- About Us
ASSIS Term 2 2019
DateMay 7, 2019
5:00 PM to 8:30 PM
Loreto Mandeville Hall
10 Mandeville Crescent
Toorak, VIC 3142
$210.00 (inc GST)
Effective Professional Learning Models
There is no doubt that quality professional learning enhances student learning outcomes. But how does such professional learning align with the similar need for high quality, innovative curriculum development associated as it must be with rigorous standards for student learning?
What is there to learn from how other systems have designed and implemented standards and curriculum and what are the implications for initial teacher education, ongoing teacher professional learning and student assessments?
In a recent report for Learning First, Dr Ben Jensen defined effective teacher professional learning and set out an approach to professional learning based on an improvement cycle and incorporating models used in high-performing systems such as British Columbia, Singapore, Shanghai and which have been adopted in some schools and districts of Australia and the United States.
ABOUT THE PRESENTER
Dr Ben Jensen is CEO of Melbourne-based consultancy Learning First.
Before founding Learning First in 2014, Ben was Director of the School Education Program at the Grattan Institute, Australia’s leading independent policy think tank.
He has advised numerous education systems in Australia, North America, Europe, the Middle East and Asia on education strategy and implementation, school and system reform that continuously improves teaching and learning and teacher and leader development.
In a recent report for Learning First, Dr Ben Jensen defined effective teacher professional learning and set out an approach to professional learning based on an improvement cycle and incorporating models used in high-performing systems such as British Columbia, Singapore and Shanghai.
Ben is an adviser to the Victorian Minister’s Expert Advisory Group, and the NSW Education Statistics and Evaluation Advisory Committee. He also worked with numerous education systems during five years at the OECD, where he conducted international research on education policy and school and teacher effectiveness.