Accreditation
Support for
Teachers
Introduction to
SUBTITLE
Accreditation at
DAY, MONTH, YEAR
Proficient Teacher
Module 5 of 5
MODULE 5:
ADVICE FOR CASUAL OR
PART-TIME TEACHERS
GAINING EMPLOYMENT
Consider the following questions:
• How have you approached schools when seeking
casual and short-term teaching employment?
• Based on your own experience, what advice would
you give to other provisionally or conditionally
accredited teachers seeking teaching work in
schools?
EMPLOYMENT ADVICE
Employability:
• Provide an up-to-date CV
• Cast a wide net and be prepared to travel
• If possible, arrange to meet the school’s casual
organiser in person
• Be clear and flexible with your availability to teach
• Ensure you present yourself professionally.
EMPLOYMENT ADVICE
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Be prepared for the phone call – short notice is
normal, so be ready.
Say yes – teach as frequently as you can, regardless
of the school, subject or year level.
Have a kit bag of engaging prepared lessons ready to
use.
Teach!
ESTABLISH PROFESSIONAL RELATIONSHIPS
Build professional relationships within and beyond the
school community.
Consider:
• Who are the key people/roles that you interact with
during a typical teaching day?
• What are the key professional relationships that you
need to proactively develop while working as a casual
or short-term temporary teacher in schools?
KEY RELATIONSHIPS
Actively develop professional relationships with:
• The person that called you to work at the school – these
people receive direct feedback about your teaching
from students, teachers, school staff and leaders.
• Teachers and school staff.
• The absent teacher (e.g. written feedback on lesson
plans).
• Head of faculty, stage or team.
• Students, both in class and outside.
KEY RELATIONSHIPS
Actively develop professional relationships with:
• Parents / carers (e.g. communication through
students, phone calls, student diaries, written
feedback on student work).
• APs, DPs, the campus principal / head of school.
• Accreditation supervisor/s.
• Student welfare personnel.
• ICT support.
• Other…?
BE PROACTIVE
At schools where you gain regular employment:
• attend staff briefings and meetings (ask if you can
attend team based after school meetings)
• ask to attend school-based professional learning
(generally held after school)
• engage in professional discussions with other teachers
(e.g. about the content area, student engagement and
management strategies, teaching and learning,
assessment and reporting).
• ask to observe exemplary teachers
BE PROACTIVE
At schools where you gain regular employment:
• ask to be observed by an exemplary or experienced
teacher, mentor or supervisor and seek feedback
about your teaching against the Standards
• be proactive in learning more about your content
area, teaching and learning, assessment and
reporting.
Outside school:
• Continue your ongoing learning with professional
networks and associations, online resources, and
current curriculum.
BE INFORMED ABOUT THE SCHOOL
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General school policies and procedures (found on
most school websites)
Workplace Health and Safety procedures
Evacuation plan and school lockdown procedures.
Mandatory reporting requirements.
Student medical alerts.
Welfare, discipline, and/or student engagement
policies
Students with support needs, relevant risk
assessments and risk management procedures.
DEVELOPING PRACTICE
Advice when teaching day to day and/or on short term
and temporary contracts:
• Ensure each lesson is well sequenced, resourced and
responsive to individual learning needs and abilities.
• Demonstrate that you have high expectations for
student learning, and set explicit learning goals.
• Provide regular feedback to students about their
achievement of learning goals.
• Stand up and actively teach, each and every lesson.
DEVELOPING PRACTICE
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Write your own lesson plans.
If prepared lessons have been left, review them,
check that the appropriate resources are available,
then write your own lesson plan to teach it (this may
also be written after the lesson and authenticated the
next day).
If the school has a preferred lesson plan template,
use it. If not, use your own.
DEVELOPING PRACTICE
Use the lesson plan to:
• record student progress, learning outcomes,
achievement, and areas for follow-up
• Record your reflections against the Standards
• Provide a copy for the absent teacher as a record of
the lesson.
Have selected lesson plans validated to use as evidence
for accreditation at Proficient Teacher.
DEVELOPING PRACTICE
Student Engagement:
• Know and use the school welfare, discipline, and/or
student engagement policies.
• Actively manage your classroom, build a positive
learning relationship with students quickly.
• Demonstrate high expectations for positive student
behaviour.
• Be fair, reasonable, and consistent.
DEVELOPING PRACTICE
Student Engagement:
• Speak calmly with students, encourage them to use
their ‘inside voice’.
• Use humour appropriately, never use sarcasm.
• Avoid confrontations and arguments, especially in
front of other students.
• Be patient, calm, and flexible.
• Always follow up on consequences.