certification workshop 1 preparing for application 2021 pilot

Certification Workshop 1 Preparing for Application

2021 Pilot

Presenters:Ann Moxham – Teachers Registration BoardChristopher Rayner – University of TasmaniaJill Burrill – Quality TeachingVicky Nicholson – Quality Teaching

Workshop Overview

» Understanding certification - what will be required

» Unpacking the Standards

» Lexical patterns & discussion

» Distinguishing between HA & Lead

» Quality evidence & annotation

» The assessment process

» How to apply

» Resources & where to find them

» Homework

Why undertake Certification?

» to take the opportunity to critically reflect on and showcase your practice

» to receive high quality feedback through a reliable assessment process against the Highly Accomplished and Lead teacher Professional Standards

» to receive recognition as a high-quality teacher and instructional leader.

» Voluntary process

» Role of Principal/Principal’s nominated delegate

» pre-application conversation at identified career stage

» classroom observation» referee discussion

» Comprehensive professional evidence

» Annotation» claim, evidence, impact » articulate link to Standards» correspondence between

evidence,descriptor and annotation

» Applicant responsibilities - a range of requirements

» External assessors - assessment of direct evidence of practice

What does the Certification process involve?

REFLECT DISCUSS SELECT DOCUMENT COLLATE CURATE

Identify referees who have direct knowledge of your practice

Have a conversation with your principal about your readiness to apply & level of application

Use the AITSL Self Assessment Tool (TSAT) to see if you are ready to apply

Continually collect and map professional evidence accounting for the descriptors

Select, organise, annotate and frequently update your evidence

Check correspondence between evidence, descriptors and annotations

Preliminary Application Fee

MODULE 1Professional KnowledgeSubmit evidence for Standards 1 & 2

MODULE 2Professional EngagementSubmit evidence for Standards 6 & 7

MODULE 3Professional PracticeSubmit evidence for Standards 3, 4 & 5 and present practice at site visit

1 2 3

Certification in Tasmania

Modular approach

Certification

»HALT Certification

»Graduate Certificate in Education

Module 3Assessment

»Domain 2 Professional Practice (Standards 3, 4 & 5)

»Site visit

Module 2Assessment

»Domain 3 Professional Engagement (Standards 6 & 7)

»Submission of evidence

Module 1Assessment

»Domain 1 Professional Knowledge (Standards 1 & 2)

»Submission of evidence

Pre-assessment

Express your

interest

Tailored University of Tasmania coursework

Professional Learning inputs and support

Completion of all three

modules within 12 months

to a maximum of 2 years

University of Tasmania - Graduate Certificate in Education

» What it is

» Unit Names & Outlines

» Learning Outcomes

» Assessment

» Time commitment

» Connection to Certification

Graduate Certificate

Understanding and exploring impact

» How do I develop collective teacher efficacy and adaptive expertise?

» What does it mean to support others?

» What is involved in developing a lead initiative?

» What considerations are needed for leading change and leading others?

» How will I know?

» How will others know?

Professional Learning

The Standards make explicit what we need to know and be able to do as a quality teacher across the career stages.

The Standards

Lexical Patterning

» Differentiated lexical patterns essential to the construction of distinct career stages

» Lexical patterns are neither natural nor random, they represent strategic choices

» Lexical choice plays a constitutive role in the construction of:

» Professional identities

» Professional relationships

» Power relationships

» Discourses

Lexical patterns

Look at the word ‘support’ across the descriptors.What is distinctive about the words around ‘support’ across the career stages?

ACTIVITY: Lexical patterns

❶

Look at the word ‘colleagues’ across the descriptors.Work with a partner.

ACTIVITY: Lexical patterns

❷

HA LEAD

Lead colleagues

Support colleagues

Assist colleagues

Work with colleagues

Highly Accomplished

1

Modules and evidence

Module 1 Professional Knowledge

Professional Standards 1. Know students and how they learn2. Know the content and how to teach it

Evidence » Principal verification of application and conversation » Up to 10 annotated artefacts at HA or Lead» Written statement with supplementary optional video» Two classroom observation reports – one from principal

or delegate as nominated by principal and one from colleague

» Referee discussions

2


Module 2 Professional Engagement

Professional Standards 6. Engage in professional learning7. Engage professionally with colleagues, parents/carers and

the communityEvidence » Principal verification of application and conversation

» Up to 10 annotated artefacts at HA or Lead» Lead initiative progress statement» Written statement with supplementary optional video» Two classroom observation reports – one from principal or

delegate as nominated by principal and one from colleague» Referee discussions

3


Module 3 Professional Practice

Professional Standards 3. Plan for and implement effective teaching and learning4. Create and maintain supportive and safe learning

environments5. Assess, provide feedback and report on student learning

Evidence » Principal verification of application and conversation » Up to 15 annotated artefacts at HA or Lead» Lead initiative summary and impact statement» Written statement with supplementary optional video» Site visit, lesson observation and discussion with applicant» Two classroom observation reports – one from principal or

delegate as nominated by principal and one from colleague» Referee discussions

Addressing the Standards

» The statement is submitted in addition to the annotated artefacts

» It provides an overview of your professional context and background

» Up to three A4 pages in length

» Include in the statement:

» Key features of your collection of evidence

» A summary of your major strengths as a teacher against each Domain

Written professional statement

» Two classroom observation reports are submitted as part of your portfolio for each Module submission

» The observation reports are not part of your collection of evidence

» The reports provide context for the assessors

» One of the observations must be by the Principal or Principal’s Delegate

» You may use your school’s observation template, or the template available on the HALT Pilot section of the TRB Website

» You may use the same two observations across all three Modules

Classroom observations

AITSL Certification Evidence Resources» The certification evidence pages contain examples of annotated artefacts and sets

of evidence that demonstrate the Australian Professional Standards for Teachers at the Highly Accomplished and Lead career stages. These are designed to support applicants to Certification of Highly Accomplished and Lead Teachers in Australia.

» The examples illustrate a range of ways in which to evidence the Standards. They are intended to support teachers in determining the variety and quality of evidence suitable for certification applications. The annotations demonstrate how teachers can link evidence to the Standards.

Certification evidence

information that is considered reliable and authentic which can be used to demonstrate appropriate levels of professional knowledge, practice & engagement as described in the Standards

an explanation of how this piece of evidence addresses the Standards descriptor(s) and shows impact on student outcomes and/or colleagues’ practice

▷ E V I D E N C E A N N O T A T I O N ◁

Evidence and annotation

An artefact is a piece of evidence that demonstrates a teacher’s achievement against one or more descriptors.

i.e - lesson plan, observation report, Individual Learning Plan (ILP)

Artefact

Professional evidenceProfessional evidence

Often a group of artefacts (pieces of evidence) with a common theme form a logical set of evidence that addresses multiple descriptors.For example:

» Focused on a teaching episode» Focused on a particular professional

practice» Inquiry unit plan + assessment rubric +

student feedback/data» ILP, email trail with parents of student

(de-identified), set of strategies from therapist, student work samples.

» NB Not all artefacts need to be part of an evidence set

An evidence set

Written commentary by applicants that explains why and how the evidence they have submitted:

» Context (one sentence)

» Explanation of how artefact demonstrates

achievement of the Descriptor(s)

» Impact on student outcomes/colleagues’

practice

» Descriptor number(s)

(See AITSL Guide, p.16)

CLAIM

Annotation

EVIDENCE

IMPACT

MAPPING YOUR EVIDENCEMapping your evidence

Annotation

Artefact of practice

Career Stage

Descriptor

Correspondence

Career StageDescriptor

Annotation

HOWDO I APPLY?

Applying to the Certifying Authority

» Australian citizenship or permanent residency

» Full registration with TRB Tasmania

» Assessed as satisfactory in two most recent annual performance

assessments for HA

» Assessed as satisfactory in three most recent annual performance

assessments for Lead

» Principal endorsement

Eligibility requirements

✓ Attend Certification information session and Workshop 1

❒ Read Tas HALT Pilot and AITSL documentation carefully

❒ Complete AITSL Teacher Self Assessment Tool (TSAT)

❒ Reflect on your practice using the APST

❒ Professional conversations with Principal and colleagues

❒ Consider evidence of practice (homework)

Am I ready?

Preparing for Certification

REFLECT DISCUSS SELECT DOCUMENT COLLATE CURATE

Identify referees who have direct knowledge of your practice

Have a conversation with your principal about your readiness to apply & level of application

Use the AITSL Self Assessment Tool (TSAT) to see if you are ready to apply

Continually collect and map professional evidence accounting for the descriptors

Select, organise, annotate and frequently update your evidence

Check correspondence between evidence, descriptors and annotations

» Select a piece of quality evidence

» Write an annotation

» Context (one sentence)

» Explanation of how artefact demonstrates

achievement of the Descriptor(s)

» Impact on student outcomes/colleagues’ practice

» Descriptor number(s)

Homework

TIMELINECERTIFICATION, GRADUATE CERTIFICATE, PROFESSIONAL LEARNING.

2021J F M A M J J A S O N D

2022J F M A M J J A S O N D

2023J

Education stream

Application & onboard

Assessment window

M1

Assessment windowM1, M2

Assessment window

M1, M2, M3

Assessment windowM2, M3

Certification stream

University of Tasmania


University unit

University unitUniversity

Unit University Unit University enrolment

Professional learning

School term 1 School term 2 School

term 3School term

4School term 1 School term 2 School

term 3School term

4School terms

Assessor Assessment18/10 – 1/11

Assessment21/2 – 7/3



Certifying Authority

Certification1/11 – 17/11




Training7/5 – 7/6

CONNECTTO STAY IN THE LOOP

Who does what?

Function Body Role Contact

Certifying Authority

Teachers Registration Board (TRB)

Responsible for delivering HALT Pilot, recruiting and training Assessors, and signing off on certification of applicants

Professional Standards [email protected]


Department of Education Quality Teaching

Delivers professional learning to support Pilot participants’ understanding HA and Lead concepts and provides opportunities for the Pilot participants to network

Jill [email protected]

Vicky [email protected]

Graduate Certificate

University of Tasmania

Delivers the Graduate Certificate in Education and assesses theoretical understanding of concepts

Dr Christopher [email protected]

mailto:[email protected]



Teachers Registration Board of Tasmania

linkedin.com/company/trbtas

[email protected]

trb.tas.gov.au for Tasmanian info and aitsl.edu.au for national resources

Q&ALET US ANSWER YOUR QUESTIONS

THANK YOUWe look forward to receiving your application

certification workshop 1 preparing for application 2021 pilot

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