Accreditation Support for Teachers Introduction to Accreditation at Proficient Teacher Module 3 of 5 Tips Keep the title short This is a presentation, not an academic journal article. If you need more than five words to capture the main idea, it’s not the main idea. Here are some tips: use the sub-head to qualify or describe your title if necessary. Don’t use “BOSTES” in the title; that’s what the logo is for. Identify the date and audience There are a couple of reasons to include a date and audience. First, it’s polite to show you know who you are speaking to. Second, we use a single presentation on a number of occasions and this is a form of version control.

Module 3: Roles and responsibilities Michele www.nswteachers.nsw.edu.au

accreditation at proficient TEACHER Accreditation ensures a structured induction to teaching – it is not just about the report and evidence. Accreditation at Proficient Teacher is a school-based process that provides the opportunity for support and feedback based on the Standards. Teachers are accredited on the basis of their consistent demonstration of the Standards at Proficient Teacher. Accreditation follows a period of practice (160-180 days teaching). www.nswteachers.nsw.edu.au

The role of the Teacher You should ensure you know the requirements of accreditation and manage your own process. Visit the BOSTES website and review the information for accreditation at Proficient Teacher (www.bostes.nsw.edu.au). Be aware of the process and requirements of your employer (also your TAA). Familiarise yourself with the Australian Professional Standards for Teachers at the Proficient Teacher level Know your individual accreditation due date. www.nswteachers.nsw.edu.au

Demonstrating Proficiency Accreditation at Proficient Teacher is verified through: Curriculum planning documents Assessment and evidence of student learning Observations and discussions Feedback received and given Teacher reflections Collaboration and professional learning Refer to the Evidence Guide for the Proficient Teacher Standards for more detailed examples. www.nswteachers.nsw.edu.au

The role of the Teacher Know the Standards at Proficient Teacher. Ensure you are integrating the Standard Descriptors into your daily practice. Develop a relationship with your supervisor / mentor Identify and communicate your support needs Discuss and develop an accreditation plan Collect evidence of your work as you go Create opportunities to develop evidence of the Standards www.nswteachers.nsw.edu.au

The role of the Teacher Demonstrate to your school that you meet all the Standard Descriptors. Regularly discuss your progress against the Standards. Negotiate a timeframe for the Accreditation Report. Select quality samples of your work that demonstrates the Standards. Annotate your evidence against the Standard Descriptors, articulating how your practice demonstrates achievement of the Standard Descriptors. www.nswteachers.nsw.edu.au

YOUR RESPONSIBILITIES It is each individual teacher’s responsibility to manage their own accreditation, you should do this by: working with your supervisor/s throughout. learning from your experiences / acting on feedback communicating your support needs referring to the resources available to support you seeking professional support and advice from colleagues both within and beyond the school collecting samples of work drawn directly from your teaching practice Notes Focus on key messages Avoid unnecessary details  Organise points from the most to the least important Aim for three points per slide and six words per point Use graphs in your slides, images to complement your words Graphs provide a visual summary of data and are easy for the audience to process (column, pie, line etc) Flowcharts show relationships, milestones and processes Tables keep things neat (timelines, agenda items etc) A picture is worth a thousand words – consider using screenshots to show your point Videos allow you to show rather than tell, and can reinforce your message Make handouts from speaker notes www.nswteachers.nsw.edu.au

YOUR RESPONSIBILITIES Casual or part-time teachers will need to ensure that they: demonstrate the Standards in their employment over the five year period monitor their achievement and demonstration of the Standards seek regular and consistent employment between one or two schools develop a professional relationship with at least one school who will be able to write an Accreditation Report on your practice manage the requirements over the course of your maximum period Notes Focus on key messages Avoid unnecessary details  Organise points from the most to the least important Aim for three points per slide and six words per point Use graphs in your slides, images to complement your words Graphs provide a visual summary of data and are easy for the audience to process (column, pie, line etc) Flowcharts show relationships, milestones and processes Tables keep things neat (timelines, agenda items etc) A picture is worth a thousand words – consider using screenshots to show your point Videos allow you to show rather than tell, and can reinforce your message Make handouts from speaker notes www.nswteachers.nsw.edu.au

Request a supervisor It is your responsibility to formally request (generally in writing) a supervisor for accreditation at a school/s that knows your practice as a teacher. Schools are not obliged to provide a supervisor. Consider… How have / would you approach a school to request a supervisor for your accreditation at Proficient Teacher?

The Role of the supervisor / Mentor Support the teacher’s participation in a school based induction program. Develop a schedule for classroom observations with pre-lesson consultation and post-lesson feedback. Regularly meet with the teacher to discuss progress and give guidance, discuss classroom practice, lesson observations, review and analyse teaching programs and student learning outcomes Assist the teacher to select a sample of quality evidence of their practice against the Proficient Teacher Standards. www.nswteachers.nsw.edu.au

The School Supports the teacher’s access to a structured induction and to appropriate professional learning opportunities. Discusses and analyses the selection of evidence and annotations with the teacher Signs and dates evidence (as required) Contributes to the accreditation report in conjunction with the principal, TAA or its representative. www.nswteachers.nsw.edu.au

Teacher Accreditation authority A teacher accreditation authority (TAA) is the person or body authorised to determine if a teacher meets the requirements for accreditation at Proficient Teacher. In the government sector this is the Director, Public Schools. In Catholic systemic schools it is usually the Diocesan Director. In most independent schools, it is the principal or head of school. www.nswteachers.nsw.edu.au

Teacher Accreditation authority The TAA is responsible for managing and monitoring teachers’ accreditation, including: Making Proficient Teacher accreditation decisions Maintaining a record of accreditation decisions Completing the report on the teachers practice against the Standards Forwarding all accreditation decisions to BOSTES Gault www.nswteachers.nsw.edu.au

Bostes Teaching Standards Directorate: records accreditation decisions from TAAs reviews each submission for inconsistencies manages External Assessors for quality control does not alter accreditation decisions The External Assessor: makes an independent review of the report and evidence. assesses the quality of evidence and annotations, and demonstration of the Standards does not alter the accreditation decision www.nswteachers.nsw.edu.au