Setting the ‘Standards’Helen Casey

Assistant Principals Meeting 15 March 2012

New Scheme and Casual Teachers 2013Preparing Evidence at Proficiency /Professional Competence

Lyn SmithSr Frances Fitzpatrick

WHY?The Australian Institute for Teaching and School Leadership (AITSL) came into being on 1 January 2010.

AITSL has responsibility for:• rigorous national professional standards• fostering and driving high quality professional development for

teachers and school leaders• working collaboratively across jurisdictions and engaging with key

professional bodies.

PROFESSIONAL STANDARDS FOR TEACHERS The greatest resource in our Australian schools is our

teachers. They account for the vast majority of expenditure in school education and have the greatest impact on student learning, far outweighing the impact of any other education program or policy.”

Professional Knowledge

1. Know students and how they learn

2. Know the content and how to teach it

Professional Practice

3. Plan and implement for effective teaching and learning

4. Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on student learning

Professional Engagement

6. Engage in professional learning

7. Engage professionally with colleagues, parents/carers and the community

WHO NEEDS TO BE ACCREDITED?

NSW legislation requires that all people teaching in NSW for the first time after 1st October 2004, or returning to teaching in NSW after an absence of five years or more, must be accredited.

You will be required to be accredited at the point of employment by a Teacher Accreditation Authority, (CEO) which is usually the school or school system offering employment.

HOW DO I KNOW I’M DOING WELL?

Use some of the Illustrations of Practice on the AITSL website to get an indication of how your own teaching practice measures against the national standards.

For example, Making Money Amounts on the AITSL site is directed to:Standard 2: Know the content and how to teach it Focus area 2.2: Proficient Descriptor: Organise content into coherent, well-sequenced learning and teaching programs. Other descriptorsStandard 3: Plan for and implement effective teaching and learning Focus area 3.2: Proficient Descriptor: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

WHAT IS REQUIRED FOR PROFESSIONAL COMPETENCE/PROFICIENCY? THE REPORT

The report is to be completed by supervisor/mentor (the proforma is available on CEO intranet and on the Casuals Page on the CEO website)

The report requires statements about each of the seven standards. Refer to language of the standards for each descriptor.

The report is written, signed off and submitted to CEO with the teacher’s evidence and annotations

WHAT IS REQUIRED? THE NEW SCHEME TEACHERCollect evidence.

Nothing apart from what would normally be prepared by a teacher

Annotate evidence based upon standards Quality not quantity Should fit into a plastic sleeve 15-20 pages – no

staples! (total of evidence, not each piece in a plastic sleeve!)

Must be your work Verified by Principal or Supervisor

WHAT EVIDENCE IS SUITABLE? Classroom/teaching program Assessment records (remove anything that identifies

students) Sample of feedback to students (eg student work

with written feedback) Sample of student reports (again nothing to identify

student) Teacher diary indicating meetings with colleagues,

professional development etc

Term overviews for parents Items from school newsletter Copies of emails professional

communication with colleagues Copies of critical self reflection or

professional journal Differentiated learning activities

WHAT EVIDENCE IS SUITABLE?

WHAT EVIDENCE IS NOT SUITABLE? Written comments from supervisor or mentor eg

observation notes of lesson Documents that are not your work (eg

references from parents, students, colleagues) Non BOS syllabus (ie not K-6 TNO units) Units of work you have not developed (eg those

from CAP website or such)

1.The Accreditation Report (supervisor to complete)2. Cover page signed by Principal, Supervisor and NST3. New Scheme Teacher evidence

Sample of Evidence required:1 x annotated lesson plan or1 x annotated unit of teaching program;1 x annotated assessment task with a rubric and

feedback;1 x annotated proof of professional learning1 x annotated student work sample; 1 x annotated example of feedback to

parents, students 4. Posted to Lyn SmithPlease note: fit in 1 plastic sleeve, no staples

IN SUMMARY…..

CEO FORMS

Available through the CEO intranet and on the Casuals’ Page on the CEO website: Accreditation Report for the NSW Institute of Teachers at the level of Professional Competence

THE PROCESSOnce teacher has collected evidence and school is

able to verify performance against all standards within 7 elements: Write Report Submit to CEO

report signed by New Scheme Teacher coversheet signed by Principal and Mentor evidence verified by Principal or Supervisor

CEO makes accreditation decision (signs as TAA) CEO submits to NSW Institute of Teachers

THE NEXT (UNSEEN) STEP The NSW Institute of Teachers sends all

Applications for Accreditation at the level of Professional Competence to external validators

External validators cannot overturn the decision of the TAA

If the decisions we make are queried then our ability to be a TAA is questioned

THE FINAL STEP Teacher receives a certificate indicating

recognition at the level of Proficiency Professional Competence signed by Director of CEO (as TAA) and Chief Executive of NSW Institute of Teachers

Certificate sent to CEO and then forwarded to Teacher with letter of acknowledgement from Director of CEO.

COMMON ISSUES AND PROBLEMS New Scheme Teacher forgets to pay the account to

NSWIT! Non financial member – cannot teach in NSW Incorrect report form (NSW Institute of Teachers form not

CEO’s) Use of RE documents as evidence Poor quality evidence Lack of appropriate annotation

FEEDBACK FROM NSW INSTITUTE OF TEACHERS

Importance of annotation – look at the examples on the Institute website

Importance of linking assessment and evaluation with planning for teaching and learning