Experienced Teacher Standards Pathway Information Booklet 2023

( AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS )

Highly Accomplished

Experienced Teacher Standards Pathway Checklist for Supervisors and Teachers

AreaWhat needs to be checked Check

Each item of evidence has been uploaded once. The same item has not been uploaded multiple times with the same or a different file name.

A maximum of five items of evidence has been uploaded for each Descriptor.

Each item of evidence only demonstrates a maximum of five Descriptors.

Evidence included for Descriptors 1.1, 1.2, 1.5 and 2.2 have been designed by the applicant. The applicant has chosen ‘created solely by the applicant’ in the ‘source of evidence’ tab when uploading the evidence.

Only the first names of students and parents are included in the evidence.

Applicant Requirements

The Declaration of Authenticity, Head of School Report and Testimonial are signed by the nominated people. If the Head of School is absent, the person signing on behalf of the Head of School has indicated he or she is the Acting Head of School.

All evidence is dated and collected in the evidence collection period. Note: Records of information about students can be used even if the information was collected prior to the evidence collection period.

All documents open by commonly used software when accessed via the digital portfolio.

Links to cloud-based files such as Google Docs, forms or presentations have not been provided as items of evidence.

All documents are the current versions. This relates to the Testimonial, Head of School Report, Declaration of Authenticity and References.

All tracked changes have been accepted in documents prior to uploading.

Prior to a document such as the Testimonial being uploaded, the applicant and supervisor have checked that all pages have been scanned and included in the PDF.

AreaWhat needs to be checked Check

The evidence for each Descriptor is sufficient to fully demonstrate all the actions in the Descriptor.

Programs demonstrate that they have been implemented either by being signed and dated and/or evaluated and/or student work samples have also been included.

Blank templates of tasks are not included.

Evidence

Evidence is not included in annotations.

Claims made in annotations are supported by the inclusion of items of evidence.

Information about students that is used in the design of programs, selection of strategies or activities is included for the Descriptors in Standard 1.

Professional learning courses for Experienced Teacher have not been included as evidence for Descriptor 6.2.

Programs do not exceed 20 pages.

Annotations include a context, explanation and impact statement.

Annotations Declaration of Authenticity

Annotations clearly describe how the evidence demonstrates requirements of the Descriptor.

The annotations do not contain descriptions of evidence, actual evidence, superfluous information or irrelevant comments.

Annotations are not written on the pages of evidence. The number of the Descriptor is included on the evidence, if it makes the location of the evidence clearer for the assessors.

If an applicant has come from a different school and is using evidence from that school, he or she has a Declaration of Authenticity signed by the Head of the previous school in addition to one signed by the current Head of School.

1.4 is signed in the Declaration of Authenticity if the applicant did not teach ATSI students in the evidence collection period.

AreaWhat needs to be checked Check

Each statement contains two specific and detailed examples of actions the applicant took to demonstrate the Descriptor while teaching their students.

Descriptions are based on observations made in the applicant’s classroom.

Testimonial Head of School Report

All Descriptors in the Testimonial have been addressed.

The descriptions for each Testimonial statement are unique to the applicant.

Testimonial comments do not refer to actions taken by the applicant prior to the observation or intended actions to be undertaken after the observation.

Contact details of the Testimonial writer are included in the Testimonial.

All pages of the Testimonial have been uploaded.

Specific detailed examples of the actions taken by the applicant that demonstrate all requirements of the Descriptor.

An appropriate person has written the reference.

When a reference is submitted as evidence for Descriptors in Standard 6 and/or 7.4 it is the only evidence uploaded. No other items are uploaded as evidence.

All Descriptors in the Head of School Report have been addressed.

All pages of the Head of School Report have been uploaded.

Important dates for 2023 Experienced Teacher

Opening and closing dates for 2023 applications

Evidence collection period

2023 Experienced Teacher Accreditation Webinar for applicants and supervisors

Opens Tuesday 26 April 2022 Closes Friday 24 June 2022

Tuesday 26 April 2022 to 4:00pm Friday 23 June 2023

Thursday 26 May 2022

Thursday 9 June 2022 Tuesday 14 June 2022 Wednesday 29 June 2022 Monday 18 July 2022

Date by which requests for withdrawals and deferrals are to be received by the ISTAA Office 4.00pm Friday 9 December 2022

Courses for Applicants and Supervisors

Applicants

Becoming Accredited at Experienced Teacher 2023

Completing Your Experienced Teacher Accreditation 2023

Supervisors

Supporting Teachers Through Experienced Teacher Accreditation 2023

Applicants and Supervisors

Experienced Teacher Network Meeting

Submission of Portfolio of Evidence

Results to applicants

Additional evidence

Thursday 16 June 2022

Wednesday 10 August 2022 Wednesday 7 September 2022 Thursday 20 October 2022

Term 1 and 2 2023 Dates to be confirmed

Monday 6 June 2022 Thursday 28 July 2022

Thursday 8 September 2022 Wednesday 2 November 2022 Monday 13 February 2023 Tuesday 2 May 2023

Monday 6 March 2023 to 4:00pm Friday 23 June 2023

Within 12 weeks of submission of digital portfolio

To be submitted within three months of feedback being provided.

Professional Teaching Standards for Experienced Teacher

ET 7.1 Maintain high ethical standards by meeting codes of ethics and conduct established by regulatory authorities and schools.

ET 6.1 Use the Professional Standards for Experienced Teacher to reflect on current practice and identify and plan professional learning needs.

ET 5.1 Design and implement a range of diagnostic, formative and summative assessment strategies to assess student learning.

ET 4.1 Demonstrate inclusive and positive interactions to engage and support all students in classsroom activities.

ET 3.1 Design and implement learning activities for all students based on explicit, challenging and achievable learning goals.

ET 2.1 Select, implement and evaluate teaching strategies that incorporate content knowledge of the teaching area.

ET 1.1 Select teaching strategies based on assessment of students’ physical or social or intellectual development and characteristics to improve student learning.

ET 7.2 Demonstrate ongoing compliance with relevant legislative, administrative, organisational and professional requirements, policies and processes.

ET 6.2 Evaluate professional learning undertaken to enhance knowledge and practice, targeted to professional needs and school priorities.

ET 5.2 Provide constructive feedback to students to promote learning and an understanding of their achievement relative to the learning goals.

ET 4.2 Develop with students, orderly and workable routines that create an environment where the use of classroom time for learning is maximised.

ET 3.2 Implement and evaluate wellstructured teaching and learning programs or lesson sequences that engage students and promote learning.

ET 2.2 Design and implement teaching and learning programs in which the content is coherent and well sequenced.

ET 1.2 Design teaching and learning programs using research or information provided by colleagues about how students learn.

ET 7.3 Develop and build active, ongoing, respectful, collaborative relationships with parents/carers regarding their children’s learning or wellbeing.

ET 6.3 Work with colleagues, giving and receiving constructive feedback, to improve professional knowledge and practice.

ET 5.3 Participate in and apply knowledge from assessment moderation activities to make consistent and comparable judgements of student learning.

ET 4.3 Negotiate and establish with students clear expectations for appropriate student behaviour and consequences for challenging behaviour.

ET 3.3 Select and implement a range of teaching strategies to develop students’ knowledge, skills, problem solving and critical and creative thinking.

ET 2.3 Implement and evaluate teaching and learning programs that are designed using knowledge of curriculum, assessment and reporting requirements.

ET 1.3 Implement and evaluate the effectiveness of teaching strategies that have been designed to be responsive to the learning strengths and needs of students from diverse linguistic or cultural or religious or socioeconomic backgrounds.

ET 7.4 Make an active contribution in professional and community networks and forums to broaden knowledge and improve practice.

ET 6.4 Apply professional learning that is designed to address identified student learning needs.

ET 5.4 Use internal and/or external student assessment data to analyse and evaluate student understanding of subject/content, modifying teaching practice and/ or identifying interventions.

ET 4.4 Develop and implement strategies that ensure students’ wellbeing and safety based on school and/or system, curriculum and legislative requirements.

ET 3.4 Evaluate the implementation of a range of resources including ICT that have been selected or created to engage students in their learning.

ET 2.4 Design and implement activities that enable students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures or languages.

ET 1.4 Implement and evaluate effective teaching strategies that are designed to be responsive to the home community or cultural setting, linguistic background or histories of Aboriginal and Torres Strait Islander students.

ET 5.5 Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records in a timely and consistent manner using school protocols and procedures.

ET 4.5 Model for students and implement strategies to promote the safe, responsible and ethical use of ICT in teaching and learning.

ET 3.5 Use effective verbal and nonverbal communication strategies to support student understanding, participation, engagement and achievement.

ET 2.5 Design and implement effective teaching strategies to support students’ literacy or numeracy achievement.

ET 1.5 Design and implement a range of teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

ET 3.6 Evaluate and suggest modifications to teaching and learning programs based on information gained from student feedback and formal and informal student assessment data. ET 3.7 Provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

ET 2.6 Select and implement effective teaching strategies to integrate ICT into teaching and learning programs to make selected content relevant.

ET 1.6 Implement and evaluate teaching activities that have been designed to support the participation and learning of students with disability and address relevant policy and legislative requirements.

Independent Schools Teacher Accreditation

The Purpose of the Experienced Teacher Accreditation

Experienced Teacher accreditation provides an opportunity for eligible teachers to be accredited by ISTAA at the level of Experienced Teacher. If the school has adopted a Standards or Hybrid model Multi-enterprise agreement (MEA), teachers satisfying the requirements for accreditation at the level of Experienced Teacher will move from Band 2 to Band 3 of the salary scale in the year following the submission of a successful application.

Participants in Experienced Teacher accreditation learn in their classroom, with and from colleagues, using research and feedback. They have a deeper understanding of the learning needs of their students and improve the quality of their professional practice. Teachers identify and engage in relevant professional learning and work with the broader community to evolve their role as a professional and provide the best educational outcomes for their students.

As a successful applicant, teachers will gain recognition, respect from students, colleagues and parents and additional remuneration.

Independent Schools Teacher Accreditation

An Experienced Teacher is...

Teachers who are accredited at the level of Experienced Teacher are skilled and competent teachers who have in-depth knowledge of their subject content and effectively teach a range of students. Such teachers understand the background and stage of development of their students and use a variety of teaching and assessment strategies to enhance the learning experiences of their students.

Experienced teachers reflect on and evaluate the success of their teaching practices and use this knowledge to plan learning experiences and provide meaningful reports to students, parents and caregivers. Effective communication is reflected in the relationships these teachers develop with a range of stakeholders, including students, parents and members of the school and wider communities. They implement classroom procedures that enable all students to learn in a safe and secure environment.

Experienced teachers participate in a range of ongoing professional learning experiences to improve their professional knowledge and practice. Experienced teachers involve themselves in the school and wider community and conduct themselves in such a way as to promote the profession and their school.

Experienced teachers are working beyond the level of Proficient. They demonstrate an in-depth knowledge of their students and how to teach them. Their in-depth knowledge is visible across three domains : • Knowledge of students and content • Knowledge of teaching and assessment strategies

• Professional knowledge, practices and communication.

Independent Schools Teacher Accreditation

Application

Teachers wishing to apply for Experienced Teacher accreditation should first discuss their intention with the Head of School. If the teacher and Head of School agree that the teacher is ready for Experienced Teacher accreditation, the teacher should then make an online application through their personal AIS Profile. ISTAA will confirm the teacher’s eligibility and the Head of School will nominate a Supervisor and the application fee paid.

ISTAA will: 1. advise the applicant’s Head of School of the application, seek confirmation of the Head of School’s support for the application and details of the nominated supervisor through the online application, and 2. check that the teacher is eligible to participate in Experienced Teacher accreditation in that year.

If the Head of School supports the application and the teacher is eligible, the teacher will be invited to attend an Introduction to Experienced Teacher 2023 Webinar.

Att endance at the Introduction to Experienced Teacher 2023 Webinar, by both the applicant and the supervisor, will provide the applicant with access to the IT platforms for Experienced Teacher accreditation including Mighty Networks and an AISNSW OneDrive account for the submission of their Portfolio of Evidence. AISNSW staff will support applicants in the use of these IT platforms.

Tara Anglican School

Eligibility and Transferability

ACT and NSW TeachersStandards and NSW Hybrid Model MEA

Eligibility to apply for accreditation at the level of Experienced Teacher is based on the following criteria.

Teachers who entered the teaching profession in NSW and ACT prior to 1 October 2004 :

must have completed seven years of full-time equivalent service by the end of the year in which the application is assessed, AND •

are currently on Band 2 of the salary scale in accordance with their school’s Multi-Enterprise Agreement.

•

Teachers who entered the teaching profession in NSW and ACT after 1 October 2004 :

must have completed at least five years of full-time equivalent service after achieving accreditation at the level of Proficient Teacher. The five years of full-time equivalent service must be completed b y the end of the year in which the application is assessed. For New South Wales teachers, the date that the applicant achieved Proficient Teacher is stated on the Teacher Summary Report which can be accessed by logging into their account on the NESA eTAMS website.

•

Independent Schools Teacher Accreditation

Lakes Grammar School

Leave

All forms of leave, including maternity, sick leave and long service leave, whether paid or unpaid, do not count as contributing to the years of full-time equivalent teaching required to be eligible to apply for accreditation at Experienced Teacher.

Relevant Teaching Experience

ISTAA acknowledges teaching experience, including overseas teaching experience that is recognised by schools at the point of employment of teachers. This applies to returning teachers; those teachers who have returned to teaching after an absence of five or more years and have been immediately re-accredited at Proficient Teacher or were required to undergo accreditation at Proficient Teacher. Teaching experience refers to the teaching of school-age students in a classroom situation, but not teaching in a university or as an itinerant teacher or in a preschool that is not attached to a school.

Eligibility and Transferability

Tasmanian Teachers-Standards Model MEA

Eligibility to apply for accreditation at the level of Experienced Teacher is based on the following:

teachers who have achieved accreditation at the level of Proficient Teacher with the Teachers Registration Board of Tasmania, AND •

•

who have reached the P1 step of the salary scale in the CMEA, AND •

who have the support of their school.

Teachers who apply for accreditation at the level of Experienced Teacher and are successful in the first instance will receive their accreditation at the end of the year in which their Portfolio of Evidenc e is submitted. Salary progression will occur in accordance with the MEA in place at the school.

Transferability

Accreditation at the level of Experienced Teacher will be transferable between schools within the NSW and ACT independent sectors that have adopted a Standards or Hybrid Model Multi-Enterprise Agreement or Tasmanian Independent Christian Schools (Teacher) Multi-Enterprise Agreement 2019 (CMEA).

Independent Schools Teacher Accreditation

Deferrals and Withdrawals

Request for Deferral

Reasons for requesting a deferral from the accreditation process may include:

long service leave

•

Deferrals

teaching overseas

parental leave •

conducting research for a degree or under the auspices of a grant that is related to teaching

•

illness or misadventure

•

carer’s responsibilities

•

other reasons at the discretion of ISTAA.

•

Evidence Collection Period Only

•

When a teacher defers their application for one year, they may use evidence from the beginning of the evidence collection period of the original application.

Important Dates 2023

With the endorsement of their Head of School, an applicant may choose to defer their application for no longer than a 12-month period, i.e., an applicant may defer their application only once and for one year. In these instances, applicants should refer to the Information about Deferrals & Withdrawals . Requests for deferral must be received by ISTAA by the closing date (see Important Dates 2023 ).

If an applicant does not make a formal application for deferral of accreditation or submit their evidence by the due date or submit additional evidence by the due date, ISTAA considers that the applicant has withdrawn from the process.

Loreto Normanhurst

Process for Withdrawals

1. The applicant discusses his/her intention to withdraw their accreditation application with the Head of School.

2. The Head of School completes the Notification of Withdrawal . For a refund of part of the fee the email must be received by ISTAA by the closing date for withdrawals. Important dates 20 23

3. ISTAA will send an email to confirm the withdrawal of the application to the Head of School. The applicant’s Portfolio of Evidence will be withdrawn, enabling a new application to be made the following year or subsequent years.

4. Applicants who have withdrawn from the Experienced Teacher accreditation process may make a new application in the following or subsequent years. A new accreditation fee will be required.

Deferrals and Withdrawals

Process for Deferral Request

The Head of School completes the Notification of Deferral and emails it to ISTAA by the deferral closing date. Please refer to the Information about Deferrals & Withdrawals document. Withdrawals Applicants who are unable to complete and submit their Portfolio of Evidence by the closing date for submission of evidence may choose to withdraw their application.

Calrossy Anglican School

Deferrals and Withdrawals

Exceptional circumstances

If exceptional circumstances arise which prevents an applicant from completing their Portfolio of Evidence or submitting additional evidence, the applicant should contact the Head of Regulation and Accreditation. The Head of Regulation and Accreditation will consider the applicant’s circumstances and will convey the options available to the applicant and the Head of School.

Refunds

An administration fee will be charged for the withdrawal of an application. This fee will be deducted from any refund of the application fee that may be due. The amount of the refund depends on how far the applicant has progressed through the accreditation process. For further information please read Information about Deferrals and Withdrawals

Fees

The single application fee remains valid for a period of 24 months, thus entitling an applicant to defer their application once. After this 24-month period has expired, an applicant will need to reapply to ISTAA, and another application fee paid. Applicants who withdraw from the Experienced Teacher accreditation will be required to pay a new application fee when they reapply.

Independent Schools Teacher Accreditation

Hunter Valley Grammar School

Roles and Responsibilities

ISTAA

ISTAA is responsible for:

Making available access to the online application and information about accreditation at the level of Experienced Teacher to teachers and schools.

•

Checking eligibility of applications, informing teachers of their eligibility to proceed and providing access to the Introduction to Experienced Teacher 2023 Webinar.

•

Providing supervisors with access to the Introduction to Experienced Teacher 2023 Webinar.

•

Providing professional learning support and advice for applicants and their supervisors to inform and guide the collection, preparation, and collation of the submission of evidence.

•

Acknowledging, via email, applications to participate, submission of the Portfolio of Evidence and providing information about the outcome of the submission.

•

Discussing the application with Head of School, where appropriate.

•

Requesting additional evidence from applicants, where necessary.

Providing an online certificate of accreditation to successful applicants.

•

•

Kamaroi Rudolf Steiner School

Roles and Responsibilities

Head of School

The Head of School is responsible for:

1. Discussing with teachers their suitability to apply for accreditation at the level of Experienced Teacher prior to the teacher applying.

2. Being familiar with the Experienced Teacher accreditation requirements.

3. Providing ways to support the applicants during Experienced Teacher accreditation

4. Identifying suitably qualified people as supervisors and providing ways to support the supervisor as they support the applicant.

5. Providing an applicant with a Declaration of Authenticity and Principal Attestation.

6. Where the Head of School is not able to endorse the Declaration of Authenticity and/or the Principal Attestation, the Head of School should contact the Head of Regulation and Accreditation AISNSW.

7. Discussing teachers’ applications with an ISTAA representative, where appropriate.

8. Submitting a Notification of Deferral or Notification of Withdrawal on behalf of an applicant when an applicant wishes to defer their accreditation to the following year or withdraw from Experienced Teacher accreditation. The Head of School is requested to email the r elevant notification to ISTAA by the closing date. Requests for deferment after this date are treated as withdrawals. Note: If a teacher wishes to reapply, a new application is to be made and a new accreditation fee paid.

9. Requesting an exemption for applicants to provide evidence for Descriptor 1.4 if they have not had the opportunity to teach one or more students who identify as Aboriginal and/or Torres Strait Islander during the evidence collection period. A Head of School requesting such an ex emption is requested to sign and date the relevant section on the Declaration of Authenticity.

Independent Schools Teacher Accreditation

Roles and Responsibilities

Supervisor

The Supervisor allocated by the Head of the School is responsible for:

1. Attending the Introduction to Experienced Teacher 2023 Webinar .

2. Supporting the applicant through Experienced Teacher accreditation by providing advice and feedback on evidence when requested by applicants.

3. Observing the applicant and writing the Lesson Observation Record if requested by the Head of the School.

4. Providing information to the Head of the School to inform the completion of the Declaration of Authenticity and Principal Attestation, as relevant.

5. Communicating with the Head of School if concerns arise regarding an applicant’s participation and completion of Experienced Teacher accreditation.

Independent Schools Teacher Accreditation

Trinity Grammar School

Roles and Responsibilities

Applicants

Applicants are responsible for:

1. Notifying the Head of School of their intention to apply for accreditation and meeting to discuss their suitability to apply.

2. Submitting an online application by the closing date. 3. If required by the school, paying the ISTAA accreditation fee. The applicant must consult with the school regarding payment.

4. Attending the Introduction to Experienced Teacher 2023 Webinar.

5. Collecting, preparing, uploading, and submitting their evidence in the Portfolio of Evidence by the closing date. Important Dates 2023

6. Working collaboratively with their allocated supervisor.

7. Providing a Declaration of Authenticity for the evidence included in their submission.

8. Ensuring confidentiality by de-identifying student and parent names on all documents. 9. Notifying ISTAA of any change in their employment during the accreditation period and notifying a new employer of their application for accreditation at the level of Experienced Teacher.

10. Submitting any additional evidence requested by ISTAA, if applicable, by the closing date.

11. Completing the Notification of Deferral or Notification of Withdrawal and provide it to the Head of School with sufficient time for it to be submitted to ISTAA by the closing date.

Independent Schools Teacher Accreditation

Assessment and Finalisation

If an applicant has been found to not yet have adequately demonstrated evidence of their practice in their submission of evidence, ISTAA will: 1. provide feedback on each Descriptor which has not yet been demonstrated, and; 2. provide applicants with the opportunity to provide additional evidence in relation to those Descriptors within three months of receiving feedback. The applicant may choose to withdraw the application or may upload additional evidence to their Portfolio of Evidence. The additional e vidence is to be submitted within three months of receiving the feedback. Prior to submitting additional evidence, the applicant may seek clarification from their supervisor in the first instance, regarding the additional evidence that is required. If necessary, the applicant and supervisor may contact ISTAA via email for further detail. Additional evidence provided by the applicant will be reviewed by ISTAA and, if considered necessary, by an expert in the relevant subject. If the additional evidence does not provide sufficient evidence of the teacher’s practice against the Descriptors for Experienced Teacher accreditation, the applicant will not be accredited at Experienced Teacher. Feedback will be provided to the applicant.

Assessment ISTAA evaluates each application and reviews all accreditation decisions prior to releasing the results. Accreditation is awarded when the applicant has provided evidence that demonstrates their practice meets the Descriptors.

1. Teachers are to demonstrate all 37 Descriptors to be accredited at Experienced Teacher level.

2. If some of the Descriptors are not yet demonstrated in the initial submission of evidence, the applicant will have the opportunity to submit additional evidence. Additional evidence will not be requested for those descriptors addressed through the Principal Attes tation and 1.4 if an exemption for this descriptor has been requested by the Head of School.

3. Additional evidence may be submitted once only following the review of the application by ISTAA.

4. If teachers are not successful in being accredited following the opportunity to submit additional evidence, they may apply as an applicant for the following cohort. New applications are subject to a new fee being paid.

Assessment and Finalisation

Notification of outcome by ISTAA

ISTAA will notify the following of the outcome of an applicant’s Experienced Teacher accreditation submission:

1. The Head of School will be notified by email of the outcome of their teachers’ submissions. The names of the applicants who have achieved Experienced Teacher accreditation, those that are eligible to provide additional evidence and those that have not met the requirements for Experienced T eacher accreditation will be included.

2. Applicants will be notified of the outcome of their application by email within three days after the Head of School has been informed.

Independent Schools Teacher Accreditation

St Philip’s Christian College DALE

Experienced Teacher Accreditation Glossary

Definition of Terms

Adjustments

Adjustments are the changes, supports or actions that are implemented to enable students to access and participate in learning and to demonstrate what they know and can do. Adjustments can be made across all aspects of teaching: planning; teaching and learning; assessment; reporting; environment and resources. Adjustments refer to helping a single student with a specific disability or learning need.

Analyse

To examine (something) methodically and in detail, typically in order to explain and interpret it by identifying the components and clarifying the relationship between them.

Annotate

In the context of accreditation, to ‘annotate’ is to write descriptive and precise notes that explain how the evidence demonstrates the teacher has met the descriptor.

Annotated bibliography

An annotated bibliography is a bibliography in which each source of information has a brief summary of how the source is useful to an author in constructing a program, unit of work or sequence of teaching and learning activities.

Apply

To make use of as relevant.

Assessment – diagnostic

Diagnostic assessment is usually carried out at the start of the program, unit of work or sequence of teaching and learning activities, prior to new content or skills being taught. It is used to identify (diagnose) strengths and areas of need in students and involves gathering and evaluating data about students’ prior knowledge, understanding and skills to inform the planning of future teaching and student learning. It may involve both formal and informal assessment activities and the information gathered may enable the teacher to target misconceptions, skills and content outcomes.

Assessment – formative

Formative assessment involves assessing students over time in a series of activities and/or tasks to ensure that they are progressing towards the achievement of syllabus outcomes and/or learning goals. Formative assessment tasks should be focused on providing feedback to students at regular intervals in order to assist them to identify areas of strength and areas requiring development as they progress towards the outcomes.

Assessment - summative

Summative assessment is usually completed at the end of the program, unit of work or sequence of teaching and learning activities. Summative assessment tasks should be developed with a clear description, explicit criteria and a marking scheme that students can understand. Summative assessment involves maintaining comprehensive records of the extent to which students have met the syllabus outcomes and/or learning goals.

Benchmarking

Benchmarking in education occurs when measurable standards are set for learning. For example, benchmarks might be set for a task that is to be completed by all students in a year group. Teachers use the rubric and the task they have created and through discussion decide on how marks and grades will be allocated to students work.

Bibliography

The description and identification of the editions, dates of issue, authorship, and typography of books or other written material used or considered by an author in preparing a particular work.

Coherence

Coherence refers to the degree of alignment between the curriculum, student learning goals or expectations for student learning, content and activities.

Collaboration

An approach that involves joint intellectual effort by two or more people working together sharing ideas and thinking to achieve an identified goal or purpose. It is a form of teamwork that includes a strong sense of purpose, equal participation, thinking and brainstorming that draws on different perspectives and expertise and which often produces a better outcome than if people worked alone.

Colleague

Colleague refers to other teachers or other professionals either in school or in the wider educational community.

Context

The range of personal, social, historical, cultural and workplace conditions which influence the way teachers engage with and demonstrate the professional knowledge, practice and engagement Descriptors.

Contextually relevant

Contextually relevant information is presented in a way that brings meaning to students based on their own experiences. Contextually relevant learning helps students to engage with the learning and make it meaningful to the world in which they live.

Creative thinking

Involves providing students with opportunities to use original and imaginative ideas to view or perceive things in new ways and to find unusual patterns, connect things that seem unrelated and use this thinking to generate solutions. Creative thinking is important in developing new understanding and enables students to explain ideas that are contested or not well understood.

Critical thinking

Involves organising one’s thoughts, when making a decision, by examining an idea, issue, opinion or problem from several different perspectives. It often involves assessing the advantages, and disadvantages, the way an issue is presented in terms of the intended audience or purposes, questioning the source, interpreting past ideas, assessing the reliability of information gathered and developing an argument using such evidence. It is demonstrated in activities that require reasoning, logical, thinking and focussed thinking and can be adopted for a range of different purposes.

Critical and creative thinking

Refer to Australian Curriculum General Capabilities – Critical and Creative Thinking

Curriculum adjustments

Curriculum adjustments are measures and actions taken to reduce or eliminate the barrier of a student’s disability or learning need. These are specific to individual student needs to enable them to access and participate in learning and be successful in school and in the inclusive classroom. Adjustments are noted on a student’s Individualised Plan (IP).

Demonstrate

Give a practical exhibition and clearly show or illustrate by examples; to clearly show the existence or truth of (something) by giving proof or evidence.

Design

In teaching, design involves the way particular elements are selected, organised and used in the process of constructing a lesson, program, teaching activity or lesson sequence. Design may involve the selection and ordering of teaching strategies, resources or organisational structures to achieve the student learning outcomes.

Develop

a)to bring out the capabilities or possibilities of; bring to a more advanced or effective state

b)to cause to grow, elaborate, expand in detail, generate or evolve.

Devise

To plan or elaborate; invent from existing principles or ideas.

Designed and implemented by the teacher

Teaching programs, units of work and sequences of activities developed, designed and implemented solely by the teacher submitting evidence.

Diagnostic Assessment

See Assessment – diagnostic

Differentiation

Differentiation is for all students in the class to be supported and challenged according to their learning profiles. It refers to a wide variety of strategies and approaches that teachers implement to instruct students with diverse learning needs, in the same course, classroom or learning environment. Differentiated instruction is used to plan the approaches to content, process, and product according to the needs of all student differences in readiness, interests and learning needs. It includes students identified as gifted and talented, students who have specialised learning needs and students with disabilities.

Also see: http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

Difference between adjustments and differentiation

Adjustments and differentiated instruction have the same intent of supporting students to be successful in the inclusive classroom.

The key difference between differentiation and curriculum adjustments is that adjustments refer to helping a single student with a specific disability or learning need and differentiated instruction includes all students in a class being supported and challenged according to their learning profiles.

Differentiated program, course or unit of work

A differentiated program course or unit of work includes teaching and learning activities for mainstream students and students with needs different to these students. The evidence must indicate in detail how activities have been changed for the student or students with specific needs. The mainstream program may be differentiated for a whole class, if all the students in the class need a differentiated program, course or unit of work.

Copies of the activities for the mainstream students and students who have specific learning needs are to be included in the evidence.

Disability

Disability Discrimination Act 1992

Act No. 135 of 1992 as amended, taking into account amendments up to Acts Interpretation Amendment Act 2011

An Act relating to discrimination on the ground of disability.

Disability, in relation to a person, means:

• total or partial loss of the person’s bodily or mental functions; or

• total or partial loss of a part of the body; or

• the presence in the body or organisms causing disease or illness; or

• the presence in the body of organisms capable of causing disease or illness; or

• the malfunction, malformation or disfigurement of a part of the person’s body’ or

• a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or

• a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour; and includes a disability that;

• presently exists; or

• previously existed but no longer exists; or

• may exist in the future (including because of a genetic predisposition to that disability); or

• is imputed to a person.

To avoid doubt, a disability that is otherwise covered by this definition includes behaviour that is symptom or manifestation of the disability. A disability can be a permanent or a temporary condition. A disability does not necessarily require formal recognition or diagnosis of the disability, or targeted specialist education services and support.

A student with a disability is any child included in the National Consistent Collection of Data. A student is eligible to be included in the NCCD if they are provided with a reasonable adjustment to access education because of disability (for example, physical, cognitive, sensory, social/emotional) consistent with the definitions under DDA and the Standards.

The school has evidence that ongoing, long-term educational adjustment(s) have been provided for a minimum of one school term (or at least 10 weeks) in the 12 months preceding the data collection. For example, support provided within quality differentiated teaching practice: supplementary adjustments: substantial adjustments: extensive adjustments.

Engagement (student)

Attention, involvement, curiosity, interest, motivation and persistence that students demonstrate when they are learning or being taught.

Establish

To set up, bring about or generate.

Ethical use (of ICT)

Ethical use: being in accordance with principles of conduct, rules and standards that are considered correct. Ethics is concerned with values and social responsibilities.

Computer ethics is a set of principles that regulate the use of computers. Cyber ethics refers to the code of responsible behaviour on the Internet and can be explained in terms of copyright and privacy laws - not taking what does not belong to you (eg. plagiarism, piracy, hacking, cheating,) and in terms of not harming others (cyberbullying). Digital Ethics refers to how to manage oneself ethically when using online and digital media and students should be encouraged to ask themselves what people can find out about them online, relating this to safety and stolen identities. http://generationsafe.ikeepsafe.org/professional-development/practicing-ethical-digital-usage/

Ethos

The character, disposition and spirit of a school that informs the beliefs, customs, and practices of its community.

Evaluate

To judge or determine the significance, quality or value of; to determine how good, useful, significant or successful something is, often resulting from some degree of analysis and involving the use of success criteria to make the judgement.

Evaluation

Systematic critique to determine strengths, worth, areas for improvement and coherence of a teaching program, unit of work or sequence of activities using specified criteria based on syllabus outcomes and school goals for student learning and improvement. The evaluation process also includes a judgement about the variety, appropriateness and ability of the selected resources and materials to engage students, and the suitability and effectiveness of assessment tools in assessing student achievement.

Exemplary

A high standard of practice, serving as a model or example for students, colleagues and the community.

Feedback

Information about a person’s performance of a task to reach a goal, which is used as the basis for improvement. Teachers receive feedback from students and colleagues and use this to improve their knowledge, practice and/or engagement. Teachers provide feedback to students to assist them to achieve their goals. Feedback can be provided or communicated in other media.

Formal or informal assessment strategies Formal and informal assessment strategies can both be used to collect assessment information on the achievement of each student. Formal assessment strategies are planned structured activities such as written question and answer knowledge tests, essays, oral performances, individual and group assignments, and artworks. Informal assessment strategies can include for example stopping during instruction to observe or to discuss with the students how learning is progressing and observing students’ engagement in an individual or group learning activity. Informal assessment can be made more formal by specifying guidelines for what and how the assessment is to be conducted.

Formative assessment

See Assessment – formative

Forum

Traditionally a forum is a place that is made available for general use by the public for speech-related purposes. An Internet forum is an online discussion site where people can communicate via posted messages. Forums require the reader to visit the website and check for new posts, although some have email notifications and web feeds to alert members to new posts of interest. Educational forums give the opportunity for teachers, school leaders and other education professionals to ask questions, discuss ideas, and share experiences about teaching practice, school leadership and education in general.

ICT

ICT (Information and Communication Technology) is an umbrella term for a variety of computer and communications equipment and software used to create, design, store, transmit, interpret and manipulate information in its various forms.

Personal computers, laptops, tablets, interactive whiteboards and mobile phones are just some examples of the diverse array of ICT tools.

Software might include:

• Microsoft Word and PowerPoint

• IWB software (eg. SMART Notebook)

• Web 2.0 software to make effective use of the Internet (beyond merely searching)

• Internet and video calling/conferencing software (eg. Skype, Zoom, Teams, Google+) to assist with teaching and learning. Also see ethical use of ICT.

Implement

Put (a decision, plan, agreement etc.) into effect.

Individual Plans (IPs)

Individual plans are the documented evidence of the collaborative planning process which outlines the student’s interests, strengths, goals and learning needs. Supports and/or adjustments are agreed upon in partnership with the student, family and school representatives including executive members, teachers and learning support personnel where appropriate. These adjustments are then recorded for implementation. Individual Plans are not teaching plans; however, the adjustments and strategies in an IP should be evident and reflected clearly in the programs, units of work or learning and teaching activities. Individual Plans are inclusive of learning plans, behaviour plans, health care plans and transition plans.

Initiate

To cause a process or action to begin. For example, in teaching, it may be a program, policy, event or other professional activity that originated with, or was set in place, by the actions of the teacher.

Inquiry

Research designed and conducted by the applicant, the Inquiry involves implementing pedagogical strategies or resources with the aim of improving student learning. The Inquiry will involve measuring the impact of the actions implemented through the Inquiry on student learning. It is intended as a way for teachers to better understand the learning needs of their students and to take steps to customise the learning to promote the best outcomes for their students.

https://www.vit.vic.edu.au/news/news/2019/formulating-an-inquiry-question

Inquiry overview

A record to be completed by the applicant on the ISTAA template, providing an overview of the Inquiry, including the title of the Inquiry, context, the Inquiry question, identified professional learning, the Inquiry action plan and an evaluation of practice.

Inquiry evaluation

An evaluation of the extent to which the Inquiry question has been answered, based on information that has been collected and an analysis of student progress and achievement. This record is completed by the applicant on the ISTAA template.

Integrate

Combine one thing with another to form a whole; amalgamate, join, fuse, incorporate

Intervention

The process of intervention involves early, systematic and appropriately intensive assistance to students identified, through frequent monitoring, as underperforming or at risk of underperforming when compared with the expected standards for their age or grade level. Instruction is adjusted to meet a student’s needs and then progress is carefully monitored. Interventions are specific, formalised steps and they address a particular need that an individual student may have.

Difference between intervention, adjustment and differentiation

People sometimes confuse differentiation, adjustments and interventions because they share a common goal: to modify instruction until it meets the needs of all learners.

The main difference is that an intervention is formal, aimed at a known need and monitored regularly. An adjustment, by contrast, is a change that gives a student equal access to learning, it may be informal and is not always tracked. Differentiation may involve using flexible grouping and small-group instruction on a regular basis and having a variety of materials, resources, and texts available for student use. Differentiation may involve varying the degree of complexity of tasks to provide many avenues for students to acquire content, to process information and ideas, and to develop products to maximise student growth and individual success. By contrast, intervention is introduced for early identification of individual students with learning problems and to provide increasingly intensive levels (or tiers) of support depending on how students respond.

Lead

To initiate or inspire and guide colleagues to improve educational outcomes for students. Teachers articulate and implement a vision of education to their students, peers, the profession and wider community.

Learning activities

Activities designed by teachers to create conditions for learning for students (or colleagues).

Learning and teaching program

An organised and sequenced record of teaching activities and strategies, assessment strategies and resources that inform teaching, including adjustments to suit the needs of specific learners so that they too can work towards achieving curriculum outcomes.

Learning goals

Learning goals refer to the intended learning outcomes. These may be specified in curriculum frameworks such as syllabus documents. Learning goals are specific statements that describe the concepts and skills that are intended students will attain. Learning goals outline what the teacher wants students to learn and be able to do at the end of a lesson or unit of work. Learning goals need to be identified and understood at the planning stage. They inform programming, lesson planning and assessment. When setting learning goals, it is important to consider both the content and skills you want your students to achieve from the course. Learning goals therefore refer to the intended learning outcomes. These may be specified in curriculum frameworks such as syllabus documents.

Lesson plan

A detailed description of the intended teaching and learning activities developed by a teacher to guide class instruction during a lesson; it may include objectives, student learning outcomes, sequenced activities, assessment, follow up, evaluation.

Lesson sequence

An organised series of lessons that will be taught consecutively so that related concepts follow each other to meet the objectives of programs or units of work and to achieve optimal learning outcomes for students.

Literacy

Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.

Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area.

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Examples of literacy strategies include:

• Talking and listening

• Defining key terms, eg. definition of terms appropriate to the content

• Role plays, eg. drama

• Conducting interviews, discussions and oral presentations, eg. news sessions, monologues, story retelling, debates, barrier games and questioning and problem-solving techniques

• Reading

• Modelled reading, eg. teacher modelling decoding strategies and fluency, including pace, attention to punctuation and expression

• Shared reading, eg. students listening to each other read and applying and discussing the skills modelled by the teacher

• Repeated reading, eg. multiple rereading of text to develop and receive feedback on their applications of targeted reading skills

• Independent reading, eg. students engaged in reading a text to gain information and understanding and for enjoyment.

• Writing

• Modelled writing, eg. teacher specifying purpose and modelling text structure, including vocabulary and grammatical features

• Shared writing, eg. discussion of purpose and joint construction of a text

• Independent writing skills, eg. students writing their own text to demonstrate their purpose and application of appropriate skills and strategies.

Maintain

To cause or enable a condition or situation to continue.

Model

To display to other persons a process, concept or system. In education, modelling may involve a teacher demonstrating a task, concept or approach to others (usually students). To promote learning by students initially observing how to perform an action or conduct a process in an approved manner. This type of modelling serves as a guide for actions that others will be expected to do on their own.

Mentor

A more experienced person who supports and assists another person to grow and learn in their new role.

Moderation

Moderation is a process for developing consistency of assessment judgements across different assessors and sometimes across different programs and schools. It involves different assessors marking different examples of student work. As it is not possible for all assessors to mark the work of all students, thus sampling is required. Moderation in a school setting involves teachers working together to assess student samples of work to make a consistent and comparable judgement of student learning. Moderation involves discussion, the use of an assessment rubric or benchmarked examples of levels of achievement to make consistent and comparable judgements.

Monitor

To observe and check the progress or quality of something over a period of time.

Modify

To adjust one’s teaching practice so all students can participate in the learning activities and achieve their individual goals and syllabus outcomes.

Negotiate

To try to reach an agreement or compromise by discussion with others; to confer with another or others in order to come to terms or reach an agreement.

Network

A group of interconnected people who exchange information, develop professional or social contacts, share experiences and learn from peers. In education, teacher networks allow teachers to share knowledge and skills to improving teaching quality and student learning. Professional teacher networks exist on many levels, include both online and face-to-face communication and involve colleagues within a school and across-schools. Community networks may involve the local community, specialised interest groups or groups sharing common attitudes and interests. They are wider than in-school networks.

Non – verbal communication

Sending and receiving messages in a variety of ways without the use of verbal codes (words). It includes touch, glance, eye contact (gaze), proximity, gestures, facial expression, pause (silence), dress, posture and sounds (paralanguage).

Notes

Notes provide additional information or data that is relevant to the standard and is reflected in the program or unit of work. In the case where data is provided, a summary is required in order to explain the relevance of the data included. Notes need to be about all or specific students in the teachers’ class or classes. Notes can predate the application period but must be relevant to the student or students during the application period.

Notes/information about students

Notes/information about the students involved in the Inquiry (targeted students) that specifically relate to the Inquiry and learning needs of the targeted students.

Numeracy

Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. The Numeracy learning continuum identifies the related mathematical knowledge and skills and contextualises these through learning area examples.

When teachers identify numeracy demands across the curriculum, students have opportunities to transfer their mathematical knowledge and skills to contexts outside the mathematics classroom. These opportunities assist students to recognise the interconnected nature of mathematical knowledge, learning areas and the wider world, and encourage them to use their mathematical skills broadly.

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/

Teaching and learning activities that develop students:

• Numerical, special, graphical, statistical and algebraic skills aligned to relevant curriculum documents

• Money and financial literacy activities

• Mathematical thinking and strategies such as mental computation, counting on

• Using specific technologies to enhance students’ mathematical understandings.

Numeracy Strategies

See Teaching Strategies

Observation

A classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or learning environment. Observation provides the opportunity to monitor or assess a process or situation and document evidence of what is seen and heard. Seeing actions and behaviours within a natural context, or as they usually occur provides knowledge and understanding of teaching strategies and insights into student learning.

The discussion of feedback from observation can lead to valuable reciprocal professional learning conversations.

https://www.aitsl.edu.au/lead-develop/develop-others/classroom-observation

Organise

To make preparations for an activity or to arrange in a systematic order.

Pedagogy

Teaching pedagogy involves the learning activities and experiences – the ‘what you do’ and ‘how you do it’.

Plan

Decide on and make arrangements for in advance, organise, arrange prepare.

Policies

Policies are principles, rules, and guidelines formulated or adopted by an organisation to reach its long-term goals and typically published in a booklet or other form that is widely accessible.

Policies and procedures are designed to influence and determine all major decisions and actions, and all activities take place within the boundaries set by them.

Procedures

Procedures are the specific methods employed to express policies in action in day-to-day operations of the organisation. Together, policies and procedures ensure that a point of view held by the governing body of an organisation is translated into steps that result in an outcome compatible with that view.

Processes

Processes are a series of actions or steps taken in order to achieve a particular end.

Independent Schools Teacher Accreditation Authority

Problem solving

A type of thinking using generic or improvised methods, applied in an orderly manner, to find solutions to problems. It usually involves an ability to understand what the problem is and a logical approach in deciding what rules could be applied as a key to solving the problem. It may also involve some abstract thinking and coming up with a creative solution.

Professional learning plan

A professional learning plan is a proposal for professional learning that a teacher intends to undertake to develop their teaching practice and improve student learning. It is based on learning needs identified by a teacher, school priorities and the needs of their students. This plan can include proposed courses, observations of colleagues, reading of educational journals and articles and participation in communities of practice. Within the context of accreditation, the proposed professional learning options should be linked to specific Descriptors at the teacher’s career stage.

Program

See teaching and learning program and well-structured course.

Promote

To help or encourage to flourish, especially through speaking or writing in favour of, supporting or urging by argument; to recommend to others (the school, ideals, practices etc).

Provide

To make available for use; supply.

Range/Variety

Some Descriptors include the word “range”, for example a broad range of strategies. Some Descriptors include the word “variety”. In the context of teacher accreditation, range and variety mean three examples.

Rationale

A set of logical reasons for a course of action or belief; an explanation of why a particular choice was made, outlining the basis of its selection, information or assumptions that were relied on and why the conclusion can be accepted as valid.

Record

Keep track of information, facts and data in written, photographic or other permanent form.

Record of communication

Record of communication includes such methods as diary notes, emails, meeting notes, electronic discussion forums or notes made as the result of participation in professional learning activities such as school-based professional learning or a conference.

Referencing sources of evidence

When items of evidence from textbooks, other teachers and the internet are included as evidence the following information needs to be included.

Referencing – short guide to creating a bibliography https://tafensw.libguides.com/citationgenerator

Sources of information included in a submission of evidence need to be referenced on the document. Refer to the short guide to creating a bibliography from the TAFE Ultimo College Library for details.

Reflect

To reflect involves conscious, active and careful consideration of a belief, practice, event or supposed form of knowledge. In education, this may be evaluating the processes of teaching and learning, and questioning why we do something rather than how, looking at supporting evidence and further conclusions that can be made. Reflective practice involves learning from this process and initiating change when and where required.

Independent Schools Teacher Accreditation Authority

Research

An active, diligent and systematic process of Inquiry into a subject to collect information and thereby increase one’s understanding, or to interpret or revise facts, theories, applications or make discoveries to establish new facts or principles.

Review

To think or talk about something again in order to make changes to it or make a decision about it.

Revise

To reconsider something in the light of further evidence or to reread work done previously to improve one’s knowledge.

Select

Carefully choose as being the most suitable or best in preference to another or others.

Sequence of teaching and learning activities

A sequence of teaching and learning activities are a series of at least two actions in which students participate in order to meet the syllabus outcomes. The activities need to be arranged in a logical order to build on a particular concept, idea or content, eg. the teaching and learning activities in the second and third lessons are a logical progression from the first. Lessons may be spaced over time but still follow on and build on prior learning.

Student wellbeing

See Wellbeing (in students)

Summative assessment

See Assessment – summative

Targeted students

Students that are part of the Inquiry.

Teacher resources

Materials used by the teacher or created by teachers, to enhance student learning and/or to develop teachers’ practice. Examples include websites, journals, data bases, journals, worksheets, models, graphic organisers.

Teaching/learning activity

A task or exercise set by the teacher and undertaken by the learner, which has an intended learning outcome. Its aim is to actively engage students in the learning; The activity enables students to work on task(s) to use and/or develop their knowledge and skills. Learning activities are varied and may be designed to stimulate experiential learning, develop conceptual thinking, or to prompt students to ask questions, engage in analytical discussion, practise skills or apply knowledge.

Teaching programs/courses

Teaching programs/courses usually include information about teaching and learning over a period of time such as a year or stage.

Teaching strategies

Actions that teachers take (teaching techniques that teacher use) to assist students’ progress towards and achievement of learning outcomes. Examples of teaching strategies include direct instruction, co-operative learning, debate, use of graphic organisers, scaffolding text types, strategic group work, student-led group work, jigsaw group strategy, flipped classroom, individual work, practical work/hands-on learning, modelling, multi-modal teaching for different learning styles, using analogies, role play, discovery-based/inquiry-based learning, questioning techniques, etc.

Also research instructional strategies such as those on the website: https://www.teachthought.com/ learning/50-teaching-strategies-to-jumpstart-your-teacher-brain/. If the link provided is no longer active, type into your internet browser: list of instructional strategies + research based.

Unit of work

A unit of work is a significant portion of a teaching program that is usually based around one theme or some specific part of the syllabus.

Use

To deploy or operate something as a means of accomplishing something.

Values

Identified expected rules of conduct or behaviours, providing moral clarity for individuals within a school community to know what is considered acceptable versus not acceptable.

Wellbeing (in students)

A sustainable state characterised by predominantly positive feelings, attitudes and relationships at school. It involves resilience, self-efficacy and a high level of satisfaction with learning experiences. (Adapted from Noble et al 2008. Also see http://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf page 9 and 17).

Well sequenced (content)

content that) shows a logical progression, where information is organised from simple to complex and/ or from existing knowledge and skills to new knowledge and skills and/or from facts to concepts and/or in chronological order of occurrence.

Well-structured learning and teaching program/course

A well-structured learning and teaching program/course is one that provides a clear sequence of activities, includes appropriate scaffolding for all students, is differentiated to meet the needs of students and demonstrates that the learning is built on student prior knowledge.

Work sample

Work samples are artefacts created by students resulting from the completion of learning activities including creative displays, videos of student performances, experiments and use of tools and machinery, completed documents and assessment tasks.

Experienced Teacher Standards Pathway Summary of Annotations

Only Descriptors requiring annotations are included.

Descriptor Annotation

1.1 Select teaching strategies based on an assessment of students’ physical or social or intellectual development and characteristics to improve student learning.

1.2 Design teaching and learning programs using research or information provided by colleagues about how students learn.

1.3 Implement and evaluate the effectiveness of teaching strategies that have been designed to be responsive to the learning strengths and needs of students from diverse linguistic or cultural or religious or socioeconomic backgrounds.

1.4 Implement and evaluate effective teaching strategies that are designed to be responsive to the home community or cultural setting, linguistic background or histories of Aboriginal and Torres Strait Islander students.

1.5 Design and implement a range of teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

1.6 Implement and evaluate teaching activities that have been designed to support the participation and learning of students with disability and address relevant policy and legislative requirements.

2.1 Select implement and evaluate teaching strategies that incorporate content knowledge of the teaching area.

Descriptor Annotation

2.2 Design and implement teaching and learning programs in which the content is coherent and well sequenced.

2.3 Implement and evaluate teaching and learning programs that are designed using knowledge of curriculum, assessment and reporting requirements.

2.4 Design and implement activities that enable students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures or languages.

2.5 Design and implement effective teaching strategies to support students’ literacy or numeracy achievement.

3.2 Implement and evaluate well-structured teaching and learning programs or lesson sequences that engage students and promote learning.

3.3 Select and implement a range of teaching strategies to develop students’ knowledge, skills, problem solving and critical and creative thinking.

3.4 Evaluate the implementation of a range of resources including ICT that have been selected or created to engage students in their learning.

3.6 Evaluate and suggest modifications to teaching and learning programs based on information gained from student feedback and formal and informal student assessment data.

Descriptor Annotation

5.1 Design and implement a range of diagnostic, formative and summative assessment strategies to assess student learning.

5.2 Provide constructive feedback to students to promote learning and an understanding of their achievement relative to the learning goals.

5.3 Participate in and apply knowledge from assessment moderation activities to make consistent and comparable judgements of student learning.

5.4 Use internal and/or external student assessment data to analyse and evaluate student understanding of subject/content, modifying teaching practice and/or identifying interventions.

5.5 Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records in a timely and consistent manner using school protocols and procedures.

6.1* Use the Professional Standards for Experienced Teacher to reflect on current practice and identify and plan professional learning needs.

6.2* Evaluate professional learning undertaken to enhance knowledge and practice, targeted to professional needs and school priorities.

6.3* Work with colleagues, giving and receiving constructive feedback, to improve professional knowledge and practice.

Descriptor Annotation

6.4* Apply professional learning that is designed to address identified student learning needs.

7.4* Make an active contribution in professional and community networks and forums to broaden knowledge and improve practice.

*No annotation is required if a Reference is used as evidence for Descriptor

Experienced Teacher Mapping Tool

Name of Evidence

Type of Evidence Source

1.1 1.1 1.1 1.1 1.1 1.2 1.2 1.2 1.2 1.2 1.3 1.3 1.3 1.3 1.3 1.4 1.4 1.4 1.4 1.4 1.5 1.5 1.5 1.5 1.5 1.6 1.6 1.6 1.6 1.6 2.1 2.1 2.1 2.1 2.1 2.2 2.2 2.2 2.2 2.2

Name of Evidence Type of Evidence Source

2.3 2.3 2.3 2.3 2.3 2.4 2.4 2.4 2.4 2.4 2.5 2.5 2.5 2.5 2.5 2.6 2.6 2.6 2.6 2.6 3.1 3.1 3.1 3.1 3.1 3.2 3.2 3.2 3.2 3.2 3.3 3.3 3.3 3.3 3.3 3.4 3.4 3.4 3.4 3.4 3.5

Principal AttestationCreated by colleague 3.6 3.6 3.6 3.6 3.6

Name of Evidence

Type of Evidence Source

Principal AttestationCreated by colleague 4.1

3.7

Principal AttestationCreated by colleague 4.2

Principal AttestationCreated by colleague 4.3

Principal AttestationCreated by colleague 4.4

Principal AttestationCreated by colleague 4.5

Principal AttestationCreated by colleague 5.1 5.1 5.1 5.1 5.1 5.2 5.2 5.2 5.2 5.2 5.3 5.3 5.3 5.3 5.3 5.4 5.4 5.4 5.4 5.4 5.5

Principal AttestationCreated by colleague 6.1

Principal AttestationCreated by colleague 6.2 6.2 6.2 6.2 6.2 6.3

Principal AttestationCreated by colleague 6.4 6.4 6.4 6.4 6.4 7.1

Principal AttestationCreated by colleague 7.2

Principal AttestationCreated by colleague 7.3

Principal AttestationCreated by colleague 7.4

Principal AttestationCreated by colleague

Name of applicant

Name of observer

Observer’s position

Observer’s professional relationship to the applicant

Class being observed

Date, time and location

Syllabus outcomes and content being addressed

Relationship between this lesson and previous lesson(s)

Lesson outline including teaching strategies, student activities and resources including ICT

Information about students that will be relevant to the lesson and the demonstration of the ET descriptors

ET Descriptors being demonstrated (up to 5 descriptors maximum)

Observer’s signature Date

Applicant’s signature

Observation of teaching practice to demonstrate Descriptors

Descriptor Description of teaching practice

Description of student participation

Descriptor demonstrated or Not demonstrated

Observation of teaching practice to demonstrate Descriptors

Descriptor Description of teaching practice

Description of student participation

Descriptor demonstrated or Not demonstrated

Observer feedback:

Applicant reflection:

Experienced Teacher Accreditation 2023 Principal Attestation

This report is to be signed by the Principal.

Applicant’s name

School

Name of Principal

Signature of Principal Date

Professional Practice: Standards 3, 4 and 5

Descriptor ET 3.5

Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

The applicant consistently demonstrated Descriptor 3.5. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: demonstrates the use of verbal and non-verbal communication strategies in the classroom.

Examples of non-verbal communication

hand or eye movements, eye contact, facial expressions, hand gestures, the use of body and face movements to communicate, the use of visual cues/signals, pause and wait time

use of advanced organisers

non-verbal cues that impact positively on student engagement and/or behaviour

modelling or showing by example a skill or desired outcome of student learning

Examples of verbal communication strategies

use of grammatically acceptable and precise language, explanation and use of appropriate terms for the level and stage of the students

effective use of the voice, focused and supporting questioning and/or discussion techniques.

Descriptor ET 3.7

Provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

The applicant consistently demonstrated Descriptor 3.7. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: provides opportunities for parents/carers to share their skills, knowledge and expertise uses established structures in the school, such as emails, newsletters to encourage parents/ carers to be involved provides opportunities for parents/carers to be involved with student learning at home develops a school-home initiative with parents/carers to support their child’s home study habits, goal setting, decision making

Descriptor ET 4.1

Demonstrate inclusive and positive interactions to engage and support all students in classroom activities.

The applicant consistently demonstrated Descriptor 4.1.

Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: implements strategies that demonstrate inclusive and positive interactions to engage and support all students in classroom activities: provides adequate wait time for all students to be able to respond implements collaborative and cooperative learning structures and tasks positively acknowledges all student responses and achievement builds and supports rapport between students by developing an appreciation of a positive work ethic, good behaviour, politeness and positive language and tone.

promotes, respect and appreciation of others: listens positively to students acknowledges students’ contributions supports students to respond in an appropriate manner being accessible to all students displaying equitable amounts of time/engagement with individuals.

Descriptor ET 4.2

Develop with students, orderly and workable routines that create an environment where the use of classroom time for learning is maximised.

The applicant consistently demonstrated Descriptor 4.2. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: develops with students orderly and workable classroom routines: negotiates with students classroom routines, materials and organisation facilitates student understanding of the classroom protocols discusses and establishes expected conduct of the students during activities seeks student input into the variety of learning tasks to address learning goals collaborates on effective time management strategies such as realistic timeframes and a workable timetable develops strategies for students to self-direct their learning establishes with students explicit routines and reinforce them on a regular basis sets realistic timeframes for the completion of tasks and, where necessary, negotiates varying amounts of time for different students works with students to ensure they understand what is expected in relation to both their learning and behaviour provides resources and check students know how to access and use resources to achieve the learning outcomes.

Descriptor ET 4.3

Negotiate and establish with students, clear expectations for appropriate student behaviour and consequences for challenging behaviour.

The applicant consistently demonstrated Descriptor 4.3.

Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: negotiates explicitly, in the classroom with students, parameters for appropriate behaviour and consequences of not following the rules supports students in understanding their rights and responsibilities in the classroom and the consequences of behaving in an inappropriate and unacceptable manner establishes, displays and implements clear expectations, protocols and/or rules and consequences ensures that students can articulate negotiated and established rules and their understanding of the consequences of not following the rules

shares with students disciplinary strategies to be used in the classroom, for example using the student’s name, and then stating the issue and the consequences of continuing with the behaviour.

Descriptor ET 4.4

Develop and implement strategies that ensure students’ wellbeing and safety based on school and/ or system, curriculum and legislative requirements.

The applicant consistently demonstrated Descriptor 4.4. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: develops and implements curriculum and legislative requirements such as Child Protection and Workplace Health and Safety within the classroom develops and implements appropriate safety procedures, establishes clear classroom safety rules and guidelines, enforces them and constantly remind students of safe behaviour and workplace practice develops risk assessments and implements these with students recognise risks and reports them promptly to the appropriate personnel in their school maintains a physically safe classroom ensures student safety whilst engaged in hands-on practical tasks uses appropriate materials or resources that do not present a safety risk to the students addresses unsafe behaviour situations and attends to students who are in distress or danger develops and implements appropriate consequences for students failing to comply with safety rules develops and implements strategies to support student wellbeing within the classroom and the school.

Descriptor ET 4.5

Model for students, and implement strategies, to promote the safe, responsible and ethical use of ICT in teaching and learning.

The applicant consistently demonstrated Descriptor 4.5. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant:

models for students how to use clues in search result findings to discriminate between relevant and non-relevant sites

models respectful communication when using ICT models and explicitly demonstrates how to acknowledge digital resources in presentations and resources

models for students appropriate ICT safety procedures

models and implements strategies to assist students to understand and adhere to the School’s Acceptable Use of ICT Policy identifies and minimises risks in student use of ICT discusses with students ethical online conduct and sets clear limits about what is allowed and what is not allowed establishes clear ICT safety rules and guidelines for students and enforces them consistently implements a set of realistic ICT guidelines or the school’s ICT policy 47

Descriptor ET 5.5

Report clearly, accurately and respectfully to students and parents/carers in a timely and consistent manner using school protocols and procedures.

The applicant consistently demonstrated Descriptor 5.5. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant writes reports that: are in accordance with school procedure use appropriate language, terminology are easily understood by the audience accurately reflect student achievements include constructive comments identify how students can improve are submitted in a timely manner are respectful

Optional comment describing how the applicant demonstrates Standard 3, 4 and 5. (limit of 2,000 characters)

Professional Engagement: Standards 6 and 7

Descriptor ET 6.1

Use the Professional Standard Descriptors for Experienced Teacher to reflect on current practice and identify and plan professional learning needs.

The applicant consistently demonstrated Descriptor 6.1.

Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: reflects on their current practice to identify areas for professional growth using the Descriptors for Experienced Teacher develops a personal professional learning plan that includes professional learning activities and/or courses based on analysis of the Descriptors for Experienced Teacher.

Descriptor ET 6.3

Work with colleagues, giving and receiving constructive feedback, to improve professional knowledge and practice.

The applicant consistently demonstrated Descriptor 6.3.

Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: offers constructive and informed critique and suggestions to colleagues and willingly seeks and acknowledges feedback from colleagues demonstrates willingness to participate in formal and informal discussions with a range of colleagues to improve professional knowledge and practice participates in professional discussions to generate ideas and questions, contribute own thoughts on topics and actively listens to a range of colleagues

gives and receives constructive feedback in forums such as networks/wikis/blogs within the school or wider education community

works collaboratively with colleagues to review and evaluate teaching activities and strategies, write programs, generate ideas and pose and respond to questions.

Descriptor ET 7.1

Maintain high ethical standards by meeting of codes of ethics and conduct established by regulatory authorities and schools.

The applicant consistently demonstrated Descriptor 7.1. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: is discerning about where confidential issues about students and colleagues are discussed does not disclose student information without first checking with the appropriate manager keeps records and relevant documentation secure and confidential is honest, fair and equitable in interpersonal, professional and academic relationships respects the dignity and diversity of students and colleagues is sensitive and constructive in partnerships with colleagues and parents/carers understands and implements mandatory reporting requirements

Descriptor ET 7.2

Demonstrate ongoing compliance with relevant legislative, administrative, organisational and professional requirements, policies and processes.

The applicant consistently demonstrated Descriptor 7.2. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: implements mandatory school procedures and policies reflects on and discusses relevant legislative, administrative, organisational and professional requirements, policies and processes with colleagues demonstrates compliance with school and legislative professional requirements meets deadlines for administrative tasks

Descriptor ET 7.3

Develop and build active, ongoing, respectful collaborative relationships with parents/carers regarding their children’s learning or wellbeing.

The applicant consistently demonstrated Descriptor 7.3. Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: actively communicates with parents/carers regarding their child’s learning or wellbeing provides opportunities for parents/carers to share their skills, knowledge and expertise provides opportunities for parents/carers to be involved with supporting their child’s learning documents all initial and ongoing communication with parents/carers proactively accesses personnel to promote effective communication provides opportunities for parents/carers to give feedback on school-based activities

Descriptor ET 7.4

Make an active contribution in professional and community networks and forums to broaden knowledge and improve practice.

The applicant consistently demonstrated Descriptor 7.4.

Please select all applicable Examples of Practice from the list below (minimum of one).

The applicant: actively maintains contact with colleagues external to the school and community stakeholders to broaden their knowledge and improve practice actively participates in professional and/or community networks such as meetings, online educational forums, professional associations or professional learning committees within the school or community to broaden their knowledge and improve practice actively contributes to online forums/networks/wikis/blogs that involve colleagues and/or members of the community to broaden their knowledge and improve practice.

Optional comment describing how the applicant demonstrates Standard 6 and 7. (limit of 2,000 characters)

Experienced Teacher Accreditation 2023 Information about Withdrawals and Deferrals

A teacher who has applied for Experienced Teacher may find that he/she cannot complete the requirements for accreditation before the closing date.

The options available to the teacher are:

• withdraw the application.

• request a 12-month deferral from the accreditation process. Note that a deferral may only be submitted for the year following the initial application. The applicant must reapply in the application period for the following year

Important!

If the teacher is uncertain about which option to choose, the teacher should call the Head: Regulation and Accreditation to discuss his/her circumstances.

Withdrawal

Process

1. The teacher discusses his/her intention to withdraw their accreditation application with the Head of School.

2. The Head of School completes the Notification of Withdrawal template and emails it to ISTAA. For a refund of part of the fee the email must be received by ISTAA by the closing date (See Important Dates 2023).

3. ISTAA will send an email to confirm the withdrawal of the teacher’s application to the Head of School.

4. Teachers who have withdrawn from the Experienced Teacher accreditation may make a new application in the following or subsequent years. A new accreditation fee will need to be paid.

Refunds

If an applicant withdraws their application before the closing date, an administrative fee of $275 will be deducted from the refund.

If an applicant withdraws their application after the closing date, the application fee will not be refunded.

Request for a Deferral

Reasons for requesting a deferral from the Experienced Teacher accreditation may include:

• long service leave

• parental leave

• teaching overseas

• conducting research for a degree or under the auspices of a grant that is related to teaching

• illness or misadventure

• carer’s responsibilities

• other reasons as agreed by the Head: Regulation and Accreditation

Process

1. The teacher discusses his/her intention to defer their accreditation application with the Head of School.

2. The Head of School completes the Notification of Withdrawal template and emails it to ISTAA before the closing date. (see Important Dates 2023).

3. ISTAA will send the applicant and Head of School an email to acknowledge the deferral.

4. Applicants who defer may make a new application for the following year only. Applicants will not be charged an additional fee.

Evidence

Applicants who defer their application may use evidence they have uploaded to their Portfolio of Evidence in the first evidence collection prior to applying for a deferral. The applicant will need to upload this evidence to the new Portfolio of Evidence, once it has been created.

ISTAA contact details

Felicity Jagavkar istaa@aisnsw.edu.au (02)9299 2845

Experienced Teacher Accreditation 2023 Notification of Withdrawal

Applicant’s name

Current school Year

Reason for Requesting Withdrawal

Acknowledgement of Withdrawal by Head of School

Head of School

I have been informed of the applicant’s request to withdraw from Experienced Teacher accreditation. I note that if this withdrawal is made before the closing date (see Important Dates 2023) an administrative fee of $275 will be deducted from any refund that may be due.

I confirm this account was paid by the School Applicant

If paid for by the applicant, please provide the applicant’s bank account details:

Name of Account:

BSB: Account Number:

I understand that if the applicant reapplies for accreditation at Experienced Teacher, a new application fee will be required.

Name of Head of School (please print)

Signature of Head of School Date

Acknowledgement of Withdrawal by Applicant

Applicant’s signature Date

Please note: Prior to submitting, please read Information about Deferrals and Withdrawals. Please send this form to Felicity Jagavkar: istaa@aisnsw.edu.au

Experienced Teacher Accreditation 2023 Notification of Deferral

Applicant’s name

Current school Year Reason for Requesting Deferral Acknowledgement of Deferral by Head of School

Head of School

I have been informed of the applicant’s request to defer from Experienced Teacher accreditation. (See Important Dates 2023)

I understand that the applicant must reapply for accreditation at Experienced Teacher in the following year only. Failure to apply or withdraw in the following year will result in the application being automatically withdrawn.

Name of Head of School (please print)

Signature of Head of School Date

Acknowledgement of Deferral by Applicant

Applicant’s signature Date

Please note: Prior to submitting, please read Information about Deferrals and Withdrawals. Please send this form to Felicity Jagavkar: istaa@aisnsw.edu.au

Experienced Teacher Declaration of Authenticity template

The Declaration of Authenticity must be signed by the applicant and the Head of School

Teacher’s name School

Applicant

I hereby state that the evidence included in my submission of evidence has been compiled by me and is a true and accurate record of my participation in all aspects of the Teaching Standards. I have submitted all evidence for all Standards and Descriptors in my application.

I give ISTAA permission to use my evidence and annotations for training purposes,

Signature Date

Head of School

I hereby state that the information presented as evidence has been compiled by the applicant and is a true and accurate record of participation in all aspects of the teaching standards. The applicant has submitted evidence for all Standards and Descriptors in their application.

I give ISTAA permission to use the applicant’s evidence and annotations for training purposes,

Name of Head of School

Signature of Head of School Date

Please complete if relevant. If not relevant, please delete from the Declaration of Authority. I hereby state that this applicant has not had any identified Aboriginal and Torres Strait Islander students in class during the accreditation period and does not need to provide evidence for 1.4.

Name of Head of School

Signature of Head of School

Experienced Teacher 2023

Courses for Applicants and Supervisors

For applicants:

Becoming Accredited at Experienced Teacher 2023

This professional learning will assist 2023 Experienced Teacher applicants to develop their understanding of how to demonstrate the Experienced Teacher descriptors, select and annotate appropriate evidence and prepare for lesson observations. This will be a hands on learning experience involving a range of workshop activities. The learning experience is intended for Experienced Teacher 2023 applicants who require further professional learning once they have attended the Introduction to Experienced Teacher 2023 Webinar. It is highly recommended that prior to attending the course, participants complete the readings and activities for Experienced Teacher 2023 applicants and supervisors in Mighty Networks.

Dates:

Thursday 16 June 2022

Wednesday 10 August 2022

Wednesday 7 September 2022

8.30 for 9.00am 3.00pm

8.30 for 9.00am 3.00pm 8.30 for 9.00am 3.00pm

Thursday 20 October 2022 8.30 for 9.00am 3.00pm

Click here to go the AIS Courses and Events page to register.

For supervisors:

Supporting Teachers Through Experienced Teacher Accreditation 2023

This professional learning is for leaders and supervisors in schools that have a teacher Multi Enterprise Agreement (MEA). Participants in this learning experience will develop their knowledge of the requirements for Experienced Teacher accreditation for teachers moving from Band 2 to Band 3 and the Experienced Teacher Standards to enable them to support and guide teachers undertaking accreditation. Participants will gain ideas to support teachers to identify and annotate appropriate evidence relevant to the descriptors and lesson observations.

This learning experience is intended for supervisors of Experienced Teacher 2023 applicants who require further professional learning once they have attended the Introduction to Experienced Teacher 2023 Webinar. It is highly recommended that prior to attending the course, participants complete the readings and activities for Experienced Teacher 2023 applicants and supervisors in Mighty Networks.

Dates:

Monday 6 June 2022

Thursday 28 July 2022

8.30 for 9.00am 3.00pm

8.30 for 9.00am 3.00pm

Click here to go the AIS Courses and Events page to register.

Experienced Teacher 2023 Applicants and Supervisors

Experienced Teacher Network Meeting

To support your participation in Experienced Teacher accreditation, ISTAA invites 2023 ETSP applicants and their supervisors to a series of Network meetings. These are optional and are to be held after school each term. During each session, there will be opportunities to speak with other applicants and their supervisors. There will also be a question and answer session. Applicants and supervisors may attend as many network meetings as they wish.

Information about how to register for the Network meetings will be provided closer to the date for each meeting. There is no cost to attend.

Dates:

Thursday 8 September 2022 3 00 for 3.30pm 4.30pm

Wednesday 2 November 2022 3.00 for 3.30pm 4.30pm

Monday 13 February 2023 3.00 for 3.30pm 4.30pm

Tuesday 2 May 2023 3.00 for 3.30pm 4.30pm

Radford College

Teaching Context

Teachers conduct their professional duties in a variety of settings such as early childhood, primary or secondary classrooms, in outdoor and indoor facilities, using a wide variety of approaches and methods. The range, developmental stages, and backgrounds of students in a class influence the choices teachers make about aspects such as pedagogy, resources, and classroom activities.

Together these factors influence the evidence applicants may collect during their professional lives to demonstrate that their practice aligns with the Experienced Teacher Descriptors.

About the Evidence Guide

Purpose and Audience

This Guide is designed to assist NSW, ACT and Tasmanian applicants and their supervisors to understand the ISTAA Standards for Experienced Teacher and undertake Experienced Teacher accreditation. Specifically, the Experienced Teacher Descriptors, Examples of Practice and Evidence of Practice in the Guide are intended to:

assis t understanding of each Descriptor

pro vide examples of evidence that may be submitted

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support fair and tr ansparent judgments of evidence by ISTAA.

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Suggested Types of Evidence

The Guide includes suggestions of the types of evidence that an applicant may use to demonstrate their practice at the level of Experienced Teacher. The types of evidence included as suggestions are not prescriptive or definitive. Applicants should consider their teaching context and seek the advice of their supervisor when selecting evidence.

Information About the Types of Evidence That May be Submitted

Programs

Programs should show evidence of currency (e.g. date of implementa tion) and that they are working documents. Ongoing notes or comments hand-written or digitally recorded on the program show that the applicant has used the document. Sign off by the applicant including a signature and date, indicates the program has been implemented.

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Progr ams submitted by applicants should be ones they have individually designed, implemented and evaluated for Descriptors 1.2 , 2.2 and 3.2 .

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Progr ams sold through commercial suppliers do not demonstrate the applicant’s own work and are not accepted as evidence.

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Any ma terials photocopied from textbooks, created by other teachers or sourced from the Internet are to be clearly referenced.

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Progr ams uploaded for one or more Descriptors are to be the original program. Overviews, the level of detail in the program and evaluations are not to be modified for the purpose of accreditation.

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Progr ams submitted as evidence should not exceed 20 pages.

Progr ams that rely heavily on textbooks are to be clearly acknowledged. Such programs are not suitable evidence for Descriptors 1.2 , 2.2 and 3.2 (designed and implemented by the applicant).

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Progr ams that are developed collaboratively should clearly demonstrate the ways in which the applicant has customised them to meet the needs of their students.

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Newcastle Grammar School

Information About the Types of Evidence That May be Submitted

Principal Attestation

T he Principal Attestation is completed by the Head of School and provides evidence for Descriptors 3.5 ; 3.7 ; 4.1 ; 4.2 ; 4.3 ; 4.4 ; 4.5 ; 5.5 ; 6.1 ; 6.3 ; 7.1 ; 7.2 ; 7.3 and 7.4 .

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T he Principal Attestation is the only evidence required for the identified Descriptors. No annotation is required for the descriptors identified in the Principal Attestation.

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If the Head of School is absent, an A cting Head may sign the document. The Acting Head must indicate on the Head of School Report that they are signing on behalf of the Head of School.

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T he Principal Attestation may be signed-off at any time during the evidence collection period.

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Professional Learning

An y records/certificates of attendance at professional learning sessions are to include the applicant’s name, date of attendance and name of the organisation that provided the professional learning.

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Pr oviding a brochure or invoice for a professional learning session does not provide satisfactory evidence of attendance at the professional learning session.

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Lesson Observation

One les son observation record is to be included as evidence for Experienced Teacher accreditation. This is to be completed by only one person.

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T he lesson observation may be undertaken at any time during the evidence collection period.

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T he lesson observation is to be undertaken by the applicant’s supervisor or Head of School and should address between one to five Descriptors from the following 1.1 ; 1.5 ; 2.4 ; 2.5 ; 2.6 ; 3.1 ; 3.3 ; or 5.2 .

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T he lesson observation record is the only evidence required for the one to five Descriptors that have been selected for the lesson observation. No other evidence is required for the selected Descriptors.

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No annota tion is required for the one to five Descriptors recorded as being observed in the Lesson Observation Record.

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Applicants and observ ers may find the Experienced Teacher

Examples of Practice detailed in this Evidence Guide useful as it provides illustrative examples of actions that teachers may take to demonstrate they are meeting a Descriptor during an observation.

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F or the lesson observation record to provide evidence of each descriptor selected, the applicant should be observed fully demonstrating each selected descriptor in the lesson being observed.

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Lesson Observation Record

Information About the Types of Evidence That May be Submitted

Other Information Regarding Evidence

Evidence provided by an applicant should demonstrate the applicant’s implementation of the practice being demonstrated. Blank templates should not be included as e vidence, as they do not show evidence of implementation of the activity.

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Any s tudent work samples, evaluations, self-reflection sheets, examinations or assessment tasks included as evidence are to be completed by the applicant’s students and should not be blank templates. Student work samples are to be dated and students’ surnames removed.

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Copies of articles fr om the Internet, journals and notes distributed by presenters, academics etc. that are not the applicant’s own publication cannot be included as evidence.

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If submitting video or audio mat erial, total content uploaded for a Descriptor is not to exceed five minutes.

A maximum of five it ems of evidence may be used to demonstrate a Descriptor. Multiple student work samples should be submitted as one PDF document.

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Google docs or other cloud-based documents cannot be submitted as e vidence.

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One item of e vidence may be used to provide evidence for several Descriptors. When one item of evidence is used to demonstrate several Descriptors, the applicant should make sure that:

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any one it em does not demonstrate more than five Descriptors,

the item c ontains sufficient comprehensive evidence for each Descriptor being demonstrated,

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the demonstr ation of each Descriptor is clearly identified in the item or described in the annotation,

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the item is only uploaded onc e, with each of the Descriptors identified.

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Some Descriptors include the w ord ‘range’, for example a broad range of strategies. Some Descriptors include the word ‘variety’. In the context of this Evidence Guide, range and variety mean three examples.

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Information About the Types of Evidence That May be Submitted

Aboriginal and Torres Strait Islander Students

Descriptor 1.4

If the applicant does not teach any student identifying as Aboriginal and Torres Strait Islander during the evidence collection period, the Head of School can sign the statement in the Declaration of Authenticity to this effect. No evidence is required for this Descriptor if the Head of School signs the statement.

Evidence of Implementation of Programs

Evidence is be provided to show that programs have been implemented in the classroom with students. This evidence may include:

Signed and dat ed documents. Signatures and dates may be included throughout or at the end of the document.

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Dat ed student work samples

Ev aluations, either throughout or at the end of the document.

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Note: Records of information about students can be used even if the information is collected prior to the evidence collection period.

Timeframe for Collection of Evidence

Please see the rele vant document below for information.

Important Dates 2023

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Santa Sabina College

Information About the Types of Evidence That May be Submitted

Confidentiality

All student and parent surnames are to be permanently redacted, and not covered either with pen or a black text box. Alternately you may refer to Student X or Parent A consistently throughout the item.

Sensitive information that is not relevant to the demonstration of a Descriptor is not to be uploaded.

Highlighting a name in a Word or Excel document and using the shading tool to change the background to black will not ensure confidentiality because the text can be copied and pasted into another document, revealing the names. Similarly, doing the above then saving the document as a PDF will not necessarily ensure that the names remain unable to be revealed. Documents should have names removed before saving to avoid any breach of confidentiality. For more information, please refer to the Experienced Teacher –De-identifying names tutorial. The Head of School will be contacted regarding any breaches of confidentiality from applicants at the school.

Format

If the evidenc e that is submitted contains items that were originally handwritten, the handwriting must be legible. Photocopied and scanned materials should be clear and easily read.

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The Principal A ttestation and Lesson Observation Record are to be completed on the proformas provided. The signed documents are to be uploaded to the applicant’s Portfolio of Evidence.

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When a document is scanned, applicants and supervisors should check that all pages in the document ha ve been included in the PDF of the scan.

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Wher e evidence is provided as a PDF, applicants should check that they have ‘accepted all changes’ in a word document prior to converting the document to PDF.

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Accreditation Glossary

The Accreditation Glossary contains definitions of terms used throughout the Evidence Guide.

Information About the Types of Evidence That May be Submitted

Declaration of Authenticity

1. In order to ensure the validity of the evidence submitted, applicants ar e asked to sign a Declaration of Authenticity attesting to the fact that the evidence is genuine and created by them in the normal course of their professional work as a teacher. This declaration is also co-signed by the Head of School.

2. If an applicant mov es from one school to another during the time when he/she is collecting evidence for inclusion in the Portfolio of Evidence, the applicant is to include a Declaration of Authenticity from the school they have left. A Declaration of Authenticity from the applicant’s current school is also to be uploaded to the Portfolio of Evidence.

Misleading or False Information

Where misleading or false information is submitted by an applicant, the matter will be referred to the Head of Regulation and Accreditation, who will liaise with the applicant’s Head of School.

Permission to Use Students’ Work

1. Applicants do not need to seek permis sion from students or parents/carers if they are including student work as a part of their evidence.

2. Applicants need to seek writt en permission to video or photograph students from the students themselves and/or their carers/parents. Students who do not have permission to participate in videos or photographs must not be included in videos or photographs submitted as part of the evidence.

Additional Evidence for Applicants on Parental or Medical Leave

Applicants on parental or approved medical leave who have submitted their Portfolio of Evidence and are requested to submit additional evidence will have the time frame for submitting the additional evidence adjusted according to the period they are absent from teaching. The Head of Regulation and Accreditation will determine this time on receiving the notification of the leave of absence from the school and communicate the decision to the applicant and Head of School. Applicants are to notify ISTAA when they return to teaching after a period of parental or medical leave.

Annotations

Annota tions are to include a contextual statement, a clear and precise explanation of how the evidence submitted demonstrates the Descriptor and an impact statement.

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Each Descript or requiring an annotation is to have its own annotation uploaded to the Summary of Annotations template for the Descriptor in the Portfolio of Evidence.

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Annota tions are to be succinct. A paragraph per Descriptor is sufficient. Annotations should be limited to 2000 characters.

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Annota tions should not be written across the evidence.

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Annotating Evidence

To ‘annotate’ is to write explanatory notes about how the evidence submitted demonstrates the relevant Experienced Teacher Descriptor. General information

Annota tions are required to support all evidence submitted in the applicant’s Portfolio of Evidence with the exception of the Lesson Observation Record and the Principal Attestation.

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All claims made in annota tions must be supported by evidence.

E vidence should not be included in the annotations. Any evidence included in annotations will not be assessed.

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T he annotations are to be individually created for each Descriptor by the applicant.

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Using the Evidence Guide

ET Descriptors

Descriptors are detailed statements that elaborate each of the seven standards in the ISTAA Experienced Teacher Professional Standards for Teachers. Descriptors for Experienced Teacher include the action, the subject of the action and for some Descriptors, the reason for, or outcome of, the action.

Examples of Practice

Examples of Evidence of Practice

Included in this section are examples of evidence applicants may gather and submit to demonstrate their knowledge, practice and engagement at the level of Experienced Teacher.

The Examples of Practice describe actions applicants may take to develop and demonstrate their knowledge, practice and engagement at the level of Experienced Teacher.

Using the Evidence Guide

Examples of Types of Evidence

teaching and learning activities

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programs •

asses sment tasks and tools

student w ork samples

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video footage and audio r ecordings

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student r ecords of achievement

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student r eports

photogr aphs

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ev aluations of courses or teaching programs

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written and digital c ommunication such as notes, emails, blog entries and invitations

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certifica tes or records of attendance at professional development courses

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teacher not es, agendas and minutes of professional meetings

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school new sletters, magazine or Internet articles, contributions to publications and conferences

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lesson observ ations

communica tion and correspondence documentation

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Mamre Anglican School

FOCUS AREA

Physical, social and intellectual development and characteristics of students

Examples of Evidence of Practice

1. Notes about students’ physical or social or intellectual de velopment and characteristics, AND 2. A class pr ogram or individualised program, informed by a personalised plan that includes teaching strategies that are appropriate to the students’ physical or social or intellectual needs and improve student learning, AND 3. An explana tion about why the selected teaching strategies are included in the program. OR Lesson Observation Record

asses s and/or gather and record information about students’ physical or social or intellectual development and characteristics • STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

ET Descriptor 1.1

Select teaching strategies based on an assessment of students’ physical or social or intellectual development and characteristics to improve student learning.

Examples of Practice

Experienced Teachers:

implement progr ams that include teaching strategies which support students’ learning and are based on information gained about students’ physical or social or intellectual development and characteristics.

FOCUS AREA

Understand how students learn

Examples of Evidence of Practice

1. A r ecord of communication with colleagues about how your students learn OR an annotated bibliography of two to five researched articles that are relevant to how your students may learn, AND 2. A pr ogram that demonstrates how you have used the information gained from colleagues or research to design the program’s sequencing, pedagogy, organisation or use of resources. The program is to be designed, implemented and evaluated by the applicant.

r ecord information sourced from colleagues about promoters and blockers to learning faced by their students and how these can be addressed in their school and/or classroom context • STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

ET Descriptor 1.2

Design teaching and learning programs using research or information provided by colleagues about how students learn.

Examples of Practice

Experienced Teachers:

r esearch ways their students learn •

design t eaching and learning programs that demonstrate how information gained from colleagues or research has been used to promote their students’ learning.

FOCUS AREA

Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Examples of Evidence of Practice

1. Not es about students’ learning strengths and needs AND 2. A pr ogram that includes:

T eaching strategies that have been selected and implemented based on information gathered about the learning strengths and needs of students, AND

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LEARN

ET Descriptor 1.3

Implement and evaluate the effectiveness of teaching strategies that have been designed to be responsive to the learning strengths and needs of students from diverse linguistic or cultural or religious or socioeconomic backgrounds.

Examples of Practice

Experienced Teachers:

ga ther and record information about the learning strengths and needs of their students through meetings or correspondence with people such as students, parents and caregivers, counsellors or learning support personnel or by accessing school records or by surveying or observing students

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An e valuation of the effectiveness of implementing the selected teaching strategies in meeting the learning strengths and needs of students and promoting their learning.

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implement pr ograms that include teaching strategies that have been selected based on knowledge gained about the learning strengths and needs of their students

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e valuate the effectiveness of teaching strategies that have been selected and implemented to promote student learning.

FOCUS AREA

Strategies for teaching Aboriginal and Torres Strait Islander students

ET Descriptor 1.4

Implement and evaluate effective teaching strategies that are designed to be responsive to the home community or cultural setting, linguistic background or histories of Aboriginal and Torres Strait Islander students.

Examples of Evidence of Practice

1. Not es about Aboriginal and Torres Strait Islander students’ local community or cultural setting, linguistic background or histories, AND 2. A bibliogr aphy of references that informed the selection of the teaching and learning strategies, AND 3. A pr ogram that includes teaching strategies for their Aboriginal and Torres Strait Islander students and an evaluation of the effectiveness of the selected teaching strategies in supporting these students’ learning.

Examples of Practice

Teachers:

Experienced

ga ther and record information about the home community or cultural setting, linguistic background or histories of Aboriginal and Torres Strait Islander students from relevant people such as supervisors, colleagues, itinerant teachers, elders, educational consultants and academics and other relevant professionals and/ or educational journals, brochures, websites and/or professional development courses

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implement eff ective teaching strategies that are designed to be responsive to their Aboriginal and Torres Strait Islander students’ home community or cultural setting, linguistic background or histories

e valuate the effectiveness of teaching strategies that have been selected and implemented to support their Aboriginal and Torres Strait Islander students. Click here to see notes if you do not teach any students who identify as Aboriginal and Torres Strait Islander students during the evidence collection period.

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LEARN

FOCUS AREA

Examples of Evidence of Practice

1. Notes about all the students in a class or a selected group’s specific learning needs gained as the r esult of formal or informal assessment or from support teachers or school records, AND 2. A progr am that has a range of teaching activities. The activities include differentiated strategies that cater for all students in the class, OR student work samples that demonstrate the differentiated strategies that were used to cater for all students in the class, OR Lesson Observation Record

of Practice Experienced Teachers: • STANDARD 1: KNOW STUDENTS AND HOW THEY

ET Descriptor 1.5

Design and implement a range of teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

gather inf ormation about the specific learning needs of students by reading student files, talking to colleagues or conducting assessments •

design and implement a range of t eaching activities that include differentiated strategies. The strategies selected are based on information gained about the specific learning needs of their students. These include teaching activities for mainstream students and identified students with different needs.

Differentiate teaching to meet the specific learning needs of students across the full range of abilities

LEARN

FOCUS AREA

Strategies to support full participation of students with disability

ET Descriptor 1.6

Implement and evaluate teaching activities that have been designed to support the participation and learning of students with disability and address relevant policy and legislative requirements.

Examples of Evidence of Practice

1. Notes from colleagues, parents/carers and support services about s tudents’ disabilities and how to support these students so that they can participate in the activities and achieve the learning outcomes, AND 2. A progr am that includes adjustments or differentiated activities for the students with a disability or an individual program for a student with a disability, AND 3. An ev aluation of the effectiveness of the selected teaching activities in supporting the access, participation and learning of students with a disability.

Examples of Practice

acc ess information about the specific learning needs of students with a disability from sources such as school records, colleagues and parents/carers and the relevant school and legislative requirements

Experienced Teachers: •

implement teaching activities t o support the access, participation and learning of the students with a disability

•

ev aluate the effectiveness of teaching activities in supporting the students’ participation in the activities and promoting learning.

FOCUS AREA

Content and teaching strategies of the teaching area

Examples of Evidence of Practice

A program that includes: Specific examples of the teaching strategies that incorporate relevant content knowledge of the teaching area, AND An evaluation of the effectiveness of the teaching strategies in supporting the students to learn the content of the teaching area.

demonstr ate in the program how the teaching strategies incorporate relevant content knowledge • STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

ET Descriptor 2.1

Select, implement and evaluate teaching strategies that incorporate content knowledge of the teaching area.

Examples of Practice

Experienced Teachers:

select and implement a range of t eaching strategies for a specific teaching area

•

use informa tion from students and assessment data to evaluate the effectiveneess of the teaching strategies.

FOCUS AREA

Content selection and organisation

2: KNOW THE CONTENT AND HOW TO TEACH IT

ET Descriptor 2.2

Design and implement teaching and learning programs in which the content is coherent and well sequenced.

Examples of Evidence of Practice

A program in which the content is organised logically and delivered in a sequence that supports student learning. The program is to be designed, implemented and evaluated by the applicant.

Examples of Practice

design and implement pr ograms in which the content is organised logically and the sequencing shows progression from simple to complex, facts to concepts or pre-existing to new knowledge and skills.

CONTENT AND HOW TO TEACH IT

FOCUS AREA

Curriculum; assessment and reporting

Examples of Evidence of Practice

A program that: demonstrates the use of curriculum documents and school and/or faculty/stage policies for assessment and reporting, clearly marked to show where the program includes these requirements, if relevant, AND includes an evaluation of the program in terms of the extent to which it effectively enabled students to meet the outcomes and informed the applicant of student progress.

ET Descriptor 2.3

Implement and evaluate teaching and learning programs that are designed using knowledge of curriculum, assessment and reporting requirements.

implement pr ograms that are based on knowledge of: r elevant curriculum documents curriculum and/ or school-based assessment requirements –

Experienced Teachers: • STANDARD 2: KNOW THE

r eporting requirements.

FOCUS AREA

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

ET Descriptor 2.4

Design and implement activities that enable students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures or languages.

Examples of Evidence of Practice

A program that focuses on developing students’ understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. OR Lesson Observation Record

Examples of Practice

consult with members of the local Aboriginal and T orres Strait Islander community or undertake professional learning or complete professional reading to develop an understanding of culturally sensitive and appropriate ways of teaching students about Aboriginal and Torres Strait Islander histories, cultures and languages

Experienced Teachers: •

design and implement activities that de velop students’ understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures or language.

FOCUS AREA

Literacy and numeracy strategies

Examples of Evidence of Practice

Researched information about strategies for teaching literacy or numeracy to students in the form of: 1. An annota ted bibliography of at least one researched article or notes provided by one or more colleagues or other relevant professionals, OR certificate and notes taken from at least one professional development course, AND 2. A pr ogram that includes at least two specific literacy, or two specific numeracy teaching strategies based on researched information, OR student work samples that demonstrate how at least two specific literacy or numeracy teaching strategies have been implemented. OR Lesson Observation Record

ET Descriptor 2.5

Design and implement effective teaching strategies to support students’ literacy or numeracy achievement.

Examples of Practice

r esearch and record information about literacy or numeracy strategies and their potential impact on student achievement from sources such as educational journals, websites, professional learning courses or support personnel such as an English as an Additional Language (EALD) teacher or a teacher’s aide

Experienced Teachers: •

implement and e valuate literacy or numeracy strategies that provide opportunities for students to enhance their achievement.

FOCUS AREA

Information and Communication Technology (ICT)

HOW TO TEACH IT

ET Descriptor 2.6

Select and implement effective teaching strategies to integrate ICT into teaching and learning programs to make selected content relevant.

Examples of Evidence of Practice

A program implemented by the teacher, that includes a range of ICT and teaching strategies to integrate ICT selected to make the content relevant to the students. OR Student work samples that together demonstrate the use of a range of ICT included in a program, used to make content relevant to students. OR Lesson Observation Record

Examples of Practice

Experienced Teachers:

select and implement a t least two different teaching strategies that involve student use of ICT.

•

G ather and evaluate information from students about how using ICT has made the learning of the content relevant to them.

PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Establish challenging learning goals

Examples of Evidence of Practice

A program that includes:

e xplicit statements of the learning goals for the students

activities tha t link to the learning goals

•

•

ET Descriptor 3.1

Design and implement learning activities for all students based on explicit, challenging and achievable learning goals.

Examples of Practice

Experienced Teachers:

e xplicitly communicate to the students challenging yet realistic and achie vable goals in learning activities to be undertaken by the students in the lesson

•

an e valuation of the extent to which the goals were challenging and achievable based on data or information from students’ achievements and/or from student feedback surveys. OR Lesson Observation Record

•

describe t o the students, concepts and/or skills they will attain by engaging in the activity

•

implement learning activities based on the goals tha t are shared with the students.

PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Plan, structure and sequence learning programs

Examples of Evidence of Practice

A program that includes: a clear sequence of activities that have been selected to engage and support the learning of all students within a class or cohort, AND an evaluation of the extent to which the sequence of activities engaged students and assisted them to achieve the learning outcomes. The program is to be designed, implemented and evaluated by the applicant.

ET Descriptor 3.2

Implement and evaluate well-structured teaching and learning programs or lesson sequences that engage students and promote learning.

Examples of Practice Experienced

Teachers:

implement a progr am that has taken into account the students’ interests, context, age, stage of development and/or background, approaches to learning and learning needs

•

ev aluate the program in terms of the extent to which it engaged the students in the learning activities and assisted them to achieve the learning goals.

PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Using teaching strategies

Examples of Evidence of Practice

One or more programs selected by the teacher or student work samples that include clearly identified examples of each of the different teaching strategies that develop students’ content knowledge, skills, problem solving, critical thinking and creative thinking. Note: The teaching strategies must be clearly identified and demonstrate opportunities for students to develop their knowledge, skills and thinking. OR Lesson Observation Record

ET Descriptor 3.3

Select and implement a range of teaching strategies to develop students’ knowledge, skills, problem solving and critical and creative thinking.

Examples of Practice

Experienced Teachers:

select a range of pedagogies f or their students that are designed to develop their content knowledge, skills, problem solving, critical thinking and creative thinking

•

effectiv ely implement these strategies within the classroom.

AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Select and use resources

Examples of Evidence of Practice

A program that includes: a range ICT and non-ICT resources, that have been selected or created by the applicant or a video of students showing them using a range of ICT and non-ICT resources, AND an evaluation by the applicant about the effectiveness of all the resources in engaging students.

ga ther and summarise information from students about how the ICT and non-ICT resources engaged them in their learning • STANDARD 3: PLAN FOR

ET Descriptor 3.4

Evaluate the implementation of a range of resources including ICT that have been selected or created to engage students in their learning.

Examples of Practice

Experienced Teachers:

select and/ or create a range of ICT and non-ICT resources designed to engage students by being age-appropriate, suited to the context of the lesson and to the interests and skills of the students

•

e valuate the effectiveness of a range of ICT and non-ICT resources, in terms of the way they assisted the students to engage in their learning.

EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Use effective classroom communication

Examples of verbal communication strategies

use of gramma tically acceptable and precise language, explanation and use of appropriate terms for the level and stage of the students

•

effectiv e use of the voice, focused and supporting questioning and/or discussion techniques.

•

Evidence of Practice

Principal Attestation

ET Descriptor 3.5

Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

Examples of Practice

Teachers:

Experienced

demonstr ate the use of verbal and non-verbal communication strategies in the classroom.

•

Examples of non-verbal communication

hand or ey e movements, eye contact, facial expressions, hand gestures, the use of body and face movements to communicate, the use of visual cues/signals, pause and wait time

•

use of advanc ed organisers

non-v erbal cues that impact positively on student engagement and/or behaviour, eg. proximity to students

•

modelling or showing b y example a skill or desired outcome of student learning

•

•

FOCUS AREA

Evaluate and improve teaching programs

Examples of Evidence of Practice

3: PLAN FOR AND IMPLEMENT EFFECTIVE

ET Descriptor 3.6

Evaluate and suggest modifications to teaching and learning programs based on information gained from student feedback and formal or informal student assessment data.

1. Record and analysis of students’ achievements based on formal or inf ormal assessment data and student feedback.

2. A detailed ev aluation of a program that includes suggested modifications or adjustments, and that refers to the analysis of the assessment data and student feedback that informed the changes.

Examples of Practice

Experienced Teachers:

rec ord information gained from student assessment and student feedback

•

modify a progr am taking into account student achievement of the learning goals and student feedback

•

ev aluate a program based on information gained from student feedback and assessment data.

PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA

Engage parents/carers in the educative process

Evidence of Practice Principal Attestation

ET Descriptor 3.7

Provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

Examples of Practice

Experienced Teachers:

pr ovide opportunities for parents/carers to share their skills, knowledge and expertise with students in accordance with school protocols to enhance programs

•

use es tablished structures in the school (such as emails, newsletters and school websites) to encourage parents/carers to be involved in school and/or classroom activities

•

pr ovide opportunities for parents/carers to be involved with students’ learning at home through homework, assignments or surveys or interviews

•

de velop a school-home initiative with parents/carers to support their child’s home study habits or goal setting or decision making that directly impacts their learning.

SUPPORTIVE

FOCUS AREA

Support student participation

CREATE

ET Descriptor 4.1

Demonstrate inclusive and positive interactions to engage and support all students in classroom activities.

pr omote respect and appreciation of others by using strategies such as: lis tening positively to students ackno wledging students’ contributions –

•

supporting s tudents to respond in an appropriate manner being ac cessible to all students displa ying equitable amounts of time/engagement with individuals.

Evidence of Practice Principal Attestation

Examples of Practice

positiv ely acknowledge all student responses and achievement build and support r apport between students by developing an appreciation of a positive work ethic, good behaviour, politeness and positive language and tone.

4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA

Manage classroom activities

establish with students explicit routines and reinforce them on a r egular basis set realis tic timeframes for the completion of tasks and, where necessary, negotiate varying amounts of time for different students work with s tudents to ensure they understand what is expected in relation to both their learning and behaviour pro vide resources and check students know how to access and use resources to achieve the learning outcomes.

Evidence of Practice Principal Attestation

ET Descriptor 4.2

Develop with students, orderly and workable routines that create an environment where the use of classroom time for learning is maximised.

Examples of Practice

Teachers:

Experienced

dev elop with students orderly and workable classroom routines, for example: –

negotiat e with students classroom routines, materials and organisation facilita te student understanding of the classroom protocols –

discuss and es tablish expected conduct of the students during activities seek student input int o the variety of learning tasks to address learning goals collabor ate on effective time management strategies such as realistic timeframes and a workable timetable – STANDARD

dev elop strategies for students to self-direct their learning

FOCUS AREA

Manage challenging behaviour

Evidence of Practice Principal Attestation

CREATE AND MAINTAIN SUPPORTIVE AND

ET Descriptor 4.3

Negotiate and establish with students, clear expectations for appropriate student behaviour and consequences for challenging behaviour.

Examples of Practice

Experienced Teachers:

negotiat e explicitly, in the classroom with students, parameters for appropriate behaviour and consequences of not following the rules

•

support students in unders tanding their rights and responsibilities in the classroom and the consequences of behaving in an inappropriate and unacceptable manner

•

establish, displa y and implement clear expectations, protocols and/or rules and consequences

•

ensure tha t students can articulate negotiated and established rules and their understanding of the consequences of not following the rules

•

share with s tudents disciplinary strategies to be used in the classroom, for example using the student’s name, and then stating the issue and the consequences of continuing with the behaviour.

4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA

Maintain student safety

ET Descriptor 4.4

Develop and implement strategies that ensure students’ wellbeing and safety based on school and/ or system, curriculum and legislative requirements.

ensur e student safety whilst engaged in hands-on practical tasks

use appr opriate materials or resources that do not present a safety risk to the students

•

addr ess unsafe behaviour situations and attend to students who are in distress or danger

•

de velop and implement appropriate consequences for students failing to comply with safety rules

•

de velop and implement strategies to support student wellbeing within the classroom and the school.

•

•

Evidence of Practice Principal Attestation

Examples of Practice

Experienced Teachers:

de velop and implement curriculum and legislative requirements such as Child Protection and Workplace Health and Safety within the classroom

•

de velop and implement appropriate safety procedures, establish clear classroom safety rules and guidelines, enforce them and constantly remind students of safe behaviour and workplace practice

•

de velop risk assessments and implement these with students

r ecognise risks and report them promptly to the appropriate personnel in their school

•

maintain a ph ysically safe classroom

•

4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA

Use ICT safely, responsibly and ethically

es tablish clear ICT safety rules and guidelines for students and enforce them consistently

•

ET Descriptor 4.5

Model for students, and implement strategies, to promote the safe, responsible and ethical use of ICT in teaching and learning.

Examples of Practice

Experienced Teachers:

•

Practice

implement a set of r ealistic ICT guidelines or the school’s ICT policy. Evidence of

Principal Attestation

model f or students how to use clues in search result findings to discriminate between relevant and non-relevant sites

•

model r espectful communication when using ICT

model and e xplicitly demonstrate how to acknowledge digital resources in presentations and resources

•

model f or students appropriate ICT safety procedures

•

model and implement s trategies to assist students to understand and adhere to the School’s Acceptable Use of ICT Policy

•

identify and minimise risks in s tudent use of ICT

•

discus s with students ethical online conduct and set clear limits about what is allowed and what is not allowed

•

ON STUDENT LEARNING

FOCUS AREA

Assess student learning

Examples of Evidence of Practice

A program or programs or student work samples that demonstrate the implementation of at least one of each diagnostic, formative and summative assessment strategies. Note: One example of each type of assessment strategy needs to be included as evidence. Each example must be labelled with the type of assessment strategy it is demonstrating.

ET Descriptor 5.1

Design and implement a range of diagnostic, formative and summative assessment strategies to assess student learning.

Examples of Practice

Experienced Teachers:

design and implement a r ange of diagnostic, formative and summative assessment strategies, ie. assessment for, as and of learning, based on student learning goals.

•

ON STUDENT LEARNING

FOCUS AREA

feedback to students on their learning

Provide

Examples of Evidence of Practice

1. A formal or informal assessment task including assessment crit eria or rubrics, AND 2. Samples of work fr om at least two different students that include constructive feedback from teachers about students’ achievements relative to the learning goals and suggestions for improvement, OR a record of a student conference detailing the feedback given to the student on their progress and achievement of the learning goals. OR Lesson Observation Record

crea te and use assessment criteria/rubrics to provide students with constructive feedback about their achievements relative to the learning goals and areas for improvement • STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT

ET Descriptor 5.2

Provide constructive feedback to students to promote learning and an understanding of their achievement relative to the learning goals.

Examples of Practice

Teachers:

Experienced

pro vide constructive oral or written feedback to students based on work samples and assessment tasks in line with assessment criteria that reflect the learning goals.

REPORT

FOCUS AREA

Make consistent and comparable judgments

Examples of Evidence of Practice

1. A record of a moderation discussion or process such as notes made during a moder ation activity, digital communication or video of the discussion, AND annotated samples or records of observations of students’ work together with the marking criteria or rubrics used in moderation activities, OR 2. A video rec ording of the comparison of student work samples and standardised work samples and the conclusions drawn about the level of student achievement relative to the curriculum outcomes.

apply knowledge gained fr om moderation activities to make accurate judgements about student work samples that are comparable with colleagues’ judgements and reflect the marking guidelines and benchmarks established prior to and during the moderation process • STANDARD 5: ASSESS, PROVIDE FEEDBACK AND

ET Descriptor 5.3

Participate in and apply knowledge from assessment moderation* activities to make consistent and comparable judgements of student learning.

Examples of Practice

Experienced

participat e in moderation activities that involve the discussion of student work samples, the application of benchmarks and the •

annotation and selection of w ork samples that represent different levels of achievement •

compar e and contrast student work samples with standardised work samples to determine student learning achievement in relation to goals or outcomes.

ON STUDENT LEARNING

FOCUS AREA

Interpret student data

Examples of Evidence of Practice

of STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT

ET Descriptor 5.4

Use internal and/or external student assessment data to analyse and evaluate student understanding of subject/ content, modifying teaching practice and/or identifying interventions.

1. A r ecord of the specific assessment data that has been analysed to inform adjustments or interventions in a program, AND 2. An e valuation of a program that includes specific reference to student assessment data and suggested adjustments to one or more of the following: teaching activities, strategies, sequencing, selection of content or interventions for specific students based on an analysis of student data, OR an annotated program that includes ongoing adjustments to teaching activities, strategies, sequencing, selection of content or interventions for specific students based on an analysis of internal and/or external student assessment data.

Practice

Experienced Teachers: •

identify , gather and analyse student assessment data to evaluate their understanding of subject/content •

mak e adjustments to teaching practice or include interventions for specific students based on the evaluation of the students’ understanding of the subject/content.

ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA

Report on student achievement

Evidence of Practice Principal Attestation

ET Descriptor 5.5

Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records in a timely and consistent manner using school protocols and procedures.

Examples of Practice

Experienced Teachers write reports that:

ar e in accordance with school procedure and protocols

use appr opriate language and terminology

•

ar e easily understood by the intended audience

•

ac curately reflect student achievements

•

include c onstructive comments

•

wher e appropriate, identify how students can improve their learning

•

ar e submitted in a timely manner

•

ar e respectful to students and parents/carers.

•

•

FOCUS AREA

Identify and plan professional learning needs

Evidence of Practice Principal Attestation

ENGAGE IN PROFESSIONAL LEARNING

reflect on curr ent practice to identify areas for professional growth using the Descriptors for Experienced Teacher • STANDARD 6:

ET Descriptor 6.1

Use the Professional Standard Descriptors for Experienced Teacher to reflect on current practice and identify and plan professional learning needs.

Examples of Practice

dev elop a personal professional learning plan that includes professional learning activities and/or courses based on analysis of the Descriptors for Experienced Teacher.

FOCUS AREA

Engage in professional learning and improve practice

Examples of Evidence of Practice

1. T wo certificates of participation and/or records of attendance in professional learning activities that were targeted to professional needs and school priorities, OR an annotated bibliography of professional reading, AND 2. An e valuation of the effectiveness of the professional learning in terms of the extent to which it enhanced the applicant’s knowledge and practice.

LEARNING

ET Descriptor 6.2

Evaluate professional learning undertaken to enhance knowledge and practice, targeted to professional needs and school priorities.

Examples of Practice

Experienced Teachers:

identify and participa te in a range of professional learning activities that are targeted to professional needs and school priorities and are based on analysis of the Experienced Teacher Descriptors. This may include online courses, webinars, face to face courses, participation in a professional learning team, postgraduate study or professional reading

•

e valuate professional learning in terms of the extent to which it enhanced the applicant’s knowledge and practice.

FOCUS AREA

Engage with colleagues and improve practice

Evidence of Practice Principal Attestation

ENGAGE IN PROFESSIONAL LEARNING

ET Descriptor 6.3

Work with colleagues, giving and receiving constructive feedback, to improve professional knowledge and practice.

Examples of Practice

Experienced Teachers:

off er constructive and informed critique and suggestions to colleagues and willingly seek and acknowledge feedback from colleagues

•

demons trate willingness to participate in formal and informal discussions with a range of colleagues to improve professional knowledge and practice

•

participa te in professional discussions to generate ideas and questions, contribute own thoughts on topics and actively listen to a range of colleagues

•

giv e and receive constructive feedback in forums such as networks/wikis/blogs within the school or wider education community

•

w ork collaboratively with colleagues to review and evaluate teaching activities and strategies, write programs, generate ideas and pose and respond to questions.

FOCUS AREA

Apply professional learning and improve student learning

Examples of Evidence of Practice

1. Notes on identified student learning needs for an individual, gr oup or class of students and information about the knowledge and skills gained at the professional learning. This could include notes taken at a course or school-based professional learning event, OR an annotated bibliography of articles read, OR notes about videos that were watched, OR a record of professional discussion with colleagues or supervisor where activities and strategies to address student learning needs were discussed, AND 2. A progr am that includes the application of knowledge and skills gained during the professional learning activity to address the identified student needs,

LEARNING

ET Descriptor 6.4

Apply professional learning that is designed to address identified student learning needs.

Examples of Practice

Experienced Teachers:

identify and participat e in professional learning activities that are targeted to address identified student learning needs

•

include knowledge and skills gained thr ough professional learning in subsequent professional practice to address identified student learning needs.

ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA

Meet professional ethics and responsibilities

unders tand and implement mandatory reporting requirements by reporting critical incidents, confidential issues and child protection concerns to relevant personnel.

•

Evidence of Practice Principal Attestation

ET Descriptor 7.1

Maintain high ethical standards by meeting codes of ethics and conduct established by regulatory authorities and schools.

Examples of Practice

Experienced Teachers:

ar e discerning about with whom and where confidential issues and information about students and colleagues are discussed

•

do not disclose s tudent information without first checking with the appropriate manager or supervisor

•

k eep records and relevant documentation secure and confidential

ar e honest, fair and equitable in interpersonal, professional and academic relationships and in research and scholarly activities

•

r espect the dignity and diversity of students, colleagues and members of the school community

•

ar e sensitive and constructive in the development of appropriate partnerships with colleagues and parents/carers

•

•

7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA

Comply with legislative, administrative and organisational requirements

Evidence of Practice Principal Attestation

ET Descriptor 7.2

Demonstrate ongoing compliance with relevant legislative, administrative, organisational and professional requirements, policies and processes.

Examples of Practice

Experienced Teachers:

implement manda tory school procedures and policies in all aspects of their professional roles

•

r eflect on and discuss relevant legislative, administrative, organisational and professional requirements, policies and processes with colleagues

•

demons trate to colleagues compliance with school and legislative professional requirements such as accreditation, performance and development processes, disability legislation, child protection and assessment

•

meet deadlines f or administrative tasks.

•

WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA

Engage with the parents/carers

ET Descriptor 7.3

Develop and build active, ongoing, respectful, collaborative relationships with parents/carers regarding their children’s learning or wellbeing.

pr oactively access personnel such as interpreters and community representatives to promote effective communication between themselves and parents/carers

•

pr ovide opportunities for parents/carers to give formal and informal feedback on school-based activities within and beyond the school grounds.

•

Evidence of Practice

Principal Attestation

Examples of Practice

Experienced Teachers:

activ ely communicate with parents/carers regarding their child’s learning or wellbeing in a professional manner and following school protocols

•

pr ovide opportunities for parents/carers to share their skills, knowledge and expertise in accordance with school protocols

•

pr ovide opportunities for parents/carers to be involved with supporting their child’s learning

•

document all initial and ongoing c ommunication with parents/ carers demonstrating sensitivity to the background of parents/ carers

7:

FOCUS AREA

Engage with professional teaching networks and broader communities

Evidence of Practice Principal Attestation

ET Descriptor 7.4

Make an active contribution in professional and community networks and forums to broaden knowledge and improve practice.

Examples of Practice

Experienced Teachers:

activ ely maintain contact with colleagues external to the school and community stakeholders to broaden their knowledge and improve practice

•

activ ely participate in professional and/or community networks such as meetings, online educational forums, professional associations or professional learning committees within the school or community to broaden their knowledge and improve practice

•

activ ely contribute to online forums/networks/wikis/blogs that involve colleagues and/or members of the community to broaden their knowledge and improve practice.