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National Certification of
Highly Accomplished and Lead Teachers
Australian Institute for Teaching and School Leadership (AITSL)
Australian Professional Standards
Professional Standards for Teachers Professional Standard for Principals Standards for Australian Charter for Professional Learning Accreditation of initial teacher education programs in Australia
National Certification
Highly Accomplished and Lead Teachers Australian Teacher Performance and Development framework
Career phase
Graduate
Teachers
&
School leaders
Lead
Highly Accomplished
Proficient
Australian Professional Standards for
Teachers
http://www.youtube.com/watch?v=iuKceiCvMEg
Australian Professional Standards for
Teachers Dual purpose:
• Improvement by
defining the work of
teachers
• career progression by
making explicit what
high quality teaching
looks like
Map progression:
• Graduate
• Proficient
• Highly Accomplished
• Lead
Australian Professional Standards for Teachers
WEBISODE OBSERVATION ACTIVITY
DECD website
http://www.decd.sa.gov.au/
Activity
“Engaging with Standard 4.”
AITSL website – Illustrations of Practice
http://www.teacherstandards.aitsl.edu.au/Illustrations
http://www.aitsl.edu.au/
Exploration of
the AITSL
website
National Certification
of
Highly Accomplished
and
Lead Teachers Not sequential
How do I do this?
Eligibility Requirements
•Australian Citizen or have a permanent visa
•Full registration
•HAT- two recent satisfactory annual
performance assessments
•LT - three recent satisfactory annual
performance assessments
Self Assessment
•AITSL online self assessment
tool
• Discussion with principal/line
manager
Pre –
Assessment
Assessment Stage 1
A snapshot
1. Annotated Evidence
2. Classroom Observation Reports
3. Teacher Reflection on Direct Evidence
4. Referee Statements
Quality submissions indicates the standards can be
demonstrated in approx 35 artefacts or fewer
Assessment Stage 1 Evidencing the Standards
Stage 1 evidence needs to collectively show a
minimum of two pieces of evidence for 7 standards
and at least one piece of evidence per descriptor.
One piece of evidence:
• Can address multiple standards / descriptors
• Will be drawn directly from teacher’s work
• Demonstrates impact on student outcomes
• Show impact of practice on colleagues
• Show individual contribution and impact over
time
Assessment Stage 1
Annotated Evidence
Annotations need to show a clear connection of how they relate to
the standard and descriptors for the assessors. Applicants can
organise evidence in different ways. An contents page is highly
recommended!
1. Up to 10 annotated ‘evidence sets’ • A group of related artefacts by a general theme, unit of work or
professional learning program (e.g. unit plan with an
assessment rubric, student feedback and data)
2. Approximately 35 individual annotated artefacts •Could include a lesson plan or a letter from / to parents
•Not all artefacts need to be a part of an evidence set
Lead: include description of the Lead initiative annotated to
demonstrate impact on school/ across schools, and how capacity of
colleagues was built.
Assessment Stage 1
Activity: Annotating Evidence
The CARE Model: Standard 2
• Context: Identify the Standard and make explicit links to the
illustration
• Action: Describe how the evidence demonstrates the
achievement of a specific focus area
• Result: Identify impact on student outcomes and/ or
colleagues by identifying the career stage
• Evaluation: Include analysis and reflection on the
illustration of practice
Assessment Stage 1
Classroom Observation Reports
Observation reports must include:
• Minimum 2 annotated observations
• Pre and post discussions re context
• Annotation includes the standards / descriptors
• Behaviour endorsed by the observer
• Observer’s evaluative comments regarding teacher’s
classroom practice
Assessment Stage 1
Teacher Reflection on Direct Evidence
Short written statement addressing the Standards, no
more than 3 A4 single pages including:
•An overview of the context / background including
roles and responsibilities
•Key features of the evidence
•A summary of major strengths against each domain
of the Standards
In addition, for Lead:
Description of a capacity building initiative:
•Implemented over 6 months (minimum)
•Linked to school / systems initiatives
•Demonstrate leadership in design,
implementation, evaluation and review
•Demonstrate impact on colleagues
knowledge, practice and/or engagement
•Refer to annotated artefacts
•No more than 2 single sided A4 pages
Assessment Stage 1
Referees
•3-5 referees, including principal or
delegate
•Statements will be annotated
•Provide evaluative statements against
Standards they have knowledge
•Assessor will contact at least 2 referees
•Teacher to provide assessor the evidence
and standard/s they will verify
Assessment Stage 1
Decision Making and Feedback
Two external assessors
•Assessed individually and then confer
•Feedback for unsuccessful include strengths
and areas for improvement
•Feedback for successful will identify areas of
focus for on-site observations
Assessment Stage 2
A snapshot
1. Observation of Practice
2. Professional discussions with principal
or delegate and colleagues
3. Professional discussion with applicant
Assessment Stage 2
On-site Visit
• Applicant constructs the program
Observation
• Pre-observation discussion led by teacher including context, standard to be
observed, background and documented formal planning / resources
• Observation is more than one lesson
Professional Conversations
• Principal / line manager to further explore performance against the Standards
• Other colleagues nominated by the applicant – applicant identifies standard
• Discussion with applicant up to 1 hour to debrief and reflect on observation, explore
Stage 1 evidence and respond to questions
Assessment Stage 2
Onsite Visit: Lead Career Stage
• Observation of other activities within the school
negotiated between the applicant and the
assessor (both HAT / LT – not compulsary)
• Reflects the project and / or initiative led by the
applicant
• Referees articulate the applicants lead teacher
career status against the Standards
Certification decision making
• On-site assessor compiles a report for second
assessor
• The assessors will arrive at a decision if the
applicant has met all seven Standards or a third
assessor will be consulted
• Assessors make recommendation to the
certifying authority
• Certifying authority endorses / declines
• Appeals process
• Teacher notified and report sent
Renewal of Certification
• Certification is valid for 5 years
• Renewal reassessment against all of the standards
• Written statement and feedback from referees
• Maintain full registration, including requirements for professional practice and
professional learning
• Continued satisfactory annual performance assessments
• External assessor will undertake the assessment and make the
recommendation
•Recognition of professional achievement
Why undertake National Certification?
•Improve student outcomes
•National recognition and portability
•Retain effective teachers in classroom
•Increased modelling and leading by teachers
•Increase profile of the profession
Yes if…
•You feel that that you are a teacher leader at a team, site,
district or systemic level.
•You have evidence, or feel that you can get evidence, that
will verify this work, your role and the outcomes for students
and colleagues
•Are able to keep a sense of perspective about how much
work you need to do within the process
•You have undertaken the online self assessment tool.
Should you apply?
• To be clear about the level of evidence required
• To collect evidence and reference it against the standards
• To be familiar with all the requirements of processes
• To gather and present the evidence appropriately
• To drive the processes as necessary
What do I
need to do?
Professional Development
Career Pathways Local
Step 9 Certification
Advanced Skills Teacher: closed for 2013
National Certification
Highly Accomplished Teachers
Lead Teachers
AITSL Performance and Development
Animation
Question Time and Contact Details
Belinda Radcliffe Workforce Development Teacher Quality Level 1 West 31 Flinders Street ADELAIDE SA 5001 R11/58 Phone 8226 4377 Fax 8226 4200 [email protected]
