TEACHER MAINTENANCE OF ACCREDITATION
AT PROFESSIONAL COMPETENCE REPORT (T2)

Teacher’s copy

Principal’s copy

School Education Director’s copy
Teacher’s name:
Institute number:
Home address:
Date of accreditation at Professional Competence
Postcode:
___/___/___
DET ID number:
School:
School code:
PRINCIPAL’S VERIFICATION
1. I verify that Benn McEvoy has:

satisfied / not satisfied the requirements for maintenance of accreditation at Professional Competence by completing a
minimum of 100 hours of professional development according to the NSW Institute of Teachers’ requirements and
continues to demonstrate the Professional Teaching Standards at Professional Competence.

met the efficiency requirements for the Teacher Assessment and Review Schedule (TARS) over the past five years.
2.
I have attached the NSW Institute of Teachers’ Teacher Maintenance of Accreditation at Professional Competence
Report and signed section 1b on page five.
Principal’s name: ___________________________
Date:
Signature:___________________________
___/___/___
MEMORANDUM TO THE TEACHER
Following consideration of the above report it has been determined that
_______________________________
(insert teacher’s name)
has satisfied / not satisfied the requirements for the maintenance of accreditation at Professional Competence.
School Education Director’s name:_______________________
School Area:__________________________
_ Signature:____________________
Date: ___/___/___
MAINTENANCE OF ACCREDITATION AT PROFESSIONAL COMPETENCE
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Maintenance of Accreditation at Professional Competence
NSW INSTITUTE OF TEACHERS
MAINTENANCE OF ACCREDITATION REPORT AT
PROFESSIONAL COMPETENCE
Teacher’s Full Name:
Date of Birth:
 Casual  Temporary 
Institute Number:
Name of School:
Permanent
 F/T  P/T
Suburb/Town:
Subject(s)/stage taught:
Home Address:
Email:
Home Phone:
Date Maintenance Period
Commences:
Mobile:
Date Maintenance Period
Concludes:
The teacher writes a report demonstrating continued competent teaching practice by consistently
meeting the Standards at Professional Competence. They sign and date the report (Section 1a).
The Teacher Accreditation Authority or delegate verifies the accuracy of the teacher’s report and the
completion of the professional development requirement (Section 1b).
The Teacher Accreditation Authority makes a decision about the maintenance of accreditation at
Professional Competence (Section 2 or 3).
NEW SCHEME TEACHER’S REPORT:
ELEMENT 1
TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
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Statement:
During the maintenance of accreditation phase I have written and modified curriculum programs designed to engage students and
promote a culture of high achievement. I have incorporated different teaching strategies including ICT components such as
digital project portfolios and self paced presentations that cater for various learning styles to improve teaching and learning
outcomes in line with the Stage 5 Industrial Technology Wood and Metal Syllabus. These content enriched programs promote
and deliver vital lifelong skills and a high appreciation of society in which the skills and knowledge being explained are
becoming more paramount in the workforce. As a result of knowing my students and the ways they learn, student retention has
increased in my TAS subject areas, as have student destinations into further study or employment into workplaces specifically
related to the subjects.
I have gained valuable knowledge in through a range of professional development activities in particular HSC Marking for Metal
& Engineering for two years and Construction one year. This experience has developed my skills and awareness of BOS HSC
standards and structure and improved my knowledge of the assessment of curriculum to provide learning experiences that cater
for the needs of all students; this includes the incorporation of Blooms Taxonomy. This has led to redevelopment and designing
and implementing contextually relevant teaching and learning sequences that are better tailored to address student needs. As a
result students within the Industrial subjects have achieved greater grades with one student obtaining a Band 6 (91%) in
Construction.
Workplace training in pedagogical research has enabled me to incorporate structured lesson that utilise the use of ICT to meet
mandatory requirements of the syllabus.
MAINTENANCE OF ACCREDITATION AT PROFESSIONAL COMPETENCE
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ELEMENT 2
TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN
Statement:
In conjunction with the school’s learning centre and support team, I have used SMART DATA and value added information from ELLA,
SNAP, SC and HSC results, to analyse and develop the best teaching strategies for students based on their specific strengths and
weaknesses. As a result students enrolled in my classes have increased their marks significantly. I have developed suitable
literacy/numeracy resource materials and teaching methods aimed at better teaching practice and assisting all students with sensitivity and
compassion to all cultural backgrounds including indigenous cultures outlined in the TAS Syllabus. I used past examination results as a
diagnostic utility for identifying areas for further attention as well as strengths. This led to plans being developed to support students in
their learning and increase their achievement into the next band.
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I have applied my knowledge of the impact of cultural background factors to provide a challenging curriculum, raising expectations and
setting achievable standards stimulating indigenous students to aspire to their personal best. I have applied a range of literacy and
numeracy strategies while providing the necessary support, teaching and learning resources and time to allowing indigenous students to
achieve the national goal of Aboriginal students outcomes matching or bettering the outcomes of the broader student population by 2012.
I have initiated A Cultural Awareness Program in Industrial Technology Syllabus where the local Aboriginal Elders of the Dharruk tribe,
came to RHHS to deliver wood working skills in the traditional way to my Industrial Technology – Wood Yr 9 students once a year. This
included traditional wood carving techniques, design and creation of cultural paintings and the story telling behind them and the materials
and tools used. As a result of the embedded Aboriginal cultural experiences throughout the classroom programs the students have gained
an extensive first hand exposure to other cultures.
ELEMENT 3
TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
Statement:
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I have developed a consistent, systematic approach towards improving student achievement with a structure to all aspects of my teaching
including homework. Students are immersed in the meta language of the course to develop their knowledge & understanding which is
tested using formative and summative assessment strategies including past B.O.S examination papers that are topic related. This is
backward mapped toward my learning outcomes and further planning. The creation of the marking criteria and rubrics are inline with the
learning outcomes and feedback is given to students on each projects performance. This is then recorded effectively into my teaching
database to help track student achievements in formal written reports.
I have established and collaboratively reviewed the pilot Assessment and Learning tasks, which align with VETAB and RTO required
assessment indicators, for the Western Sydney region for VET Metal and Engineering. These assessment packages use a broad range of
effective strategies which enable assessment for learning with clearly defined goals that allow for effective feedback for student
achievement of learning outcomes and have aligned assessment practices across the region. As a result of the implementation of the
assessment packages, VET trainers across the region have utilised the package for best practice. My experiences from HSC marking and
exam committee have given me knowledge and skills to further build my expertise in VET.
I have ensured student’s safety in the practical workshop with thorough planning of methods of delivering safety information and
procedures. This leads into assessing each students ability to operate equipment safely then reporting on performance and areas for
improvement to students and accurately recording results. These steps are paramount to ensure I have a safe learning environment for
myself and my students. I have imbedded this practice, to evaluate my teaching and learning programs and inform my future planning.
ELEMENT 4
TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS
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Statement:
I have presented at an annual seminar for students at risk of not completing the HSC requirements for VET within the Western Sydney
Region. This involved explaining goals, content, concepts and ideas clearly and accurately to inspire, motivate and promote effective
strategies and relationships. This catered for the students to gain knowledge and confidence in the value of completing the VET framework
certificate. As a result of the program, the rate of successful completion of participants increased. This was evident with the continuance of
the seminar and that I was asked every year that it ran to present my information.
I incorporate a variety of purposeful group structures and peer activities including peer marking and evaluating in my classroom to enable
students to reflect on their own work and areas for improvement that can be made prior to the due date. This provides the opportunity for
students to set goals to maximise the results in a fair and equitable manner, I then have individual discussions to probe students
understanding on the task required with each student using their own reflections on their work. We then mark and assess the project
together giving written and verbal feedback on areas of success and areas for future focus. This has resulted in the students’ grades
increasing significantly in my classes.
I use a range of effective communication strategies within the classroom, including visual nonverbal cues which communicate to the
students an expectation of a dynamic and collaborative learning environment. This encourages other students to contribute into the group
discussions and leads to deeper content delivery and understanding.
MAINTENANCE OF ACCREDITATION AT PROFESSIONAL COMPETENCE
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ELEMENT 5
TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM
MANAGEMENT SKILLS
Statement:
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I have mentored new staff in the faculty as well as guided practicum-teachers to recognise qualities and areas for development in relation to
quality teaching and institute standards. I was able to communicate effectively to encourage the intern to grow in her development as a new
teacher, to incorporate her skills and knowledge to produce her own exceptional pieces of work that are challenging and engaging. As a
result the new staff and practicum-teachers were able to use a variety of classroom management strategies to maximise the use of classroom
time for productive learning and to establish a safe and supportive learning environment.
I have incorporated many professional development seminars, which encompassed quality and effective classroom management skills, into
my classroom setting. These include ENVOY, the use of non verbal communication techniques to manage student behavior, and Choice
Theory/Reality Therapy framework, a method of student reflections on their own choices of actions and its consequences to increase
consistency, expectations and responsibility. From this learning I am more aware of the need to consistently model school beliefs and values
to create a safe, respectful, challenging and inviting learning environment. This has resulted in being able to handle classroom discipline
problems quickly, fairly and respectfully, and ensures substantial student time on learning tasks.
I have developed a success culture into my classroom where students are involved in real life situations such as in the VET Construction
course. They were required to find a client for a full sized cubby house, consult the clients’ requirements and negotiate the cost and time
needed to produce the quality product. They then needed to source materials, build the cubby house and present the final product to the
client. This has resulted in the students gaining industry standard experiences that build upon effective communication skills and teamwork
through a purposeful and worthwhile learning activity.
ELEMENT 6
TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE
Statement:
I have participated in Aspiring Leaders professional development courses run within my school to improve my knowledge and
understanding of leadership practices. The Team Leadership Program, by the Professional Learning and Leadership Directorate, enabled me
to analyse and develop my leadership capacity by allowing me to deliver quality professional learning to the faculty. I attended the Master
Class – Middle management by Steve Dinham at Macquarie University, which focused on the range of factors that impacted quality
teaching and student achievement. My presentations, which I developed from this professional learning, included effect size influences on
student learning and how, as a team, we could improve on our current practices to increase results and engagement. In regular discussions
with my colleagues, I participated in professional dialogue and actively developed productive relationships based on mutual respect and
support. As a result the faculty was able to bring about significant change to our student body in the areas of literacy, numeracy and student
learning outcomes.
I have encouraged staff, in my role as relieving Head Teacher, to embrace best teaching strategies and supported decisions made by the
faculty members. I welcome staff contribution and efforts and prefer harmony over conflict, action over inaction and productivity over
delays. My faculty consisted of a range of experience levels, expertise and professional backgrounds such as new teachers, part time,
retrained and experienced staff. By appreciating their individual needs and personalities and promoting diversity, I was able to quickly gain
respect, trust and confidence. Feedback received from the Senior Executive and Head Teacher as well as the faculty were positive and
reassuring that my actions and methods were credible. As a result I became a pivotal support structure for my Head Teacher in managing &
leading the faculty to improve professional knowledge and practice.
`
ELEMENT 7
TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY
Statement:
I coordinated the schools Vocational Education & Training courses which entailed maintaining, evaluating and introducing all forms of
VET both in administrative and educational purposes. This involved coordinating meetings; with staff, students and providing information
to parents in a professional and ethical manner on any VET notices or changes within the school. I also maintained and monitored a budget
and liaised with the local Regional Training Organisation (RTO) on all VET matters. As an Auditor for the region I was required to visit
schools and review, evaluate and report on current processes and areas for development. Based on the results from the audit conducted at
my school I have put structures in place to have continuous improvement programs for quality within the school on VET processes and
assessments.
I have successfully written a submission for the round three funding grant for a Trade Training Centre. The proposal is for my school to
gain a million dollar upgrade on the existing Metal and Engineering area to enable the delivery of some CERT III competencies and a
million dollar upgrade of the Hospitality area at a partner school to enable some CERT III competency delivery. I had to Interact and
network with the principals from both schools as well as the VET coordinator at the other site and collaborate with DET officers from Asset
management, and the Registered Training Office. The success of this submission will create a cluster of the two schools to have industry
level equipment that is shared between the two schools enabling greater opportunities for students at both sites to access higher levels of
learning and achievement. During this application I have worked closely with the School Council committee to which I am a member of to
ensure the application is in line with the greater interests of the school.
MAINTENANCE OF ACCREDITATION AT PROFESSIONAL COMPETENCE
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SECTION 1a: The New Scheme Teacher’s declaration and signature
I
declare that the Maintenance of Accreditation Report at
(please print your name)
Professional Competence is an accurate account of my work.
Signature:
Date:
SECTION 1b: The TAA or delegate’s verification of report and PD requirement (this is the principal
for NSW government schools)
I verify that this report is an accurate account of the teaching practice of
(please print teacher’s full name)
against the Standards at Professional Competence, and that he/she has met the professional development requirements.
Teacher Accreditation Authority or Delegate’s
Full Name:
Position Title:
Signature:
Date:
The Teacher Accreditation Authority (TAA) must complete and sign Section 2 or Section 3.
SECTION 2: If the teacher MEETS requirements for maintenance of accreditation
As the Teacher Accreditation Authority, I determine that
(please print teacher’s full name)
meets the Institute of Teachers’ requirements for maintenance of accreditation at Professional Competence.
Teacher Accreditation Authority’s Full Name:
Position Title:
Organisation/School:
Location/Area:
Teacher Accreditation Authority’s Signature:
Date:
SECTION 3: If the teacher DOES NOT MEET requirements for maintenance of accreditation
As the Teacher Accreditation Authority, I determine that
(please print teacher’s full name)
does not meet the Institute of Teachers’ requirements for accreditation at Professional Competence.
Teacher Accreditation Authority’s Full Name:
Position Title:
Organisation/School:
Location/Area:
Teacher Accreditation Authority’s Signature:
Date:
If a teacher does not meet requirements, the TAA will then take initial steps for revocation of the teacher’s accreditation specified
under the relevant policy.
MAINTENANCE OF ACCREDITATION AT PROFESSIONAL COMPETENCE
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