Presentation on theme: "Certification of Highly Accomplished and Lead Teachers in SA."— Presentation transcript:
Certification of Highly Accomplished and Lead Teachers in SA
Welcome & Introduction Mary Pickett ~ Adviser: Performance & Development
Aims Outline: 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
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 Preparation for today
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
Where does Certification fit? 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
Graduate Proficient (registration) Highly Accomplished Lead Know Understand Demonstrate Include Improve Effective Apply Design Implement Organise Select Create Improve Highly effective Skilled Innovative Collaborative Knowledgeable Guide & assist Model, advise & support Plan & evaluate Modify Develop Expand Analyse Exemplary Innovative Lead Inspire Initiate Review Evaluate In-depth Promote Empower Analyse Synthesise Build capacity Research Teaching Career Stages
Principles of Certification 1.Standards-based Australian Professional Standards for Teachers 2.Student-improvement focused learning engagement in learning wellbeing 3.Development driven professional learning, performance assessment & development 4.Credible rigorous, valid, reliable, fair, consistent and transparent 5.Evidence-based Best practice: what works in schools
Teacher Quality & Professionalism "Professionalism is knowing how to do it, when to do it and doing it.” Frank Tygler
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
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
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
Stages of Certification
Pre-assessment: Snapshot 1.Eligibility 2.Readiness Prior to commencing a certification application teachers determine their eligibility and readiness to apply for certification
Pre-assessment: Eligibility 1. Australian citizen or have a permanent residency visa 2. Full registration with SA Teacher Registration Board 3. 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) Teachers do not have to be certified as a Highly Accomplished teacher before applying for Lead teacher status
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.
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.
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
Assessment Stage 1: Snapshot The assessment of the collection of evidence submitted by the applicant against the Standards 1.Annotated direct evidence of teacher practice 2.Classroom Observation reports 3.Teacher Reflection/Statement on the direct evidence 4.Referee statements
Evidence Types Teaching and learning programs Classroom observations Reflection and feedback Student assessment and learning Collaboration and communication Professional learning Ref: Certification documentary evidence supplements
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
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 "What can be asserted without evidence can also be dismissed without evidence.” Christopher Hitchens
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
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
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
Stage 1: Evidence Approximately 35 quality artefacts or fewer well-chosen, high quality effective concise (quality over quantity).
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.
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.
Stage 1 Evidence: Annotations CARE MODEL C ontext: identify the Standard(s)/Descriptor(s) and make explicit links between the evidence and these A ction: describe how the evidence demonstrates your contribution and the achievement of the Descriptor R esult: Identify impact on student outcomes and/or the practice of other colleagues E valuation: include analysis and reflection on practice and identify your leading/supporting/sharing/modelling role
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.
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
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)
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
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)
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.
Stage 1: Decision-making 2 assessors will be appointed by AISSA Assessors independently assess evidence, then confer On-balance judgement* will be made 3 rd 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.
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.
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
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 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: 1. observation of classroom practice 2. observation of other activities within school (not compulsory – as negotiated) 3.professional discussion with applicant 4.professional discussion with principal/supervisor, and with no more than 3 colleagues and others as negotiated
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.
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.
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.
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
To be advised Certification in SA Independent School Teachers $1820 – to be paid in 3 stages Tax deductible 1.Registration of interest $50 Date: 2.Stage 1 $885Date: 3.Stage 2 $885Date:
To be advised Certification in SA DRAFT Timelines 2013/ Registration of interest October Stage 1 submissionFebruary Stage 2 Term 2, 2014
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 -
Support: AITSL 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. Illustrations of Practice 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.
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 Online questionnaire assessing a teacher’s readiness to apply for certification, by guiding them through a detailed self-analysis of their current practice Self-Assessment Tool