This guide is for staff developers who work with new tertiary teachers, and provides guidelines on how to use 'Signposts: A professional development resource for new teaching staff in the tertiary sector'. It is the result of a project funded by the Ako Aotearoa Northern Hub

Fester, Victor

Fitchett, Liz

Honeyfield, Judy

McMillan, Adam

Reid, Pat

Robertson-Welsh, Debra

Shaw, Linda

Van Toor, Helen

English

Wintec Research Archive

   S S SI IIG G GN N NP P PO O OS S ST T TS S S: ::    U U US S SE E ES S S    Acknowledgements 2010:   Bay of Plenty Polytechnic, Waiariki Institute of Technology, Waikato Institute of Technology,  NorthTec, Manukau Institute of Technology, Ako Aotearoa  Introduction Following  review  and  feedback  in  2009,  staff developers at tertiary institutions have reported that  Signposts  can  help  in  teacher development, by being used as the basis of a number of different development opportunities.        To support improved learning, below are some of the ways that staff developers suggest using Signposts  –  with  both  new  and  current teaching staff. For new staff   Use it as a resource in your new teacher support programme or induction.   Give a copy to all new staff:   in the staff induction handouts   in employee packets    as part of a teaching tool kit    mail a paper copy to new teachers before they start teaching (maybe even before their first day!)    If you have a new teacher buddy or mentor system, use as a conversation starter or as a guide to ongoing discussions.   If no buddy or mentor system, meet with each new teacher (1-on-1 or in small groups) and use as a conversation starter - “coffee & chat”.   Make it a compulsory read before approaching a class (quizzes with chocolate fish?).   Link to your tertiary teaching courses.    Use as a starting point for identification of new staff professional development needs.   Send them the link or link via Moodle   Create an online community of practice  specifically for tutors, discussing the Signposts   Integrate into self-study units or build self-study units around it   Use as topic for workshops For current staff:   Put a link to the resource on your professional development website   Periodically place a hard copy of the cover with a link in all pigeon holes as a reminder   Remind staff about it at the beginning of each semester or term   Email a copy of the resource or the link   Offer paper copies   Ask your teaching team leaders to use the resource in staff meetings - discussing one topic per meeting   Assign a staff member a topic to lead each meeting   Provide key questions and additional readings to assist in-depth discussions.   Use as a basis for peer evaluation   Make follow-up sessions available on an ongoing basis   Link it to your literacy training and assessment   If you have a newsletter, include pages or excerpts from the resource in each issue with a reference to the complete Signposts   Make posters of excerpts and post around the campuses (staff rooms are great)   Make a poster of the cover with information on how to obtain a copy and post around the campuses (staffrooms are great)   Build it into the performance review process as a starting point for professional development   Leave copies in the staffrooms   Make an “effective teaching practice” book & include Signposts, adding examples from your organisation. GGGUUUIIIDDDEEE   111   –––   SSSIIIGGGNNNPPPOOOSSSTTTSSS:::   UUUSSSEEESSS   SSSIIIGGGNNNPPPOOOSSSTTTSSS:::   UUUSSSEEESSS      S S SI IIG G GN N NP P PO O OS S ST T TS S S: ::    M M MA A AK K KI IIN N NG G G    I IIT T T    Y Y YO O OU U UR R R    O O OW W WN N N    Acknowledgements 2010:   Bay of Plenty Polytechnic, Waiariki Institute of Technology, Waikato Institute of Technology,  NorthTec, Manukau Institute of Technology, Ako Aotearoa Make it your own!!  Signposts  is  available  as  a  Word  document  – specifically  so  you  can  modify  it  to  suit  your organisation.   Although  many  people  use  the  original  Signposts and  find  them  useful,  you  may  want  to  consider making some changes.  For  example,  if  you  have  specific  technologies, activities, or techniques you want your teachers to incorporate,  change  the  pages  to  specify  these particular tools or techniques. Page-specific examples of potential changes… #1 Planning to Teach    Provide a sample lesson plan template or format and an example. #2 How to Get Going with your Class    Provide a template for a timetable or some examples. #3 Engaging your Students in their Learning    If your organization uses a specific learning style inventory, provide resources for finding out more about it. #4 Classroom Management:   In the Plan „A‟ and plan „B‟ section, provide a phone number for support.   In the Conflicts section, provide an example of a class contract or agreement.   In the Conflicts section, include a statement of where they can find this information.   Under Health and Safety, provide information on how teachers can find this information and key staff. #5 Delivering the Goods    Change the last statement “For more ideas on teaching methods and use of technologies, talk to your teaching colleagues and programme coordinator or leader.” to specifically guide your teachers on who they can contact and how.  #6 The Language of Assessment   Under Moderation, change the statement “Your organisation will have a process for carrying out moderation and will document evidence that it has taken place”. #8 Knowing About and Responding to Difference Change or add contact information for the following statements:   Seek advice from your institution‟s Māori and Pasifika teaching department.   Liaise with your student support office to obtain and discuss policy and practice regarding students with special needs.   Talk to your professional development staff – they may be able to address teacher anxieties regarding student diversity.   Access and read appropriate resources from your library or on the Internet. #9 Being Professional   To make this more specific: “Your institution will have some guidelines and/or a policy outlining what is expected of employees. These may include institutional values, e.g. respect for people (māhorahora), accessibility (ka taea e te tangata) and integrity (mana tangata)”. #10 Embedding Literacy and Numeracy   If you have a specific department that can support either your teachers or your students, add contact information here. Add more… There is nothing magical about the number of pages in Signposts. Staff developers have suggested additional pages for some institute-specific information. Feel free to add more pages to suit your own requirements. Some topics suggested are:   Attendance taking   Using media in teaching   Literacy and numeracy   Information and digital literacy   Building a portfolio   Working with International students  A note on copyright This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work non-commercially, as long as you credit the author/s and license your new creations under the identical terms. Authors for this version of Signposts: Judith Honeyfield and Linda Shaw – Bay of Plenty Polytechnic, Adam McMillan and Victor Fester – Wintec, Pat Reid – NorthTec, Liz Fitchett and Helen van Toor – Waiariki Institute of Technology, Debra Robertson-Welsh – Manukau Institute of Technology. SSSIIIGGGNNNPPPOOOSSSTTTSSS:::   MMMAAAKKKIIINNNGGG   IIITTT   YYYOOOUUURRR   OOOWWWNNN     U U US S SE E EF F FU U UL L L    W W WE E EB B BS S SI IIT T TE E ES S S    Acknowledgements 2010:   Bay of Plenty Polytechnic, Waiariki Institute of Technology, Waikato Institute of Technology,  NorthTec, Manukau Institute of Technology, Ako Aotearoa  ACODE – Australasian Council on Open, Distance and E-Learning: http://www.acode.edu.au/  Ako Aotearoa: http://akoaotearoa.ac.nz/ Association for Learning Development in Higher Education: http://www.aldinhe.ac.uk/  Association of Tertiary Learning Advisors of Aotearoa New Zealand: http://www.atlaanz.org/  Carnegie Foundation for the Advancement of Teaching: www.carnegiefoundation.org  Cornell University Teaching Evaluation Handbook - http://www.cte.cornell.edu/resources/teh/teh.html Digital Literacy Portal at the University of Illinois Libraries: http://www.library.illinois.edu/diglit/index.html  European Educational Research Association: http://www.eera-ecer.eu/about/  HERDSA – Higher Education Research and Development Society of Australasia: http://www.herdsa.org.au/ Higher Education Academy (UK): www.heacademy.ac.uk  International Society for the Scholarship of Teaching and Learning: www.issotl.org  JISC Publications (UK): http://www.jisc.ac.uk/publications.aspx Literacy Aotearoa: www.literacy.org.nz  Ministry of Education - Tertiary Education: www.minedu.govt.nz/educationSectors/TertiaryEducation.aspx  New Zealand Association for Research in Education: www.nzare.org.nz  New Zealand Council for Educational Research (NZCER): www.nzcer.org.nz  Survival Guide for New Academics: University of Technology Sydney - http://www.iml.uts.edu.au/learnteach/career/survival.html "Teach with Tech" podcast, presented by the Indiana University School of Education: http://teachwtech.blogspot.com/  The OECD Programme for International Student Assessment (PISA): http://www.pisa.oecd.org University of Minnesota – Centre for Teaching and Learning: http://www1.umn.edu/ohr/teachlearn/tutorials/index.html Vanderbilt Center for Teaching Podcast: http://blogs.vanderbilt.edu/cftpodcast/   UUUSSSEEEFFFUUULLL   WWWEEEBBBSSSIIITTTEEESSS   

Signposts: Resource for staff developers

http://researcharchive.wintec.ac.nz/775/1/signposts%2D%2D%2Dstaff%2Ddevelopers%2Dguide.pdf

Signposts: Resource for staff developers

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