Council of Chief State School Officers’ Post

Contemporary culture contains powerful forces that push toward a reduction of learning to some single facet. This conference invites examination of how Christian approaches to teaching and learning can expand our understanding of how learners grow, and shape practices that resist reductionism and undergird a more holistic pursuit of student and teacher flourishing. Find the Call for Papers, registration information, and more at pedagogy.net.

Your questions, our answers. Dive into Inspiring Future Teachers with our FAQs. 🤔💡 Explore them all here - https://lnkd.in/eAc-FNi2 #getintoteaching #FAQs #InquiryInsights #inspiringfutureteachersuk

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Thank you to everyone at Higher Education Research and Development for including Mark Vicars and I in this special issue. The editors state "Arantes and Vicars (2024) put academic staff psychosocial wellbeing firmly at the centre of the discussion about digitally reshaped universities. Using a co-auto-ethnographic approach, the authors explore digital fatigue, ‘characterised as feeling overwhelmed and emotionally fatigued from excessive technology use’. They offer six ‘interruptions’, three by each author – written pieces combining narrative, reflection and analysis of how the two authors juggled multiple commitments and struggled to negotiate the boundaries between digital and physical realms. Challenges to work-life balance come both from automated software features which ensure staff are ‘monitored for each keystroke, ZOOM meeting and email’, and from self-imposed expectations that working long hours is necessary in academia. The ‘interruptions’ offer two contrasting perspectives. One author is deeply immersed in a constant buzz of teaching, early career research and family life. The other gradually retreats from the busy-ness, working through tasks in isolation, seeking silence and medical help. The two voices, though quite distinct, converge around the message that universities need to develop workload, wellness and promotion policies which take account of what it means to work in a postdigital environment, under constant pressure to remain connected." The article can be accessed and read in the link below, and offers a means to "pre-empt universities being reshaped – intentionally or inadvertently – by quiet quitting."

📘 Download our Implementation Guide for the new NSW Syllabus 📘 Navigating the new science syllabus? Stile has you covered. We've spent hundreds of hours analysing the documentation so you don't have to! Our resources will be ready for implementation with Years 7 and 9 next year. Download our comprehensive implementation guide to understand the changes to the syllabus, and how Stile can support you with a seamless transition: https://lnkd.in/gNVCm-re #StileEducation #NSWSyllabus #StileSyllaBus #HighQualityInstructionalMaterials

Isn't educational measurement more than just psychometrics? We discuss our paper on "Foundational Competencies in Educational Measurement" with state assessment directors Zachary Warner (NY) and Anju Kuriakose (AZ) today at 11. #NCSA24 With Derek Briggs, Susan Lottridge, Michael Rodriguez, and other members of the National Council on Measurement in Education (NCME) Task Force on Foundational Competencies in Educational Measurement here at the annual meeting of the Council of Chief State School Officers. https://lnkd.in/guRfPPV5

Interested in how exam questions and papers have evolved over the years? Join Andrew Taylor as he compares questions both past and present and will be asking you all to guess the year. If, like Andrew, you love old questions, then come along #maths

My article, "Who am I really? Reflections on developing teacher identity as a Cegep teacher," is now available in the latest edition of the McGill Journal of Education, alongside two other teachers' perspectives. Happy reading! https://lnkd.in/esbKZEBQ

An interesting article that makes some good points, but also potentially is not fully understanding of how the current senior PE subject is, or should be taught. For example, in Unit 4, students are able to participate in a fully integrated periodised training program over a span of approximately 15 weeks where I dedicate over 80% of lessons during that time to learning "about", "through" and "in" movement. They experience the journey through a training program and are required to use data gathered to refine their own training and performance of the chosen physical activity. My own article, co-authored with Larissa Di Bella, "Using a periodised training program to enhance physical performance of long jump in physical education" (2023) illustrates this point. To me, that is the very essence of what Arnold intended. While the marks may be privileged towards the "about", in practice, there is still significant scope for all three elements to be catered for within senior PE. Furthermore, the marking and equity around awarding marks for the physical aspect of PE has long being a difficult and contentious issues, dating all the way back to Macdonald and Brooker's (1997) paper, "Assessment issues in a performance-based subject: A case study of physical education" which highlighted issues, that in 2023, are yet to be satisfactorily resolved. Nonetheless, this paper from Brendan SueSee, Shane Pill PhD, MEd, BEd, LMACHPER, FACHPER and John Williams is a vital piece of literature that was desperately needed for QLD senior PE.