ACCREDITATION OF TEACHERS AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP SEPTEMBER 2008 SEPTEMBER 2008 Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 1 Contents 1. ABSTRACT 2. TEACHERS UNDERTAKING VOLUNTARY ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP 2.1 2.2 3. New scheme teachers Existing teachers VOLUNTARY ACCREDITATION OF TEACHERS AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 Role of the Teacher Accreditation Authority Role of the Institute of Teachers Payment of fees to the Institute of Teachers Teachers appointed permanently Teachers engaged temporarily Principles guiding the accreditation process at Professional Accomplishment and Professional Leadership The process for teachers to achieve accreditation at Professional Accomplishment and Professional Leadership Maintenance of accreditation at Professional Accomplishment and Professional Leadership 4. REVOCATION OF ACCREDITATION 5. CONTACTS 6. KEY DOCUMENTS APPENDIX 1: Departmental process for accreditation of teachers at Professional Accomplishment and Professional Leadership APPENDIX 2: Checklists for staff involved in the accreditation at Professional Accomplishment and Professional Leadership process APPENDIX 3: Glossary of terms Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 2 1. ABSTRACT 1.1 These procedures describe the process for teachers, who are approved to teach in NSW government schools and employed by the NSW Department of Education and Training, to undertake voluntary accreditation at the higher levels of Professional Accomplishment and Professional Leadership. 1.2 These procedures must be read and applied in conjunction with the Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy. 2. TEACHERS UNDERTAKING VOLUNTARY ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP 2.1 New Scheme Teachers 2.1.1 All new scheme teachers are required to meet the NSW Institute of Teachers’ mandatory accreditation requirements and maintenance of accreditation at Professional Competence to be employed in NSW government schools. Refer to Accreditation of New Scheme Teachers in NSW Government Schools Policy and Accreditation of New Scheme Teachers at Professional Competence Procedures (revised April 2008) for a definition of new scheme teachers (Section 2) and for further information on mandatory accreditation and maintenance of accreditation at Professional Competence. 2.1.2 New scheme teachers on probation are required to become accredited at the level of Professional Competence before commencing accreditation at a higher level. Refer to Accreditation of New Scheme Teachers in NSW Government Schools Policy and Accreditation of New Scheme Teachers at Professional Competence Procedures (revised April 2008) for further information on mandatory accreditation at Professional Competence. 2.1.3 It is recommended that new scheme teachers who undertake an accreditation submission at the level of Professional Accomplishment or Professional Leadership complete the mandatory maintenance of accreditation phase at Professional Competence prior to finalising an accreditation submission for the higher levels. Collection of evidence for accreditation at the higher levels and completing requirements for maintenance of accreditation at Professional Competence may occur concurrently. Refer to Accreditation of New Scheme Teachers in NSW Government Schools Policy and Accreditation of New Scheme Teachers at Professional Competence Procedures (revised April 2008) for further information on mandatory maintenance of accreditation at Professional Competence. 2.2 Existing Teachers 2.2.1 Existing teachers are teachers (either permanent, casual or temporary) who have been: Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 3 (i) employed by the Department of Education and Training to teach in NSW schools before 1 October, 2004: or (ii) employed by the Department before 1 October, 2004 who are returning from approved leave or to teaching after working in non school based positions within the Department or the Office of the Board of Studies NSW. 2.2.2 Existing teachers are not required to be accredited at the level of Professional Competence prior to electing to undertake accreditation at the levels of Professional Accomplishment and/or Professional Leadership. 3. VOLUNTARY ACCREDITATION OF TEACHERS AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP 3.1 Role of the Teacher Accreditation Authority 3.1.1 Consistent with the Institute of Teachers Act 2004 the Department of Education and Training’s Director-General has delegated the regional director as the Teacher Accreditation Authority with the responsibility for making accreditation decisions at the levels of Professional Accomplishment and Professional Leadership. 3.2 Role of the Institute of Teachers 3.2.1 The Institute of Teachers oversees and monitors the system of accreditation at the levels of Professional Accomplishment and Professional Leadership. This includes: 3.3 maintaining a database of teachers at different levels of accreditation; managing online preliminary applications from teachers and providing feedback; managing the Electronic Teacher Accreditation Management System (eTAMS) profiles of teachers; selecting, training and allocating of external observers; monitoring and convening of the Moderating and Consistency Committee; transferring of information to the teacher and the Teacher Accreditation Authority at various stages of the accreditation process; issuing certificates of accreditation; determining ongoing professional development requirements for the levels of Professional Accomplishment and Professional Leadership; maintaining a record of correspondence between Teacher Accreditation Authorities and the Institute of Teachers. Payment of fees to the Institute of Teachers 3.3.1 Teachers who seek to undertake accreditation at Professional Accomplishment and Professional Leadership are required by the Institute of Teachers to pay a fee to complete an online preliminary application and a subsequent fee to commence the accreditation process. Refer to Institute of Teachers. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 4 3.3.2 Accredited teachers at the levels of Professional Accomplishment and Professional Leadership are responsible for paying annual fees to the Institute of Teachers. 3.4 Teachers appointed permanently 3.4.1 Teachers who voluntarily undertake accreditation at Professional Accomplishment and Professional Leadership and are permanently employed are expected to demonstrate the Professional Teaching Standards within the maximum three year timeframe. 3.5 Teachers engaged temporarily 3.5.1 Teachers such as casual and temporary teachers currently teaching in Departmental schools who wish to undertake voluntary accreditation at the levels of Professional Accomplishment and Professional Leadership must be able to demonstrate the Professional Teaching Standards within the maximum three year timeframe. Temporary teachers should discuss with the principal their intent to undertake the process of accreditation. Additional information from the Institute of Teachers regarding casual and temporary teachers undertaking accreditation at these higher levels will be provided. Refer to Institute of Teachers. 3.6 Principles guiding the accreditation process at Professional Accomplishment and Professional Leadership 3.6.1 The Professional Teaching Standards and the process of accreditation at Professional Accomplishment and Professional Leadership describe professional practice that influences the educational community. Accreditation at Professional Accomplishment and Professional Leadership is not related to the position held by a teacher, nor is it deemed that accreditation is a sequential process where accreditation at other levels is a prerequisite for the levels of Professional Accomplishment and Professional Leadership. The exception is mandatory accreditation and the recommended maintenance of accreditation at Professional Competence for new scheme teachers. 3.6.2 The process of accreditation of teachers at Professional Accomplishment and Professional Leadership must: acknowledge the varied and complex circumstances and contexts in which teachers teach; recognise the teacher’s prior experiences, knowledge and skills; utilise the expertise of colleagues in providing professional support and strategies to assist accreditation at these higher levels; be based on the use of externally moderated professional judgements and multiple sources of evidence. 3.6.3 Departmental staff members follow the procedures required by the Institute of Teachers in making judgements about teachers’ practice, knowledge and Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 5 commitment. The Institute of Teachers provides support material to assist staff to make valid, fair and reliable judgements. Refer to the Evidence Guide for Professional Accomplishment, Evidence Guide for Professional Leadership and support documents Evidence Guide for Professional Accomplishment: Support Document, Evidence Guide for Professional Leadership: Support Document. 3.7 The process for teachers to achieve accreditation at Professional Accomplishment and Professional Leadership This section must be read and applied in conjunction with Appendix 1 of these procedures which describes the process for accreditation of teachers at the higher levels of Professional Accomplishment and Professional Leadership. 3.7.1 Preliminary Application Phase Prior to commencing an online preliminary application the teacher is required to engage in a discussion with his/her principal or line manager about commencing an accreditation submission (e.g. a principal planning to undertake an online preliminary application would engage in a discussion with his/her school education director). An online preliminary application completed via the Institute of Teachers’ website is strongly recommended when considering undertaking accreditation at the levels of Professional Accomplishment and Professional Leadership. To undertake an online preliminary application the Institute of Teachers require the payment of a fee. On payment of this fee the teacher receives an application number from the Institute of Teachers which enables him/her to access his/her Electronic Teacher Accreditation Management System (eTAMS) profile and complete the online preliminary application. On completion of the online preliminary application feedback is provided to the teacher from the Institute of Teachers about commencing an accreditation submission. When feedback is rated as moderate, low or very low likelihood of success it is strongly recommended that teachers do not proceed with the accreditation phase until the areas requiring development have been addressed. The professional advice of the principal or line manager should be considered by teachers when deciding whether or not to proceed with an accreditation submission. 3.7.2 Accreditation Phase Subsequent to the completion of an online preliminary application teachers commencing the accreditation process are required to engage in a discussion with their principal or line manager about their intent to proceed with an accreditation submission. The principal or line manager needs to be aware of the teacher’s intent to commence the accreditation process in order to acknowledge the potential impact on the school’s organisation. Teachers intending to commence an accreditation submission must pay a subsequent fee to the Institute of Teachers which enables them to log onto the Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 6 Institute’s Electronic Teacher Accreditation Management System (eTAMS) to commence their accreditation submission. Once a teacher commences an accreditation submission, the Institute of Teachers informs the regional director as the Teacher Accreditation Authority. The regional director then confirms this with the principal or line manager. As part of the accreditation process a teacher will undergo an external moderation process leading to the submission of a final application with supporting evidence. Evidence from a variety of sources is used to make the accreditation decision. Evidence is triangulated and will come from: documentary evidence referee reports external observer report/s. Refer to Institute of Teachers’ Evidence Guide for Professional Accomplishment, Evidence Guide for Professional Leadership and support documents Evidence Guide for Professional Accomplishment: Support Document, Evidence Guide for Professional Leadership: Support Document. The teacher’s accreditation submission is considered by a regional panel (consisting of the regional director as the Teacher Accreditation Authority, a secondary principal and a primary principal). 3.7.3 Collection of teachers’ supporting evidence of Professional Accomplishment or Professional Leadership During the accreditation phase teachers are expected to collect, evaluate, annotate, collate and enter samples of their work as supporting evidence to demonstrate achievement of all the Professional Teaching Standards at Professional Accomplishment or Professional Leadership onto their Institute of Teachers Electronic Teacher Accreditation Management System (eTAMS) profile. Evidence can be collected on a basis broader than individual standards and should be considered on the basis of its continuing relevance to teaching practice. Evidence that precedes the date of an accreditation submission may be included. The Institute of Teachers specifies the maximum timeframe of three years for teachers to complete an accreditation submission for the levels of Professional Accomplishment or Professional Leadership. Each piece of supporting evidence must be annotated and should demonstrate achievement of the Professional Teaching Standards, making specific links. Evidence and annotations are entered onto a teacher’s Electronic Teacher Accreditation Management System (eTAMS) profile. Evidence may be entered onto a teacher’s Electronic Teacher Accreditation Management System (eTAMS) profile on a cumulative basis. A word limit of up to approximately 250 words applies for each piece of evidence. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 7 3.7.4 Role of Referees Referees’ evidence should support a teacher’s claims in respect to demonstration of the Professional Teaching Standards over time. Referees are required by the Institute of Teachers to utilise an online proforma to comment on a specific range of Professional Teaching Standards. Once the teacher enters the names of his/her referees onto the Electronic Teacher Accreditation Management System (eTAMS) profile the Institute of Teachers emails each referee with his/her login details. Referees submit a final online report to the Institute of Teachers to which the teacher has access and which forms part of his/her supporting evidence. Refer to Institute of Teachers’ support document Accreditation at Professional Accomplishment and Professional Leadership: Information for Referees. Teachers undertaking accreditation at Professional Accomplishment and Professional Leadership are responsible for identifying referees and for nominating the specific range of Professional Teaching Standards on which these referees will be commenting. A minimum of three referees are to be included, one of which must be the teacher’s current principal or line manager. 3.7.5 Role of External Observers External Observers are selected, trained and allocated by the Institute of Teachers. External Observers conduct structured observations of the teacher’s practice, engage in discussion/s with the teacher, write and submit a final online report to the Institute of Teachers to which the teacher has access and which forms part of his/her supporting evidence. This documentation is considered by the Teacher Accreditation Authority as part of a teacher’s accreditation submission when making an accreditation decision. External Observers are chosen from another school within the same sector as the teacher (i.e. government) and will draw from the full range of contexts within the sector but may not necessarily be matched to the same context. External Observers will have a teaching background commensurate with the teacher. Teachers undertaking accreditation at the levels of Professional Accomplishment and Professional Leadership are responsible for managing the process and timing of External Observer visits by negotiating with their principal or line manager. Refer to Institute of Teachers’ support document Accreditation at Professional Accomplishment and Professional Leadership: Information for External Observers. 3.7.6 Role of the Moderating and Consistency Committee The Moderating and Consistency Committee is responsible for providing accreditation advice to Teacher Accreditation Authorities about teachers’ accreditation submissions. This committee will consider accreditation submissions from teachers in all sectors across NSW to ensure a consistent and fair application of the Professional Teaching Standards and provide advice to Teacher Accreditation Authorities in regard to each accreditation submission. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 8 3.7.7 Responsibilities of staff involved in the accreditation process of teachers at Professional Accomplishment and Professional Leadership The responsibilities of staff in the accreditation of teachers at Professional Accomplishment and Professional Leadership are described in the Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy. A checklist for each Department staff member involved in the accreditation of teachers at higher levels is available at Appendix 2 of these procedures. 3.7.8 Support for teachers undertaking accreditation at higher levels Supervisors support teachers in their professional growth and development. In a variety of contexts supervisors: provide guidance, feedback and advice for further development of teaching practice and on areas for further professional growth; discuss the type of evidence and annotations thereof to be used to make judgements about a teacher’s submission for accreditation at Professional Accomplishment or Professional Leadership. Teachers undertaking accreditation at the levels of Professional Accomplishment and Professional Leadership are responsible for managing their accreditation submission, seeking feedback throughout the process and the decision as to when their submission is finalised within the maximum three year timeframe. The Institute of Teachers’ Evidence Guide for Professional Accomplishment, Evidence Guide for Professional Leadership and support documents Evidence Guide for Professional Accomplishment: Support Document, Evidence Guide for Professional Leadership: Support Document provide advice on managing the types of evidence required to enable a teacher to demonstrate achievement of all the Professional Teaching Standards at Professional Accomplishment and Professional Leadership. 3.7.9 The Accreditation Decision Where the regional director determines that a teacher does meet the requirements for accreditation he/she must notify the Institute of Teachers of this decision. Where the regional director determines that a teacher does not meet the requirements for accreditation he/she must notify the Institute of Teachers in writing and advise the teacher of the internal review process. As the Teacher Accreditation Authority for accreditation at Professional Accomplishment and Professional Leadership the regional director’s decision is final (subject to section 3.7.10). Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 9 3.7.10 The Department’s internal review process A request by a teacher for an internal review of the decision not to accredit must be: based on issues of procedure made in writing supported by documentary evidence; and made within 28 days of the teacher being informed of the regional director’s accreditation decision. The request by a teacher for an internal review is to be made to the Deputy Director-General, Workforce Management and Systems Improvement. A response to the teacher’s request for an internal review must occur within 21 days from receipt by the Deputy Director-General, Workforce Management and Systems Improvement. If the decision not to accredit is upheld following the internal review, the teacher may apply to the Administrative Decisions Tribunal for an appeal of the accreditation decision. Advice about this process will be provided in writing by the Deputy Director-General, Workforce Management and Systems Improvement. 3.7.11 Issue of the Certificate of Accreditation for achievement of Professional Accomplishment or Professional Leadership The Institute of Teachers records the Professional Accomplishment or Professional Leadership accreditation decision and notes the teacher’s status. The accredited teacher is then allocated an accreditation number by the Institute of Teachers. The Certificate of Accreditation is forwarded to the regional director for distribution to the accredited teacher. The regional director records the teacher’s accreditation status on the personnel system. 3.7.12 NSW Institute of Teachers’ monitoring process – Moderating and Consistency Committee The Institute of Teachers is responsible for monitoring and convening of the Moderating and Consistency Committee (MCC). The Institute of Teachers is responsible for providing guidelines to all committee members. 3.7.13 Record keeping and transfer of information during the accreditation process Teachers undertaking accreditation at these higher levels are responsible for engaging in a discussion with their principal or line manager about undertaking an online preliminary application (completing an online preliminary application is strongly recommended), engaging in subsequent discussion/s about commencing an accreditation submission, engaging in discussions with proposed referees about the accreditation process to seek their support, managing the online process of entering annotated supporting evidence onto their Electronic Teacher Accreditation Management System (eTAMS) profile and seeking Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 10 feedback from the principal or line manager throughout the process. Teachers make the final decision as to when their accreditation submission is complete. Principals or line managers undertake a discussion with the teacher prior to the teacher commencing an online preliminary application, subsequent discussion when the teacher decides to proceed with an accreditation submission and complete an online acknowledgement with the Institute of Teachers that they have been advised that the teacher is proceeding with an accreditation submission. Referees are responsible for logging onto the NSW Institute of Teachers’ website and verifying a teacher’s capacity to demonstrate the Professional Teaching Standards utilising an online proforma. External Observers undertake negotiated onsite visit/s, write an online report verifying the Professional Teaching Standards observed during the onsite visit/s and engage in collegial discussion/s with the teacher. External Observers submit their final online report to the Institute of Teachers to which the teacher has access. Regional Directors are responsible for sending email confirmation to the principal or line manager that a teacher has commenced an accreditation submission, convening the regional panel (consisting of the regional director as the Teacher Accreditation Authority, a secondary and primary principal) to consider accreditation submissions, making the final accreditation decision on a teacher’s accreditation submission, notifying the Institute of Teachers of the accreditation decision, recording the decision onto the personnel system and the distribution/presentation of the Certificate of Accreditation. Institute of Teachers is responsible for managing the online documentation submitted onto a teacher’s Electronic Teacher Accreditation Management System (eTAMS) profile and providing advice to Teacher Accreditation Authorities via the Moderating and Consistency Committee. 3.8 Maintenance of accreditation at Professional Accomplishment and Professional Leadership In order for teachers to continue to be recognised as being accredited at the level of Professional Accomplishment and/or Professional Leadership they must maintain their accreditation. The Institute of Teachers requires accredited teachers to pay an annual fee and undertake ongoing professional development to maintain accreditation. Refer to Institute of Teachers website and the pending release of Institute of Teachers’ policy related to maintenance of accreditation at the higher levels. The Department of Education and Training will provide further information related to maintenance of accreditation at the higher levels subsequent to the release of Institute of Teachers’ policy. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 11 4. REVOCATION OF ACCREDITATION For further information on revocation of accreditation refer to Institute of Teachers pending policy. 5. CONTACTS Section Institute of Teachers Area of responsibility Legislation Publications Fees Professional Teaching Standards Accreditation and maintenance of accreditation requirements Policy Contact details Telephone: 1300 739 338 Email: contactus@nswteachers. nsw.edu.au Institute of Teachers Human Resources Directorate Procedures for accreditation and approval to teach in NSW government schools Policies and procedures for accreditation and maintenance of accreditation Manager, Human Resources Telephone: 9561 8273 Professional Learning and Leadership Development Directorate Professional learning activities to support accreditation and maintenance of accreditation Endorsed professional learning provider Registration of professional learning Management of professional learning data Manager, Teacher Learning Telephone: 9561 1056 Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 12 6. KEY DOCUMENTS All staff involved in the accreditation of teachers at Professional Accomplishment and Professional Leadership must become familiar with the following policies and support documents which describe the Institute of Teachers’ requirements and the Department’s procedures. NSW Institute of Teachers Title and URL Content description Professional Teaching Standards The Professional Teaching Standards for Graduate Teacher, Professional Competence, Professional Accomplishment and Professional Leadership. Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership Policy regarding: the accreditation process roles of staff in the accreditation process guides to support the collection of evidence judgements regarding Professional Accomplishment and Professional Leadership evidence to be collected by the teacher to demonstrate Professional Accomplishment and Professional Leadership. Support Documents: Accreditation at Professional Accomplishment: Information for Candidates Accreditation at Professional Leadership: Information for Candidates Evidence Guide for Professional Accomplishment Evidence Guide for Professional Accomplishment: Support Document Evidence Guide for Professional Leadership Evidence Guide for Professional Leadership: Support Document Information for Teacher Accreditation Authorities and Principals Information for External Observers Information for Referees Support documents regarding: collection and type of evidence roles of the teacher, Teacher Accreditation Authority, principal, external observers and referees. Department of Education and Training Title and URL Content description Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy Policy on accreditation of teachers at Professional Accomplishment and Professional Leadership. Accreditation of Teachers at Procedures on accreditation of teachers at Professional Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 13 Professional Accomplishment and Professional Leadership Procedures Teacher Improvement Program Accomplishment and Professional Leadership. Performance Improvement Program for Principals Procedures for managing and supporting a principal who is experiencing difficulties with his/her performance. Procedures for managing and supporting teachers experiencing difficulties with their teaching. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 14 APPENDIX 1 DEPARTMENTAL PROCESS FOR ACCREDITATION OF TEACHERS AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP Step 1 Action The teacher engages in a discussion with his/her principal or line manager about undertaking the online preliminary application with the Institute of Teachers. Completion of an online preliminary application is strongly recommended. In order to access and complete an online preliminary application the teacher pays a fee to the Institute of Teachers and receives an application number. 2 3 Reference Section 3 and Appendix 2 of these procedures. Institute of Teachers: Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership The teacher completes and submits the online preliminary application with the Institute of Teachers. Section 3.7.1 and Appendix 2 of these procedures. Feedback is provided by the Institute of Teachers as to the likelihood of success. Applicants are not recommended to commence an accreditation submission if the feedback is rated as moderate, low or very low likelihood of success. (In these cases applicants are encouraged to address the areas requiring development prior to commencing an accreditation submission.) Institute of Teachers: Professional Teaching Standards, Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership The teacher makes a decision whether to proceed with an accreditation submission. The teacher’s decision should take into consideration the advice from his/her principal or line manager. Section 3.7.2 and Appendix 2 of these procedures. The teacher and principal or line manager engage in a further discussion about the teacher’s intent to commence an accreditation submission. The teacher and principal or line manager discuss: the Professional Teaching Standards and procedures for accreditation at the higher levels of Professional Accomplishment and Professional Leadership; the roles of staff in the accreditation process, in particular selection of referees to support their accreditation submission, timing of external observer visit/s and managing the online process of submitting annotated supporting evidence. On deciding to commence an accreditation submission the teacher pays a fee to the Institute of Teachers. The Institute of Teachers requires the teacher to log onto the Electronic Teacher Accreditation Management System (eTAMS) to generate his/her profile and a commencement date for their accreditation submission. The principal or line manager completes an online acknowledgement with the Institute of Teachers that they have been advised the teacher is proceeding with an accreditation submission. Department’s Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy Institute of Teachers: Accreditation at Professional Accomplishment: Information for Candidates Accreditation at Professional Leadership: Information for Candidates Evidence Guide for Professional Accomplishment Evidence Guide for Professional Accomplishment: Support Document Evidence Guide for Professional Leadership Evidence Guide for Professional Leadership: Support Document Information for Teacher Accreditation Authorities and Principals Information for External Observers Information for Referees Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 15 Step 4 Action Reference The teacher commences the accreditation phase and subsequently: Sections 3.7.2 to 3.7.10 and Appendix 2 of these procedures. identifies a minimum of three referees (one of which must be the teacher’s current principal or line manager) and discusses with them the accreditation process; Institute of Teachers: Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership logs onto his/her eTAMS profile to identify referees and nominates the Professional Teaching Standards each referee will be supporting (N.B. the Institute of Teachers then emails referees their login details so referees are able to verify the teacher’s demonstration of the standards); commences the collection, annotation and entering of documentary evidence onto his/her eTAMS profile; negotiates the timing of external observer visit/s with the external observer and principal and confirms with the principal details of the arranged visit/s; Support Documents Evidence Guide for Professional Accomplishment, Evidence Guide for Professional Accomplishment: Support Document Evidence Guide for Professional Leadership, Evidence Guide for Professional Leadership: Support Document engages in follow up discussion with the external observer; 5 reads the external observer online report/s which form part of his/her supporting evidence. Information for Teacher Accreditation Authorities and Principals, Information for External Observers, Information for Referees The teacher ensures his/her supporting evidence is annotated, addresses each standard and is entered under the relevant domain. Annotations have a word limit of up to approximately 250 words for each piece of evidence. Section 3.7.3 and Appendix 2 of these procedures. When the teacher’s accreditation submission is nearing completion the teacher engages in further discussion with his/her principal or line manager about his/her submission in order to obtain feedback prior to lodging the final accreditation submission. 6 7 If required, the principal or line manager implements procedures for managing teachers/principals who are experiencing difficulties with their performance. Department’s Teacher Improvement Program The teacher submits his/her final accreditation submission. See Appendix 2 of these procedures. The Institute of Teachers sends notification to the regional director (as the Teacher Accreditation Authority) to alert him/her to receipt of a teacher’s accreditation submission. Department’s Performance Improvement Program for Principals Department’s Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy Institute of Teachers: Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 16 Step 8 Action The regional director logs onto the Institute of Teachers’ website to view documentary evidence, referees’ reports, external observer report/s and the teacher’s accreditation submission. Reference See Appendix 2 of these procedures. Department’s Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy. Institute of Teachers: Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership, Information for Teacher Accreditation Authorities and Principals, 9 The regional director convenes the regional panel on a term basis or as required to consider the accreditation submission/s and support the regional director in making a recommendation. The regional director forwards the recommendation to the Institute of Teachers. Section 3.7.9 and Appendix 2 of these procedures. Institute of Teachers: Policy and Procedures for Accreditation at Professional Accomplishment and Professional Leadership 10 The Institute of Teachers’ Moderating and Consistency Committee consider the teacher’s accreditation submission and regional director’s recommendation. The Moderating and Consistency Committee makes a recommendation regarding accreditation and notifies the regional director. Section 3.7.6 and Appendix 2 of these procedures. 11 The regional director makes the final accreditation decision, notifies the Institute of Teachers, records the decision on the personnel system and informs the relevant principal or line manager of the decision. Section 3.7.11 these procedures. (N.B. If the regional director, as the Teacher Accreditation Authority, does not agree with the Moderating and Consistency Committee’s recommendation he/she must notify the Institute of Teachers in writing. In the case of the decision being not to accredit the regional director advises the teacher of the process for internal review.) Section 3.7.9, 3.7.10 and 3.7.12 and Appendix 2 of these procedures. 12 When successfully accredited the teacher receives notification from the Institute of Teachers that he/she is accredited at the level of Professional Accomplishment or Professional Leadership and receives an accreditation number. The Institute of Teachers distributes the Certificate of Accreditation to the regional director for forwarding to the accredited teacher. Section 3.7.9, 3.7.10 and Appendix 2 of these procedures. 13 Once accredited the teacher then commences the maintenance of accreditation phase. Section 3.8 of these procedures. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 17 APPENDIX 2A CHECKLIST FOR TEACHERS INVOLVED IN THE PROCESS OF ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP I have: 1 become familiar with the relevant documents concerning accreditation at Professional Accomplishment and Professional Leadership by reading available information from the Institute of Teachers and the Department 2 reflected on my professional knowledge, practice and commitment in relation to the Professional Teaching Standards and decided upon the level at which I will seek accreditation 3 discussed my intent to undertake an online preliminary application with my principal or line manager (understanding that this is strongly recommended) 4 paid an initial fee to the Institute of Teachers to receive an application number which allows me to access and complete my online preliminary application 5 completed and lodged my online preliminary application for accreditation with the Institute of Teachers 6 obtained feedback from the Institute of Teachers as to the likelihood of my success (i.e. if moderate, low or very low likelihood of success I begin to address the areas requiring development and may choose to re-apply) 7 discussed my intent to proceed with an accreditation submission with my principal or line manager (he/she must then complete an online acknowledgement that a discussion has occurred) 8 discussed with my proposed referees (minimum three, one of whom must be current principal or line manager) the accreditation process and sought their support 9 paid a subsequent fee to the Institute of Teachers on deciding to commence my accreditation submission 10 logged onto eTAMS to generate a profile and commencement date for my accreditation submission 11 nominated the Professional Teaching Standards which each referee will be supporting by logging onto my eTAMS profile 12 commenced collecting, annotating and entering evidence over time to support my accreditation submission and demonstration of all the Professional Teaching Standards at the level accreditation is sought 13 negotiated the timing of external observer visit/s and confirmed visit details Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 18 with my principal or line manager 14 engaged in external observer visit/s, follow up discussion/s and read my online report/s which form part of my supporting evidence 15 engaged in further discussions with my principal or line manager to obtain feedback on my accreditation submission prior to finalising 16 finalised my accreditation submission to the Institute of Teachers recognising the regional director will make a recommendation (with the regional panel’s input) to the Institute of Teachers 17 received notification, an accreditation number and a Certificate of Accreditation (from the Institute of Teachers) when successfully accredited.* * In the case of a decision not to accredit refer to Section 3.7.9 and 3.7.10 Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 19 APPENDIX 2B CHECKLIST FOR PRINCIPALS AND/OR LINE MANAGERS* INVOLVED IN THE PROCESS OF ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP I have: 1 become familiar with the relevant documents concerning accreditation at Professional Accomplishment and Professional Leadership by reading available information from the Institute of Teachers and the Department 2 engaged in discussions with the teacher and supported him/her in developing his/her understanding of the Professional Teaching Standards and the accreditation framework 3 discussed with the teacher his/her intent to undertake an online preliminary application 4 engaged in a subsequent discussion with the teacher to confirm whether he/she intends to proceed (after the teacher has received feedback from the Institute of Teachers regarding their online preliminary application) 5 been advised the teacher is proceeding with an accreditation submission and completed an online acknowledgement with the Institute of Teachers to indicate discussion with the teacher has occurred 6 verified demonstration of the nominated Professional Teaching Standards (comment optional) by logging onto the Institute of Teachers’ website 7 supported the teacher in negotiating the timing of external observer visit/s 8 engaged in further discussions with the teacher about his/her supporting evidence and demonstration of all the Professional Teaching Standards 9 given feedback to the teacher about the finalisation of his/her accreditation submission after engaging in discussions. * Line Managers for principals are school education directors. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 20 APPENDIX 2C CHECKLIST FOR REGIONAL DIRECTORS INVOLVED IN THE PROCESS OF ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP I have: 1 become familiar with the relevant documents concerning accreditation at Professional Accomplishment and Professional Leadership by reading available information from the Institute of Teachers and the Department 2 engaged in discussions with the school education directors and principals to support them in developing their understandings of the Professional Teaching Standards and the accreditation framework for the higher levels 3 convened and briefed a regional panel (on a term basis or as required) comprising myself, a secondary principal and a primary principal, who will make recommendations to the Institute of Teachers about final accreditation submissions 4 received notification of login details from the Institute of Teachers and have familiarised myself with the Electronic Teacher Accreditation Management System (eTAMS) 5 received notification that the teacher has commenced the accreditation process and sent an e-mail confirmation to the principal or line manager 6 confirmed receipt of the teacher’s final accreditation submission and alerted regional panel 7 reviewed the supporting evidence and summary of the teacher’s accreditation submission including referee and external observer report/s electronically via the teacher’s eTAMS profile 8 made a recommendation with the regional panel’s input 9 forwarded the teacher’s accreditation submission and recommendation electronically to the Institute of Teachers for consideration by the Moderating and Consistency Committee 10 received advice from the Moderating and Consistency Committee 11 considered the Moderating and Consistency Committee’s advice and made a final decision regarding accreditation at the level of Professional Accomplishment or Professional Leadership, recorded this on the personnel system and sent an e-mail to the relevant principal or line manager to notify them of the final decision* received successful teacher’s Certificate of Accreditation from the Institute of Teachers and ensured it is distributed/presented to the accredited teacher. * In the case of a decision not to accredit the regional director notifies the teacher and provides feedback regarding the accreditation submission and advice regarding an appeal. 12 Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 21 APPENDIX 3 GLOSSARY OF TERMS Term Definition accreditation at Professional Accomplishment and Professional Leadership Accreditation at these levels identifies outstanding teaching that is independent of a specific school context. The process is based on externally moderated professional judgements and multiple sources of evidence, including supporting documentation, referee reports and external observer report/s. A teacher is assigned an accreditation number by the Institute of Teachers at the point of employment if they are a new scheme teacher, or the point of successful accreditation at Professional Accomplishment or Professional Leadership if they are an existing teacher. This number is to be used throughout their career and across school sites. (The Department assigns an approval to teach number at the point of employment which is a separate number to the Institute of Teachers’ accreditation number.) accreditation number accreditation phase During this phase a teacher undergoes an external moderation process leading to the submission of a final application with supporting evidence for accreditation at Professional Accomplishment or Professional Leadership. Evidence will come from a variety of sources including documentary evidence, referee and external observer reports. accredited teacher A teacher who has demonstrated the Professional Teaching Standards at Professional Accomplishment or Professional Leadership and has been accredited as such by a Teacher Accreditation Authority. Application number A teacher is allocated an application number by the Institute of Teachers after payment of a fee. The application number enables the teacher to log on to eTAMS to generate a profile and commencement date for their accreditation submission. Certificate of Accreditation The award issued by the Institute of Teachers to teachers who achieve accreditation at Professional Accomplishment and Professional Leadership. Electronic Teacher Accreditation Management System (eTAMS) The online facility managed by the Institute of Teachers which enables teachers undertaking accreditation to enter supporting evidence and documentation electronically under their eTAMS profile. existing teacher A teacher who has taught in NSW before 1 October 2004 or is returning from approved leave or returning to teaching after working in non-school based positions within the Department or the Office of the Board of Studies NSW is considered an existing teacher. N.B. Teachers who return to teaching following an absence of five years or more and are employed after 1 October 2004 are referred to as returning new scheme teachers. An experienced teacher who is external to the teacher’s school. External Observers undertake negotiated observations in order to review and comment on the teacher’s demonstration of the Professional Teaching Standards. External Observer Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 22 Term Definition External Observers engage in discussions with the teacher and provide feedback in the form of an online report. External Observers are selected, trained and allocated by the Institute of Teachers from across all school sectors. (Refer to Institute of Teachers’ support document Information for External Observers). fees An annual fee is payable by every accredited teacher at all levels. Invoices are sent annually by the Institute of Teachers. For the levels of Professional Accomplishment and Professional Leadership a fee is required to undertake a preliminary application and a subsequent fee to commence an accreditation submission in addition to an annual fee. Institute of Teachers The independent statutory authority established under the Institute of Teachers Act 2004 to provide a professional voice for teachers across NSW and support quality teaching. The charter is to advance the status and standing of the teaching profession. Institute of Teachers Act 2004 The NSW Parliament legislated Institute of Teachers Act 2004 to constitute the NSW Institute of Teachers; to make provision for Professional Teaching Standards and the accreditation of school teachers in relation to those standards; and for other purposes such as advising the Minister on matters relating to education. leave of absence Teachers who have a break in employment service which interrupts the accreditation process, or accredited teachers who have a break in employment service which interrupts the maintenance of accreditation, can apply to the Institute of Teachers for a leave of absence. (Refer to Institute of Teachers’ policy on Leave of Absence from Accreditation.) maintenance of accreditation N.B. Information related to the requirements for maintenance of accreditation at the higher levels is pending from the Institute of Teachers. Once accredited at Professional Competence teachers are required to maintain accreditation by paying the annual fees to the Institute of Teachers, continuing to demonstrate the Professional Teaching Standards and participating in ongoing professional development. Moderating and Consistency Committee (MCC) A cross-sectoral committee selected and monitored by the Institute of Teachers. The Moderating and Consistency Committee provides accreditation advice regarding teacher submissions for accreditation at the higher levels to Teacher Accreditation Authorities. The committee provides advice based on the appropriateness and adequacy of the evidence in relation to the Professional Teaching Standards, adhering to objective criteria and agreed benchmarks. A teacher who has not taught before 1 October 2004. A teacher who is returning to teaching after an absence of five years or more and who has not been employed as a teacher in NSW (excluding teachers on approved leave or in non school-based positions within the Department or the Office of the Board of Studies NSW). new scheme teacher Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 23 Term Definition preliminary application phase A phase which provides teachers with an opportunity to have their achievements assessed in broad terms. This phase gives an indication of the likelihood of success in meeting the accreditation requirements to teachers if they decide to proceed with the accreditation process. Professional Accomplishment A key stage of teacher accreditation for experienced and highly successful teachers. The Professional Teaching Standards and Evidence Guide describe what teachers are expected to demonstrate at the level of Professional Accomplishment. There is no requirement for a teacher to meet a specific key stage before proceeding to the next key stage (with the exception of mandatory accreditation for new scheme teachers at Professional Competence). The key stage of teacher accreditation for teachers in their early career. It is a mandatory requirement for new scheme teachers to meet the Professional Teaching Standards at Professional Competence to be employed as a teacher in NSW. A key stage of teacher accreditation for outstanding teacher leaders, which encompasses non-positional leadership as well as promotional leadership. The Professional Teaching Standards and Evidence Guide describe what teachers are expected to demonstrate at the level of Professional Leadership. There is no requirement for a teacher to meet a specific key stage before proceeding to the next key stage (with the exception of mandatory accreditation for new scheme teachers at Professional Competence). The Professional Teaching Standards is a framework that provides a common reference point to describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers. Professional Competence Professional Leadership Professional Teaching Standards Referees The people who contribute to a teacher’s application in relation to one or more of the Professional Teaching Standards. Referees verify a teacher’s capacity to meet the standards by completing an online report which relates directly to particular standards nominated by the teacher. supervisor A teacher who supports a colleague in their professional growth and development. supporting evidence Teachers are required to collect, collate, annotate and enter documentation as supporting evidence in their accreditation submission. At the levels of Professional Accomplishment and Professional Leadership the teacher electronically enters their evidence and annotations via their Institute of Teachers eTAMS profile. At the higher levels of accreditation teachers are required to demonstrate and provide evidence for all of the Professional Teaching Standards Teacher Accreditation Authority (TAA) The person or body authorised by the Department of Education and Training’s Director-General under the Institute of Teachers’ Act 2004 to accredit in government schools. The delegates relating to different stages of accreditation are the: Director, Staffing Services accredits provisionally or conditionally. School Education Director accredits teachers at Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 24 Term Definition Professional Competence and maintenance of accreditation. Regional Director accredits teachers at Professional Accomplishment, Professional Leadership and maintenance of accreditation. Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273 25