Which PD is right for me?

The professional development that suits you will depend on your current experience, skills, knowledge, needs and time available.

ACU HR suggests:

  • Closing any gaps first - develop competencies operating below the target level in the current role, then
  • Professional development - develop to enhance performance in the current role to remain engaged, challenged & skills refreshed.

The ACU Teaching Criteria and Standards Framework provides you with clear criteria that will support your pursuit of excellence in teaching. In planning your professional development it is worth exploring both the ACU Teaching Criteria and Standards Framework and Using the Teaching Criteria and Standards Framework pages.

Where are you on the continuum?

Self-assess where you are on the following continuum and be guided to what professional development may suit you. You may be 'proficient' in one area, but 'emerging' in another.

Emerging

Knowledge of learning and teaching:

  • Is new to teaching and learning
  • May have concerns about the amount of time blended learning units will take to develop and implement
  • Not sure of the weaknesses/strengths of different technologies

Suggested professional development in learning and teaching:

Technology skills:

  • Anxious about their abilities in using technology in learning and teaching
  • Low confidence in using technology in teaching and learning
  • Wants ‘just in time’ assistance
  • Wants to see examples that work and are easy
  • Approaches colleagues for advice and support

Suggested professional development in technology:

Developing

Knowledge of learning and teaching:

  • Construct learning outcomes at unit and module/lesson/session level
  • Seeks formal PD related to the using technology in learning and teaching
  • Is able to judge what technological tools suit different learning outcomes

Suggested professional development in learning and teaching:

Technology skills:

  • Building confidence in their abilities in using technology in learning and teaching
  • Has implemented some technology in their teaching and learning
  • Wants ‘just in time’ assistance
  • Wants to see examples that work and are easy
  • Approaches colleagues for advice and support

Suggested professional development in technology:

Proficient

Knowledge of learning and teaching:

  • Has implemented blended learning in several units
  • Independent and self-directed when finding appropriate PD
  • Apply the principles of constructive alignment in order to link unit learning outcomes, assessment tasks, learning activities and content
  • Feels comfortable exploring new learning designs
  • Develop units based on good-practice design principles, with an emphasis on selecting and using technologies for activity-based learning design.

Suggested professional development in learning and teaching:

Technology skills:

  • Has gained confidence in their abilities in technology
  • May train others informally in technology/is seen as a ‘go to’ person
  • Has implemented blended learning in several units
  • Feels comfortable learning new tools
  • Asks questions about new possibilities, tools and technologies

Suggested professional development in technology:

Lifelong learner

Knowledge of learning and teaching:

  • May have units that others reference as exemplars
  • Scholarly/informed approach to learning design
  • Leadership in curriculum development and design
  • Is active in blended learning communities of practice
  • Mentoring others in using technologies to enhanced learning and teaching
  • May be involved in groups focused on innovation in TEL

Suggested professional development in learning and teaching:

Technology skills:

  • May have units that other academics reference as exemplars
  • Has a vision of where they might want to take their teaching next
  • May be involved in groups focused on innovation in TEL

Suggested professional development in technology:

  • Independent and self-directed when finding appropriate PD

Dimensions of knowledge

Mishra & Koehler (2006) developed a framework to categorise the types of knowledge teachers need (see diagram).

The professional development opportunities offered by the Teaching and Learning Centre will develop your Pedagogical Knowledge (PK), Technological knowledge (TK) and Technological pedagogical knowledge (TPK).

Explore the following definitions to understand these further.

If you prefer videos, watch TPACK in 2 minutes (Candace 2013) or read more about TPACK.

Reproduced by permission of the publisher, © 2012 by tpack.org

References

TPACK, including: Mishra & Koehler (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.