Know content

As listed in the National Professional Standards for Teachers, educators must “know the content and how to teach it.”

This standard is broken down into a few subcategories:

2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)

I believe that I have met the criteria by doing the following:

  • I enjoy teaching in the area of Technology. This may seem like a given, but I think passion is a major attribute of any teacher. Another one is that you need to love working with kids.
  • I am highly skilled in the Technology area. I am a Year 12 marker and moderator and take every opportunity to develop as a professional by visiting “best practice” schools.
  • I have an excellent understanding of curriculum, assessment and reporting. For 5 years I was Technology Key Learning Area Leader at my current school where I led a team of 18 teachers.
  • In this time we redeveloped our curriculum across the 5 year levels to improve students outcomes.
  • I have developed  a scope and sequence for ICT across my school from Years 7-12 which involved 1 semester of research and evaluation and then the documentation.
  • I use spreadsheets, reflection sheets and general class assignments to encourage students to develop their literacy and numeracy. My firm belief is that as educators we have a responsibility to teach literacy and numeracy in our subjects. By making real links in what we teach students see real life connections.
  • I am chairing a  Portable Device Focus Group which is trialling devices for use in the Middle School in 2014 and beyond. Their recommendation will drive what device the student will use to best achieve excellent  outcomes.

click here for blogposts on the “know content “ standard.


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