Walker Learning Accreditation (F/K/P or R to Year 2)

Issued by Walker Learning Group

Teachers who have earned Accreditation in the Walker Learning Pedagogy for the early primary years have demonstrated a deep understanding of the pedagogy and shown the ability to implement it in their context. During the assessment process, the teacher has met and exceeded the criteria set by Walker Learning. Accredited practitioners of Walker Learning can work towards becoming Walker Learning facilitators which may provide opportunities for training roles within our organisation.

Type Experience
Level Advanced
Time Days
Cost Paid

Additional Details

Skills

Earning Criteria

To receive Accreditation, early primary teachers must complete a module pathway of professional development conducted by Walker Learning. Teachers will attend a Walker Learning Study Tour, a Walker Learning Overview, Creating Engaging Learning Environments, Linking Literacy and Numeracy to Investigations & Learning Environments, and Planning and Documentation in Walker Learning followed by Mentoring with a Walker Learning consultant. Only Walker Learning can issue credentials for Accreditation.
The teacher uses the tools of Walker Learning (Tuning In, Focus Children, Reporter, Photographer) to build warm relationships and engage children with their learning. The teacher demonstrates the ability to facilitate teaching opportunities through the use of Focus Children, Reporter and Photographer roles, Freebies, and the regular addition of provocations.
A Walker Learning Accredited teacher's classroom environment is one that is rich in learning opportunities with strong attention to detail. Learning opportunities are open-ended offering a broad range of materials that stimulate children's language, and thinking skills and link the learning experiences to literacy, numeracy, and other curriculum areas. To be Accredited, a teacher's classroom must include at least 10 of the key learning areas outlined in the Walker Learning Pedagogy.
A Walker Learning Accredited teacher uses Investigation time to interact with the students, informally scaffolding their learning and working alongside the students. Relationship building is a key part of Investigation time which provides opportunities to engage more deeply with the Focus Children as they Investigate. When done effectively, scaffolding the Reporter and Photographer tasks sets up teaching opportunities for the teacher to link the task to formal instruction later in the day.
A Walker Learning Accredited teacher uses Reflection Time as a springboard into 'formal' teaching. The teacher models skills and concepts from Investigations engaging the Focus Children, Reporter, and Photographer in these key learning opportunities. Reflection Time is a powerful component of Walker Learning because it primes the children for formal learning later in the day.
The teacher must demonstrate rigorous planning and documentation to inform all components of the Pedagogy. Planning in Walker Learning is identified from the learning intentions and developmental domains. An Accredited teacher demonstrates consideration of the children's development and interests alongside the learning intentions linked to National or State framework and curriculum outcomes.