ADVANCED SKILLS TEACHER 2 - … · What is an Advanced Skills Teacher 2? ... The Advanced Skills Teacher (AST) ... ARBITRATED ENTERPRISE BARGAINING AWARD

ADVANCED

SKILLS

TEACHER 2

Information Booklet

Workforce Development

Teacher Quality Unit

E-mail: DECD:HRWD Teacher Quality

Website: http://www.decd.sa.gov.au/hrdevelopment/pages/traininganddevelopment/ast/

Updated to reflect amendment Clause 6.5.1 of the SOUTH AUSTRALIAN EDUCATION STAFF (GOVERNMENT PRESCHOOLS AND SCHOOLS) ARBITRATED ENTERPRISE BARGAINING AWARD 2010

DECD:HRWD%20Teacher%20Quality

http://www.decd.sa.gov.au/hrdevelopment/pages/traininganddevelopment/ast/

Advanced Skills Teacher 2 – Application Kit

Version 6 - Page 2 of 26

Contents

About this document .................................................................................................... 3

What is an Advanced Skills Teacher 2? ...................................................................... 4

AST2 at a glance ......................................................................................................... 8

Employment conditions .............................................................................................. 10

Who can apply? ........................................................................................................... 11

Eligibility criteria ......................................................................................................... 11

Assessment criteria .................................................................................................... 12

How to Apply for AST2 status .................................................................................... 13

Flow-chart of the process ........................................................................................... 13

The Assessment process step-by-step....................................................................... 14

Communicating the panel’s recommendation .......................................................... 21

Appeal against the process ........................................................................................ 21

Re-assessment in the fifth year .................................................................................. 22

About the assessment panel ...................................................................................... 22

Checklist for planning the day of assessment .......................................................... 23

Application due dates ................................................................................................. 24

Withdrawal of application ........................................................................................... 24

The process for sites .................................................................................................. 25

Forming the AST Panel .............................................................................................. 25

Chairperson - The site leader (or nominee) ................................................................ 25

Equal Opportunity Representatives ............................................................................ 26

Checklist for sites ....................................................................................................... 26



About this document

This document is designed to be used by DECD teachers….

principals….

site leaders….

line managers….

panellists….



What is an Advanced Skills Teacher 2?

An AST 2 classification celebrates your record of outstanding teaching and commitment

to enhancing the quality of learning and teaching.

The Advanced Skills Teacher (AST) classification was developed to recognise and

reward highly skilled teachers who wish to pursue their professional career in the

classroom. It is a personal classification, which is awarded to provide support and

recognition to teachers who have a positive impact on student learning.

The basis of the AST 2 classification is the use of exemplary teacher leaders to influence

and improve the teaching and learning of their peers and subsequently, learning

outcomes for students.

While an AST 1 influences individual teachers as a role model within their school/site, an

AST 2 has direct impact on the teaching and learning practice of a group of teachers.

You…

are able to articulate a vision of education to your learners, peers, the profession and

the wider community.

recognise and promote the talents of others and encourage and support them to

achieve their potential.

are highly skilled at applying critical analysis and problem solving skills to

educational matters.

engage in ongoing professional learning to facilitate and support the professional

learning of others.

The DECD Professional Standards for Teachers in South Australia describes some

skills that an AST2 or a teacher leader might reasonably be expected to demonstrate.

Values of an AST2

Cooperation

Excellence

Fairness

Integrity

Respect

Responsibility



Knowledge and Professional Leadership of an AST2

Creates, implements and promotes transformative and innovative teaching strategies, based on current and emerging research, which are inclusive of the needs of all learners

Identifies, promotes, leads and evaluates professional learning for themselves and others, across sites

Initiates and leads the development of policies, programs and processes that advance the learning of children and students

Provides leadership in, establishes and sustains formal mentoring programs to meet the needs of a range of teachers

Contributes to developing a culture of communities

Advocates for the teaching profession.

Professional Relationships of an AST2

Establishes mentoring and coaching relationships with their peers, providing leadership directly and by modeling exemplary teaching and learning practices

Gives recognition and confidence, as formal mentors, to colleagues, enriching their contributions to their learning community

Initiates projects, in consultation with leaders, that improve and transform the quality of relationships across the site

Forms quality relationships across the domains of peers, learners, community and parents and caregivers.



The Practices of an AST2

Exhibits a high degree of understanding and application of current research, trends and patterns related to quality teaching and learning

Accesses and uses current research expertly

Are visible and innovative across their professional community, contributing to professional debate, developing local networks, and making connections with established national and state-wide networks, and professional associations

Designs and leads site-based initiatives to transform practice to ensure content reflects current educational trends

Supports, mentors and challenges colleagues to explore new ways of working with learners

Shares expertise about learning and is passionate about wanting success for learners.

An AST 2 teaches students in an exemplary manner, utilising effective, innovative

teaching strategies to meet the learning needs of individual students and groups of

students. They engage in tasks that are integral to their work. They demonstrate teacher

leadership at site, cluster, district or systems levels.

Overtime: an AST 2 would be likely to demonstrate practices such as:

Being actively engaged in, or a resource for, the design of induction programs for

student teachers; teachers who are new to the school/site and/or new to the

curriculum/learning area; teachers returning to teaching after extended time away

from the classroom and beginning teachers. An AST 2 works collaboratively to

support the implementation of such programs through mentoring/coaching of

teaching and learning practice.

Contributing significantly to classroom based curriculum and/or policy

development.

Working collaboratively with a team or group of teachers to develop practice, and

support training and development to improve teaching and learning outcomes.

Supporting teachers as a teacher-mentor and/or coach of teaching practice.



Conducting research in accordance with departmental policies, and applying

findings to improve learning outcomes for students. This could include working

collaboratively with other teachers to investigate classroom/learning/school/site

based issues by developing action plans, facilitating action research to improve

teaching practice, engaging in collaborative teacher inquiry and reflective practice

and developing processes enabling critical evaluation to facilitate educational

change to improve student engagement and learning.

Being a resource for collaborative teams of teachers in the development of

successful learning programs in a defined area.

Note: An AST 2 will not be expected to undertake the leadership functions that are the

role of Band 2 Promotion Classifications, Band 3 Principals/Deputy Principals or

Preschool Directors.



AST2 at a glance

An AST 2 IS…. An AST 2 is NOT….

a personal classification awarded after a rigorous

selection process.

Applicants for AST 2 are assessed on the basis of the evidence

they provide against each of the criterion within the assessment

process. The AST 2 assessment process is a merit based

process and as such requires an assessment of the abilities,

skills, qualifications, knowledge, experience, characteristics and

personal qualities which are relevant to the role of an AST 2.

For the merit principle to be upheld, assessment decisions must

be made by technically competent people, acting ethically.

a classification awarded because the teacher has been

an AST 1.

Satisfactory assessment or reassessment as an AST 1 does not

automatically confer AST 2 status on an individual.

An AST 1 may be said to be operating consistently at the

Accomplished Teacher level as described by the Professional

Standards for Teachers (PST).

An AST 2 may be said to be operating consistently at the

Teacher Leader level as described in the PST and must provide

evidence of sustaining this during each assessment and

reassessment process.

sustained exemplary practice

The AST classifications are awarded for sustained excellence in

teaching performance and current and continuing contribution to

the professional development of colleagues.

intermittent effort

Reassessment to retain the classification is necessary every 5

years. Evidence will need to be provided against all criteria that

reflects the sustained nature of the individuals role at the level of

a “teacher leader”.

a role that has been negotiated

An AST 2 is an exemplary teacher who has the capacity to share

their practice with their peers to improve teaching and learning

processes and outcomes.

While an AST 2 spends the majority of their time on activities

normally performed by a classroom teacher the actual role of the

AST 2 will be negotiated within the school/site.

Negotiations will need to have considered the AST 2’s skills,

abilities and interests and the school/site’s priorities.

The role should be significant and have an impact beyond the

teacher’s classroom.

a Band 2 or 3 leadership position

It is not a management position. An AST 2 role involves

improving teaching and learning, training and development and

mentoring of other teachers, including student teachers,

teachers new to the school/site and beginning teachers. It

should be seen as being complementary to other leadership

positions.

An AST 2 will not be expected to undertake the leadership

functions that are the role of Band 2 Promotion Classifications,

Band 3 Principals/Deputy Principals or Preschool Directors.

Being an AST 2 is not about doing more because you are an

AST 2.



An AST 2 IS…. An AST 2 is NOT….

a significant role that has an impact beyond the teacher’s

classroom

The basis of the AST 2 classification is about teacher leaders

influencing and improving the teaching and learning of their

peers and subsequently, the learning outcomes of students.

While an AST 1 influences individual teachers as a role model

within their school/site, an AST 2 will have direct impact on the

teaching and learning practice of other teachers. This may be at

a site, cluster, district or systemic level.

AST 2’s contribute to the effectiveness of the school/site/system

by working collaboratively with other professionals on

instructional policy, curriculum development and staff

development.

Teachers are members of learning communities.

AST 2 teachers have a professional obligation to be lifelong

students of teaching and learning, seeking to expand their

repertoire and deepen their knowledge and skill. They take

advantage of professional development opportunities and

performance management processes.

purely about their practice within their teaching

environment.

Teaching is commonly regarded as the daily conduct of lessons

and the provision of learning experiences. But the work of

teaching reaches beyond the boundaries of individual

classrooms to wider communities of learning. In order to take

advantage of the broad range of professional knowledge and

expertise that resides within the school AST 2’s have

responsibilities outside the direct instruction of students that

contribute importantly to the quality of the school to the

development of other teachers and to student learning.

a positive role model and advocate for their profession

As with all public sector employees teachers are required to

conduct themselves in a manner that will not reflect adversely on

the public sector, its agencies or other employees.

An AST 2 positively impacts on and influences the work of

others. An AST 2 is a role model and advocate for their

profession across all aspects of their work for students,

colleagues and the wider community.

Within their industrial and professional rights and responsibilities

an AST 2’s actions will reflect the passion and commitment that

they bring to their work.



Employment conditions

Salary Rate

The AST 2 classification, as outlined above, requires a significant time commitment by

the teacher.

The AST 2 rate of pay is as per the SOUTH AUSTRALIAN EDUCATION STAFF

(GOVERNMENT PRESCHOOLS AND SCHOOLS) ARBITRATED ENTERPRISE

BARGAINING AWARD 2010.

Length of appointment

AST 2 is a personal classification. Successful applicants for AST 2 will be paid the

salary for a fixed period of five years. Payment at this rate will commence on the first

payday after the beginning of the school year following the year of assessment.



Who can apply?

Eligibility criteria

Updated in line with the SOUTH AUSTRALIAN EDUCATION STAFF (GOVERNMENT

PRESCHOOLS AND SCHOOLS) ARBITRATED ENTERPRISE BARGAINING AWARD

2010

CLAUSE 6.5 ADVANCED SKILLS TEACHERS OPDATE 03:09:2010 on and from 6.5.1 If the following teachers apply to be assessed at the level of Advanced Skills

Teacher Two (AST 2) they must be assessed: (a) A Step 9 Teacher; (b) A Teacher in his or her final year of tenure as a band 2 or band 3

classification; (c) Preschool Director in his or her final year of tenure;

6.5.2 A Teacher who is assessed as satisfying the AST criteria is entitled to be paid at

the relevant AST level commencing on and from the first pay period on or after the

first duty day in the year following the year in which the Teacher is assessed.

and

to be an eligible applicant you must be appointed to a site for a minimum of one year.

An eligible applicant who cannot be assessed because he/she is in a package of appointments in the year that they would have been assessed will be guaranteed a minimum of one year appointment in the following year.



Assessment criteria

Optional criteria

Applicants for AST 2 must be able to provide verified evidence of their performance

against at least one (1) of the following criteria

either

Demonstrated contribution, as a leading practitioner, in the development, implementation and evaluation of a learning area, subject area, program, or a new teaching and learning initiative.

or

Demonstrated ability to effectively influence and expand knowledge and practice of colleagues through mentoring or conducting professional learning opportunities.

or

Demonstrated effective contribution to school/site improvement planning, identification of priorities and to formal school/site decision-making processes.

An AST2 will be able to provide evidence of their sustained role as a teacher leader

and the impact that their work has had in challenging, changing and improving the

practice of, at least, 4-6 colleagues at a team, site, district or systemic level.

All criteria should be interpreted with these ideas as the underpinning premise.

Mandatory criteria

Applicants for AST 2 must be able to provide verified evidence of their performance

against all of the following four criteria:

1. Demonstrated ability to teach students in an exemplary manner using current learning theories and innovative methodologies.

2. Demonstrated ability to model, develop and positively influence the professional reflection and practice of colleagues.

3. Demonstrated positive collaboration with colleagues and contribution to their professional support and growth.

4. Demonstrated involvement in the critical evaluation of professional practice to challenge, change and improve the quality of teaching of colleagues and the learning outcomes for students.



How to Apply for AST2 status

Flow-chart of the process



The Assessment process step-by-step

The assessment of a teacher for AST2 status is a step-by-step process. There are some

forms to complete, materials to prepare and collate before the assessment day, and

certain procedures to follow on the day of the assessment.

If you follow these steps in order you will ensure that the process is straight-forward. It

will also give the assessment panel optimum conditions for evaluating your application.

Step 1 – Visit the AST 2 website

In the very first instance, visiting the AST 2 website will assist your understanding of the

assessment process by providing access to comprehensive and current information

regarding all aspects of an AST 2 assessment. Feedback by successful applicants has

shown that the website is a valuable tool in achieving the AST2 classification.

Step 2 – Check your eligibility for AST2 status

Before commencing on the path towards securing AST2 status, check to ensure that you

are eligible by referring to the Eligibility criteria p.11

Step 3 – Self-assess your suitability and willingness

Having confirmed that you are eligible, it is useful to review the roles and responsibilities

of an AST2 and the characteristics DECD are looking for in an AST2 to confirm that you

are happy to perform the role and assume the responsibilities – see What is an

Advanced Skills Teacher 2? p.4

Step 4 – Complete and submit the Application Form AST201

Completing and lodging the Application Form initiates the assessment process. It alerts

your site and DECD to your intentions to apply for assessment so that they can put in

motion the procedural and administrative aspects of the assessment e.g. establishing

the panel, negotiating an assessment day.

Step 5 – Confirmation of your Application Form



For those who have current AST1 status:

Once your application form has been received and checked you will be notified in writing

with a request to nominate your assessment date.

You now proceed to step 7.

For those who do not have current AST1 status:

Once your application form has been received and checked you will be notified in writing

with a request to nominate your AST 2 assessment date.

However, if you are not a current AST1 teacher but are eligible to apply for AST2

classification, you have a 2 part assessment process to complete.

The first part looks at verifying exemplary teaching skills via a limited number of AST1

criteria.

If successful, you are then able to progress through to Part 2, the AST2 assessment.

Note: Successful completion of Part 1 (evidence against AST1 criteria 1, 2, 3) merely

allows you to continue on to the next part of the assessment for AST2.

It does not give you an AST1 classification.

AST1 classification can only be gained after completion of the full AST1 assessment

process.



Step 6 – this step is ONLY for those who do not have current AST1 status.

Part 1 of your assessment process must be completed, and a recommendation released, at least 20 working days prior to the start of Part 2 of the assessment.

It is important then to ensure that all documentation is submitted to the Chairperson of the Panel 10 working days prior to this (i.e. 30 working days prior to your AST2 assessment date).

You will need to

Prepare a 2000 word (maximum) statement that demonstrates how you meet

AST1 criteria 1–3.

Secure separate statements authored by your line manager and a teaching

colleague that indicate the degree to which you satisfy AST1 criteria 1 – 3

(ASTproforma202).

Undergo three extended observations of teaching by the Chairperson,

documented and verified by the Chairperson (AST2proforma05).

All Forms and Proformas can be downloaded from the website

www.decd.sa.gov.au/hrdevelopment/pages/traininganddevelopment/astassessment/.

The written statement, verification statements and observation documentation are

submitted to the panel for consideration and discussion.

The panel for this part of the process consists of

Principal/Director or nominee as Chairperson

A current AST from the site elected by teaching staff or, where no AST is available, an E.O representative is elected by teaching staff at the site

External Peer Evaluator

The panel Chairperson will inform you in writing that a recommendation has been made but at that point will not reveal what the recommendation is. The actual recommendation of the assessment panel will not be communicated to you until the appeal period has expired – three days after you have been informed that a recommendation has been made.

This enables you to lodge an appeal against the assessment process if you so wish.

See page 21 for details about how to lodge an appeal.

You will receive a Confidential Panel Report – Part 1 Non AST1 Applicant, from the

Chairperson. If the panel considers that you have met the criteria the process

continues to Part 2, as for an applicant who has an existing AST 1 classification.

You will need to attach a copy of the confidential report from this part of the process

to the 3000 word written statement submitted as part of the subsequent AST2

assessment process.

http://www.decd.sa.gov.au/hrdevelopment/pages/traininganddevelopment/astassessment/



Successful applicants proceed to step 7.

Step 7 – Prepare a portfolio of evidence

Having received confirmation of your application from DECD (and, if you had to apply for

AST1 status i.e. step 6, and received notification of satisfactory completion of step 6)

you will need to put together a portfolio of your work.

The portfolio is viewed by the assessment panel on the day of your assessment.

The portfolio of evidence allows you to demonstrate your skills as an exemplary teacher

leader to the assessment panel. You will need to provide three to five examples of

programs / processes / leadership roles / leadership initiatives that you have been

actively engaged in and the resulting outcomes for self / students / site / system.

The evidence you collate and present to the panel on the assessment day should

contain a range of material that demonstrates current teacher leadership.

The evidence should clearly indicate to the panel the nature and extent of your

engagement and achievement with students and colleagues.

Supporting evidence can be in a variety of formats e.g. paper or digital or a combination.

If the evidence is in digital format e.g. PowerPoint, then it is your responsibility to ensure

the assessment panel has access to the appropriate equipment on the day to enable

viewing of the material. If it is in digital format, you will also need to provide each panel

member with a copy of the material on a CD – i.e. prepare three CDs of the material – so

they can review the portfolio as they deliberate on their recommendation.

Your portfolio and any accompanying materials will be returned to you when the

recommendation has been announced.

You may wish to discuss the supporting evidence you intend presenting to the panel with

your line manager. Once the portfolio is finalised, your line manager will need to sign-off

on it for verification purposes so it would be useful to get your line manager’s feedback

from the outset.



Format of the portfolio

The Professional Portfolio must contain –

1. An Index/Table of Contents

2. Supporting Evidence for each of the nominated projects / programs / processes / initiatives.

A maximum of 7 pieces of evidence, for each initiative, can be included to provide

verification and support for your teacher leadership.

Note: The limit on the number of pieces of evidence is designed to make the portfolio

manageable for both you and the panel.

You are asked to respect the intent of this requirement – e.g. one reference is one

piece of evidence, ten references are ten pieces of evidence.

A suggested format for each nominated project/ program/process/initiative is:

½ page Summary Statement describing your role as a teacher-leader within that initiative

Evidence detailing; –

Purpose – how and why it was initiated and the intended outcomes

Development - planning processes used

Implementation –the actions undertaken

Critical Evaluation – processes used to identify general findings and make recommendations to inform future directions

Outcomes – for site, colleagues and students

½ -1 page linking the evidence to the criteria, describing how the evidence satisfies the criteria.

3. A section for Any Other Evidence – a maximum of 5 pieces - that help support the criteria (e.g. against Criterion 1).

4. Verification from line manager on the appropriate form (available in Forms and Proformas on the website www.decd.sa.gov.au/hrdevelopment/pages/traininganddevelopment/astassessment/



Step 8 – Prepare and submit a written statement

You must prepare a written statement to be sent to the assessment panel two weeks

prior to the assessment day.

The written statement should be between 3,000 -4,000 words, detailing how you believe

your teaching practice and professional relationships with your colleagues demonstrate

that you meet the assessment criteria – see Assessment criteria p12

Step 9 – Secure three referees

You will need to identify and secure the cooperation of three referees.

Ideally these are colleagues who would be willing and able, if called upon by a panel

member, to answer questions relating to your application.

Contacting these referees is an option available to the assessment panel that they may

or may not take up.

You will need to include the names and contact details of the three referees on your

Written Statement Cover Page (AST203).

It would be helpful to everyone if you were to inform your referees of the name of the

panel Chairperson, the date of the assessment day and to let them know that they may

or may not be called on your assessment day.

Forward three copies of the written statement, along with a completed AST 203

form to the Chairperson of the panel two weeks prior to the assessment day.

Step 10 – Confirming details with the assessment panel

At least one week prior to the assessment day, you should contact the panel

Chairperson to confirm the day, time, programme and venue.

You should also confirm that your written statement was received.



Step 11 –The assessment day

There are three stages to the assessment day.

1. Presentation to the panel – 60 minutes

The presentation may entail you taking the panel members through your portfolio

explaining how it indicates the degree to which you satisfy the criteria and attributes of

an AST2.

You may also wish to discuss your written statement with the panel.

2. Panel internal discussion – 45 minutes

Following the one hour presentation, the panel meets on its own to discuss the

presentation and the material you presented.

3. Optional discussion with the panel – 30 minutes

The assessment panel has the option of inviting you back for a further discussion

following its own internal discussions. This option is available to the panel only, and if

held, will be for a maximum of 30 minutes.



Communicating the panel’s recommendation

The panel’s recommendation will be based upon consideration of all information

presented through all parts of the process and the applicant’s demonstrable compliance

with all mandatory criteria and at least one of the optional criteria (refer p.12)

The panel will consider demonstrable evidence presented through:

the written statement

the presentation and the portfolio

the further discussion (if used)

information from referees (if contacted)

The panel Chair will inform you in writing that a recommendation has been made but at that point will not reveal what the recommendation is. The actual recommendation of the assessment panel will not be communicated to you until the appeal period has expired – three days after you have been informed that a recommendation has been made.

This enables you to lodge an appeal against the assessment process if you so wish.

See below for details about how to lodge an appeal.

Appeal against the process

Applicants intending to make an appeal about the process, from the lodgement of the application for assessment through to the notification that a recommendation has been formed, must

1. within three working days of being informed that the assessment panel has formed a recommendation, notify the Executive Director Human Resources & Workforce Development in writing of their intention to appeal.

2. The appeal must be submitted in writing within five working days of having been informed that the panel has made a recommendation.



Re-assessment in the fifth year

The AST 2 classification is valid for a period of 5 years. At the end of this time you will

need to undergo a re-assessment process. Details of this process have yet to be

finalised however they will hold the following principles.

Evidence will need to be presented to ensure that the AST 2 continues to meet the 5

mandatory criteria and a minimum of one of the three optional criteria.

The AST 2 must take responsibility to initiate the re-assessment process.

If, after re-assessment, an AST 2 is deemed to no longer satisfy the criteria, the teacher will no longer receive the salary. Details of a fallback level for teachers who have held the classification of AST2 but were previously AST1 have yet to be finalized.

About the assessment panel

A panel of three people assess whether an applicant meets the criteria for AST2 status. The three panel members are:

1. the site leader (or nominee) 2. a trained Equal Opportunity representative elected by the teaching staff on site 3. an External Peer Evaluator.

The panel will contain representation of both genders. This gender representation is provided by the E.O representative if necessary.

External Peer Evaluators are full-time positions, over a fixed time, within DECD. Their job is to sit on assessment panels to help ensure consistency of the process and application of the guidelines and to provide their expert opinion. External Peer Evaluators are appointed following a merit-based selection process.



Checklist for planning the day of assessment

Applicant . Advise the site leader of any special circumstances which

need to be taken into account in allocating dates or

organising panels.

Site Leader . Allocate assessment dates in consultation with applicant(s)

as soon as these are made available by the AST Unit.

. Communicate promptly with the AST Unit over any

difficulties with assessment dates.

. Form panel as soon as assessment application is lodged

. Ensure all panel members have current and appropriate

panel training.

. Ensure gender representation on each panel

. Notify applicant of the panel membership as soon as panel

is formed.

. Ensure chairperson and E.O. representative are briefed

about the AST 2 process.

Chairperson . Ensure familiarity with the details of overall roles,

responsibilities and the procedures/processes of AST 2

assessment.

. Should be able to provide evidence of current Merit

Selection training

E.O Representative . Should be able to provide evidence of current Merit

Selection training

. Ensure familiarity with AST 2 assessment process.

AST Unit/Peer

Evaluator . Negotiates assessment dates with applicants.

. Provide advice to assist in the resolution of difficulties in

scheduling assessment dates and forming AST panels.



Application due dates

There are two application dates for AST assessment. This enables people who are uncertain of their placement and/or role for the following year, an opportunity to submit their application once they have commenced duties.

Applications must reach the AST Unit by the end of:

Week 4, Term 4 in the year prior to assessment

or

Week 4, Term 1 of the year of assessment

Withdrawal of application

Applicants wishing to withdraw from the AST 2 assessment process must do so 20

working days prior to the assessment day.

Applicants should complete an AST 205 and submit it to the site leader for endorsement

and forwarding to the AST Unit.

An acknowledgment will be forwarded to both the applicant and site leader.

Applicants who do not submit form AST 205 by the due date will, unless exceptional

circumstances apply, be ineligible to apply for AST 2 assessment in the year following

the year of withdrawal.

If you make the decision to withdraw it would be helpful if you could inform the AST unit

as soon as possible. This facilitates our planning for assessment dates and increases

our ability to be flexible in setting dates around site activities.



The process for sites

Forming the AST Panel

An AST panel will consist of three people. The panel members will be the site leader (or

nominee), a trained Equal Opportunity representative elected by the teaching staff on

site, and an External Peer Evaluator. Gender representation on panels is required

and is provided by the EO representative. Chairpersons may need to approach

another site if this is not possible within the existing staff cohort.

All panel processes and procedures will be based on an assessment of merit against the

AST 2 criteria according to selection processes as outlined in Administrative Instruction

and Guidelines document Section 2, Para 11.

AST 2 panels may be formed as soon as applications are lodged. Site Leaders are

asked to inform applicants about the panel composition as soon as possible.

Any difficulties in allocating dates or forming panels should be immediately

communicated to the AST Unit.

Applicants are not responsible for organizing the panel and indeed should not be

involved in this process.

Chairperson - The site leader (or nominee)

All Chairpersons must hold evidence of current Merit Selection training.

Chairpersons will usually be Principals, Directors, Deputy or Assistant Principals. In

secondary schools where there are a large number of applicants, Co-ordinators may act

as the Chairperson of AST panels.

For an AST 2 applicant who is in an Acting Principal or Director position in their last year

of tenure/appointment, the District Superintendent would usually chair the panel.

For an instrumental music teacher the Instrumental Music Co-ordinator would usually

chair the panel, providing he/she has current panellist training.

The Chairperson may also be a nominated referee for an applicant.



Equal Opportunity Representatives

All EO representatives must hold evidence of current Merit Selection training.

If required, the EO representative provides the necessary gender representation on the

panel. EO representatives on AST 2 panels are elected by teaching staff at the site.

Where there are no EO representatives available on a staff, an EO representative from

a neighbouring site may be used.

The E.O. representative may be also one of the nominated referees.

E.O. representatives may serve on one panel and be an applicant on another.

Checklist for sites

Site Leader: . Continue to provide support for applicants and the AST 2

process.

Ensure adequate release for the applicant and in-site panel

members on the day.

Chairperson . Receive and sign three copies of the written statement two

weeks prior to the assessment day.

. Immediately forward copies of the statement to other

members of the panel.

. Ensure that the E.O. representative has copies of criteria

and any other proformas to assist in reading the written

statement.

Provide support to the applicant in organising the logistics of

the day.

. Ensure an appropriate private venue for the discussion

session and for panel meetings and attend to the resource

requirements of the panel.

. Negotiate with the site leader over TRT coverage and

releases (if required).

All Panel members . Read the written statement prior to the assessment day,

recording any relevant comments.

Ensure their availability for the duration of the panel process.

Documents

ADVANCED SKILLS TEACHER 2 - … · What is an Advanced Skills Teacher 2? ... The Advanced Skills Teacher (AST) ... ARBITRATED ENTERPRISE BARGAINING AWARD