTS Study Program)
2.6 / Select and use resources (Libguides, Making life easier in the library)
Standard 3 – Plan for and implement effective teaching and learning
3.2 / Plan, structure and sequence learning programs ( Visible Thinking, MAP Transition Skills program, SMARTS Study Program)
3.3 / Use teaching strategies (Literacy Program, Teaching Referencing, SMARTS Study Program, MAP Transition Skills Program)
3.5 / Use effective communication with students (Libguides, Makerspaces, Literacy Program, Using Social Media)
Standard 4 – Create and maintain supportive and safe learning environments
4.1 / Support student participation (Makerspaces, Literacy Program, SMARTS Study Program, MAP Transition Skills Program, Libguides, Visible Thinking)
4.2 / Manage the learning environment (Literacy Program, Visible Thinking)
Standard 5 – Assess, provide feedback and report on student learning
5.1 / Assess student learning (Literacy Program, SMARTS Study Program, MAP Transition Skills Program, Visible Thinking)
Standard 6 – Engage in professional learning
6.2 / Engage with professional learning and improve practice (All)
6.3 / Engage with colleagues and improve practice (All)
6.4 / Apply professional learning and improve student learning (Workshops)
Standard 7 – Engage professionally with colleagues, parents/carers and the community
7.4 / Engage with professional teaching networks and broader communities (All)

Documents retainedverifyingProfessional Learning:(Pleasetickallthoseapplicable)

Notes relating to readings, reflections, activities or presentations
Attendance certificates / X
Teaching programs, plans or records
Diaries or reflective journals
Copies of articles/workshop papers that you have contributed to or presented
Feedback from colleagues or community
Student work samples
Employer/sector records of professional learning activities attended
Conference papers
Other material that shows nature and extent of participation activities.
Please specify:
As a WASLA member I have access to recordings of thePechaKucha sessions for further review.
I received a USB with materials to assist me in Library management and communications with staff.

Notes

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Actions:

<Place here any actions you will take as a result of the PD –it is always good to have an action

Signature: / Date:
Note:
  • staple or store an electronic copy of evidence with this log; and
  • log this activity on the TRBWA website as soon as practicable

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