SUBTITLE DAY, MONTH, YEAR Accreditation Support for Teachers Introduction to Accreditation at Proficient Teacher Module 3 of 5

MODULE 3: ROLES AND RESPONSIBILITIES

Accreditation ensures a structured induction to teaching – it is not just about the report and evidence. Accreditation at Proficient Teacher is a school-based process that provides the opportunity for support and feedback based on the Standards. Teachers are accredited on the basis of their consistent demonstration of the Standards at Proficient Teacher. Accreditation follows a period of practice ( days teaching). ACCREDITATION AT PROFICIENT TEACHER

You should ensure you know the requirements of accreditation and manage your own process. Visit the BOSTES website and review the information for accreditation at Proficient Teacher ( Be aware of the process and requirements of your employer (also your TAA). Familiarise yourself with the Australian Professional Standards for Teachers at the Proficient Teacher level Know your individual accreditation due date. THE ROLE OF THE TEACHER

Accreditation at Proficient Teacher is verified through: Curriculum planning documents Assessment and evidence of student learning Observations and discussions Feedback received and given Teacher reflections Collaboration and professional learning Refer to the Evidence Guide for the Proficient Teacher Standards for more detailed examples. DEMONSTRATING PROFICIENCY

Know the Standards at Proficient Teacher. Ensure you are integrating the Standard Descriptors into your daily practice. Develop a relationship with your supervisor / mentor o Identify and communicate your support needs o Discuss and develop an accreditation plan Collect evidence of your work as you go Create opportunities to develop evidence of the Standards THE ROLE OF THE TEACHER

Demonstrate to your school that you meet all the Standard Descriptors. Regularly discuss your progress against the Standards. Negotiate a timeframe for the Accreditation Report. Select quality samples of your work that demonstrates the Standards. Annotate your evidence against the Standard Descriptors, articulating how your practice demonstrates achievement of the Standard Descriptors. THE ROLE OF THE TEACHER

It is each individual teacher’s responsibility to manage their own accreditation, you should do this by: working with your supervisor/s throughout. learning from your experiences / acting on feedback communicating your support needs referring to the resources available to support you seeking professional support and advice from colleagues both within and beyond the school collecting samples of work drawn directly from your teaching practice YOUR RESPONSIBILITIES

Casual or part-time teachers will need to ensure that they: demonstrate the Standards in their employment over the five year period monitor their achievement and demonstration of the Standards seek regular and consistent employment between one or two schools develop a professional relationship with at least one school who will be able to write an Accreditation Report on your practice manage the requirements over the course of your maximum period YOUR RESPONSIBILITIES

It is your responsibility to formally request (generally in writing) a supervisor for accreditation at a school/s that knows your practice as a teacher. Schools are not obliged to provide a supervisor. Consider… How have / would you approach a school to request a supervisor for your accreditation at Proficient Teacher? REQUEST A SUPERVISOR

Support the teacher’s participation in a school based induction program. Develop a schedule for classroom observations with pre-lesson consultation and post-lesson feedback. Regularly meet with the teacher to discuss progress and give guidance, discuss classroom practice, lesson observations, review and analyse teaching programs and student learning outcomes Assist the teacher to select a sample of quality evidence of their practice against the Proficient Teacher Standards. THE ROLE OF THE SUPERVISOR / MENTOR

Supports the teacher’s access to a structured induction and to appropriate professional learning opportunities. Discusses and analyses the selection of evidence and annotations with the teacher Signs and dates evidence (as required) Contributes to the accreditation report in conjunction with the principal, TAA or its representative. THE SCHOOL

A teacher accreditation authority (TAA) is the person or body authorised to determine if a teacher meets the requirements for accreditation at Proficient Teacher. In the government sector this is the Director, Public Schools. In Catholic systemic schools it is usually the Diocesan Director. In most independent schools, it is the principal or head of school. TEACHER ACCREDITATION AUTHORITY

The TAA is responsible for managing and monitoring teachers’ accreditation, including: Making Proficient Teacher accreditation decisions Maintaining a record of accreditation decisions Completing the report on the teachers practice against the Standards Forwarding all accreditation decisions to BOSTES TEACHER ACCREDITATION AUTHORITY

Teaching Standards Directorate: records accreditation decisions from TAAs reviews each submission for inconsistencies manages External Assessors for quality control does not alter accreditation decisions The External Assessor: makes an independent review of the report and evidence. assesses the quality of evidence and annotations, and demonstration of the Standards does not alter the accreditation decision BOSTES