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Comparison Northern Territory Standards of Professional Practice For Teaching & National Professional Standards For Teachers By Career Dimension and Standards.

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Presentation on theme: "Comparison Northern Territory Standards of Professional Practice For Teaching & National Professional Standards For Teachers By Career Dimension and Standards."— Presentation transcript:

1 Comparison Northern Territory Standards of Professional Practice For Teaching & National Professional Standards For Teachers By Career Dimension and Standards

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3 Comparison of Standards by Career Dimension Northern Territory Standards of Professional Practice for Teaching GraduateCompetentAccomplished National Professional Standards for Teachers GraduateProficientHighly Accomplished Lead

4 Career Dimension Graduate Northern Territory Standards of Professional Practice for Teaching The Professional Standards for Graduate Teachers in the Northern Territory reflect the National Framework in acknowledging that a graduate teacher is not yet recognised as a competent and capable practitioner with full professional standing. The National Framework describes this level thus: The National Framework allows the identification of the specific attribute of individual teacher education graduates. This dimension is distinct because their essential qualification lies predominantly in study rather than professional practice. While practice is an essential component of theoretical investigation, reflection and learning in preparation for teaching, a graduate is not yet recognised as a competent and capable practitioner with full professional standing. Graduate teachers are about to begin their teaching careers. They have undertaken endorsed programs of teacher preparation and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning Effective graduate teachers are equipped to engage in and negotiate a process of on-going professional learning. They identify their development needs and seek advice and support from colleagues. They have high expectations of themselves as professional learners and for the learning of their students. Their commitment to students and student learning is reflected in their desire to support students’ achievement of the highest possible education outcomes. They have the commitment, enthusiasm and interpersonal skills to assume a professional role within their school and its broader communities and to contribute to the operations of a school as a whole. National Professional Standards for Teachers Graduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education. The award of this qualification means that they have met the Graduate Standards. On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve students' learning. Graduate teachers demonstrate knowledge of practical strategies for creating rapport with students and managing student behaviour. They know how to support students' wellbeing and safety working within school and system curriculum and legislative requirements. They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children's education.

5 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Engagement Standard 1 Teachers are active members of their Profession Graduate teachers can contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers. Graduate teachers can develop and maintain positive relationships with other professionals, parents/carers and members of the broader community to provide effective learning for students. Graduate teachers begin to share responsibility for the integrity of the profession by promoting learning, the value of education and the profession in the wider community. Graduate teachers act with dignity, courtesy and empathy in their relationships with all staff, students, parents/carers and the education community. Graduate teachers understand Professional Engagement Standard 7 Engage professionally with colleagues, parents/carers and the community Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers. Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice Professional Engagement Standard 2 Teachers reflect on, evaluate and improve their professional knowledge and practice Graduate teachers can reflect on and critically evaluate their professional knowledge and the effectiveness of their teaching. Graduate teachers begin to work collaboratively with others to discuss contemporary issues and research to improve professional practice. Graduate teachers identify their own professional learning needs with assistance, and plan for and engage in professional development activities as identified in consultation with colleagues. Graduate teachers have a repertoire of organisational, technological and administrative skills to help manage their duties effectively. Graduate teachers acknowledge and engage critically with change to maintain relevance in their teaching and to clarify educational priorities in negotiation with their workplace. Professional Engagement Standard 6 Engage in professional learning Identify and plan professional learning needs Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs. Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers. Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

6 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Knowledge Standard 3 Teachers know their students Graduate teachers know how to assess the learning capabilities of their students and are aware of the factors that can influence their learning. Graduate teachers recognise and are responsive to the social, cultural, historical and religious backgrounds of the students they teach, and value their diversity. Graduate teachers develop an understanding and respect for students as individuals, and are sensitive to their social needs and learning styles and the ways they interact with others. Graduate teachers know the importance of working with and communicating regularly with students’ families to support their learning. Professional Knowledge Standard 1 Know students and how they learn Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Professional Knowledge Standard 4 Teachers know how students learn and how to teach them effectively Graduate teachers know that relationships form the basis of all teaching and learning. Graduate teachers draw on the body of knowledge about learning and contemporary research into teaching and learning to support their developing practice. Graduate teachers know the importance of prior knowledge and language for learning, and the impact of discussion, group interaction and reflection in the learning process. Graduate teachers know how to engage students in active learning. Graduate teachers know how learning environments, program design, use of materials and resources, assessment and the structure of activities impact on learning.

7 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Knowledge Standard 5 Teachers know the content they teach Graduate teachers have a sound, critical understanding of the content, processes and skills they teach. Graduate teachers can articulate the key concepts, skills and content of the curriculum and can demonstrate how they are applied. Graduate teachers know the methodologies, resources and technologies that support learning of the content, processes and skills they teach. Graduate teachers have knowledge of approved curriculum frameworks, policies, materials and programs appropriate to the context in which they teach. Professional Knowledge Standard 2 Know the content and how to teach it C ontent and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Content selection and organisation Organise content into an effective learning and teaching sequence. Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

8 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Practice Standard 6 Teachers plan, program, assess and report for effective learning Graduate teachers use their developing knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students. Graduate teachers plan and document the use of a range of activities, resources and materials to provide meaningful learning opportunities for students. Graduate teachers know how to monitor student engagement in learning and begin to maintain records and report on student learning. Graduate teachers can select, document and implement the approved curriculum to assess student learning effectively, to provide feedback to students and to inform further planning of teaching and learning. Professional Practice Standard 3 Plan for and implement effective teaching and learning Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Use teaching strategies Include a range of teaching strategies. Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. Engage parents/ carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process.

9 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Practice Standard 7 Teachers create and maintain safe and challenging learning environments Graduate teachers develop relationships within classrooms, the school and the wider community that promote a sense of belonging. Graduate teachers begin to build and maintain a positive learning environment where respect for the individual and for group dynamics is fostered, and where learning is the focus. Graduate teachers know how to establish a learning environment that engages and challenges students, and encourages them to take responsibility for their own learning. Graduate teachers can use and manage the materials, technologies, resources and physical space of the learning environment to create a stimulating and safe learning space. Graduate teachers know how to establish and maintain clear and consistent expectations for students as learners and for their behaviour in the learning environment. Professional Practice Standard 4 Create and maintain supportive and safe learning environments Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

10 NT Standard DESCRIPTORS Graduate National Standard DESCRIPTORS Graduate Professional Practice Standard 8 Teachers use a range of teaching practices and resources to engage students in effective learning Graduate teachers can communicate effectively with students to make their learning programs explicit, to build rapport and to support their learning. Graduate teachers can provide and manage opportunities for students to explore ideas and develop knowledge and skills through discussion and group activities. Graduate teachers use and manage a range of teaching and learning strategies, technologies, activities and resources. Graduate teachers provide meaningful and constructive feedback to students about their learning. Professional Practice Standard 5 Assess, provide feedback and report on student learning Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

11 Career Dimension Competent/Proficient Northern Territory Standards of Professional Practice for Teaching Competent Competent teachers have demonstrated successful teaching experience and have a record of effective and ongoing professional learning. They work collegially and in teams to further enhance their professional practice, and take greater responsibility in collaboration with others for identifying and addressing their own learning needs. They are effective members of a school and its broader community and interact effectively with stakeholders. National Professional Standards for Teachers Proficient Proficient teachers meet the requirements for full registration through demonstrating achievement of the seven Standards at this level. These teachers create effective teaching and learning experiences for their students. They know the unique backgrounds of their students and adjust their teaching to meet their individual needs and diverse cultural, social and linguistic characteristics. They develop safe, positive and productive learning environments where all students are encouraged to participate. They design and implement engaging teaching programs that meet curriculum, assessment and reporting requirements. They use feedback and assessment to analyse and support their students' knowledge and understanding. Proficient teachers use a range of sources, including student results, to evaluate their teaching and to adjust their programs to better meet student needs. Proficient teachers are active participants in their profession and with advice from colleagues, identify, plan and evaluate their own professional learning needs. Proficient teachers are team members. They work collaboratively with colleagues; they seek out and are responsive to advice about educational issues affecting their teaching practice. They communicate effectively with their students, colleagues, parents/carers and community members. They behave professionally and ethically in all forums.

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13 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Engagement Standard 1 Teachers are active members of their Profession Teachers contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers. Teachers develop and maintain positive relationships with other professionals, parents/carers and members of the broader community to provide effective learning for students. Teachers share responsibility for the integrity of the profession by promoting learning, the value of education and the profession in the wider community. Teachers act with dignity, courtesy and empathy in their relationships with all staff, students, carers and the education community. Teachers understand and fulfil their legal and ethical responsibilities. Professional Engagement Standard 7 Engage professionally with colleagues, parents/carers and the community Meet professional ethics and responsibilities Meet codes of ethics and conduct established by regulatory authorities, systems and schools Comply with legislative, administrative and organisational requirements Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes Engage with the parents/carers Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing Engage with professional teaching networks and broader communities Participate in professional and community networks and forums to broaden knowledge and improve practice Professional Engagement Standard 2 Teachers reflect on, evaluate and improve their professional knowledge and practice Teachers regularly reflect on and critically evaluate their professional knowledge and the effectiveness of their teaching. Teachers work collaboratively with others to discuss contemporary issues and research to improve professional practice. Teachers identify their own professional learning needs and plan for and engage in professional development activities. Teachers develop organisational, technological and administrative skills to manage their duties effectively. Teachers acknowledge and engage critically with change to maintain relevance in their teaching and to clarify educational priorities. Professional Engagement Standard 6 Engage in professional learning Identify and plan professional learning needs Use the National Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. Engage in professional learning and improve practice Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. Engage with colleagues and improve practice Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice Apply professional learning and improve student learning Undertake professional learning programs designed to address identified student learning needs

14 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Knowledge Standard 3 Teachers know their students Teachers know the learning capabilities of their students and are aware of the factors that influence their learning. Teachers are responsive to the social, cultural, historical and religious backgrounds of the students they teach and value their diversity. Teachers develop an understanding and respect for their students as individuals, and are sensitive to their social needs and learning styles and the ways they interact with others. Teachers know the importance of working with and communicating regularly with students’ families to support their learning Professional Knowledge Standard 1 Know students and how they learn Physical, social and intellectual development and characteristics of students Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning Understand how students learn Structure teaching programs using research and collegial advice about how students learn. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds Strategies for teaching Aboriginal and Torres Strait Islander students Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students Differentiate teaching to meet the specific learning needs of students across the full range of abilities Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. Professional Knowledge Standard 4 Teachers know how students learn and how to teach them effectively Teachers know that relationships form the basis of all teaching and learning. Teachers draw on the body of knowledge about learning and contemporary research into teaching and learning to support their practice. Teachers know the importance of prior knowledge and language for learning, and the impact of discussion, group interaction and reflection in the learning process. Teachers know how to engage their students in active learning. Teachers know how learning environments, program design, use of materials and resources, assessment and the structure of activities impact on learning

15 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Knowledge Standard 5 Teachers know the content they teach Teachers contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers. Teachers develop and maintain positive relationships with other professionals, parents/carers and members of the broader community to provide effective learning for students. Teachers share responsibility for the integrity of the profession by promoting learning, the value of education and the profession in the wider community. Teachers act with dignity, courtesy and empathy in their relationships with all staff, students, carers and the education community. Teachers understand and fulfil their legal and ethical responsibilities. Professional Knowledge Standard 2 Know the content and how to teach it Content and teaching strategies of the teaching area Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities Content selection and organisation Organise content into coherent, well-sequenced learning and teaching programs Curriculum, assessment and reporting Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Literacy and numeracy strategies Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement Information and Communication Technology (ICT) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

16 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Knowledge Standard 6 Teachers plan, program, assess and report for effective learning Teachers use their knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students. Teachers plan and document the use of a range of activities, resources and materials to provide meaningful learning opportunities for all their students. Teachers monitor student engagement in learning, and maintain records of their learning progress and report regularly to parents/carers. Teachers select, document and implement the approved curriculum to assess student learning effectively, to provide feedback to students and their families and to inform further planning of teaching and learning. Professional Knowledge Standard 3 Plan for and implement effective teaching and learning Establish challenging learning goals Set explicit, challenging and achievable learning goals for all students Plan, structure and sequence learning programs Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. Use teaching strategies Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. Select and use resources Select and/or create and use a range of resources, including ICT, to engage students in their learning Use effective classroom communication Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement Evaluate and improve teaching programs Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning Engage parents/ carers in the educative process Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

17 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Practice Standard 7 Teachers create and maintain safe and challenging learning environments Teachers contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers. Teachers develop and maintain positive relationships with other professionals, parents/carers and members of the broader community to provide effective learning for students. Teachers share responsibility for the integrity of the profession by promoting learning, the value of education and the profession in the wider community. Teachers act with dignity, courtesy and empathy in their relationships with all staff, students, carers and the education community. Teachers understand and fulfil their legal and ethical responsibilities. Professional Practice Standard 4 Create and maintain supportive and safe learning environments Support student participation Establish and implement inclusive and positive interactions to engage and support all students in classroom activities Manage classroom activities Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. Manage challenging behaviour Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully Maintain student safety Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements. Use ICT safely, responsibly and ethically Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching

18 NT Standard DESCRIPTORS Competent National Standard DESCRIPTORS Proficient Professional Practice Standard 8 Teachers use a range of teaching practices and resources to engage students in effective learning Teachers communicate effectively with students to make their learning programs explicit, to build rapport and to support their learning. Teachers provide and manage opportunities for students to explore ideas and develop knowledge and skills through discussion and group activities. Teachers use and manage a range of teaching and learning strategies, technologies, activities and resources. Teachers provide meaningful, constructive and regular feedback to students and their parents/carers about their learning. Professional Practice Standard 5 Assess, provide feedback and report on student learning Assess student learning Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. Provide feedback to students on their learning Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals Make consistent and comparable judgements Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning Interpret student data Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice Report on student achievement Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records

19 Certification of Highly Accomplished & Lead Teachers The National Partnership on Improving Teacher Quality commits all governments to national consistency in certification of Highly Accomplished ad Lead Teachers. The National Professional Standards for Teachers’ describe what teachers should know and be able to do at these career stages. Certification of Highly Accomplished and Lead teachers is an important element in a broader teacher quality strategy that develops, recognises and supports excellent practitioners. Formal recognition of exemplary teachers can make an important contribution to the quality teaching and leadership in schools. Certification will benefit all those involved in the process, including teachers, school leaders and education systems. The recognition and certification of excellence aims to encourage teachers to engage in a process aimed at developing ongoing, collaborative learning professionals who strive to reflect upon and improve their practice. Those who apply for certification will closely examine their own practice and receive comprehensive feedback against professional teacher standards. Teachers committed to improving their practice are vital to student success. As well, they contribute to the advancement of their schools through modelling and leading others to improve practice. Certification at the higher career stages enhances the professionalism of teachers, enabling them to gain recognition for the quality of their teaching and progress their careers while remaining in the classroom. Much research has concluded that participation in standards-based certification processes accompanied by the appropriate feedback can improve teacher practice. ‘A reliable and valid system of performance assessment based on common standards would provide consistency in gauging teacher effectiveness...and anchor a continuum of performance throughout a teaching career.’ 2 Purposes Certification of Highly Accomplished and Lead teachers has three primary purposes: > to recognise and promote quality teaching > to provide an opportunity for teachers to reflect on their practice > to provide a reliable indication of quality teaching that can be used to identify, recognise and/or reward Highly Accomplished and Lead teachers. By contributing to teacher quality, a nationally consistent approach to certification of Highly Accomplished and Lead teachers will help to achieve the national goals for schooling expressed in the Melbourne Declaration on Educational Goals for Young Australians. 3 ____________________________________________________________________________________________________________________________________________ 2 L. Darling-Hammond 2010, Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching, Washington, Center for American Progress, pg. 3 3 Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) 2008, Melbourne declaration on educational goals for young Australians, viewed 28 July 2011,

20 Certification of Highly Accomplished & Lead Teachers cont’ Principles The proposed approach to the certification of Highly Accomplished and Lead teachers is informed by the following principles: Standards-based: Certification is awarded against the National Professional Standards for Teachers. It represents an assessment against the Standards, independent of any use it might then be put to by teachers, their employers, or others. It is not proposed to limit the number of teachers who can be certified as Highly Accomplished and Lead teachers, provided they meet the Standards. Student-improvement focused: Certification recognises those teachers who are highly effective in improving student outcomes. Evidence of student outcomes is central to the certification process. Student outcomes are broadly defined and include student learning, engagement in learning and wellbeing. Development driven: Certification is part of a wider career development approach that includes professional learning, performance assessment and development. Participation in the certification process should be a positive experience for participants and provide useful feedback that further enhances development and learning, including for those teachers who do not achieve certification. Credible: Certification is credible when assessments of teacher performance are based on rigorous, valid, reliable, fair and transparent measures and processes. The evaluation of teacher practice will be based on consistent application and moderation of these processes by trained assessors, and multiple methods and sources of evidence. Consistency of judgements will be maintained across the diverse contexts where teachers work, so that context does not disadvantage any applicant. Evidence-based: Certification must be built on nationally and internationally recognised best practice and contribute to the development of evidence about what works in promoting and recognising teacher quality. The operation of the certification process will be evaluated and the results used to further improve

21 Certification of Highly Accomplished & Lead Teachers cont’ A nationally consistent approach A nationally consistent approach to certification must maintain consistency of standards and judgements across the nation, while being able to be implemented at scale in the diverse contexts in which Australian teachers work. There will be a nationally consistent approach to certification, where a common process is applied by the appropriate bodies in each jurisdiction. In each jurisdiction, there will be one or more bodies managing the certification process referred to as the certifying authority. Arrangements will be negotiated in each jurisdiction. To ensure national consistency, rigour and quality of certification, certifying authorities will agree to certify teachers against the National Professional Standards for Teachers, using a common national process and quality assurance measures. These bodies will participate in, and in turn conduct training to implement nationally consistent processes; undertake monitoring and moderation; provide summary data on certification decisions; and participate in evaluation, review and improvement of the certification process. Certification will be portable, allowing teachers to maintain their status as a Highly Accomplished or Lead teacher if they move between jurisdictions and sectors. This does not mean that any industrial arrangements attached to certification, such as a particular rate of pay, are automatically transferable. The way in which certified teachers are recognised or rewarded is an employment matter.

22 Pre- assessment Eligibility Self-assessment Professional discussion Assessment Stage 1 Submission of evidence, decision making and feedback Successful applicants progress to Stage 2 Assessment Stage 2 Site visit including direct observation of practice and professional discussion Certification Decision making and recommendation For further details, go to

23 Career Dimension Accomplished/Highly Accomplished Northern Territory Standards of Professional Practice for Teaching Accomplished teachers will be recognised by their peers as highly proficient and successful practitioners, able to guide and support others in the teaching and learning process. They are recognised by other teachers as having in-depth subject knowledge and pedagogical expertise. They keep abreast of and contribute to professional learning and contribute to the professional learning of others. These teachers are advocates for the profession and their schools. They communicate effectively to diverse audiences and interact professionally with the community. National Professional Standards for Teachers Highly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues. They are knowledgeable and active members of the school. Highly Accomplished teachers contribute to their colleagues' learning. They may also take on roles that guide, advise or lead others. They regularly initiate and engage in educational discussions about effective teaching to improve the educational outcomes for their students. They maximise learning opportunities for their students by understanding their backgrounds and diverse individual characteristics and the impact of those factors on their learning. They provide colleagues, including pre-service teachers, with support and strategies to create positive and productive learning environments. Highly Accomplished teachers have in-depth knowledge of subjects and curriculum content within their sphere of responsibility. They model sound teaching practices in their teaching areas. They work with colleagues to plan, evaluate and modify teaching programs to improve student learning. They keep abreast of the latest developments in their specialist content area or across a range of content areas for generalist teachers. Highly Accomplished teachers are skilled in analysing student assessment data and use it to improve teaching and learning. They are active in establishing an environment that maximises professional learning and practice opportunities for colleagues. They monitor their own professional learning needs and align them to the learning needs of students. They behave ethically at all times. Their interpersonal and presentation skills are highly developed. They communicate effectively and respectfully with students, colleagues, parents/carers and community members.

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25 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Engagement Standard 1 Accomplished teachers are active members of their profession Accomplished teachers actively contribute to and promote programs, policies and practices that support the well-being of all members of the schools community. Accomplished teachers actively participate in strong educational networks through professional associations, system activities and professional relationships. Accomplished teachers build networks, partnerships and working relationships to enhance the community’s knowledge about, and are advocates for, the status of the profession. Accomplished teachers model and actively encourage professional integrity and empathy in diverse educational contexts. Accomplished teachers model and mentor others in the legal and ethical obligations of the profession. Professional Engagement Standard 7 Engage professionally with colleagues, parents/carers and the community Meet professional ethics and responsibilities Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. Comply with legislative, administrative and organisational requirements Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. Engage with the parents/carers Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. Engage with professional teaching networks and broader communities Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning

26 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Engagement Standard 2 Accomplished teachers reflect on, evaluate and improve their professional knowledge and practice Accomplished teachers actively seek and act upon explicit feedback on their practice from a range of sources. Accomplished teachers use high level communication skills to strategically think about and respond to issues challenging the profession. Accomplished teachers engage and lead professional learning that is embedded in the needs of the individual, the school and the system. Accomplished teachers seek opportunities to build dynamic learning communities that engage in high level dialogue, interaction and collaboration. Accomplished teachers take a leading role in debate, discussion, implementation and review of educational change. Professional Engagement Standard 6 Engage in professional learning Identify and plan professional learning needs Analyse the National Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. Engage in professional learning and improve practice Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. Engage with colleagues and improve practice Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. Apply professional learning and improve student learning Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.

27 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Knowledge Standard 3 Accomplished teachers know their students Accomplished teachers understand the influences that have developed their own values and culture and harness this self-awareness to enhance relationships with their students. Accomplished teachers critically select, use and model a range of learning diagnostics and collaborate to develop programs and assessment strategies that allow for greatest achievement and enjoyment by individual learners. Accomplished teachers critically select and share readings, resources and strategies that enhance social interactions, group dynamics and essential learnings. Accomplished teachers contribute significantly to building dynamic partnerships with parents, carers and the community to enhance student learning. Professional Knowledge Standard 1 Know students and how they learn Physical, social and intellectual development and characteristics of students Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. Understand how students learn Expand understanding of how students learn using research and workplace knowledge Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Strategies for teaching Aboriginal and Torres Strait Islander students 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. Differentiate teaching to meet the specific learning needs of students across the full range of abilities Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. Professional Knowledge Standard 4 Accomplished teachers know how students Learn and how to teach them effectively Accomplished teachers understand the personal, social, cultural and economic characteristics and aspirations of learners to personalise learning experiences and opportunities. Accomplished teachers use and initiate opportunities for professional discussion about a range of contemporary evidence-based theories and/or practices to inform curriculum, pedagogy and assessment. Accomplished teachers use a range of effective practices in language, multiple literacies and numeracies and technologies that underpin learning and assist colleagues to review and reconstruct practices. Accomplished teachers plan, implement and review intellectually challenging learning experiences that engage students in using their learning in new or unfamiliar contexts. Accomplished teachers design, evaluate and redesign and share programs and teaching sequences based on authentic assessment of learner achievement and engagement.

28 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Knowledge Standard 5 Accomplished teachers know the content they teach Accomplished teachers demonstrate deep and critical content knowledge and conceptual and essential understandings in learning areas. Accomplished teachers design and share authenticated, sequenced learning based on thorough understanding of the curriculum in the learner’s context and culture. Accomplished teachers critically select and share professional reading and can articulate the research base in which teaching decisions are grounded. Accomplished teachers are proactive in developing knowledge of student pathways into and beyond their current learning situations and demonstrate an awareness of whole school curriculum. Accomplished teachers demonstrate willingness and ability to assist and support colleagues in the development of programs and the interpretation of curriculum. Professional Knowledge Standard 2 Know the content and how to teach it Content and teaching strategies of the teaching area Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. Content selection and organisation Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. Curriculum, assessment and reporting Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Literacy and numeracy strategies Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement. Information and Communication Technology (ICT) Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful

29 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Practice Standard 7 Accomplished teachers create and maintain safe and challenging work environment s Accomplished teachers have the policy, systems, local knowledge, personal insight and resilience to manage the challenges to their own and others sense of belonging. Accomplished teachers establish and sustain collegial relationships and teams in the professional community to create an intellectually challenging and rewarding professional culture. Accomplished teachers explore, construct, know and share self-management strategies and techniques for maintaining challenging learning environments. Accomplished teachers work in partnership with students, families, colleagues and professionals to proactively monitor, assess and educate others and develop practices to enhance the safety and well-being of learners within various physical and IT environments. Accomplished teachers contribute to a professional learning culture that develops shared accountability with colleagues for the establishment and maintenance of clear and consistent expectations of behaviour for all in the learning environments. Accomplished teachers use a range of teaching practices AND resources to engage students in effective learning. Professional Practice Standard 4 Create and maintain supportive and safe learning environments Support student participation Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. Manage classroom activities Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities. Manage challenging behaviour Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience. Maintain student safety Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety. Use ICT safely, responsibly and ethically Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

30 NT Standard DESCRIPTORS Accomplished National Standard DESCRIPTORS Highly Accomplished Professional Practice Standard 8 Accomplished teachers use a range of teaching practices and resources to engage students in effective learning Accomplished teachers use and model strategies to build rapport with learners in order to develop tailored, targeted, explicit instruction that meets learner needs. Accomplished teachers encourage the learning community to collaborate in constructing innovative approaches to learning. Accomplished teachers broaden colleagues’ skills and knowledge in using a wide range of teaching and learning resources and strategies that actively engage and build success for learners Accomplished teachers model a range of strategies and support colleagues in providing meaningful, respectful and explicit feedback to learners and about learners Professional Practice Standard 5 Assess, provide feedback and report on student learning Assess student learning Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. Provide feedback to students on their learning Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning. Make consistent and comparable judgements Organise assessment moderation activities that support consistent and comparable judgements of student learning. Interpret student data Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. Report on student achievement Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement.

31 Lead Northern Territory Standards of Professional Practice for Teaching National Professional Standards for Teachers Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues. They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice. They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/carers. This is combined with a synthesis of current research on effective teaching and learning. They represent the school and the teaching profession in the community. They are professional, ethical and respected individuals within and outside the school. Career Dimension

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33 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Knowledge Standard 1 Know students and how they learn Physical, social and intellectual development and characteristics of students Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. Understand how students learn Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. Strategies for teaching Aboriginal and Torres Strait Islander students 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. Differentiate teaching to meet the specific learning needs of students across the full range of abilities Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.

34 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Knowledge Standard 2 Know the content and how to teach it Content and teaching strategies of the teaching area Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. Content selection and organisation Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. Curriculum, assessment and reporting Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Literacy and numeracy strategies Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research based knowledge and student data Information and Communication Technology (ICT) Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.

35 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Practice Standard 3 Plan for and implement effective teaching and learning Establish challenging learning goals Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. Plan, structure and sequence learning programs Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. Use teaching strategies Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking. Select and use resources Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. Use effective classroom communication Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. Evaluate and improve teaching programs Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. Engage parents/ carers in the educative process Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.

36 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Practice Standard 4 Create and maintain supportive and safe learning environments Support student participation Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. Manage classroom activities Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning. Manage challenging behaviour Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies. Maintain student safety Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. Use ICT safely, responsibly and ethically Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

37 NT Standard Northern Territory Standards of Professional Teaching DESCRIPTORS National Standard National Professional Standards for Teachers DESCRIPTORS Lead Professional Practice Standard 5 Assess, provide feedback and report on student learning Assess student learning Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies. Provide feedback to students on their learning Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies. Make consistent and comparable judgements Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements Interpret student data Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice. Report on student achievement Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.

38 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Engagement Standard 6 Engage in professional learning Identify and plan professional learning needs Use comprehensive knowledge of the National Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. Engage in professional learning and improve practice Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. Engage with colleagues and improve practice Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. Apply professional learning and improve student learning Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.

39 NT Standard DESCRIPTORS National Standard DESCRIPTORS Lead Professional Practice Standard 7 Engage professionally with colleagues, parents/carers and the community Meet professional ethics and responsibilities Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. Comply with legislative, administrative and organisational requirements Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. Engage with the parents/carers Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and in the educational priorities of the school. Engage with professional teaching networks and broader communities Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities

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41 Sources: TRB – NT: Standards of Professional Practice for Teaching November 2006 AITSL: National Professional Standards for Teachers April 2012 AITSL: Certification of Highly Accomplished and Lead Teachers – Principles and Procedures April 2012

42 For further assistance, please contact: Janine Matheson Manager Professional Learning and Standards

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