1. Certification of
Highly Accomplished and
Lead Teachers in SA

2. Welcome & Introduction
Mary Pickett ~ Adviser: Performance & Development
Me – my role
Performance & Development
Certification
Toilets
Emergency exit/assembly area
Time frame = 1 hour

3. Aims Outline: What? Why? How? Clarify process and requirements
National Certification of Highly Accomplished and Lead Teachers process for SA Independent Schools from 2013
What? Why? How?
Clarify process and requirements
Timelines for AISSA schools
Cost $1820
Support for potential applicants
Q and A
Clarify for you and us!
Still fine tuning nationally & in SA
Details will be available on AISSA website asap
May not be able to answer all questions – me & I will get back to you
Will post Qs and Answers on website

4. Preparation for today Australian Professional Standards for Teachers
Certification information & documents on AITSL website
Principles & Processes
Guide (SA version still to be finalised)
Documentary Evidence Supplements (HA and Lead)
Evidence Mapping Documents (HA and Lead)
AITSL Self-assessment tool

6. What is Certification?
National assessment of Highly Accomplished and Lead teachers
Using the Australian Professional Standards for Teachers which define the work of teachers at 4 career stages and make high quality teaching explicit
Optional
5 years
At own cost
All states – except Qld and Vic
Process for renewal after 5 years has not been decided as yet.
Career Progression
Graduate
Proficient
Highly Accomplished
Lead

7. Where does Certification fit?
Career Stages
Teacher Quality
Initial Teacher Preparation
Registration
Certification
Australian Professional Standards for Teachers
Australian Teacher Performance and Development Framework
The Australian Charter for the Professional Learning of Teachers and School Leaders
Certification
Standards
Performance & Development Framework – a culture and cycle of improvement
Professional
Learning: Charter
Certified teachers will have a big impact on
the culture of a school
teacher quality & effectiveness,
improvement,
professional development & learning,
collaboration, collegiality
= Improved student outcomes

8. Teaching Career Stages
Graduate
Proficient
(registration)
Highly Accomplished
Lead
Know Understand
Demonstrate
Include
Improve
Effective
Apply
Design
Implement
Organise
Select
Create
Highly effective
Skilled
Innovative
Collaborative
Knowledgeable
Guide & assist
Model, advise & support
Plan & evaluate Modify
Develop
Expand
Analyse
Exemplary
Inspire
Initiate
Review
Evaluate
In-depth
Promote
Empower
Synthesise
Build capacity
Research
Highly accomplished and lead optional career stages
Types of words used in the 4 stages
Progression of
Professional knowledge
Professional practice and impact on students and colleagues
Professional Engagement
Graduate & Proficient – own practice
Highly Accomplished and Lead – own practice but impact on colleagues crucial
They undertake roles that guide support, advise and lead others.
Their influence reaches beyond the classroom and they not only work towards improving their own practice but also to build the capacity of others.
Improvement of colleagues’ practice is an important component of an application for certification

9. Principles of Certification
Standards-based
Australian Professional Standards for Teachers
Student-improvement focused
learning
engagement in learning
wellbeing
Development driven
professional learning, performance assessment & development
Credible
rigorous, valid, reliable, fair, consistent and transparent
Evidence-based
Best practice: what works in schools
PRINCIPLES
Standards-based: Australian standards provide common language and
Student-improvement focused – certification recognises those teachers who are highly effective in imprioving student outcomes. Evidence of student outcomes is central to the process.
Development driven – part of a wider career development approach that includes professional learning, performance assessment & development. Participation in certification should be a positive experience & provide useful feedback that further enhances development & learning even for those who do not achieve certification
Credible - rigorous, valid, reliable, fair, consistent and transparent measures & processes. Trained assessors and multiple methods and sources of evidence
Evidence-based nationally and internationally recognised best practice and contribute to the development of evidence about what works

10. Certification: Why? affirmation growth opportunities recognition
National, State, School and individual teacher

11. "Professionalism is knowing how to do it, when to do it and doing it.”
Teacher Quality & Professionalism
"Professionalism is knowing how to do it, when to do it and doing it.”   
Frank Tygler

12. Certification: Why? NATIONAL
Supports the National Goals for Schools:
Melbourne Declaration on Educational Goals for Young Australians (2008)
Improve quality of Australian teaching workforce
= improved student educational outcomes
Recognise and promote quality teaching in Australia
Enhance professionalism of Australian teachers

13. Certification: Why? INDEPENDENT SCHOOLS
Teacher quality
Exemplary teachers: model, inspire and lead colleagues
Promote a professional learning & development culture
Value, recognise and support excellent practitioners
Indicator of school improvement

14. Certification: Why? PERSONAL & PROFESSIONAL BENEFITS
Professional learning, growth and development
Reflect, seek feedback and strive to improve current practice
Recognition and affirmation of quality teaching and excellence
Career satisfaction, opportunities and progression
Financial – will be up to sectors, systems and schools
NO funding/payment to teachers – ‘Rewards for Great Teachers’ $$ removed as part of Gonski
Some schools are negotiating payment/salary step etc.
DECD – negotiating with Union – trial in 2013/14

15. Stages of Certification
FLOWCHART
See FLOWCHART handout also.
- Will unpack this is more details

16. Pre-assessment: Snapshot
Prior to commencing a certification application teachers determine their eligibility and readiness to apply for certification
Eligibility
Readiness
Pre-assessment
Prior to commencing a certification application teachers determine their eligibility and readiness to apply for certification.
Eligibility requirements next slide

17. Pre-assessment: Eligibility
Australian citizen or have a permanent residency visa
Full registration with SA Teacher Registration Board
Recent annual performance assessments = satisfactory
Highly Accomplished career stage = 2 years
Lead career stage = 3 years
(referees can provide evidence of past performance if no formal process)
Eligibility requirements
To be eligible to apply for certification at the Highly Accomplished or Lead teacher career stages the applicant must:
be an Australian citizen or have a permanent residency visa (1)
have full registration with an Australian state or territory regulatory authority (2)
have been assessed as satisfactory in their two most recent annual performance (3) assessments for those applying for Highly Accomplished career stage
have been assessed as satisfactory in their three most recent annual performance assessments for those applying for Lead career stage.
Teachers do not have to be certified as a Highly Accomplished teacher before applying for Lead teacher status.
______________
(1) This also includes New Zealand citizens teaching in Australian schools or early childhood settings.
(2) In accordance with the regulatory regimes in individual jurisdictions. In New South Wales full registration is Accreditation at Professional Competence. Some teachers in NSW are not required to be accredited, and these teachers are not excluded from this certification process if they meet the other eligibility requirements.
(3) Annual performance assessments may be those conducted using the current school/system processes where these exist and are not required in a specific format. It is recognized that currently some schools may not have these processes, or the circumstances of teachers mean they have not received an assessment. In these cases, the referees will provide evidence of past performance. Following the implementation of the Australian Teacher Performance and Development Framework the specific requirements of an annual performance assessment outline will need to be met.
Teachers do not have to be certified as a Highly Accomplished teacher
before applying for Lead teacher status

18. Pre-assessment: Eligibility
4. Teaching Requirement
Applicants must an authentic teaching role . 
Must teach students over a period of time to enable them to demonstrate achievement of the complete range of Standards and Descriptors
No requirement for a specified number of hours or teaching load, but the teacher must be responsible for:
ongoing teaching program
assessment of the students.
Subject to meeting the eligibility requirements, there is no additional minimum number of years of teaching required before applying for certification as Highly Accomplished or Lead teacher or for applications for Lead following the achievement of certification at Highly Accomplished. Jurisdiction/Employer based industrial arrangements attached to certification may have other eligibility criteria, including length of service.
Teaching requirements
To be successful applicants for certification will need to have an authentic teaching role where they teach students over a period of time to enable them to demonstrate achievement of the complete range of Standards and Descriptors. There is no requirement for a specified number of hours or teaching load, but the teacher will need to be responsible for an ongoing teaching program and the assessment of the students. To achieve certification, teachers will need to be able to demonstrate their skills in teaching students in a classroom situation (4) . Therefore the process includes a series of observations of a teacher’s practice, including classroom observations.
Providing applicants can demonstrate all teacher Standards through an ongoing teaching role with students including in a classroom situation, certification is available to teachers in a range of roles including school support professionals, regional support officers, consultants and advisory teachers and those in equivalent roles who work with students. However, holding a leadership position such as these is not a guarantee that an application for certification will be successful.

19. Pre-assessment: Readiness
1. Discussion with Principal
All applicants must conduct a professional discussion with their Principal/supervisor regarding their readiness to apply for certification. 
If the Principal is unavailable he/she may delegate to the Deputy/Assistant Principal or an equivalent member of the senior leadership team of the school/setting who has significant knowledge of the applicant’s practice. . 
Discussion with principal
All applicants must conduct a professional discussion with their principal/supervisor or delegate regarding their readiness to apply for certification. 
Obtaining the endorsement of the principal/supervisor to proceed will be a requirement in SA Independent Schools.
If Principal is unavailable - may be the Deputy/Assistant Principal or equivalent member of the senior leadership team of the school/setting who have significant knowledge of the applicant’s practice.

20. Pre-assessment: Readiness
2. Self-Assessment
It is strongly recommended that the self-assessment tool be undertaken by the teacher prior to commencing a certification application. 
An online questionnaire which assesses a teacher’s readiness to apply for certification, by guiding them through a detailed self- analysis of their current practice
Self- Assessment
It is strongly recommended that a self-assessment be undertaken by the teacher prior to commencing a certification application.  Applicants will have access to an online tool to self-assess their readiness to apply for certification and to provide them with an understanding of what is required for certification. 
Applicants will have access to an online tool to self-assess their readiness to apply for certification and to provide them with an understanding of what is required for certification. 

21. 1500 questions – asked 74.
Set of Qs dependent on your answers.
Analysis of questionnaire is excellent: graphs, areas of strength/development
Indication of your readiness to apply for HA or L and which areas need to be developed
Also provides examples of evidence for focus areas you choose
Reflection and goal setting section
Can access online and redo as often as you like – check development
Need to do ASAP if you have not done as yet.

22. Assessment Stage 1: Snapshot
The assessment of the collection of evidence submitted by the applicant against the Standards
Annotated direct evidence of teacher practice
Classroom Observation reports
Teacher Reflection/Statement on the direct evidence
Referee statements
Assessment Stage 1 involves the assessment of the collection of evidence submitted by the applicant against the Standards which includes:
1. Direct evidence of teacher practice
(a) annotated evidence of teacher practice
(b) at least 2 observation reports (1 from Principal)
2. Teacher reflection on the direct evidence
(a) a written statement addressing the Standards
(b) a written statement of a Lead initiative (Lead career stage only)
3. Referee statements
In SA must be written statements from 3 – 5 referees

23. Evidence Types Teaching and learning programs Classroom observations
Reflection and feedback
Student assessment and learning
Collaboration and communication
Professional learning
In Handout: Types of Evidence (from guide to Certification of Highly Accomplished Teachers)
Some copies of Evidence Supplements
Lead & HA on table - share
Ref: Certification documentary evidence supplements

24. Evidence Credible Robust & verifiable
Authentic: drawn directly from the teacher’s work
Demonstrate positive impact and improvement in
student outcomes
the practice of colleagues
A true representation of the teacher’s impact over time
Must clearly reflect the teacher’s individual contribution
IMPACT & IMPROVEMENT are the key

25. How will you know? How will others know?
"What can be asserted
without evidence can also be
dismissed without evidence.”               Christopher Hitchens
Evidence Mindset
As part of your every day practice:
think evidence-based  link to Standards/Descriptors
think improvement (students/colleagues)
think IMPACT (students/colleagues)
How will you know? How will others know?
What is the evidence?
Where is the evidence?
How & when am I going to:
collect it
organise it (portfolio)
link it to the Standards
Start now!
Work with a colleague or a team – great professional learning!
Talk to your Principal/school about ways to collect, organise evidence
Professional Portfolio options
LEAD Teachers Workshop June 5 - ePortfolios

26. Stage 1: Your Collection of Evidence
Collectively needs to...
demonstrate achievement of each of the 7 Standards and take account of each of the Descriptors at the relevant career stage
Therefore...
each of the 7 Standards must be addressed by at least two pieces of evidence, and
each of the descriptors (37) at the relevant career stage will be accounted for at least once
Teachers must submit a collection of evidence which is effectively annotated to demonstrate the impact of the teacher’s practice on improvement in student outcomes and the practice of colleagues against the all 37 Descriptors within the 7 Standards at the relevant career stage (HA or Lead)
Each of the 7 Standards must be addressed by at least 2 pieces of evidence and each of the Descriptors (37) at the relevant career stage must be accounted for at least once.
‘Collectively, each of the seven Standards must be addressed by at least two pieces of evidence, and
each of the descriptors at the relevant career stage will be accounted for at least once.’
During assessment Stage 1, teachers must submit a collection of evidence which is effectively annotated to demonstrate the impact of the teacher’s practice on improvement in student outcomes and the practice of colleagues against the Standards/Descriptors. The collection of evidence must also include two observation reports, and a written statement addressing the Standards. In addition, for the Lead career stage, the applicant will submit a short description of an initiative the applicant has led within the school or across schools and the impact of that initiative.
Student outcomes are broadly defined and include learning, engagement in learning and wellbeing. The level of students’ performance is not what is being assessed; rather the teacher’s practice and subsequent positive impact on student outcomes.
Highly Accomplished and Lead teachers also undertake roles that guide, support, advise and lead others. Their influence reaches beyond the classroom, and they not only work to improve their own practice but also to build the capacity of others. Demonstrating the improvement of colleagues’ practice is an important component of an application for certification. For example, professional learning provided for colleagues that accesses resources and specialised assistance to meet particular student learning needs which are then implemented by others.

27. Stage 1: Your Collection of Evidence
and your evidence must be effectively annotated to demonstrate:
the impact of the teacher’s practice on improvement in student outcomes:
learning
engagement in learning
wellbeing
the impact on the practice of colleagues
During assessment Stage 1, teachers must submit a collection of evidence which is effectively annotated to demonstrate the impact of the teacher’s practice on improvement in student outcomes and the practice of colleagues against the Standards/Descriptors. The collection of evidence must also include two observation reports, and a written statement addressing the Standards. In addition, for the Lead career stage, the applicant will submit a short description of an initiative the applicant has led within the school or across schools and the impact of that initiative.
Student outcomes are broadly defined and include learning, engagement in learning and wellbeing. The level of students’ performance is not what is being assessed; rather the teacher’s practice and subsequent positive impact on student outcomes.
Highly Accomplished and Lead teachers also undertake roles that guide, support, advise and lead others. Their influence reaches beyond the classroom, and they not only work to improve their own practice but also to build the capacity of others. Demonstrating the improvement of colleagues’ practice is an important component of an application for certification. For example, professional learning provided for colleagues that accesses resources and specialised assistance to meet particular student learning needs which are then implemented by others.

28. Stage 1: Evidence
An artefact is individual piece of evidence and/or linked extracts which demonstrate a teacher’s achievement against 1 or more Descriptors and are annotated to demonstrate improvement in student outcomes and other’s practice.
An individual piece of evidence may address more than one annotation and/or demonstrate more than one Standard/Descriptor
The collection of evidence is the entire submission of evidence
stand alone artefacts and/or
evidence sets: group of artefacts linked by a general theme
written statement
referee statements and
lead initiative description
individual piece of evidence and/or linked extracts which demonstrate a teacher’s achievement against 1 or more Descriptors that are annotated to demonstrate improvement in student outcomes and other’s practice.
During assessment Stage 1, teachers must submit a collection of evidence which is effectively annotated to demonstrate the impact of the teacher’s practice on improvement in student outcomes and the practice of colleagues against the Standards/Descriptors. The collection of evidence must also include two observation reports, and a written statement addressing the Standards. In addition, for the Lead career stage, the applicant will submit a short description of an initiative the applicant has led within the school or across schools and the impact of that initiative.

29. Stage 1: Evidence Approximately 35 quality artefacts or fewer
well-chosen,
high quality
effective
concise (quality over quantity).
individual piece of evidence and/or linked extracts which demonstrate a teacher’s achievement against 1 or more Descriptors that are annotated to demonstrate improvement in student outcomes and other’s practice.
Approximately 35 quality artefacts or fewer can effectively demonstrate the Standards. NOT one for each Descriptor – a more holistic approach needed
Assembling and structuring the collection of evidence is the responsibility of the applicant.
However, assessors will be looking for well-chosen, high quality artefacts that effectively and concisely demonstrate achievement of all Standards rather than large numbers of artefacts.
The written statement, referee statements and lead initiative description are in addition to the artefacts (not counted in the 35 but observation reports are)
Demonstrating improvement
The collection of evidence must demonstrate positive impact and improvement in student outcomes and the impact on and improvement in the practice of others.
Every school in every setting and every student require different teaching approaches. How well teachers understand their teaching environment, how that context influences their teaching choices and how they articulate their knowledge and understanding are the important factors for consideration in the certification process. There is no advantage or disadvantage for teachers in a remote, rural, suburban, urban or metropolitan setting.

30. - See AISSA events page to register
Stage 1 Evidence: Annotations
Annotations provide effective commentary that enables an applicant to clearly demonstrate how each artefact they have submitted explicitly addresses the particular standard(s) and descriptor(s) and impact on student outcomes/ colleagues.
Annotations need to show a clear connection (LINK)
Evidence to Standard and descriptors for the assessor – make it clear!
Impact on student outcomes and colleagues’ practice – make it clear/connect
Annotating evidence Guide to the Certification of Highly Accomplished and Lead Teachers in Australia (AITSL, 2013, p.13-14)
A key component of the teacher’s application for certification is the annotation of evidence submitted for assessment.
An artefact must be able to demonstrate practice, but submission of an artefact alone does NOT fulfil the requirements, it is effective annotation of an artefact or sets of artefacts that enables an applicant to demonstrate their thinking on why and how each artefact or set of artefacts they have submitted addresses the Standards/Descriptors and shows impact on teaching and learning.
It is the applicant’s responsibility to ensure that the artefacts submitted are effectively annotated to enable the assessor to understand the nature of the evidence, why it has been included in the collection and that the connection is clear between a quality artefact and descriptors within the Standards.
To effectively annotate artefacts teachers are advised to:
identify the Standard(s)/Descriptor(s) being accounted for - use language that demonstrates understanding of the Descriptor and how the artefact demonstrates this, making explicit the links between the artefact and Descriptors
describe how the evidence demonstrates achievement of the Standards/Descriptors
include analysis and reflection on practice demonstrated
identify impact on student outcomes, where applicable
identify impact on the practice of other colleagues, where applicable
identify the teacher’s individual contribution
identify the leading/supporting/sharing/modelling role undertaken by the teacher, where applicable.
***AISSA Workshop June 3 – preparing your collection of Evidence & Writing Annotations (3 hours) AISNSW
- See AISSA events page to register

31. Stage 1 Evidence: Forms of Annotating
...include but are not limited to:
Annotation per Descriptor (approx. 150 words)
Annotation per Artefact – covering multiple Descriptors (approx. 350 words)
Annotation per Evidence set – covering multiple artefacts and Descriptors (approx. 600 words)
A piece of evidence can address multiple descriptors within and across standards and should demonstrate the holistic nature of a teacher’s practice.
Annotations may take different forms. They may be notations attached to an artefact or an explanatory paragraph attached to an evidence set. Regardless of the form, an annotation should enable the artefact to be understood by the reader, demonstrate a teacher’s achievement of the relevant Standard(s)/Descriptor(s) and impact on teaching and learning.
Forms of annotating include but are not limited to:
Annotation per Descriptor (approximately 150 words)
Annotation per Artefact – covering multiple Descriptors (approximately 350 words)
Annotation per Evidence set – covering multiple artefacts and Descriptors (approximately 600 words).

32. Stage 1 Evidence: Annotations
CARE MODEL
Context: identify the Standard(s)/Descriptor(s) and make explicit links between the evidence and these
Action: describe how the evidence demonstrates your contribution and the achievement of the Descriptor
Result: Identify impact on student outcomes and/or the practice of other colleagues
Evaluation: include analysis and reflection on practice and identify your leading/supporting/sharing/modelling role
Annotations need to show a clear connection (LINK)
Evidence to Standard and descriptors for the assessor – make it clear!
Impact on student outcomes and colleagues’ practice

33. Stage 1 Evidence: indirect
A teacher in certain context may not be able to provide direct evidence for a particular descriptor
Example: Focus Area 1.4 Strategies for teaching Aboriginal and Torrens Strait Islanders
Where a teacher has not had the opportunity to teach ABTSI students they could provide indirect evidence linked to other areas of their practice.
Using evidence not directly related to Descriptors
The following extract is taken from Certification of Highly Accomplished and Lead Teachers in Australia (AITSL, 2012, p.8)
Some teachers may not be able to provide direct evidence, which accounts for every descriptor drawn from their regular work. For example, a teacher may not have had the opportunity to teach Aboriginal or Torres Strait Islander students or students with a disability. However, using annotation to draw links and explain a teacher’s knowledge in this area enables evidence that is not directly related to the descriptor to be used.
A review of the Contextual Focus Statement included in a Collection of Evidence at the Highly Accomplished Career Stage itemises opportunities for the provision of direct evidence where Aboriginal and Torres Strait Islander students are concerned, e.g., Focus Area 1.4:
1.4 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.
1.4 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.
As acknowledged in the extract from the certification document, "some teachers may not be able to provide direct evidence." What advice would you give to an applicant who makes the statement that "there are no Aboriginal or Torres Strait Islander students in my school". How might they include "evidence that is not directly related to the descriptor" in order to address Focus Area 1.4?

34. Stage 1 Evidence: Observation Reports
Minimum of 2 observation reports (1 from the Principal/Delegate)
(part of the Collection of Evidence)
provide feedback on the teacher’s classroom practice
provide a clear link to the Standard(s)/Descriptor(s)
annotations to be used to clearly show this link
description of behaviour observed by the observer
evaluative comments by the observer
AITSL – developing a template
Teachers must submit a collection of evidence which is effectively annotated to demonstrate the impact of the teacher’s practice on improvement in student outcomes and the practice of colleagues against the all 37 Descriptors within the 7 Standards at the relevant career stage (HA or Lead)
Observation reports are part of the Collection of Evidence
Template from AITSL will make the links to the Standards/Descriptors clear.

35. No more than 3 single sided A4 pages
Stage 1 Evidence: Teacher Written Statement
addresses the Standards
provides an overview of the teacher’s context and background highlights
key features of evidence, refers to annotated artefacts
provides a summary of major strengths against each of the 3 domains:
Professional : Knowledge, Practice & Engagement
No more than 3 single sided A4 pages
(or the equivalent when submitted online)
Demonstrating improvement
The collection of evidence must demonstrate positive impact and improvement in student outcomes and the impact on and improvement in the practice of others.
Every school in every setting and every student require different teaching approaches. How well teachers understand their teaching environment, how that context influences their teaching choices and how they articulate their knowledge and understanding are the important factors for consideration in the certification process. There is no advantage or disadvantage for teachers in a remote, rural, suburban, urban or metropolitan setting.

36. Stage 1: Lead Teacher Initiative
Lead only
implemented over a minimum of 6 months
linked to school and/or system initiatives
demonstrate the applicant’s leadership in design, implementation, evaluation and review
demonstrate evidence of impact on colleagues’ knowledge, practice and/or engagement.
No more than 2 x A4 pages
For the Lead career stage, the applicant will submit a short description of an initiative the applicant has led within the school or across schools.
Included in the collection of evidence
The written statement on the within or across school initiative will refer to the direct evidence.
6 months
School/system initiative
Must be sustainable
demonstrate the applicant’s leadership in design, implementation, evaluation and review
demonstrate evidence of impact on colleagues’ knowledge, practice and/or engagement.
Outline the teacher’s individual contribution to the initiative

37. Stage 1: Referee Statements (3 – 5)
The evidence must be supported by referees
statements to collectively provide coverage across all Standards;
verify and provide evaluative statements of the evidence against the specific
focus area of the Standards of which they have direct knowledge;
applicant’s Principal must be one of the referees; (*SA)
Lead applicants must have at least 1 referee with knowledge of their lead initiative;
assessors will contact the Principal and one other referee for further in-depth
comment as necessary. Verbal comments will be documented. (*SA)
Applicant must provide referees with information on the areas within their collection of evidence and the identified Standards and Descriptors they will be asked comment on and the evidence they will be asked to verify by the external assessor
Carefully select referees = ensure that they have the appropriate level of experience, knowledge of the Standards and knowledge of the practice of the applicant
Teachers, leaders, Ed consultants, teacher educators, specialist staff
SA: Referee statements
Applicants will be required to have a written statement from at least three to a maximum of five referees who can provide evaluative statements regarding the applicant’s evidence against the specific focus areas of the Standards of which they have direct knowledge. The collective statements should provide coverage across all the standards as much as possible. One of the referees is to be the applicant’s principal. In addition to the statements the assessors will contact two of the referees, one of whom will be the principal, for further in-depth comment as necessary.

38. Stage 1: Presentation format
Multiple formats, including:
Hardcopy, print-based collection
Electronic collection
Combination collection
Multimodal collection, including video, etc.
Other formats by negotiation
AITSL Certificate Evidence Mapping document recommended
3 copies need to be available or submitted if hard copy.
Index
Make it as easy as possible for assessors to follow
User friendly – up to 3 assessors to look at separately
AITSL have now developed Mapping Document
Few copies available on table HA
Lead

39. SATCom will formally certify the teacher.
Stage 1: Decision-making
2 assessors will be appointed by AISSA
Assessors independently assess evidence, then confer
On-balance judgement* will be made
3rd assessor appointed if they cannot reach agreement
Assessors will make the final assessment and recommendation to SATCom who will endorse or decline the recommendation based on the assessment meeting the requirements of the certification process.
SATCom will formally certify the teacher.
Assessors must be neutral and unknown to the applicant
On Balance – next slide

40. Stage 1: Decision-making
On-balance judgment refers to ‘net’ or ‘overall’ judgment
Assessment will be at the level of the seven Standards.
Assessors will make an on-balance judgment about whether there is sufficient evidence that each Standard has been demonstrated, based on the evidence provided which takes account of each descriptor within that Standard. Applicants who do not provide sufficient evidence of meeting any of the seven Standards will not proceed to Stage 2.
Assessors must be neutral and unknown to the applicant
Stage 1 fee not refunded

41. Stage 1: Written report
A written feedback report will be provided to SATCcom which will then go to the applicant:
Successful applicants:
areas of focus for the site visit may be identified
Unsuccessful applicants:
strengths and areas requiring further improvement will be identified

42. Applicants may request of the assessment process through AISSA.
Stage 1: Unsuccessful Applicants
Applicants may request of the assessment process through AISSA.
The review does not include a review of the outcome of the assessment or, of assessments of other applicants.
Unsuccessful applications for Lead teacher Stage 1 are not automatically considered for Highly Accomplished but
May apply and use substantially the same evidence but it will need to be annotated
again to demonstrate achievement at the Descriptors at the HA career stage
Adjust written statement
Must apply within 4 weeks (*SA) – no further cost.
Stage 1 fee not refunded if unsuccessful

43. Stage 2: Direct Assessment
Following successful completion of Stage 1 there will be a direct assessment of teacher practice onsite by one of the previous external assessors which includes:
observation of classroom practice
observation of other activities within school (not compulsory – as negotiated)
professional discussion with applicant
professional discussion with principal/supervisor, and with no more than 3 colleagues and others as negotiated
observation of practice
observation of other activities within school – if relevant and negotiated – not compulsory
professional discussion with assessor & applicant
Debrief and reflect on the observation
Explore the evidence provided in Stage 1 in further depth
Respond to questions
referee discussion with principal/supervisor, and with other colleagues as required and nominated by the applicant

44. Stage 2: Decision making
The assessor will document the evidence provided during the site visit and submit this to the second assessor (same assessors as Stage 1).
Collaboratively they will decide whether the applicant meets all 7 Standards at the relevant career stage based on all the evidence provided against the Standards at Stage 1 and 2. Again a third assessor may be involved where the first two are unable to reach a decision.
A further site visit may be held at the instigation of the assessors where evidence remains inconclusive or insufficient.

45. Certification in SA The SA Teacher Certification Committee (SATCcom*)
has oversight of the certification process in SA.
It has the responsibility for ensuring the SA Catholic, Independent and government school sectors meet the requirements for assessment and certification.
Role of the Panel; responsible for implementing & managing the process
In SA the Panel is tri-sector but assessors will assess within their jurisdiction
Other states
Tas – TRB
NSW – Institute of Teachers

46. Further details will be available on the
Certification in SA
In SA each sector is responsible for the application and assessment process.
Further details will be available on the
AISSA website soon.
Role of the Panel; responsible for implementing & managing the process
In SA the Panel is tri-sector but assessors will assess within their jurisdiction
Other states
Tas – TRB
NSW – Institute of Teachers

47. Certification in SA Assessors & Assessor training
National – run by AITSL
Quality assurance and moderation
Approx 50 hours online + face to face (3 days)
July/August – SA based training (3 sectors) *tbc
National Assessor training currently being run by AITSL= approx 50 hours – online & face to face
First cohort will finish in June – facilitators will then be able to train new round of assessors (Ed Dept, Catholic Ed and AISSA together – after June)
AISSA Principals have already been asked to consider suitable teachers in their school for assessor training. Still taking names – ask Principal
Position description/time still to be worked out
Approx 3 days per application for assessors

48. To be advised Certification in SA Independent School Teachers
$1820 – to be paid in 3 stages
Tax deductible
Registration of interest $50 Date:
Stage 1 $885 Date:
Stage 2 $885 Date:
To be advised
Costs are not funded so need to be met by the individual or, in some cases the school may cover all or part of the cost.
It is unlikely that payments will be refundable but will be paid in 3 parts
If you change your mind or do not pass Stage 1
Deposit – registration - Need some idea of how many people applying asap = how many assessors are required
Other states and sectors costs vary – part subsidised. DECD – running a trial in 2013 at reduced cost

49. To be advised Certification in SA DRAFT Timelines 2013/2014
Registration of interest October 2013
Stage 1 submission February 2014
Stage 2 Term 2, 2014
To be advised
NO deadline – for “rewards payment’ so timelines can be more realistic.
Time needed to collect, collate, organise and annotate evidence for Stage 1 is enormous and should not be rushed. Challenging and rewarding – great professional development but will take time. In the trial process in 2012 one applicant said that it was more work than doing a Masters!
Majority of teachers will need to get their heads around evidence and annotations which will take awhile and then they can start to collate.
Student improvement and impact & impact on colleagues will take time
In future years the process may be more fluid and take place throughout the year or across years

50. Mary Pickett - pickett@ais.sa.edu.au
Support: AISSA
Updated information – link
More information sessions Term 2
Evidence Workshops June 3 – see AISSA Events page
Assessor Training
Collaboration: sector network groups, social media, etc
Mary Pickett -

51. Support: AITSL Illustrations of Practice Certification Evidence
Annotated artefacts (e.g. video, lesson plan or work sample) that shows what the Professional Standards for Teachers look like in practice at a particular career stage.
Certification Evidence
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.
Illustrations of practice
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
The evidence and annotations provided are examples only and are not intended to be used as a model on which to base a whole collection of evidence.
WATCH OUT FOR
AITSL constantly updated and adding to their site.
Facebook site or check regularly

52. Support: AITSL Classroom observation framework
Currently being developed by AITSL
Aligns with the Australian Professional Standards for Teachers
Main focus on classroom practice - Professional Practice domain
Self-Assessment Tool
Online questionnaire assessing a teacher’s readiness to apply for certification, by guiding them through a detailed self-analysis of their current practice

53. Questions
Thank you & good luck!

54. Thank you