Experienced Teacher Webinar 2:
Testimonials and references
2014 Applicants
© The Association of Independent Schools of NSW
Descriptors: testimonial and references
© The Association of Independent Schools of NSW
Descriptors in standard 6 and 7.3 and
7.4 may be evidence by one or more
references.
A maximum of four descriptors may
be evidenced using references.
Understanding descriptors: testimonial
Actions and core requirements of a descriptor
Example
ET 3.5 Use effective verbal and non-verbal
communication strategies to support student
understanding, participation, engagement and
achievement.
Action = verb
Core requirement
Outcome of action and core requirement
© The Association of Independent Schools of NSW
Understanding descriptors: testimonial
Actions and core requirements of a descriptor
Example
ET: 4.1 Demonstrate inclusive and positive
interactions to engage and support all students in
classroom activities.
Action = verb
Core requirement
Outcome of action and core requirement
© The Association of Independent Schools of NSW
Understanding descriptors: references
Actions and core requirements of a descriptor
Example
ET 6.2 Evaluate professional learning undertaken to
enhance knowledge and practice, targeted to
professional needs and school priorities.
Action = verb
Core requirement
Outcome of action and core requirement
© The Association of Independent Schools of NSW
Understanding descriptors: references
Actions and core requirements of a descriptor
Example
 ET 7.4 Make an active contribution in professional
and community networks and forums to broaden
knowledge and improve practice.
Action = verb
Core requirement
Outcome of action and core requirement
© The Association of Independent Schools of NSW
Requirements for testimonials and
references
 Testimonial must be signed by the head of school and
the writer must be included as evidence.
 References are optional i.e. applicants do not need to
include these in their evidence.
 Descriptors in the testimonial and references are not
annotated.
The testimonial writer and referee/s must describe
actions taken by the applicant between
2nd September 2013 and 8th September 2014.
© The Association of Independent Schools of NSW
Issues and challenges: testimonial and
references
1. Colleague who observes your lessons and writes the testimonial
does not understand the descriptors, what he or she should be
observing or recording and does not look at the example
provided on the AIS website. This can result in:
a. insufficient detail in the comments in the testimonial
b. two specific examples of how the descriptor was
demonstrated not being included in the comments
c.
comments that are not based on observations
d. comments that do not refer to the descriptor
e. not all descriptors being addressed in testimonial.
2. Insufficient detail in references.
No specific examples of how the applicant demonstrated the
descriptor.
Inappropriate people writing the references.
© The Association of Independent Schools of NSW
Issues and challenges
3. Testimonial not signed by the head of the school
and/or writer.
4. Evidence provided from outside the time frame for
collecting evidence.
© The Association of Independent Schools of NSW
References
Reference
1. Attach reference to specific descriptor/s. See
instructions in ET digital portfolio manual.
2. The head of the school, testimonial writer, colleagues
and parents (but not students) may write a reference.
3. Supervisors and testimonial writers can be referees.
© The Association of Independent Schools of NSW
Lesson Observations and the Testimonial
1. Testimonial template is on AIS website
2. Testimonial writer must include two specific
descriptions of how the applicant has demonstrated
the descriptor in his or her lesson.
3. Observers may refer to the Indicators for examples
of actions teachers may take to demonstrate a
descriptor.
Other actions relevant to demonstrating a descriptor
may be included in the testimonial.
© The Association of Independent Schools of NSW
Descriptors evidenced by the testimonial:
understanding what is required
 3.5 Use a range of effective verbal and non-verbal
communication strategies to support student
understanding, participation, engagement and achievement.
 4.2 Develop with students orderly and workable routines
that create an environment where the use of classroom time
for learning is maximised.
 4.3 Negotiate and establish with students clear expectations
for appropriate student behaviour and consequences for
challenging behaviour.
Refer to the glossary for the meaning of the words and terms in
bold.
© The Association of Independent Schools of NSW
Testimonials
Non-verbal communication is:

used to repeat the verbal message (e.g. point in a direction
while stating directions
 often used to accent a verbal message. (e.g. verbal tone
indicates the actual meaning of the specific words)
 often complement the verbal message but also may contradict.
E.g.: a nod reinforces a positive message (among Americans); a
“wink” may contradict a stated positive message
 used to regulate interactions (non-verbal cues covey when the
other person should speak or not speak)
 may substitute for the verbal message (especially if it is blocked
by noise, interruption, etc) — i.e. gestures (finger to lips to
indicate need for quiet), facial expressions (i.e. a nod instead of
a yes).
© The Association of Independent Schools of NSW
Testimonials: Definitions of terms
4.2 Develop
 to bring out the capabilities or possibilities of; bring to a more
advanced or effective state
 to cause to grow or expand

to elaborate or expand in detail
 generate, evolve.
4.3 Negotiate

Try to reach an agreement or compromise by discussion with
others.
 To confer with another or others in order to come to terms or
reach an agreement
Establish
 To set up, bring about; generate
© The Association of Independent Schools of NSW
ISTAA forum: Questions and answers
© The Association of Independent Schools of NSW
ISTAA office support
 General questions and answers should be posted
on the forum.
 Specific individual questions that only pertain to the
applicant should be emailed to the ISTAA office.
Answers will be sent to the applicant and
applicant’s supervisor.
 If necessary the ISTAA office will contact the
applicant to discuss further or clarify a question.
© The Association of Independent Schools of NSW
Contact Details
Estelle Lewis
Director: Teacher Quality
Dr Frances Whalan
Consultant: Teacher Accreditation
Level 12, 99 York Street, Sydney NSW 2000
Phone (02) 9299 2845 Fax (02) 9290 2274
Web: aisnsw.edu.au Email: elewis@aisnsw.edu.au fwhalan@aisnsw.edu.au
ABN 96 003 509 073
© The Association of Independent Schools of NSW