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Teachers Professional Standards Prezi

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Estelle Engel

on 23 June 2013

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Transcript of Teachers Professional Standards Prezi

The Australian
Professional Standards
for Teachers
Profesional Practice
Professional Knowledge
Professional Practice
Professional
Knowledge
Professional Standards
Professional Engagement
1.
Know the students
and how they learn
2.
Know the content and
how to teach it
3.
Plan for and implement
effective teaching and
learning
4.
Create and maintain
supportive and safe learning environments
5.
Assess, provide feedback
and report on student
learning
6.
Engage in professional
learning
7.
Engage professionally with colleagues, parents/careers and
the community
AITSL
'Dream Big! Aim High! Know you can make a difference'

(unknown author)
The Australian Professional
Standards For Teachers
A.I.T.S.L
1.1
Physical, social and intellectual development and characteristics of students
1.2
Understand how students learn
1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4
Strategies for teaching Aboriginal and Torres Strait Islander students
1.5
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6
Strategies to support full participation of students with disability
2.1
Content and teaching strategies of the teaching area
2.2
Content selection and organisation
2.3
Curriculum, assessment and reporting
2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5
Literacy and numeracy strategies
2.6
Information and Communication Technology (ICT)
3.1
Establish challenging learning goals
3.2
Plan, structure and sequence learning programs
3.3
Use teaching strategies
3.4
Select and use resources
3.5
Use effective classroom communication
3.6
Evaluate and improve teaching programs
3.7
Engage parents/ carers in the educative process
4.1
Support student participation
3 x Domain's
7 x Standard's
Focus Areas
4.2
Manage classroom activities
4.3
Manage challenging behaviour
4.4
Maintain student safety
4.5
Use ICT safely, responsibly and ethically
5.1
Assess student
learning
5.2
Provide feedback to students on their learning
5.3
Make consistent and comparable judgements
5.4
Interpret student data
5.5
Report on student achievement
6.1
Identify and plan professional learning needs
6.2
Engage in professional learning and improve practice
6.3
Engage with colleagues and improve practice
6.4
Apply professional learning and improve student learning
7.1
Meet professional ethics and responsibilities
7.2
Comply with legislative, administrative and organisational requirements
7.3
Engage with the parents/carers
7.4
Engage with professional teaching networks and broader communities
Lead
Lead
Gradute
Proficient
Highly Accomplished
Lead
Graduate


Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

Proficient


Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

Highly Accomplished


Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

Lead


Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students
Graduate

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
Proficient

Structure teaching programs using research and collegial advice about how students learn.
Highly Accomplished

Expand understanding of how students learn using research and workplace knowledge.
Lead

Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Graduate

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Proficient

Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Highly Accomplished

Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Lead

Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Graduate

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Proficient

Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
Highly Accomplished

Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.
Lead

Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
Graduate

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Proficient

Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
Highly Accomplished

Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
Lead

Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
Graduate

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Proficient

Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
Highly Accomplished

Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
Lead

Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
Graduate

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Proficient

Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities
Highly Accomplished

Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
Lead

Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
Graduate

Organise content into an effective learning and teaching sequence.
Proficient

Organise content into coherent, well-sequenced learning and teaching programs.
Highly Accomplished

Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
Lead

Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
Graduate

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Proficient

Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Highly Accomplished

Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
Lead

Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements
Graduate

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Proficient

Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Highly Accomplished

Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Lead

Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Graduate

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Proficient

Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Highly Accomplished

Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
Lead

Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research based knowledge and student data.
Graduate

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Proficient

Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Highly Accomplished

Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
Lead

Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Graduate

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

Proficient


Set explicit, challenging and achievable learning goals for all students.

Highly Accomplished


Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

Lead


Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
Graduate

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Proficient

Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning
Highly Accomplished

Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
Lead

Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Graduate

Include a range of teaching strategies.
Proficient

Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Highly Accomplished

Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Lead

Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
Graduate

Demonstrate knowledge of a
range of resources, including ICT,
that engage students in their learning.
Proficient

Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Highly Accomplished

Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Lead

Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
Graduate

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Proficient

Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
Highly Accomplished

Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement
Lead

Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
Graduate

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Proficient

Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Highly Accomplished

Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
Lead

Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
Graduate

Describe a broad range of strategies for involving parents/carers in the educative process.
Proficient Plan for appropriate and contextually relevant
opportunities for parents/ carers to be involved in
their children’s learning.
Highly
Accomplished

Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Lead

Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
Graduate


Identify strategies to support inclusive student participation and engagement in classroom activities.
Proficient


Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Highly Accomplished

Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.

Lead


Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
Graduate

Demonstrate the capacity to organise classroom activities and provide clear directions.
Proficient

Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
Highly Accomplished

Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
Lead

Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
Graduate

Demonstrate knowledge of practical approaches to manage challenging behaviour.
Proficient

Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Highly Accomplished

Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
Lead

Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies.
Graduate

Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Proficient

Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements.
Highly Accomplished

Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety.
Lead

Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
Graduate

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Lead

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Highly Accomplished

Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Lead

Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

Graduate


Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
4 x Career Stages
Graduate Teachers

Graduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education. The award of this qualification means that they have met the Graduate Standards. On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve students' learning.

Graduate teachers demonstrate knowledge of practical strategies for creating rapport with students and managing student behaviour. They know how to support students' wellbeing and safety working within school and system curriculum and legislative requirements.

They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children's education.
Proficient teachers

Proficient teachers meet the requirements for full registration through demonstrating achievement of the seven Standards at this level.

These teachers create effective teaching and learning experiences for their students. They know the unique backgrounds of their students and adjust their teaching to meet their individual needs and diverse cultural, social and linguistic characteristics. They develop safe, positive and productive learning environments where all students are encouraged to participate.

They design and implement engaging teaching programs that meet curriculum, assessment and reporting requirements. They use feedback and assessment to analyse and support their students' knowledge and understanding. Proficient teachers use a range of sources, including student results, to evaluate their teaching and to adjust their programs to better meet student needs.

Proficient teachers are active participants in their profession and with advice from colleagues, identify, plan and evaluate their own professional learning needs.

Proficient teachers are team members. They work collaboratively with colleagues; they seek out and are responsive to advice about educational issues affecting their teaching practice. They communicate effectively with their students, colleagues, parents/carers and community members. They behave professionally and ethically in all forums.

Highly Accomplished teachers

Highly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues. They are knowledgeable and active members of the school.

Highly Accomplished teachers contribute to their colleagues' learning. They may also take on roles that guide, advise or lead others. They regularly initiate and engage in educational discussions about effective teaching to improve the educational outcomes for their students.

They maximise learning opportunities for their students by understanding their backgrounds and diverse individual characteristics and the impact of those factors on their learning. They provide colleagues, including pre-service teachers, with support and strategies to create positive and productive learning environments.

Highly Accomplished teachers have in-depth knowledge of subjects and curriculum content within their sphere of responsibility. They model sound teaching practices in their teaching areas. They work with colleagues to plan, evaluate and modify teaching programs to improve student learning. They keep abreast of the latest developments in their specialist content area or across a range of content areas for generalist teachers.

Highly Accomplished teachers are skilled in analysing student assessment data and use it to improve teaching and learning.

They are active in establishing an environment that maximises professional learning and practice opportunities for colleagues. They monitor their own professional learning needs and align them to the learning needs of students.

They behave ethically at all times. Their interpersonal and presentation skills are highly developed. They communicate effectively and respectfully with students, colleagues, parents/carers and community members.
Lead teachers

Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues.

They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues.

They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.

They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/carers. This is combined with a synthesis of current research on effective teaching and learning.

They represent the school and the teaching profession in the community. They are professional, ethical and respected individuals within and outside the school

Proficient


Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

Highly Accomplished


Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.

Lead


Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
Graduate

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Proficient

Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
Highly Accomplished

Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning.
Lead

Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
Graduate

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Proficient

Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
Highly Accomplished

Organise assessment moderation activities that support consistent and comparable judgements of student learning.
Lead

Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
Graduate

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Proficient

Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
Highly Accomplished

Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
Lead

Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
Graduate

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Proficient

Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records
Highly Accomplished

Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement.
Lead

Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.

Graduate


Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

Proficient


Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.

Highly Accomplished


Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and preservice teachers to improve classroom practice.

Lead


Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
Graduate

Understand the relevant and appropriate sources of professional learning for teachers.
Proficient

Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
Highly Accomplished

Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable.
Lead

Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Graduate

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Proficient

Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
Highly Accomplished

Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
Lead

Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Graduate

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Proficient

Undertake professional learning programs designed to address identified student learning needs.
Highly Accomplished

Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
Lead

Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Graduate


Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Proficient

Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
Highly Accomplished

Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
Lead

Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Graduate

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Proficient

Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
Highly Accomplished

Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
Lead

Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
Graduate

Understand strategies for working effectively, sensitively and confidentially with parents/carers.
Proficient

Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.
Highly Accomplished

Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing.
Lead

Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and in the educational priorities of the school.
Graduate

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Graduate

Participate in professional and community networks and forums to broaden knowledge and improve practice.
Highly Accomplished

Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
Lead

Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
Prezi by Estelle Engel
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