William Campbell College
Policy Title: New Scheme Teacher Policy
New Scheme Teacher Policy
NSW Institute of Teachers
The NSW Institute of Teachers was established through the Institute of Teachers Act 2004 to
support quality teaching in all NSW schools.
Its charter is to advance the status and
standing of the teaching profession.
The Institute has been established as an independent statutory authority with responsibility
for oversighting a system of accreditation and recognition of teachers’ professional capacity
against professional standards. As such the College will comply with requirements of the
NSW Institute of Teachers in relation to appointment and accreditation of teachers.
This specific policy supports accreditation at two career points:
At the point of employment.
For professional competence.
New Scheme Teacher
A New Scheme Teacher means a person who:
Has never been employed to teach in NSW before 1 October, 2004 and who is (or who
would be) employed as a teacher for the first time after that date.
Is returning to teaching after a period of more than five years.
Employment of New Scheme Teachers
A person who is a New Scheme Teacher will not be employed to teach at the College unless:
The person is accredited, and
In the case of a person who is conditionally accredited under Section 31 – the person is
working under the on-site supervision of another teacher.
The Accreditation Process at Level of Professional Competence
Provisional Accreditation
Provisional accreditation will apply to New Scheme Teachers who have completed a
program of initial teacher education that has been endorsed by the Institute.
William Campbell College Policy & Procedure UD1011
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William Campbell College
Policy Title: New Scheme Teacher Policy
Maximum Period of Achievement of Mandatory Accreditation
The Institute of Teachers Act sets a maximum period of time for a full time teacher to achieve
accreditation as professionally competent.
The period for full time teachers who are
provisionally accredited is 3 years.
Maximum Period of Achievement of Mandatory Accreditation for Casual, Temporary and
PartPart-time Teachers
The regulations set a maximum period for casual, temporary or part-time teachers who are
provisionally accredited of 5 years.
Casual, temporary and part-time teachers must complete at least 195 (FTE) days of teaching
before they can apply to be accredited as professionally competent. This period of time will
enable them to develop and demonstrate their teaching capability.
Casual, temporary and part-time teachers will be required to maintain their own employment
records as evidence of completion of this minimum requirement. These records may include
original or certified copies of pay slips.
In addition, casual, temporary or part-time teachers must undertake a period of continuous
teaching (either full-time or part-time) within a single school of at least the equivalent of one
full-time term over a period of no more than three school terms to allow assessment of their
professional competence.
Role of the Teacher Accreditation Authority (Principal of College)
The Teacher Accreditation Authority is to determine if a teacher meets the requirements for
accreditation at any level within the Institute’s Framework of Professional Teaching
Standards.
Teaching Accreditation Authorities are also responsible for ensuring that candidates for
accreditation, are adequately supervised and mentored during the process of accreditation.
Supervisors and mentors should be experienced teachers, capable of assisting and
supporting accreditation candidates to meet the standards. The role of supervisor or mentor
should mirror the existing good practice occurring in schools.
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William Campbell College
Policy Title: New Scheme Teacher Policy
The capacity of supervising teachers to provide advice leading to valid and reliable
accreditation judgements acknowledges and supports the primacy of the professional
judgements that have always been made by teachers in schools.
The Teacher Accreditation Authority is responsible for developing an Accreditation Report on
the accreditation candidate using the format set out by the Institute.
Teacher Accreditation Authorities also have a role in monitoring and confirming accredited
teachers’ participation in professional development to meet requirements for maintenance of
accreditation.
Role of the Supervising Teacher
An experienced teacher or teachers should have responsibility for assisting and supporting
the New Scheme Teacher to meet the standards.
This advice describes the effective
practice for support of beginning teachers.
The Framework of Professional Teaching Standards and the Evidence Guide support and
clarify the decision made through existing practices. Supervising teachers should discuss
the New Scheme Teacher’s progress against the standards.
Where appropriate, the
supervising teacher should direct the New Scheme Teacher to any relevant resources within
the school to support their progress. This may include discussion with peers and other
experienced colleagues.
The capacity of supervising teachers to make valid and reliable accreditation judgements
acknowledges and supports the primacy of the professional judgements that have always
been made by teachers in schools. This will entail becoming familiar with the Standards and
the Evidence Guide over time and engaging with the New Scheme Teacher in collegial
discussions and reflections on issues related to effective teaching and the application of the
Standards.
At the College supervising teachers will meet regularly with New Scheme Teachers, both
formally and informally. Support for the development of New Scheme Teachers provided by
their supervisors include, but are not limited to:
Meeting to discuss progress and suggested improvement in teaching practice.
Team teaching.
Demonstration teaching.
Observation of other teaching professionals.
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William Campbell College
Policy Title: New Scheme Teacher Policy
Suggestion of appropriate professional reading material.
Provision of self-evaluation.
Role of the New Scheme Teacher
New Scheme Teachers are expected to collect samples of their work as evidence for
accreditation. This includes written documentation such as lesson plans and programs that
have been signed and dated by a representative of the TAA as contributing to their
successful attainment of the standards.
In consultation with a representative of the TAA, the New Scheme Teacher should take
responsibility for managing their progress towards mandatory accreditation. Self-evaluation
is fostered throughout the accreditation process by genuine collaboration between New
Scheme Teachers and their colleagues.
Self-evaluation contributes significantly to the accreditation of each New Scheme Teacher.
The Institute’s website will be a source of on-going support for New Scheme Teachers.
Which Standards
Standards Have to be Achieved?
Accreditation requires that New Scheme Teachers meet all the Professional Teaching
Standards for professional competence, across the seven elements. That is achievement of
all the professional standards is considered essential to be an accredited teacher.
It is recognised that inexperienced teachers need to develop and hone skills over time, and
the College and its support structures have the responsibility to support New Scheme
Teachers ensuring that the process to accreditation is a positive one.
Role of the Institute of Teachers
The Institute of Teachers oversees the system of accreditation and recognition of teachers’
professional capacity against the Framework of Professional Teaching Standards.
The
Institute advises and assists TAAs in accrediting teachers and monitors the accreditation
process across all schools. The Institute supports the consistent and fair application of the
Framework of Professional Teaching Standards for each teacher.
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William Campbell College
Policy Title: New Scheme Teacher Policy
TAAs should contact the Institute of Teachers for support and advice during the process of
accreditation of all New Scheme Teachers.
The Institute manages the use of external assessors in the accreditation process. It provides
briefing sessions for these assessors to support their capacity to make consistent
judgements. The Institute also monitors the application of accreditation decisions across the
State.
Role of External Assessor
The external assessor reviews and comments on the evidence contained in the report
provided by the TAA. The external assessor does not observe the applicant’s teaching. The
external assessor submits a review on the Accreditation Report to the Institute of Teachers.
The TAA should consider the advice of the external assessor contained in their review about
the accreditation of the New Scheme Teacher. This advice should be used to inform ongoing accreditation processes and judgements within the TAA.
The TAA must be sent a copy of the external assessor’s conclusions.
Where the
recommendation of the external assessor varies from the TAA, the decision of the TAA is
final.
William Campbell – OAM, JP
Principal
William Campbell College
Approved – June 2009
Forms & Related Documents
•
WCC Staff Code of Conduct
•
http://www.nswteachers.nsw.edu.au/
PROFESSIONAL TEACHING STANDARDS
The following tables provide guidance for New Scheme Teachers as they progress through
the accreditation process, as well as provide a form of attainment of individual standards,
which should be attested to by supervising teachers. Teachers should check these against
those specified on the NSW Institute of Teachers Website. This record, as well as evidence
collected by New Scheme Teachers, should be kept together by them in a secure location.
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William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 1
TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT
TO THEIR STUDENTS
Aspect
Professional Competence
Knowledge of
subject content
1.2.1 – Apply and use knowledge of the
content/discipline(s) through effective,
content-rich, teaching activities and
programs relevant to the stage.
Knowledge of
pedagogy
1.2.2 – Apply research-based, practical
and theoretical knowledge of the
pedagogies of the content/discipline(s)
taught to meet learning needs of
students.
Knowledge of
NSW
curriculum
requirements
1.2.3 – Design and implement
contextually relevant teaching and
learning sequences using knowledge of
the NSW syllabus documents or other
curriculum
requirements
of
the
Education Act.
Knowledge of
information
and
communication
technologies
(ICT) in the
following
areas:
1.2.4 – Apply current knowledge and
skills in the use of ICT in the classroom
to meet syllabus outcomes in the
following:
Attained
Basic operational skills
Information technology skills
Software evaluation skills
Effective use of the internet
Pedagogical
skills
for
classroom
management
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William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 2
TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN
Aspect
Professional Competence
Knowledge of and respect for
the diverse social, cultural,
ethnic
and
religious
backgrounds of students, and
the effects of these factors on
learning
2.2.1 – Apply knowledge of the impact of social, ethnic, cultural and religious background factors to meet
the learning needs of all students.
Knowledge of the physical,
social
and
intellectual
developmental characteristics
of the age group(s) of students
2.2.2 – Apply knowledge of the typical stages of students’ physical, social and intellectual development
as well as an awareness of exceptions to general patterns.
Knowledge of students’ varied
approaches to learning
2.2.3 – Apply practical and theoretical knowledge and understanding of the different approaches to
learning to enhance student outcomes.
Knowledge of how students’
skills, interests and prior
achievements affect learning
2.2.4 – Apply knowledge and understanding of students’ skills, interests and prior achievements and their
impact on learning.
Knowledge of strategies for
addressing student needs
2.2.5 – Demonstrate the capacity to apply effective strategies for teaching:
Aboriginal and Torres Strait Islander students
Students with Special Education Needs
Non-English Speaking Background students
Students with Challenging Behaviours
2.2.6 – Apply a range of literacy strategies to meet the needs of all students including:
Aboriginal and Torres Strait Islander students
Students with Special Education Needs
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Attained
William Campbell College
Policy Title: New Scheme Teacher Policy
Non-English Speaking Background students
Students with Challenging Behaviours
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William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 3
TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
ASSESSMENT
PLANNING
Aspect
Professional Competence
Teaching and learning goals
3.2.1 – Identify and articulate clear learning goals that reflect important conceptual understandings of the
content/discipline(s) taught.
Teaching
programs
learning
3.2.2 – Design and implement coherent, well structured lessons and lesson sequences that engage
students and enhance student learning outcomes.
Selection and organisation
of content
3.2.3 – Select and organise subject/content in structured teaching and learning programs that reflect
sound knowledge of subject content/discipline(s) taught.
Selection, development and
use
of
materials
and
resources
3.2.4 – Select, develop and use a variety of appropriate resources and materials that engage students
and support their learning.
Linking
learning
3.2.5 – Use a broad range of effective strategies to assess student achievement of learning outcomes.
and
assessment
to
3.2.6 – Communicate to students the link between their achievement and the outcomes set out in the
syllabus.
Providing
students
feedback
to
3.2.7 – Provide timely, effective and consistent oral and written feedback to students to encourage them
to reflect on and monitor their learning.
Monitoring
progress
keeping
of
students’
and
record
3.2.8 – Use and maintain effective and efficient record-keeping systems to monitor students’ learning
progress.
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Attained
William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 3
TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
Aspect
Professional Competence
Reporting
Report effectively to students, parents and caregivers about student learning.
Program evaluation
3.2.10 – Use student assessment results to evaluate teaching and learning programs and inform further
planning.
Attained
ELEMENT 4
TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS
Aspect
Effective communication
classroom discussion
Professional Competence
and
4.2.1 – Explain goals, content, concepts and ideas clearly to students.
4.2.2 – Use questions and classroom discussion effectively to probe students’ understanding of the
content.
Respond to student discussion to promote learning and encourage other students to contribute.
Student grouping
4.2.4 – Design and facilitate a variety of purposeful group structures that facilitate student engagement to
make content meaningful
Teaching strategies
4.2.5 – Create, select and use a variety of appropriate teaching strategies and resources including ICT
and other technologies to make content meaningful to students.
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Attained
William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 5
TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM
MANAGEMENT SKILLS
Aspect
Create an environment
respect and rapport
Professional Competence
of
5.2.1 – Maintain consistent, fair and equitable interactions with students to establish rapport and lead
them to display these same characteristics in their interactions with one another.
5.2.2 – Ensure equitable student participation in classroom activities by establishing safe and supportive
learning environments.
Establish a climate where
learning is valued and students’
ideas are respected
5.2.3 – Implement strategies to establish a positive environment supporting student effort and learning.
Manage classroom activities
smoothly and efficiently
5.2.4 – Establish orderly and workable learning routines that ensure substantial student time on learning
tasks.
Manage student behaviour and
promote student responsibility for
learning
5.2.5 – Manage student behaviour through engaging students in purposeful and worthwhile learning
activities.
Assure the safety of students
5.2.7 – Apply specific requirements to ensure student safety in classrooms.
5.2.6 – Handle classroom discipline problems quickly, fairly and respectfully.
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Attained
William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 6
TEACHERS
PRACTICE
CONTINUALLY
IMPROVE
THEIR
PROFESSIONAL
KNOWLEDGE
Aspect
Professional Competence
Capacity to analyse
and reflect on practice
6.2.1 – Reflect critically on teaching and learning practice to
enhance student learning outcomes.
Engagement
in
personal and collegial
professional
development
6.2.2 – Use the professional standards to identify personal
professional development needs and plan accordingly.
Capacity to contribute
to
professional
community
6.2.4 – Work productively and openly with colleagues in
reviewing teaching strategies and refining professional
knowledge and practice.
Attained
6.2.3 – Engage in professional development to extend and refine
teaching and learning practices.
6.2.5 – Accept and offer constructive feedback to support a
professional learning community.
6.2.6 – Participate constructively in formal and informal
professional discussions with colleagues.
6.2.7 – Demonstrate a commitment to continuous professional
learning by exploring educational ideas, issues and research.
6.2.8 – Demonstrate knowledge of the application of relevant
policy documents in schools.
William Campbell College Policy & Procedure UD1011
AND
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William Campbell College
Policy Title: New Scheme Teacher Policy
ELEMENT 7
TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE
WIDER COMMUNITY
Aspect
Professional Competence
Attained
Communicating
with
parents and caregivers
7.21 - Communicate regularly and effectively with parents and
caregivers, and other colleagues about students’ learning and
wellbeing
7.2.2 – Demonstrate empathy and understanding in all
communication including reporting student achievement to
parents and caregivers
Engaging parents and
caregivers
in
the
educative process
7.2.3 – Provide opportunities for parents and caregivers to be
involved in the teaching program where appropriate.
Contributing
to
the
school
and
wider
community
7.2.4 – Interact and network with colleagues and community
stakeholders in educational forums.
Professional ethics and
conduct
7.2.5 – Demonstrate ethical behaviour by respecting the privacy
of students and confidentiality of student information.
7.2.6 – Present a professional image in all communication and
interactions with parents, caregivers, colleagues, industry and
the local community.
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