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11 "#$%&$()*&+&$,&-)*&./$ $513$ What the Institute of Teachers Act 2005 Means Since 2005 it is a legal requirement that any new scheme teacher (those commencing teaching for the first time in NSW after 1 October 2004, or a teacher returning after an absence from teaching in NSW of 5 years or more) must: Have at least a 4 year approved teaching qualification, AND Become accredited with the NSW Institute of Teachers, AND Pay an annual fee to the NSW Institute of Teachers. The NSW Institute of Teachers was established by the Act as an independent statutory authority with responsibility for overseeing a system of teacher accreditation in NSW. The Act established a school-based accreditation scheme where a school (or system of schools like the DET or Catholic Schools Office) is the Teacher Accreditation Authority (TAA) that accredits new scheme teachers against professional teaching standards. The TAA can also revoke an accreditation decision. The Institute does not make the accreditation decision and cannot overturn the decision of a TAA, but it can ensure that Institute policies and procedures are followed. Also, the Institute trains External Assessors (teachers) to review accreditation decisions and to advise the Institute on the quality and consistency of TAA accreditation decisions. PROFESSIONAL TEACHING STANDARDS Graduate Teacher - the NSW Institute of Teachers approves University teacher training courses in NSW, and ensures that the courses address the Graduate Teaching Standards. Upon graduation therefore, graduates are expected to meet this level. Professional Competence - new scheme teachers are expected to meet the professional competence standards after a few years of teaching practice. It is also expected that they receive appropriate induction, mentoring and supervision during their first years as they undertake the accreditation process. This standard is compulsory in NSW. Professional Accomplishment teachers demonstrate they are highly accomplished and successful practitioners against standards at this level. This standard is voluntary. It is expected to take 2 3 years. Professional Leadership - teachers demonstrate a record of outstanding teaching and are committed to enhancing the quality of teaching and learning. This standard is voluntary. It is expected to take 2 3 years.

12 GAINING ACCREDITATION Before commencing teaching in NSW, a new scheme teacher must complete a Statement of Eligibility online at the NSW Institute of Teachers website. The new scheme teacher must create a personal online account on the Institute website, and provide documents to support their qualification. It is expected that all new scheme teachers will self manage their online account. When the new scheme teacher first commences employment, the TAA (school) will give them either: provisional accreditation status if they hold a 4 (or more) years teaching qualification (if teaching full time, provisionally accredited new scheme teachers have 3 years to become fully accredited; or 5 years if casual, temporary or part-time at the time of registration) OR conditional accreditation status if they are 3 year trained, or if nearing completion of an approved qualification (if teaching full time, conditionally accredited new scheme teachers have 4 years to become fully accredited; or 6 years if casual, temporary or part-time at the time of registration) The TAA will notify the NSW Institute of the initial accreditation decision provisional or conditional. The TAA also notifies the NSW Institute of the accreditation decision when the new scheme teacher has completed the accreditation process and is fully accredited. Accreditation is based on the provision of evidence taken from the new scheme teacher s everyday teaching practice. The evidence demonstrates that the new scheme teacher is meeting the teaching standards at professional competence level. Accreditation is basically a license to teach. MAINTAINING ACCREDITATION Once fully accredited, new scheme teachers are required to maintain competency against the teaching standards, and undertake 100 hours of professional development over each 5-year period (50 hours of Institute registered PD and 50 hours of teacher identified PD). Teachers are expected to maintain a log of their PD through their online account on the Institute s website. This log should be printed and attached to the accreditation report at the end of each 5-year maintenance period. TAAs are expected to annually authenticate the teacher identified PD via a selected space on the new scheme teacher s online account.

13 GENERAL POINTS The accreditation decision is made by the TAA (school) NOT by the Institute. Institute policy provides for an appeals process if a new scheme teacher is not accredited. Contact the IEU for support. For Professional Competence the TAA is a school, or a system of schools (DET, Catholic Schools Office). The authority to accredit is usually given to the principal of a school, or the principals delegate. An individual school cannot be a TAA for the levels of Professional Accomplishment or for Professional Leadership. The TAA must follow the NSW Institute of Teachers Policies in their accreditation processes. Support documents are provided on the NSW Institute website. All accreditation decisions are recorded by the NSW Institute of Teachers. To advise the Institute on the quality and consistency of accreditation decisions, External Assessors (practising teachers) are selected and trained by the NSW Institute of Teachers. Their role is to review documentation and TAA accreditation processes and report to the Institute. The Institute cannot override a TAA decision, but it could withdraw the Authority of the TAA to accredit teachers, in certain serious circumstances. The TAA is responsible for signing off on the maintenance of accreditation PD log and the maintenance of accreditation report every 5 years. All policies, manuals, templates and support documents are available on the NSW Institute of Teachers website at:

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15 "#$%&()*&+&,&-)*&./ New Scheme Teacher Induction Policy Schools must ensure that new scheme teachers receive a systematic process of induction Beginning teacher induction plays a critical role in supporting the development of a capable and confident teacher professional. Schools should ensure new scheme teachers receive a systematic process of induction to protect them from unreasonable demands and to provide encouragement, to strengthen their confidence and satisfaction in their work and to respect their teaching style. A flexible induction program responds to the personal qualities of new scheme teachers and builds their knowledge, experiences, enthusiasm and aspirations. Induction of new scheme teachers should be planned and systematically implemented over a defined period of time of not less than one year. This induction process should be seen as part of the phased professional development of all teachers. An induction program must allocate sufficient resources to provide both release time for mentors and a reduced teaching load for the new scheme teacher. The induction of new scheme teachers should be primarily the responsibility of the school itself. Assistance from outside the school in authorising action, providing resources and advice is also necessary, but this should be supportive and supplementary. School induction programs should provide a variety of forms of assistance to the new scheme teacher that supplement the teachers background knowledge and capitalise on their previous training. This should include information of a specific kind relating to the school and its community, and assist her/ him to deal in a practical way with class management, curriculum planning, teaching method, and other facets, such as administrative procedures, of the beginning teachers teaching. Features of a quality induction process include collegial support that: Focuses on quality teaching, teacher professionalism and ethical practice Establishes strong, positive and professional relationships for sharing knowledge, understandings and skills between new teachers and their colleagues Builds a foundation for further professional learning by developing capacity to self-evaluate and critically reflect on practice Links new teachers, mentors and supervisors with networks external to the school, including tertiary institutions and professional associations

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

17 $ "#$%&$()*&+&$,&-)*&./$ $513$ $ $ Induction Checklist Planning for induction can assist the successful start of a new scheme teacher s career. The plan should include: A pre-commencement visit to the school A letter of welcome with the Letter of Appointment, an outline of the induction program, and information about the NSW Institute of Teachers Professional Competence Accreditation process at the school. A handbook about the school, its policies, objectives and procedures Pupil-free staff days at the commencement of the school year should be utilised, to initiate the new scheme teacher into the school community, and introduce them to their working environment; Preparation or assistance with the first months curriculum program, term planner, and lesson register by an experienced teacher, as a model for future preparation and discussion; Allocation of an experienced teacher/s (mentor) to work with the new scheme teacher. Wherever possible, the allocation of mentor teacher would follow consultation with the new scheme teacher Allocation of release time for the mentor to assist with their supporting role Designation of a particular staff member (other than the principal) as a coordinator of induction in the school with an appropriate time allowance Involvement of new scheme teachers in small group discussions and as well as general staff meetings Establishment of specific times for induction activities Sensitisation of all staff so they are able to acknowledge and be inclusive in what is a busy time at the start of a new school year. Reduced teaching load for the new scheme teacher to enable them to spend time with exemplary classroom practitioners to observe good practice or meet with specialist support staff Shared duties with experienced staff to learn duty of care obligations and become familiar with the hidden curriculum

18 IEU New Scheme Teachers Digital Kit USING THE STANDARDS Three Domains Seven Elements Forty Six Standards 1. Professional Knowledge Element 1 Element 2 2. Professional Practice Element 3 Element 4 Element 5 3. Professional Commitment Element 6 Element 7 To achieve accreditation at Professional Competence you will need to show your Supervisor that you meet all the relevant Professional Teaching Standards across the seven elements. The Supervisor will then write the Accreditation Report. Only a sample of documentary evidence needs to be attached to the Accreditation Report. The Accreditation Report should outline how you have met the standards in each element. The comments in the report should link to the samples of evidence. You will need to demonstrate your ability to integrate and apply the knowledge and skills that underpin the standards, and that you create an environment where there are learning opportunities for all students.

19 Documentation to be kept by the New Scheme Teacher A copy of signed and dated records of teaching observation and feedback discussions. A copy of signed, dated Accreditation Report for Professional Competence and the supporting evidence. If you move to another school before being fully accredited, get a signed record before you leave of all you have completed and collected so far. Collecting Evidence For Accreditation At Professional Competence 1. Develop familiarity with professional teaching standards - Self reflect - Keep a learning log - Highlight key points in documents for future easy reference - Keep a note of discussions and advice. 2. Identify sources of evidence - Classroom observations - Professional dialogue - Reflective practitioner notes and annotations NB. It helps to provide a range of different types of evidence. 3. Collect and annotate documentary evidence A well-planned, well-documented unit of work will usually provide evidence of many standards. - Select a quality unit of work - Identify the parts that link to Professional Competence standards within this unit. - Map the part to a standard or standards - Annotate the evidence to show your understanding of how the evidence demonstrates the standard 4. Presentation and discussion of the evidence for the accreditation report - Select a manageable quantity - Select high quality that clearly demonstrates the standard - One piece of evidence may demonstrate competence of several standards. - Each piece of evidence must be clearly annotated - Use a consistent format - Number all pages clearly

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

21 IEU New Scheme Teachers Digital Kit 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. Don t be shy, teaching is a collegial profession 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. Select evidence samples that best relate to the standards, and be selective 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. Before writing, the supervisor should review and reflect on the 7 elements, the standards and the evidence guide Before submitting your work, check all documentation for correct spelling, grammar and punctuation.

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

23 IEU New Scheme Teachers Digital Kit INFORMATION SHEET Maintenance of Accreditation at Professional Competence. When a new scheme teacher in NSW completes accreditation at Professional Competence, they are required under the Institute of Teachers Act 2004, to maintain their accreditation. To maintain accreditation, new scheme teachers are required to: Demonstrate ongoing competent teaching practice against the standards at competency level. Undertake ongoing professional development which over the 5 year period addresses at least one standard in each Element, and each standard in Element 6. Pay an annual fee. Professional Development requirements New scheme teachers must complete a minimum of 100 hours of PD over 5 years (7 years for casual, temporary or part-time employment). A minimum of 50 hours of participation must be from Institute Registered courses (the IEU, Catholic Dioceses, the AIS, the DET, and many Professional Associations are now registered providers). A minimum of 50 hours of participation must be from Teacher Identified PD (activities determined by the new scheme teacher that address the standards and contribute to professional learning, but are not day-to-day work). New scheme teachers must complete on-line evaluations of Institute Registered PD they have attended. The Teacher Accreditation Authority (TAA) must acknowledge completion of the teacher s record of PD over the 5 years online at the Institute s website. New scheme teachers who undertake postgraduate study related to the standards will be deemed as satisfying the PD requirements for the five year period. Advice to new scheme teachers Retain paperwork for all PD attended. Confirm with the provider which standards have been addressed at the PD. Log your participation online at the Institute as soon as possible after the PD. Provide a record of your PD to your TAA for filing regularly (at least annually). Remember to take signed records with you if you move to a new employer. Contact the Institute immediately if problems arise or if you are concerned about your ability to meet requirements, especially if you are in temporary or casual employment. Seek IEU support if needed. Advice to TAAs Maintain accurate files and records. Confirm PD experience of new scheme teachers regularly (at least annually). Support collaborative and developmental professional discussions and processes that provide opportunity to demonstrate ongoing teacher competence.

24 IEU New Scheme Teachers Digital Kit EVIDENCE MAPPING GRID Element Evidence /2/

25 IEU New Scheme Teachers Digital Kit - Sample - Evidence Mapping against the standards Professional Competence Elements Evidence Element 1 Element 2 Element 3 Element 4 Element 5 Element 6 Element Stage 5 Programme on Inheritance X X X X X X X X X X X X X X Topic pre-test X Modified assessment task X Student work sample ref Syllabus X Student work sample ICT X Student work sample - reflect learning X X Lesson plan - Cooperative group work X X X X X Lesson Observation Yr 8 Augustine X X X X X X X X X X X X X Records - Mark book X X Reflection Journal X X Faculty meeting agenda X X X Professional membership X Inservice log and examples X Australian Business Week X Discipline policy X correspondence with parent Letter to Year 7 and 8 parents X X Reports X Invitation to parent X Correspondence with Anglicare X

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