MTP. Quality Marist Teacher Project

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1 MTP Quality Marist Teacher Project If your actions create a legacy that inspires others to dream more, learn more, do more and become more, then, you are an excellent leader. John Quincy Adams MARIST COLLEGE CANBERRA

2 As human beings we are called to the fullness of life through living our lives according to the values expressed in the Gospels. Marcellin Champagnat felt called to address a particular need at a particular time in history. His personal experience of life and his upbringing led him to realise his mission was to make Jesus known and loved among the young, especially the most neglected. As Marist educators we have a share in this mission, responding to the needs of today s young people. We are sowers of hope, sowers of the Good News, embracing the characteristics of presence, simplicity, family spirit, love of work and following in the way of Mary. In response to the document, The Marist Boy we find creative ways to develop each student as a: person community member learner contributor to society. We are all called to exercise professional and pastoral leadership in our role as educators. We participate in ongoing professional learning to improve our personal competence to seek the most appropriate methods and strategies for educating contemporary youth, and to deepen our understanding of the specific character of Catholic education through a Marist spirituality. We are all leaders in the classroom, in House Groups, in the playground, on excursions, on retreats, on camps, and in co-curricular activities. We are also role models as leaders in the community, for the staff and students we serve. Informed by the values inherent in the Gospel and by the characteristics of Marist education, the staff of Marist College Canberra uphold our Core Values of faith, love, justice, compassion and hospitality. Champagnat s mission continues through us: What a privileged vocation we have as Marist educators, Brothers and Laypeople, women and men, young and old, called to be Champagnats for this younger generation. With all the passion and dedication for mission which fired his everyday life, we in our times also choose to follow the same path of love, hope and service together in the Spirit. We have a shared mission and we are all leaders. 2

3 Background A Charter of Leadership was developed, recognising that we are all leaders. This Charter stemmed from the Strategic Plan and flows from the recommendation that the College commit to: sustain and extend the school s capacity for effective leadership and governance. With this in mind, guidelines were developed to assist all at Marist College Canberra to recognise their leadership potential, to encourage staff to integrate and promote the Marist Core Values in their professional and personal lives, to have an agreed set of leadership values, attributes and practices and to provide a foundation for reflection, review and development. In keeping with this commitment, the Charter of Leadership defined that: Leadership at Marist: flows from the Marist charism and the College Core Values is an opportunity for all staff and students is based on respect, recognising the worth of each person provides an environment that enriches the learning and development opportunities for staff and students to improve student learning outcomes embraces reflection and ongoing development leads to action and empowers others to act is concerned with the transformation of individuals and thus of our community. Based on these guidelines, effective leaders: demonstrate strong professional values and ethics: integrity, flexibility, fairness, honesty, reliability believe in, support, affirm, inspire, motivate, encourage and empower others are committed to open, transparent communication promote excellence value and develop effective learning teams, sharing their knowledge and expertise take responsibility for their actions model a commitment to life-long learning are reflective, seeking advice to review, refine, evaluate and develop their leadership and pedagogical skills build leadership capacity in self and in others. 3

4 The Quality Marist Teacher The development of the Quality Marist Teacher (QMT) flows from these guidelines and is defined across a set of five Domains. These Domains emerged from our research and are our key defining criteria on which to build a reflective culture for teachers to develop their capacity as leaders. Everyone is a leader. As leaders we are responsible for ourselves in the first place before we are responsible for leading others. That is why we believe the core component of our framework is Being from the inner flows the outer. We have identified the key domains that we believe provide a framework for development and transformation not only of self but of our community. The Quality Marist Teacher is an effective leader classified within the following five Domains TRANSFORMING DOING BEING RELATING LEARNING 4

5 BEING Seeks and demonstrates self-knowledge, commitment and resilience Values integrity, justice, self-awareness and self-management Is open to reflection, discourse and feedback Shows commitment to personal and spiritual growth RELATING Is inclusive, facilitating collaboration and hospitality across teams, stakeholders, local and external communities Inspires and encourages others by example, by support, and by expressing their high expectations of self and others Serves in empathetic and compassionate engagement with others Provides and requires clear communication Provides a rich learning environment LEARNING Builds on the commitment and passion for their own learning Models excellence Facilitates deep sustained and relevant learning for others Espouses strategic thinking and action DOING TRANSFORMING Provides a sense of purpose and direction, making informed decisions and delivering quality results Promotes a culture of achievement, inspiration and empowerment Establishes effective processes for decision making and action which empowers leaders as agents of change Articulates and promotes their own and the College s vision, goals and strategic direction Responds to current needs and plans for future needs through active research Enhances the skills and knowledge of others, building professionalism and management capability Is involved in continual review and renewal 5

6 Before you lead others; before you can help others, you have to discover yourself. Joe Jaworski Being The QMT seeks and demonstrates self-knowledge, commitment and resilience acknowledges that understanding of self is essential to leading the learning of others demonstrates commitment to the College Core Values and adheres to the College Code of Professional Conduct knows and adheres to College Policies and Procedures reflects on his/her practice, responding to the needs of individuals in the classroom, remaining patient and adaptable is inclusive, open to new ideas, willing to adapt, valuing the process of lifelong learning, knowing and building upon their strengths in themselves, their colleagues and their students. The QMT values integrity, justice, self-awareness and self-management is honest in their relationships with staff, parents and students reflects and acts on their strengths, abilities and areas for improvement by being aware of their responsibilities being aware of their capabilities developing awareness of their own leadership styles valuing and being passionate about learning seeking advice and accepting feedback to build a better self respects and accepts environmental and social justice responsibility. 6

7 The QMT is open to reflection, disclosure and feedback embraces a self-review and reflection process in order to enhance their self-knowledge and thus enable development of professional practice and leadership capabilities is open to challenges, identifying areas to be developed reflects on own capabilities as a teacher and as a leader of learning invites comments, suggestions, feedback from colleagues and students where appropriate is involved in review process of others as well as self; offering affirmation and constructive advice. The QMT shows commitment to personal and spiritual growth celebrates and participates in the spiritual life of the College supports and models the Marist Core Values promotes the school as a faith community and contributes to its spiritual growth demonstrates and gives witness to their faith and spirituality by being a person of hope fosters their own spirituality and faith development by involvement in spiritual and faith formation opportunities. BEING The Quality Marist Teacher: seeks and demonstrates self-knowledge, commitment and resilience values integrity, justice, self-awareness and self-management is open to reflection, disclosure and feedback shows commitment to personal and spiritual growth 7

8 Education is assimilated more easily and makes a deeper impression by way of the eyes than by way of the ears. St Marcellin Champagnat Relating The QMT is inclusive, facilitating collaboration and hospitality across teams, stakeholders, local and external communities engages simply and honestly with colleagues, students and parents, showing integrity and mutual respect forms appropriate relationships with young people, adhering to the guidelines of the College s Professional Code of Conduct engages respectfully with students, ensuring a connected and supportive classroom relationship helps students to identify opportunities for academic and personal growth knows students well, recognising their strengths and weaknesses, considers the impact of students background on their learning and is sensitive to their situation uses a restorative approach in solving relational problems with students as a basis of their approach to pastoral care is welcoming and respectful of colleagues and visitors in the school, the staffroom and the classroom is approachable and relates well to all in the College community recognises, accepts and values the diversity of colleagues, students and the wider community shares ideas, knowledge and resources with colleagues. 8

9 The QMT inspires and encourages others by example, by support, by expressing their high expectations of self and others models Marist characteristics and core values in all relationships sets and expects high expectations recognises achievement of colleagues and students actively affirms, encourages and supports others in their endeavours participates in College, House, Class and community celebrations. The QMT serves in empathetic and compassionate engagement with others deals with difficult situations with sensitivity and confidentiality recognises the needs of others and seeks to help where possible provides appropriate pastoral care for students, showing understanding has imaginative capacity to see life from the other perspective. The QMT provides and requires clear communication practises active listening, knowing that listening and reflection are essential for their own growth and that of their colleagues and students respects and responds to individual student communication needs, especially students with special needs creates a classroom atmosphere that allows clear communication ensures students know what is expected of them and follows through on expectations incorporates the principles of Restorative Practice in relating with staff, parents and students speaks respectfully and sensitively with all people in line with the College s Professional Code of Conduct. RELATING The Quality Marist Teacher: is inclusive, facilitating collaboration and hospitality across teams, stakeholders, local and external communities inspires and encourages others by example, by support, by expressing their high expectations of self and others serves in empathetic and compassionate engagement with others provides and requires clear communication 9

10 Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin Learning The QMT provides a rich learning environment infuses the environment with the Marist Core Values has a deep understanding of boys education and development in order to make learning relevant and engaging for students shares the enjoyment and fun of learning promotes a diverse and inclusive learning environment drawing on creative and innovative approaches for all learners is open to new developments in learning, including new technologies builds a classroom environment that supports and encourages learning through risk taking provides for different learning styles in lessons and in assessment tasks. The QMT builds on the commitment and passion for their own learning has formal qualifications and expertise in teaching areas; has depth and breadth of subject knowledge contributes to the building of learning communities in the College has a commitment to ongoing professional learning, sharing ideas and enthusing others has well developed pedagogical skills, seeking continual improvement. 10

11 The QMT models excellence models the value, relevance and passion of learning is an active learner with a strong work ethic is prepared, organised and professional promotes meta-cognition and high level thinking skills to improve student outcomes sets high expectations of self and students in learning and pastoral care responsibilities models and shares creative and innovative approaches. The QMT facilitates deep, sustained and relevant learning for others supports a climate of inquiry which inspires and challenges students to discover new knowledge and experiences provides opportunities for reflection and building of meta-cognition skills links learning to life experience so that student s learning has relevance in their lives knows, and delivers curriculum as required maintains quality student learning programmes engages students in the learning process, allowing student choice where possible promotes engagement through passionate teaching works with students to discover their passion encourages students to work to their potential knows and caters for students learning styles and is able to differentiate appropriately develops innovative learning and assessment tasks for students takes extra time with struggling and gifted students to enhance each student s potential. LEARNING The Quality Marist Teacher: provides a rich learning environment builds on the commitment and passion for their own learning models excellence facilitates deep, sustained and relevant learning for others 11

12 Doing Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers. Richard Bach The QMT espouses strategic thinking and action is willing to try different pedagogies or new technologies and contribute to the learning of others is involved in learning teams shares professional experience and strategies for improving student outcomes works collegially with others to bring about the best learning outcomes for students promotes and encourages professional learning conversations. The QMT provides a sense of purpose and direction, making informed decisions and delivering quality results is passionate and knowledgeable provides clear documentation on curriculum demands models that preparation, hard work and commitment brings recognition, benefits and a sense of achievement strives to live out the principles they foster in students demonstrates commitment to all aspects of College life and in doing so inspires students to be fully engaged. 12

13 The QMT promotes a culture of achievement, inspiration and empowerment engages students, encouraging perseverance and celebrating success challenges students to succeed and do their best, creating opportunities for growth and success provides opportunities for the struggling students as well as the gifted and talented is passionate about making extraordinary things happen in the classroom provides a sense of direction for students, with relevant content and effective feedback affirms, develops and supports other staff in their endeavours to improve the learning outcomes of students. The QMT establishes effective processes for decision making and action which empowers leaders as agents of change actively engages in College decision making processes through College, departmental, Year level and House meetings and forums provides innovative learning opportunities, especially for new educational directions and pedagogies es empowers students to be involved in decision making processes. DOING The Quality Marist Teacher: espouses strategic thinking and action provides a sense of purpose and direction, making informed decisions and delivering quality results promotes a culture of achievement, inspiration and empowerment establishes effective processes for decision making and action which empowers leaders as agents of change 13

14 It is not the strongest of the species that survive, nor the most intelligent, but the most responsive to change. Charles Darwin Transforming The QMT articulates and promotes their own and the College s vision, goals and strategic direction embraces, supports and contributes to the values and Mission of the College contributes towards building the College as a faith community empowers others through exemplary practice and inspirational leadership is involved in College, departmental, classroom and pastoral strategic planning uses effective innovation to enhance and build the College as a learning community develops own intellectual and conceptual thinking actively supports the strategic and operational directions of the College. The QMT responds to current needs and plans for future needs through active research reflects on teaching practice, collecting relevant student data to inform reflections is prepared to act upon advice and feedback provided offers advice and feedback to others is involved in action research and application of best practice is open to new ideas, technologies and pedagogies. 14

15 The QMT enhances the skills and knowledge of others, building professionalism and management capability is involved in and accountable for their own professional learning and development offers professional learning opportunities to colleagues, through College forums and the broader teaching community, perhaps running workshops or presenting at conferences is an exemplary role model in their teaching and pastoral care craft and is willing to build the capabilities of others encourages students to reflect and review their performance and to set learning goals sees the potential in others and helps them to realise it enhances and develops the leadership skills of others is involved in leading learning teams or learning pods visits classrooms and has colleagues visit their classroom, reflecting on teaching practice: giving and receiving feedback acts as a mentor for staff works collaboratively to develop learning and pedagogical skills of staff. The QMT is involved in continual review and renewal reflects on practice to generate ideas for improvement sets goals, seeks advice and feedback, evaluates and refreshes: developing and transforming own and other s practices adapts to changes and challenges with enthusiasm and excitement embraces and is involved in developing the College s review and development processes works collaboratively in inspiring and developing self and others. TRANSFORMING The Quality Marist Teacher: articulates and promotes their own and the College s vision, goals and strategic direction responds to current needs and plans for future needs through active research enhances the skills and knowledge of others, building professionalism and management capability is involved in continual review and renewal 15

16 MTP Quality Marist Teacher Project

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