New Scheme and Casual Teachers 2013
Preparing Evidence at Proficiency /Professional Competence
Assistant Principals Meeting
15 March 2012
Setting the ‘Standards’
Lyn Smith
Helen Casey
Sr Frances Fitzpatrick
WHY?
The Australian Institute for Teaching and School Leadership (AITSL) came
into being on 1 January 2010.
AITSL has responsibility for:
• rigorous national professional standards
• fostering and driving high quality professional development for
teachers and school leaders
• working collaboratively across jurisdictions and engaging with key
professional bodies.
PROFESSIONAL STANDARDS FOR TEACHERS
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The greatest resource in our Australian schools is our
teachers. They account for the vast majority of
expenditure in school education and have the greatest
impact on student learning, far outweighing the impact
of any other education program or policy.”
Professional Knowledge
1. Know students and how they learn
2. Know the content and how to teach it
Professional Practice
3. Plan and implement for effective teaching and learning
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
Professional Engagement
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the
community
WHO NEEDS TO BE ACCREDITED?
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NSW legislation requires that all people teaching in NSW for
the first time after 1st October 2004, or returning to teaching
in NSW after an absence of five years or more, must be
accredited.
You will be required to be accredited at the point of
employment by a Teacher Accreditation Authority, (CEO)
which is usually the school or school system offering
employment.
HOW DO I KNOW I’M DOING WELL?
Use some of the Illustrations of Practice on the AITSL website to get an
indication of how your own teaching practice measures against the national
standards.
For example, Making Money Amounts on the AITSL site is directed to:
Standard 2: Know the content and how to teach it
Focus area 2.2: Proficient
Descriptor: Organise content into coherent, well-sequenced learning and
teaching programs.
Other descriptors
Standard 3: Plan for and implement effective teaching and learning
Focus area 3.2: Proficient
Descriptor: Plan and implement well-structured learning and teaching
programs or lesson sequences that engage students and promote learning.
WHAT IS REQUIRED FOR PROFESSIONAL
COMPETENCE/PROFICIENCY? THE REPORT
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The report is to be completed by supervisor/mentor (the proforma
is available on CEO intranet and on the Casuals Page on the CEO
website)
The report requires statements about each of the seven standards.
Refer to language of the standards for each descriptor.
The report is written, signed off and submitted to CEO with the
teacher’s evidence and annotations
WHAT IS REQUIRED? THE NEW SCHEME TEACHER
Collect evidence.
 Nothing apart from what would normally be
prepared by a teacher
 Annotate evidence based upon standards
 Quality not quantity
 Should fit into a plastic sleeve 15-20 pages – no
staples! (total of evidence, not each piece in a
plastic sleeve!)
 Must be your work
 Verified by Principal or Supervisor
WHAT EVIDENCE IS SUITABLE?

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Classroom/teaching program
Assessment records (remove anything that identifies
students)
Sample of feedback to students (eg student work
with written feedback)
Sample of student reports (again nothing to identify
student)
Teacher diary indicating meetings with colleagues,
professional development etc
WHAT EVIDENCE IS SUITABLE?
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Term overviews for parents
Items from school newsletter
Copies of emails professional
communication with colleagues
Copies of critical self reflection or
professional journal
Differentiated learning activities
WHAT EVIDENCE IS NOT SUITABLE?
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Written comments from supervisor or mentor eg
observation notes of lesson
Documents that are not your work (eg
references from parents, students, colleagues)
Non BOS syllabus (ie not K-6 TNO units)
Units of work you have not developed (eg those
from CAP website or such)
IN SUMMARY…..
1.The Accreditation Report (supervisor to complete)
2. Cover page signed by Principal, Supervisor and NST
3. New Scheme Teacher evidence
Sample of Evidence required:
1 x annotated lesson plan or
1 x annotated unit of teaching program;
1 x annotated assessment task with a rubric and
feedback;
1 x annotated proof of professional learning
1 x annotated student work sample;
1 x annotated example of feedback to parents, students
4. Posted to Lyn Smith
Please note: fit in 1 plastic sleeve, no staples
CEO FORMS
Available through the CEO intranet and on the
Casuals’ Page on the CEO website:
Accreditation Report for the NSW Institute of
Teachers at the level of Professional Competence
THE PROCESS
Once teacher has collected evidence and school is
able to verify performance against all standards
within 7 elements:
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Write Report
Submit to CEO
 report signed by New Scheme Teacher
 coversheet signed by Principal and Mentor
 evidence verified by Principal or Supervisor
CEO makes accreditation decision (signs as TAA)
CEO submits to NSW Institute of Teachers
THE NEXT (UNSEEN) STEP
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The NSW Institute of Teachers sends all
Applications for Accreditation at the level of
Professional Competence to external validators
External validators cannot overturn the decision
of the TAA
If the decisions we make are queried then our
ability to be a TAA is questioned
THE FINAL STEP
Teacher receives a certificate indicating
recognition at the level of Proficiency
Professional Competence signed by Director of
CEO (as TAA) and Chief Executive of NSW
Institute of Teachers
 Certificate sent to CEO and then forwarded to
Teacher with letter of acknowledgement from
Director of CEO.
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COMMON ISSUES AND PROBLEMS
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New Scheme Teacher forgets to pay the account to
NSWIT! Non financial member – cannot teach in NSW
Incorrect report form (NSW Institute of Teachers form not
CEO’s)
Use of RE documents as evidence
Poor quality evidence
Lack of appropriate annotation
FEEDBACK FROM NSW INSTITUTE OF TEACHERS
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Importance of annotation – look at the examples
on the Institute website
Importance of linking assessment and
evaluation with planning for teaching and
learning