Accreditation

Working Towards Accreditation at 

Proficient Level

Click here for NESA information 

Familiarise yourself with the standards.

                    Make a laminated copy of the 7 standards and keep by your workstation / desk

Click here for a copy 

 Make a copy of this one page version of all 37 standards descriptors and laminate.

This is useful to refer to when planning or collaborating with colleagues and will help you become more familiar with the standards.

Click here to access

Once you have become familiar with the standards and you are ready to begin the Accreditation process the following steps apply

1. Inform the Principal of your intentions
2. The Principal will then allocate you an appropriate supervisor (the supervisor will usually be a Middle Leader an Assistant Principal, a Stage Supervisor or a Head of Faculty). Their role is to support and guide you through this process  and provide feedback on your practice against the Standards, allowing you to develop your skills and knowledge as a teacher.
3. Register through ESS  for the CEDoW Teacher Accreditation Online Orientation Program - this is to be completed prior to commencing the Proficient Teacher Accreditation process: ESS code (2162) 

Important points to note!

•  You only have to show evidence for 2 standard descriptors from each standard.
• One item of evidence can meet a number of standards descriptors (maximum of 4  per piece of evidence)
• Your overall submission should consist of approx 5-8 pieces of evidence
• NO RE units of work or work samples
• No images of students and or parents/carers family names
• No more than 35 pages in total
• Do not staple evidence together (paperclip)  

                                  

• Aside from your evidence collection you must also include two observations of your practice from your supervisor. We recommend you use the NESA template for this observation

                          (here is a link to that document) 

Collecting the Evidence

I recommend that you map your evidence to the standards so you can identify any gaps that you need to fill.  (Remember you only need to evidence 2  standard descriptors for each standard)  Click here to access a copy of template  (Make a copy and save to your Google Drive) Include this at the beginning of your submission Information Regarding Evidence Evidence must: Be drawn directly from your own work Come from a range of sources Include evidence of student learning Include observation of practice Show impact on student learning. Some Examples of evidence are: Program or unit of work A sequence of lesson plans Individual student IP meeting notes and strategy implementation Student assessment tasks/marking rubric/teacher feedback Student work sample containing teacher feedback Assessment outline including marking criteria and a completed marking sheet Individual behaviour plans Professional development log, course certificates PDP documentation. Documentation which is NOT classified as evidence: Timetables Reading group list Seating plan List of class rules Reward chart Parent/teacher interview timetable Print out of a power point Meeting agenda Meeting minutes (if only identifying attendance)                                                     Annotating the Evidence  Appropriately annotating the samples you are submitting as evidence is extremely important.  Your annotations are essential as they draw a link between your teaching practice and the Australian Professional Standards for Teachers. Annotations must demonstrate that you have a clear understanding of the Standard Descriptors and have successfully integrated them into your work as a teacher. All annotations must address two key points: What you did as the teacher  The impact the teacher's actions had on student learning Here are two examples: I have included with this sequence, assessment data collected during a previous literacy unit as this was used to inform my planning. The assessment data indicated the class needed further work on sentence writing. I developed the lesson sequence to build on students’ prior knowledge of sentence structure and used this knowledge to help students improve their written work. The lesson sequence includes a student assessment and reflection session which shows that most students in the class increased their sentence writing capacity (5.4.2) The lesson sequence included a number of sessions using the interactive white board demonstrating how I integrate ICT into my general classroom practice. After observing one of my colleagues using the white board to capture student comments, I included this strategy in my lesson sequence. I used the white board to capture the sentences written by students during the session which we then used to construct a story, giving students an opportunity to participate more effectively and engage in their learning (2.6.2)

NESA have not released their online portal where all submission will be uploaded. 
This is an example of what the template may look like.

The Final Step of Accreditation Process

Once you have gathered all your evidence and completed your annotations,

it is critical that the teacher and the supervisor who is completing the final report. Please ensure the following checklist and form is completed and signed by the teacher, supervisor and Principal.

Proficient Teacher Accreditation Report Template  

The Accreditation Report 

 Your supervisor writes this report based on their observations of your practice and your evidence and annotations. The Principal then signs off on the report and the Teacher then forwards this submission into CEO attention this to the Teacher Accreditation Authority (TAA) in our instance this is Peter Michael. 

• Once the TAA has made the decision about your accreditation, you are notified and the Accreditation Report and evidence are provided to the New South Wales Education Standards Authority (NESA).

• Important Information for your supervisor

• It is highly recommended that you refer to the following NESA document to assist you with the writing of the report. This document will provide you the appropriate language and terminology to use when writing the report.

Click here to access

Read on overview of Accreditation requirements

Illustrations of Practice at Proficient level. 

View over 100 examples of teachers application of the standards within their teaching practice.

 Click on image below.

       

ABOUT ACCREDITATION.............. Click here to access list HELPFUL HINTS FOR ACCREDITATION  Be familiar with the standards for professional competency.   Discussions with your supervisor and colleagues will help you to understand the standards and the process of accreditation.   Work with colleagues to collaboratively plan and program. Discuss your progress with your supervisor, mentor, and colleagues.   Collect samples and keep a wide range of evidence for future reference. Reflect on your practice (some might want to keep a learning log) - what happened? what did you learn? what would you change? Highlight significant things as part of your annotations.   Gather sources of evidence of a good quality. Select those that demonstrate more than one standard where possible.   Classroom observations – talk to your supervisor to plan the arrangements and decide on the standards to be observed well before the date.   Using assessment and analysis of student data too improve student learning is a challenge for all teachers. What does the assessment data tell you about the learning needs of your students? How will you use this information to meet the needs of your students? What will you change? Discuss this Element with your mentor and supervisor if needed.   Selectevidencesamplesthatbestrelatetothestandards,andbeselective– do not submit too much evidence. Only include work that addresses the Professional Teaching Standards.  Annotate your evidence (work samples) to demonstrate how it meets the standards – do not just list the number of the standard. Show the connection between the evidence and the standard.   Evidence should relate to your teaching and learning and not just to your organisational skills.   Evidence should support the statements in the Accreditation Report written by the supervisor   The Accreditation Report should include enough detail to show professional competence has been demonstrated across all seven standards.  Before submitting check all documentation for correct spelling,   grammar and punctuation.  Support For Casuals Seeking Accreditation at Proficient Level. Useful resources ·     Visit the casual and part-time teachers page ·     Watch the 'Tips for casuals' video ·     Watch the 'How can schools support casuals' video