National Standards for Teachers of the Deaf Level

National Standards for Teachers of the Deaf Level
AUSTRALIAN INSTITUTE FOR TEACHING AND LEARNING
PROFESSIONAL KNOWLEDGE
Standard 1 – Know Students And How They Learn
1.1 Physical, social and intellectual development and characteristics of students
 identify implications of hearing loss, including progression of sudden onset, on students' physical, social, emotional and cognitive development
 demonstrate understanding of educational audiology, including anatomy and physiology of the ear, functions and disorders of the auditory and speech system, universal newborn hearing
screening, assistive listening devices, interpreting of audiological, clinical and diagnostic assessments/reports and referral procedures
 identify other factors contributing to students’ physical, social, emotional and cognitive development, e.g. socio-economic status, family input, additional developmental challenges, mental health
issues, access to and modes of language and communication
1.2 Understand how students learn
 demonstrate knowledge of current research in child development, brain development and deafness, including conductive and sensorineural deafness and auditory neuropathy spectrum disorder,
from infancy to adulthood
 demonstrate understanding of how students who are deaf or hard of hearing learn, and the implications for teaching and learning
 demonstrate knowledge of the principles and sequences of language acquisition in spoken and signed language
 demonstrate knowledge of the different communication philosophies and approaches and implications these have on social interactions and the learning environment
 demonstrate knowledge of the principles of acoustics and auditory perception and their influence on teaching programs and learning environments
 demonstrate knowledge of the features of a visual learning environment and its influence on teaching and learning programs
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
 demonstrate awareness of cultural perspectives related to disability and deafness and their impact on the learning potential of students who are deaf or hard of hearing
 demonstrate understanding of Deaf culture and its influence on the students’ identity, language, educational and social experiences
 demonstrate awareness of the place of Auslan (Australian Sign Language) in the school curriculum and its relationship with spoken language in bilingual programs
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
 demonstrate awareness of the prevalence of conductive hearing loss caused by otitis media and its impact on learning
 demonstrate awareness of Aboriginal sign languages (‘hand talk’) and their use with students who are deaf or hard of hearing in Aboriginal and Torres Strait Island communities
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
 demonstrate knowledge of a range of communication strategies and multimedia technology to use when teaching students who are deaf or hard of hearing
 demonstrate knowledge and understanding of effective teaching strategies for students who are deaf or hard of hearing with additional disabilities
 demonstrate knowledge and understanding of reasonable adjustments to the learning environment, communication, socialisation, curriculum and assessment to support students’ full participation
 demonstrate an ability to administer and interpret audiological and speech/ language assessments as appropriate to create an intervention program
1.6 Strategies to support full participation of students with disability
 demonstrate knowledge and understanding of the implications of relevant legislation, government policies and procedures reflecting the Disability Standards of Education 2005 as they impact on
enrolment, participation, curriculum development, accreditation and delivery, student support services and elimination of harassment and victimisation.
 demonstrate knowledge and understanding of specific education supports for students who are deaf or hard of hearing, including Auslan interpreters, notetakers, language models and captions
 demonstrate knowledge and understanding of how to use and adjust the Australian Curriculum to support every student who is deaf or hard of hearing to access education on the same basis as
a student without disability
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 demonstrate understanding of the role other government and non-government agencies play in facilitating support for students who are deaf or hard of hearing
 demonstrate understanding of the importance of consulting with the students and their stakeholders i.e. their parents, carers and/or advocates
Standard 2 – Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
 demonstrate awareness of the support many students who are deaf or hard of hearing may need to scaffold understanding of concepts that underpin the content the curriculum
2.2 Organise content into an effective learning and teaching sequence
 demonstrate knowledge of the linguistic needs of students who are deaf or hard of hearing
2.3 Curriculum, assessment and reporting
 demonstrate understanding of suitability of assessment practices used with students who are deaf or hard of hearing
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and nonindigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Literacy and numeracy strategies
 demonstrate knowledge of current research findings related to challenges faced by students who are deaf or hard of hearing in attaining literacy and numeracy skills
 demonstrate knowledge of current technology that facilitates students’ access to educational programs
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
- Demonstrate knowledge of current software programs and online resources that assist and enhance learning opportunities for students who are deaf or hard of hearing
- Demonstrate knowledge of current technology that facilitates students’ access to educational programs
PROFESSIONAL PRACTICE
Standard 3 – Plan For And Implement Effective Teaching And Learning
3.1 Establish challenging learning goals
 Demonstrate knowledge of how to develop individual education plans to meet the specific learning needs of students who are deaf or hard of hearing
 demonstrate understanding of the importance of consulting with students and their stakeholders
3.2 Plan, Structure and sequence learning programs
 demonstrate understanding of the need to structure learning and teaching programs that engage students, including auditory skills, speech and language and Deaf Studies
 Demonstrate understanding of the need to plan, structure and sequence learning programs to meet the needs of students who are deaf or hard of hearing
3.3 Use teaching strategies
 Plan For And Implement Effective Teaching And Learning 3.3 Use teaching strategies
3.4 Select and use resources
 demonstrate knowledge of the range of resources and equipment that meaningfully engage students who are deaf or hard of hearing in their learning, including captions, plain English and the
need to support concepts with visual materials
3.5 Use effective classroom communication
 demonstrate competency in classroom communication systems including soundfield amplification systems, FMs, personal assistive devices and strategies to promote communication with peers
 demonstrate understanding of different communication philosophies/approaches and requirements when educating students who are deaf or hard of hearing
 demonstrate understanding of the importance of promoting listening and spoken language, sign language and/or augmentative and alternative communication systems
 identify strategies to promote the use of functional hearing
3.6 Evaluate and improve teaching programs
- demonstrate the ability to adapt program and curriculum materials as needed for student access and participation
3.7 Engage parents/carers in the educative process
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 Show awareness of evidence based and family centred practice in working with families to support learning for students who are deaf or hard of hearing
Standard 4 – Create And Maintain Supportive And Safe Learning Environments
4.1 Support student participation
 demonstrate understanding of how to promote inclusive and positive interactions to engage and support students who are deaf or hard of hearing in meaningful learning experiences
 promote student use of age appropriate social interactions with their peers
 support student responsibility and independence for learning, including audiological management of amplification devices, working with interpreters, notetakers and attending to captions
 Understand and promote the importance of students developing self-advocacy skills.
4.2 Manage classroom activities
 demonstrate understanding of the range of sustainable classroom management systems across a range of settings including the development of a visual learning environment
4.3 Manage challenging behaviour
 demonstrate understanding of the importance of age appropriate behaviour for deaf or hard of hearing students
 Demonstrate the importance of clearly communicating behaviour expectations for deaf or hard of hearing
 demonstrate understanding of how to identify behavioural challenges that impact on students’ learning and inclusion
4.4 Maintain student safety
 demonstrate knowledge of appropriate safety systems within the school, such as flashing lights, buddy systems and multimedia safety announcements
4.5 Use ICT safely, responsibly and ethically
 demonstrate an understanding of the need to explicitly teach the principles of online communication, confidentiality and cyber safety
Standard 5 – Assess, Provide Feedback And Report On Student Learning
5.1 Assess student learning
 demonstrate an understanding of reasonable adjustments that can be made to assessment tasks or when to provide alternative assessment tasks to meet the needs of students who are Deaf or
hard of hearing
 demonstrate an understanding of the range of assessments currently available to assess communication, language, speech, Auslan, literacy skills, and functional listening for students who are
deaf or hard of hearing
 demonstrate understanding of how reports provided from other agencies support planning
5.2 provide feedback to students on their learning
 demonstrate an awareness of the need to plan and conduct collaborative conferences in the students’ preferred language modality
5.3 Make consistent and comparable judgments
 plan and conduct professional dialogues that promote informed teacher judgements of deaf or hard of hearing students’ learning
5.4 Interpret student data
5.5 Report on student achievement
 Develop an understanding of the need to write informative reports on student achievements for stakeholders that reflect the impact of hearing loss
Standard 6 – Engage In Professional Learning
6.1 Identify and plan professional learning needs
- become a member of the National Association of Australian Teachers of the Deaf
6.2 Engage in professional learning and improve practice
- Understand the need for professional learning to improve practice for TOD
6.3 Engage with colleagues and improve practice
 Share professional knowledge and practice with other staff who support students who are deaf or hard of hearing
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6.4 Apply professional learning and improve student learning
 understand the importance of maintaining currency in audiological technology, Auslan linguistics and the social and emotional health of students who are deaf and hard of hearing as required in
your role
Standard 7 – Engage Professionally With Colleagues, Parents/Caregivers And The Community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with parents/carers
 show sensitivity to the challenges faced by families in adapting to the impact of hearing loss on their children’s development
 understand the importance of providing families of deaf or hard of hearing students with non biased information about language diversity and issues related to deafness
7.4 Engage with professional teaching networks and broader communities
 Understand of the importance of engaging with professional networks and associations, including audiologists, cochlear implant clinics, therapists, doctors and support agencies
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