Checklist for supporting proficient teacher accreditation
From 1 January 2018, all NSW teachers will need to be accredited to start, continue or return to teaching. Teachers must first be provisionally or conditionally accredited by NESA (previously BOSTES). Then they have to achieve Proficient Teacher Accreditation to continue to teach.
Supervisors, principal/service providers have a responsibility to support teachers working towards their proficient teacher accreditation.
In the role of supervisors, principal/service provider, you are likely to be familiar with the following resources.
You may refer teachers to use these, as they work towards achieving Proficient Teacher accreditation.
- The Australian Professional Standards for Teachers, specifically those at Proficient Teacher
- Policy for Accreditation at Proficient Teacher (PDF 405 KB)
- The Proficient Teacher – Examples of Practice support document (PDF 352 KB) is useful in understanding the teaching practices associated with each Standard
- The Proficient Teacher – Evidence Guide (PDF 586 KB) has information on compiling and annotating evidence of teaching practice
- Proficient Teacher – Evidence Guide for Casual Teachers (PDF 14 MB)
- Advice for completing the Accreditation Report
- Template for the Accreditation Report at Proficient Teacher
- Samples of supervisor reports for Proficient Teacher
- Your employer’s accreditation policy/procedures.
You need to see the provisionally/conditionally accredited teacher consistently demonstrates, in their teaching practice, all Standard Descriptors at Proficient Teacher. The evidence includes observed teaching practice and/or documentary evidence. You should:
- observe lessons, give feedback and support
- examine documentation the accredited teacher modifies/prepares
- collaboratively plan with them, talk with colleagues, etc.
There is no specific number of observations required by NESA, though you should check your employer’s policy/procedures.
The judgement about whether an accredited teacher has met the Standard Descriptors is not meant to be a tick-the-box approach, more a holistic one. See Section 5 of the Policy for Accreditation at Proficient Teacher (PDF 405 KB) for advice on how you can make judgements on the accredited teacher’s consistent and ongoing demonstration of Standard Descriptors.
Once you are assured the accredited teacher has met all Standard Descriptors, write their Accreditation Report, commenting on their practice and achievement of the Standards. This will be used by the Teacher Accreditation Authority (TAA) in making the accreditation decision. The language of the Proficient Teacher – Evidence Guide (PDF 586 KB), the Proficient Teacher – Examples of Practice support document (PDF 352 KB) and Samples of supervisor reports may assist you in completing this report.
You should assist the accredited teacher to select a sample of documentary evidence to attach to the Accreditation Report. The accredited teacher should decide:
- what Standard Descriptor/s each document best demonstrate(s)
- clearly annotate the document to show how it addresses the Standard Descriptor(s) claimed.
More advice on selecting Standards and evidence can be found in the Proficient Teacher – Examples of Practice support document (PDF 352 KB) and the Proficient Teacher – Evidence Guide (PDF 586 KB). It is important the supervisor reviews the evidence and annotations.
As a guide, the total documentary evidence (approximately 5-8 items) should address at least one Standard Descriptor per Standard. To make it more straightforward for the person making the accreditation decision, each piece of evidence might address 1-3 Standard Descriptors. The annotation should:
- identify and explain how the evidence meets a specific standard descriptor(s)
- provide context for the evidence in order to situate work
- articulate the learning achievements of students relevant to specific standard descriptor(s).
The report and evidence must still fit inside an A4 plastic sleeve or 4-6 MB for upload.
Check that you and the accredited teacher have followed your employer’s accreditation policy/procedures. The Principal must also review and sign the report. In some schools the Principal may also be the TAA for the school.
Ensure the accredited teacher makes at least two (2) copies of the report/evidence. The accredited teacher keeps one, and the school should file the other.
It is then time to send the complete report to the TAA. Do not send it directly to NESA.
- if you work in an independent school, the TAA will most likely be the Principal or delegate at the school
- if you work in a Catholic systemic or Government school, find out from the Principal where the report and evidence need to be sent
- the processing of the report by the TAA may be delayed due to it being returned to the school for amendments to better reflect the requirements of their policy.
If you have any questions, please email us at firstname.lastname@example.org, or call 1300 739 338.