1. 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.

2. Module 3: Roles and responsibilities
Michele

3. 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 ( days teaching).

4. 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 (
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.

5. 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.

6. 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

7. 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.

8. 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

9. 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

10. 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?

11. 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.

12. 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.

13. 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.

14. 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

15. 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