teacher certification assessor information session november 27, 2014
TRANSCRIPT
Teacher CertificationAssessor Information Session
November 27, 2014
Welcome & Introductions
• AISSA: Mary Pickett, Mandy Hore, Rosemary Kadow
• CESA: John Smith
• DECD: Dianne Coady, Belinda Radcliffe
Today’s Agenda
1. General Information
2. Becoming an Assessor
3. Being an Assessor
4. Questions
5. Discussions in sector groups
Questions
1. General2. Becoming an Assessor3. Being an Assessor
Please post on the relevant poster
4. Sector specific – in group discussion
Federal Education ReformMelbourne Declaration on Educational Goals for Young Australians (2008 )Support all young Australians to become successful learners, confident and creative individuals and
active and informed citizensACTION: Australian governments commit to working with all school sectors to attract, develop,
support and retain a high-quality teaching and school leadership workforce in Australian schools.
• National Partnership Agreement on Improving Teacher Quality
• National Partnership Agreement on Rewards for Great Teachers
• National Plan for School Improvement
Objective: promoting excellence in the profession of teaching and school leadership
1. Australian Professional Standards for Teachers (2011)2. Australian Professional Standards for Principals3. Nationally Consistent Teacher Registration4. Certification of Highly Accomplished and Lead Teachers (April 2012)5. Accreditation of Initial Teacher Education Programs6. Performance and Development Framework7. Charter for Professional Learning for Teachers and School Leaders
Australian Professional Teaching Standards
AITSL
SATCC
ChairpersonExecutive
Officer(Administration
Officer)
The role of AITSL National consistency & quality Quality Assurance Common national process: • Consistent, valid, rigorous and credible
Assessor training program National moderation Support materials and advice Evaluation, review and improvement
The role of the SATCCSA Teacher Certification Committee
Promote Certification across SA Conduct nationally consistent to assessors Monitor and moderate assessment processes and sector
recommendations Endorse sector recommendations for HA and Lead Collect and report data to AITSL Participate in quality assurance and review processes to support
national consistency
Within each sector Promote and support certification in their schools and teachers Conduct information sessions and disseminate materials Select and support suitable applicants to become Assessors Support their applicants for Certification and Assessors Manage a nationally consistent Certification process Appoint their assessors to applicants within their sector Report data to SATCC Manage any appeals within their own sector
Variation with:o Timelines and deadlineso Assessor selection process and criteriao Reimbursement for costs and timeo Support for applicants for Certificationo Cost for applicants to apply for Certification
Certification: Primary Purpose
1. Recognise and promote quality teaching2. Provide an opportunity for teachers to reflect on their
practice3. Provide a reliable indication of quality teaching that
can be used to identify, recognise and/or reward Highly Accomplished and Lead teachers (excellent practitioners)
Certification Outcomes Professionalism of teachers and teaching Encourage teachers to strive for excellence Develop collaborative learning professionals Advancement of schools Recognition of quality teaching Career progression
Improve outcomes for students
Benefits for Teachers
Recognition of professional achievementNational recognition and portabilityConstructive feedback on performanceAccess to networks and communities of practiceEnhanced collaboration and support from colleaguesEnhanced professional satisfactionCareer pathways
Benefits for School LeadersRetain effective teachers in the classroomPromote excellence in teaching Source of external feedback for staff Increased collaboration within and across schoolsShared discourse on effective teachingEnhanced performance culture Increase modelling and leading by teachers
Benefits for AssessorsPartake in a rigorous and challenging professional
learning, assessment and moderation processDevelop a deeper and more practical understanding of
the Standards, evidence and effective teachingShared discourse on effective teaching Increased collaboration within and across schoolsAccess to networks and communities of practice
Becoming an Assessor
• In the future teachers certified as HA or Lead will be trained as Assessors
• Cannot undertake assessor training and certification at the same time
Becoming an Assessor
• AITSL Assessor Training Program• Key Dates• Benefits and Expectations
Benefits to Assessors • Completion of a nationally recognised assessor
training • Gaining a comprehensive knowledge of the Standards• Being capable of making valid and consistent
judgements• Being capable of undertaking classroom observations
and documentation• Being able to effectively communicate the rigour and
expectations of national certification to applicants and colleagues
Benefits to Assessors • Completion of a nationally recognised assessor
training • Gaining a comprehensive knowledge of the Standards• Being capable of making valid and consistent
judgements• Being capable of undertaking classroom observations
and documentation• Being able to effectively communicate the rigour and
expectations of national certification to applicants and colleagues
The ProcessNational Certification
ofHighly Accomplished
andLead Teachers
Not sequential
BEING AN ASSESSOR
TWO MAIN AREAS OF RESPONSIBILITYYou are contributing to the nature of change that applies to education in a time of social reform
BEING AN ASSESSOR
Questions relating to education provision change to reflect this:-What does the Australian public require of its educators and education system?Within education:-What does this mean for the work of teachers?AITSL as the vehicle of change:-
AITSL Documentation• Australian Professional Standards for Teachers• Australian Professional Standard for Principals• Australian Charter for the Professional Learning of
Teachers• Certification of Highly Accomplished and Lead
Teachers• Australian Teacher Performance and Development
framework• Accreditation of initial Teacher Ed. Programs
BEING AN ASSESSOR
Responsibility for recognising and ascertaining the required skill level demonstrated by applicants through the certification process.
BEING AN ASSESSOR
• Celebration of a teacher’s career journey.• Positive work model – assisting them to
meet this level of recognition.• Celebrating with them at the point of satisfactory completion.• Assistance to those, through correct
feedback, who don’t meet the standard.
BEING AN ASSESSOR
The following points are examples of things that need to be considered:• What does support for candidates look
like?• Playing it by the rules to ensure the fairest
outcome• Conflict of interest
BEING AN ASSESSOR• Level of commitment• Adhering to time deadlines• Relationship with other assessor• Don’t be swayed by emotion• Reward evidence• Non biased approach• Commonality of language
BEING AN ASSESSOR
• Work things into your own time schedule• Ensure you don’t find yourself rushing• Responsible in turn to a higher authority• Seek assistance from the relevant people• Confidentiality associated with the position• Looking for evidence• Consistency• Process stands up to verification