Experienced Teacher Webinar 2: Testimonials and references

© The Association of Independent Schools of NSW

Experienced Teacher Webinar 2: Testimonials and references

2014 Applicants


Descriptors: testimonial and references

Descriptors in standard 6 and 7.3 and 7.4 may be evidence by one or more references.A maximum of four descriptors may be evidenced using references.


Understanding descriptors: testimonial

Actions and core requirements of a descriptor

Example

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

Action = verb Core requirement

Outcome of action and core requirement


Understanding descriptors: testimonial


Example

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




Understanding descriptors: references


Example

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




Understanding descriptors: references


Example

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




Testimonial must be signed by the head of school and the writer must be included as evidence.

References are optional i.e. applicants do not need to include these in their evidence.

Descriptors in the testimonial and references are not annotated.

The testimonial writer and referee/s must describe actions taken by the applicant between 2nd September 2013 and 8th September 2014.

Requirements for testimonials and references


Issues and challenges: testimonial and references1. Colleague who observes your lessons and writes the testimonial

does not understand the descriptors, what he or she should be observing or recording and does not look at the example provided on the AIS website. This can result in:

a. insufficient detail in the comments in the testimonial

b. two specific examples of how the descriptor was demonstrated not being included in the comments

c. comments that are not based on observations

d. comments that do not refer to the descriptor

e. not all descriptors being addressed in testimonial.

2. Insufficient detail in references. No specific examples of how the applicant demonstrated the descriptor.Inappropriate people writing the references.


Issues and challenges

3. Testimonial not signed by the head of the school and/or writer.

4. Evidence provided from outside the time frame for collecting evidence.


References

Reference1.Attach reference to specific descriptor/s. See instructions in ET digital portfolio manual.2.The head of the school, testimonial writer, colleagues and parents (but not students) may write a reference.3.Supervisors and testimonial writers can be referees.


Lesson Observations and the Testimonial

1. Testimonial template is on AIS website

2. Testimonial writer must include two specific

descriptions of how the applicant has demonstrated the

descriptor in his or her lesson.

3.Observers may refer to the Indicators for examples of

actions teachers may take to demonstrate a descriptor.

Other actions relevant to demonstrating a descriptor

may be included in the testimonial.


Descriptors evidenced by the testimonial: understanding what is required 3.5 Use a range of effective verbal and non-verbal

communication strategies to support student understanding, participation, engagement and achievement.

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

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

Refer to the glossary for the meaning of the words and terms in bold.


TestimonialsNon-verbal communication is:

used to repeat the verbal message (e.g. point in a direction while stating directions

often used to accent a verbal message. (e.g. verbal tone indicates the actual meaning of the specific words)

often complement the verbal message but also may contradict. E.g.: a nod reinforces a positive message (among Americans); a “wink” may contradict a stated positive message

used to regulate interactions (non-verbal cues covey when the other person should speak or not speak)

may substitute for the verbal message (especially if it is blocked by noise, interruption, etc) — i.e. gestures (finger to lips to indicate need for quiet), facial expressions (i.e. a nod instead of a yes).


Testimonials: Definitions of terms4.2 Develop

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

to cause to grow or expand

to elaborate or expand in detail

generate, evolve.

4.3 Negotiate

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

Establish

To set up, bring about; generate


ISTAA forum: Questions and answers


ISTAA office support General questions and answers should be posted

on the forum.

Specific individual questions that only pertain to the applicant should be emailed to the ISTAA office. Answers will be sent to the applicant and applicant’s supervisor.

If necessary the ISTAA office will contact the applicant to discuss further or clarify a question.


Estelle Lewis

Director: Teacher QualityDr Frances Whalan

Consultant: Teacher Accreditation

Level 12, 99 York Street, Sydney NSW 2000

Phone (02) 9299 2845 Fax (02) 9290 2274

Web: aisnsw.edu.au Email: [email protected] [email protected]

ABN 96 003 509 073

Contact Details

Documents

Experienced Teacher Webinar 2: Testimonials and references