How can I access the modules?
What are the online coaching modules?
Why have the modules been developed?
How are the modules structured?
How long does each module take to complete?
Is there a cost to complete the modules?
Are the modules available for teachers from all backgrounds and experience?
How do I complete the modules?
Do I need supervisor approval to enrol in the modules?
How can I help evaluate the modules?
Is it compulsory for anyone to complete the modules?
How do the modules relate to the Australian Professional Standards for Teachers?
Do the modules count towards Continuing Professional Development (CPD)?
How are the modules being developed?
Who developed the modules?
Who can I contact for further information?
State school teachers can access the modules through the Learning Place. Use your DET network login to access these materials from home through the Learning Place public site. Then search for the modules by their titles.
Non-state school teachers must login to Scootle and then search for the modules by their title. The login process is different for teachers at Catholic, Independent or Lutheran schools and for staff or students at Queensland universities. If you have issues logging in and finding the modules please email firstname.lastname@example.org for assistance.
The Department of Education and Training has developed the online coaching modules in conjunction with the Queensland College of Teachers. How to teach reading, How to teach writing, How to teach mathematics, How to teach science and How to assess learning and use evidence to differentiate have been piloted, reviewed and are now available.
The modules are designed to develop effective pedagogical practice and strengthen teacher content knowledge across priority areas (reading, writing, numeracy, science and evidence-informed differentiation). They are also designed to support schools in embedding consistent, research-validated teaching and learning practices.
Each module comprises six episodes. Some modules start with fundamental concepts before moving through to more complex topics and would ideally be completed in order. Other modules are non-sequential and may be completed in any order. Episodes have online and offline sections and use three coaching components:
Participants will take about 20-24 hours to complete each module, which is made up of:
Those who engage with selected episodes are advised to keep detailed records of the nature and time spent on this professional learning.
No. The modules are freely available to all Queensland teachers in state and non-state schools, universities and pre-service teachers.
While the modules are primarily aimed at early career teachers, more experienced teachers may find them helpful in developing skills outside their expertise area, exploring new pedagogical approaches and extending their curriculum knowledge.
The modules are designed for individual teachers to complete at their own pace with the support of a coach. However, participants may complete modules in year-level or learning area teams, in professional learning communities or small school clusters. Schools seeking to embed consistent practices may request that all teachers complete specific sections of a selected module.
Any teacher or pre-service teacher may choose to engage with a module/s as part of their professional learning. While supervisor approval is not essential, it may be advantageous for a teacher to discuss module participation with their supervisor and to seek their support. For example, a supervisor may agree to act as a coach for a teacher undertaking a module or to assist in identifying a suitable coach.
The modules contain links to anonymous principal, coach and participant surveys. Completing these surveys will assist you to evaluate the impact the modules have had on your professional practice and also provide valuable feedback to the module project team.
No, these modules are optional. Teachers may work through the modules to meet professional development goals outlined in Performance and Development Plans, or they may engage with selected sections to meet specific professional learning needs.
The online and offline activities that make up each module develop professional knowledge and practice consistent with the Australian Professional Standards for Teachers (APST). The connection with the APST is made explicit throughout module content. Learn more about working with the standards from the Australian Institute for Teaching and School Leadership website .
The modules may contribute to CPD requirements , and may be used to support teachers as they move from provisional to full registration with the Queensland College of Teachers (QCT) . The modules contain activities and tasks, accompanied by task lists and certificates, which may be used as evidence of professional learning. Once verified by the school principal, these may be recorded with the QCT for consideration as CPD.
Modules are subject to a rigorous development plan, starting with a scoping and research stage, progressing through drafting and consultation, then online development. They are quality assured through review from a broad cross-section of Queensland educators. Each module is then piloted with teachers and coaches before further review and release.
A project team of writers with strong teaching experience and content area expertise has developed the modules. An instructional design team collaborated with the writers to structure the modules following principles of adult and experiential learning informed by current research.
To express interest in piloting the online coaching modules in development, to provide suggestions or feedback or for more information please email email@example.com.
This page was last reviewed on 11 Jan 2016 at 10:03AM