teacher accreditation in nsw
TRANSCRIPT
UNPACKING THE AUSTRALIAN PROFESSIONAL
STANDARDS FOR TEACHERS – ACCREDITATION IN NSW
9 MAY 2015
MLTA NSW NEW TEACHERS
WORKSHOP
OVERVIEW OF PRESENTATION
1. Understanding Australian Professional
Standards for Teachers
2. Maintenance of Accreditation
3. Planning for professional development
4. Resources
AUSTRALIAN PROFESSIONAL
STANDARDS FOR TEACHERS HTTP://WWW.NSWTEACHERS.NSW.EDU.AU/DOWNLOADDOCUMENT.ASHX?DOCU
MENTID=1122
Australian Professional Standards for
Teachers
Levels of accreditation Graduate
Proficient
Highly Accomplished
Lead
Broad areas of teaching practice
Across four levels Standard Descriptors
Grouping of standard/standard
descriptors
Focus
Domains Professional Knowledge
Professional Practice
Professional Engagement
AUSTRALIAN PROFESSIONAL
STANDARDS FOR TEACHERS
Numbering of Standard Descriptors
Numbering system Standard descriptor 2.1.3 2 = Standards 2 1 = Focus area 1 3 = Career stage 3 (Highly Accomplished teacher)
Verbs and the spheres of influence
Verb is important 1. Identifies what a teacher needs to do 2. Defines sphere of influence
WORKSHOP
UNPACKING THE AUSTRALIAN PROFESSIONAL
STANDARDS FOR TEACHERS
FOCUS PROFICIENT TEACHERS
Accre
dit
ati
on
pro
ce
ss
Provisional Accreditation
Accreditation at PT level
Maintaining PT Accreditation
(5 or 7 yrs)
Recommencing 5 year Cycle of Accreditation
MAINTAINING ACCREDITATION
If accredited at:
• Proficient Teacher 50 TI+ 50 QTC
• Highly Accomplished
20 PC+ 60 TI+ 20 QTC
• Lead Teacher 20 PC+ 60 TI+ 20 QTC
WHAT PD IS REQUIRED?
M L T A N S W 10
At least one Standard Descriptor from Standards 1,2, 3, 4, 5 and 7
+ All Standard Descriptors in Standard 6 AND / OR
Further Undergraduate or Postgraduate
Studies
Red cross means
requirements not
met yet.
Green tick means
requirements have
been met.
Professional Development Progress
Report
Check that all PT
Standard Descriptors in
Standard 6 have been
addressed
Professional Learning Plans
A Professional Learning Plan should focus on a continuous cycle of
learning to improve the teacher’s ability to meet the needs of students
and the goals of the school.
The focus of a Professional Learning Plan could derive from:
• Long/ Short term goals
• Student data
• Colleague observations/ discussions
• Curriculum development/ change
• The school’s priorities
• System’s priorities
Useful Links
Australian Institute for Teaching and School Leadership
http://www.aitsl.edu.au/
BOSTES Teacher Accreditation
http://www.nswteachers.nsw.edu.au/
14
AITSL Exemplars
professional-standards-for
teachers/illustrations-of-practice/detail?id=IOP00123
Language Learning Space
http://www.lls.edu.au/teacherspace/professionallearning/1136
Useful Links
