How To Register A Kindergarten Teacher

Transcription

1 Wellington Kindergartens Induction and Mentoring Teacher Registration Kit 2013 S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx

2 Contents Page 2. The purpose of this kit 3. Introduction to Teacher registration 6. Three Categories of Teacher Registration 7. People involved in the registration process 9. Getting Registered Applying for a Practicing Certificate 10. The Requirements for Full Registration 14. The Induction and Mentoring Programme 14. Quick overview of the programme 15. Roles and responsibilities 17. Building the relationship 19. Self reflection and evaluation 21. Professional discussion 22. Observation and feedback 23. Documentation 25. Professional Development 27. Appraisal 28. Extra Information for Registrants 32. Extra Information for Mentor Teachers 34. Extra Information for other teachers in the Kindergarten Useful templates and checklists: 35. Self Evaluation Record 38. Other areas it will be useful to consider when developing a focus 39. Meeting Log 40. Reflective Journal 41. What counts as evidence? 42. Planning calendar 44. Contract between PRT and Mentor 45. Log of attendance 46. Record of evidence S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 1

3 THE PURPOSE OF THIS KIT The Wellington Region Free Kindergarten Association Incorporated is committed to providing advice, support and professional development which will enhance the performance of teachers and management and supports Provisionally Registered Teachers, Mentors and Relieving Teachers who may be re registering. (The kit incorporates the appraisal programme for Provisionally Registered Teachers to use during their registration, before moving onto the WRFKA Appraisal process when a fully registered teacher) (Statement of Values 2.) The Induction and Mentoring programme is an essential advice and support strategy the association provides Key aspects of Teacher Registration It has a focus on practice and reflection on practice Mentor Teachers and Registrants will identify areas for professional growth and PD to enhance achieve that growth Observations of practice integral to effective professional discussions (self, peer, Mentor teacher, senior teacher) It is Registrant driven it s a journey not a destination Links will be made to existing advice and support processes. Teacher Registration is part of everyday work everything teachers do is about being the best (professional) teacher you can be. To achieve that you need help from peers and more experienced others (mentors). It is a positive experience for all involved. All registered teacher criteria will be addressed at least once in a two years period. Elements of Teacher Registration 1. Developing a group contract will be the first step of the registering process It will include agreements about: Expectations of Provisional Registering Teachers and Mentors Responsibilities Evidence of reflections growth progress Records what records who keeps them How to handle disagreement 2. Appraisal and self evaluation is at the heart of teacher registration there will be strong links to existing processes (P.R.T Appraisal is incorporated in the Registration kit) 3. The role of Mentor Teacher is one of a Mentor. 4. Regular kindergarten events and meetings form the basis of discussion and reflection as everything that happens in the kindergarten has implications for practice. 5. Senior Teachers will facilitate the teacher registration process and be available as a source of support and advice S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 2

4 INTRODUCTION TO TEACHER REGISTRATION What is teacher registration? Teacher registration is a system that ensures all registered teachers hold a suitable qualification and have met and continue to meet a national standard based on the Registered Teacher Criteria set by the New Zealand Teachers Council (see appendix Registered Teacher Criteria ) Teachers are issued with a Practising Certificate as a result of this programme. Who is teacher registration for? For all qualified teachers employed (for payment of wages or salary) in early childhood, primary and secondary education. Why should teachers become registered? It certifies that they are satisfactorily trained and qualified, and suitable to be a teacher It provides a professional image for the early childhood education (ECE) sector through the issuing and renewing of Practising Certificates. This ensures Teachers continue to meet the standard set by the New Zealand Teachers Council. Government regulations require that all teacher-led early childhood education services move toward registration of their teachers in regulated positions: o 50% by 2007, o 80% by 2010 o Wellington Kindergarten s are committed to employing 100% registered qualified teachers Should relievers be registered - Yes Keeping your registration/practice certificate current: Supports you to keep up to date with current teaching practice Ensures that you can relieve in Kindergartens with all day licenses Enables you to take part in Professional Development provided by WRFKA Provides opportunities for you to take part in professional discussion that is relevant to your needs and interests Ensures that your registration/practicing certificate is current if you wish to return to full time work To renew your full practising certificate you need to have Completed at least two years uninterrupted teaching in NZ within the last five years Been assessed as a satisfactory teacher against the Registered Teacher Criteria (then happens as part of our appraisal process) Taken part in appropriate Professional Development If your practicing certificate has lapsed you can apply for Subject to Confirmation if you have S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 3

5 Previously completed a two-year Induction and Mentoring programme. Previously applied to the Teachers Council for registration worked for a total of 2 years in the last 5 year period blocks of 10 weeks working with the same group of children can be added together to make up the 2 years. When you have received your Subject to Confirmation practising certificate you can then choose to either apply to move to full registration after you have taken part in a registration programme of a minimum of 3 months or stay on Subject to Confirmation and reapply again for this in 3 years. You can teach in centres with both of these forms of registration/ practising certificate. Both Subject to Confirmation and Full registration require you to gather some evidence of your professional practice, professional development and appraisal. You may be asked to show this to The Teachers Council. What are the criteria to be eligible for registration? Qualifications, language proficiency and being of good character are essential criteria for registration. Qualifications Teachers must hold an approved teaching qualification to be eligible for registration as a Teacher. In order to be registered as teachers, applicants must have gained their qualification through a teacher education programme which has New Zealand Teachers Council approval for registration status. Each programme in New Zealand must be initially approved by the Teachers Council and then be submitted for re-approval every three years. A list of ECE teacher education courses approved for registration is available on the Teachers Council website or by contacting the Teachers Council. If teachers gained their qualification in a country other than New Zealand they may still be eligible for registration in New Zealand. They must submit their qualification for assessment by the New Zealand Qualifications Authority and then by the Teachers Council when they apply for registration. Language Proficiency The Teachers Council requires that teachers are able to communicate clearly and accurately in either or both of the official languages of New Zealand English or Maori. If a teacher s qualification or experiences have been in non-english speaking situations, an attestation confirming their language proficiency from a senior and experienced educator is required. This should be on official letterhead. For more information, contact the Teachers Council. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 4

6 Of good character Teachers also need to be of good character and fit to teach. This includes having the personal qualities to operate effectively within the centre, community and wider teaching profession. Teachers will be considered to be of good character and fit to teach unless there is evidence to the contrary from the director of their teacher education programme, their employer, their referees or through a criminal conviction. Teaching time requirements Provisionally Registered Teachers must have completed two years of teaching, for at least 72 weeks, in minimum blocks of six weeks (with the same group of children) for at least 12.5 hours per week. Time spent teaching less than 12.5 hours per week and/or for blocks of less than six weeks cannot be counted. Although teachers may not meet the teaching time requirements to become fully registered, they can remain Provisionally Registered during this period. Teachers are able to teach as long as they renew their Practising Certificate every three years for a maximum of six years. The Practising Certificate If teachers meet all the requirements to be registered in New Zealand, they will be granted a Practicing Certificate. This means they are a Registered Teacher with Provisional, Subject to Confirmation, or Full Registration Status. These categories are outlined below. This certificate is valid for 3 years whatever the status of the Registrant s registration. If, for example, a teacher moves to Full Registration during the three years their Practicing Certificate is current, it maintains its initial expiry date and they will need to renew it by that date. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 5

7 THREE CATEGORIES OF REGISTRATION Provisional Registration Teachers who have never been registered before will be granted provisional registration. If a teacher has held a teaching qualification, and been engaged in teaching for more than five years, they may be eligible for a shortened period of provisional registration. However, they must be able to show, through documentation, that they have been through a formal period of Induction and Mentoring. This includes formal reflection on their practice, engaging in professional development, making changes to or enhancing their practice, and engaging in a formal appraisal process involving a senior colleague, supervisor or employer. This period of Induction and Mentoring must also be confirmed by their supervisor and/or employer. If a teacher thinks they are eligible for this shortened time they can discuss it with the New Zealand Teachers Council. Experienced teachers from overseas may be registered with either a provisional or a Subject to Confirmation status on first application. Registration Subject to Confirmation This is the category for experienced teachers who do not meet the criteria for Full Registration. This could include: a previously fully registered teacher returning to the profession after a period of leave an experienced teacher within New Zealand or from overseas who can provide written evidence of supervision and an ongoing appraisal process that has been supported by professional development and continuing education short term relievers and part-time teachers (see below) Full Registration To be eligible for Full Registration teachers must either have been: Provisionally Registered and taught for a minimum of two years in the last five years (one of which must be in the New Zealand education system) or Registered Subject to Confirmation and taught for a minimum of three months. Teachers must also have undertaken an Induction and Mentoring programme as above and have been successfully assessed against the registered teacher criteria by a fully registered teacher acting as their Mentor Teacher. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 6

8 PEOPLE INVOLVED IN THE REGISTRATION PROCESS Registrant Registrant is the term used throughout this resource for Provisionally Registered teachers or teachers Subject to Confirmation who are working through an Induction and Mentoring programme towards full registration. Mentor Teacher In this Association the fully registered teacher who is providing or supervising the Induction and Mentoring programme for the Registrant will be referred to as the Mentor Teacher. The Mentor Teacher will generally be the Head Teacher of the kindergarten but may vary in situations negotiated with the Senior Teacher. Senior Teacher Your Senior Teacher will facilitate the process of registration, ensure participants have the information, documentation, and support that they need. They will provide professional development, opportunities to network, alert teachers to other ways of undertaking professional development and support the registrant and the mentor teacher to keep the process on track and moving along. Senior Teachers will review the registrant s portfolio before an application is made for full registration. They will endorse the application for full registration and sign accordingly. Teaching Colleagues Teaching colleagues are a very important part of the process. They will be invaluable in providing feedback and support throughout the process. Licensee The licensee is the person that holds the operating license for our kindergartens and is responsible for ensuring all legal requirements are met. While the licensee may not be directly involved in the teacher registration process they ensure that there are policies and procedures in place in the centre to support the Induction and Mentoring programme. At WRFKA the licensee is the General Manager Amanda Coulston. Policies to support our Teacher Registration Programme Required policy (or changes to policy) will be developed at Association level in consultation with teachers regarding the requirements and support available for participants in the teacher S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 7

9 registration process. Deliberate links will be made between teacher registration and other form of support and professional development available to teachers. Support will include Time for the Registrant to visit other centres, attend network meetings, document evidence, attend professional development, to meet with the Mentor Teacher. Availability of professional development. Resources and/or technology to challenge and stimulate ongoing development of practice (for example: academic journals, research reports, text books, conference papers) Support for the Mentor Teacher to observe and meet with the Registrant, plan for and document the Induction and Mentoring programme and provision of professional development to support that role (eg mentoring) and the availability of mentees. Payment of a grant to the Mentor Teacher, generally the Head Teacher, for undertaking the role of Mentor Teacher. Payment by WRFKA of the fee for provisional registering teachers moving to full registration. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 8

10 GETTING REGISTERED Applying for a Practicing Certificate 1. Hold or gain an approved ECE teaching qualification 2.Have you held Full Registration before? no yes 3. Apply for Provisional Registration 3. Apply for Registration Subject to Confirmation 4. Gain a Practicing Certificate with Provisional Registration status 4. Gain a Practicing Certificate with Subject to Confirmation status 5. Engage in an induction and mentoring programme for a minimum of two years 5. Engage in an Induction and Mentoring programme minimum of three months no 6. Do you meet the requirements for Full Registration? no yes 7. Apply for Full Registration S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 9

11 THE REQUIREMENTS OF TEACHER REGISTRATION Referring to the flow chart on page 11: 1. Hold or gain an approved ECE teaching qualification A Registrant must hold a teaching qualification to be eligible for registration as a teacher. 2. Has the teacher held Full Registration as a teacher before? If a teacher has ever been registered as a teacher in New Zealand they will be eligible for registration Subject to Confirmation. If not, they will be eligible for Provisional Registration. 3. Apply for Provisional Registration or Registration Subject to Confirmation Application for both of these categories should be made on the Teachers Council form, TC1 and sent together with payment to the NZ Teachers Council. This form can be downloaded from or by phoning the Teachers Council. These forms are updated regularly and it is essential that applicants ensure they have the most recent version. The website will always have the current version. Application for registration does require a lot of information from teachers. In order to avoid delays in their application being processed it is important that teachers ensure they have filled out all necessary sections of the form and attached all the documentation required. 4. Gain a Practicing Certificate with Provisional or Subject to Confirmation status If a Registrant meets all the criteria to be registered in New Zealand they will be granted a Practicing Certificate. This means they are a Registered Teacher with Provisional or Subject to Confirmation- status. 5. Engage in an Induction and Mentoring programme If a Registrant is registered Subject to Confirmation they need to engage in a formal Induction and Mentoring programme for a minimum of three months, implemented by a Mentor Teacher. If a Registrant is Provisionally Registered they need to engage in a formal Induction and Mentoring programme for a minimum of two years, implemented by a Mentor Teacher. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 10

12 If a Registrant is an experienced teacher, i.e. they have held their teaching qualification, and been engaged in teaching for more than five years, they may be eligible for shortened period of provisional registration. These times are minimum times. If for any reason a Registrant is not ready to apply for Full Registration at the end of these periods, they are still registered as long as their Practicing Certificate remains current. They can continue with their Induction and Mentoring programme until they have completed a two years Induction and Mentoring Programme. The New Zealand Teachers Council has introduced a time limit for provisional registration. From 2012 teachers will be expected to move from provisional to full registration within three years, but they will be able to take up to six years when there are valid reasons. Teachers who take longer than six years to gain full registration from provisional registration will be required to undertake a refresher programme. Some teachers engaged in an Induction and Mentoring Programme may take time out from teaching, teach part-time or work as a short term reliever. Registrants need to be mindful that these might impact on their eligibility for Full Registration and may mean they need to complete a refresher programme. 6. Does the Registrant meet the requirements for Full Registration? There are a number of requirements for moving to Full Registration. The Registrant and the Mentor Teacher and Senior Teacher should review the Induction and Mentoring Programme alongside the requirements and decide whether the Registrant can apply for Full Registration. 7. Apply for Full Registration If the Registrant meets the requirements they can apply for Full Registration on a TC2 (available from the Teachers Council or download from In order to apply and be recommended for Full Registration the Registrant must meet a set of requirements. These include the following: o They hold a current Practising Certificate. o They have participated in an appropriate Induction and Mentoring programme for a minimum of two years (Provisional) or three months (Subject to Confirmation) o Their Mentor Teacher attests that they meet the Registered Teacher Criteria. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 11

13 o They have taught for: two of the last five years continuously, or in blocks of six weeks which aggregate to two years (72 weeks) (for Provisional), or three months (for Subject to Confirmation) This application should be made on the Teachers Council form, TC2 and sent together with payment to the NZ Teachers Council. This form can be downloaded from the Teachers Council website or by phoning the Teachers Council and one can be sent out. These forms are updated regularly and it is essential that the most recent version is used. The website will always have the current version. In order to avoid delays in their application being processed, it is important that Registrants ensure they have filled out all necessary sections of the form and attached all the documentation required. Review the form with the Senior Teacher, who will take a copy and forward the application to the Teachers Council. Once the application has been received by the Teachers Council, they will acknowledge receipt of the application by letter. Confirmation of Full Registration will be sent to the Registrant within six weeks. A copy of your application to move from provisional to full registration must be forwarded to the Human Resources Officer at WRFKA A copy of your full practising certificate must be forwarded to the Human Resources Officer at WRFKA once you have received it. The Teachers Council may request to see the documentation of the Registrant s Induction and Mentoring programme for auditing purposes. Registrants must hold on to all their registration records and the documentation of their Induction and Mentoring Programme. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 12

14 THE TIMELINE Provisional Registration Example 1 continuous teaching Apply for Provisional Registration Granted Practicing Certificate Apply for / granted Full Registration Renew Practicing Certificate Teaching, with Induction and Mentoring Programme (I&M) Teaching Year 1 Year 2 Year 3 Example 2 with breaks in service Apply for Provisional Registration Granted Practicing Certificate Renew Practicing Certificate Apply for / granted Full Registration Teaching, with Induction and Mentoring Break Teaching with I&M Break Teaching with I&M Year 1 Year 2 Year 3 Year 4 Teaching Subject to Confirmation Apply for Registration Subject to Confirmation Granted Practicing Certificate Apply for / granted Full Registration Renew Practicing Certificate Teaching, with I&M Teaching Year 1 Year 2 Year 3 S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 13

15 THE INDUCTION AND MENTORING PROGRAMME A QUICK OVERVIEW OF THE INDUCTION AND MENTORING PROGRAMME There are a few simple first steps the Registrant and Mentor can implement to get the Induction and Mentoring programme off to a good start. Both to do Develop a group contract between the Mentor Teacher and Registrant. Share relevant decisions with other teaching colleagues or include them in discussions as is most appropriate. Identify professional development opportunities to progress your PD goals. Apply to attend WRFKA PD. With your Mentor teacher identify any professional development needs that WRFKA does not appear to be able to meet and discuss possible solutions with your Mentor Teacher and/or Senior Teacher Inform other teacher colleagues about your programme goals and progress Registrant to do Begin a folder or other record keeping system to hold the evidence of self evaluation, improvement of practice, PD etc. Conduct a Self Evaluation of your teaching skills using the Registered Teacher Criteria (template supplied in kit p 35-39). This review can be repeated as often as you need and become part of your evidence. Set goals for your professional development which link to this self evaluation, and any team goals identified in your teams teaching and learning plan. Request observation and/or feedback from your Mentor Teacher and/or Senior Teacher and/or teaching colleagues in specific areas of practice. Keep a Reflective Journal relating to teacher registration goals, add journal entries to your evidence folder. Request and hold at least one professional discussion with registrant and Mentor teacher per term focused on teacher registration Kept records and evidence of your work and progress towards full registration at the kindergarten for quick review at any time. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 14

16 Roles and Responsibilities The effectiveness of the Induction and Mentoring programme is reliant on the relationship between the Mentor Teacher and the Registrant. Effectiveness will be enhanced through the interest and support shown by others (Senior Teacher, other teachers in the kindergarten and network). It will only be successful in an environment of trust and respect where each partner values the opinion of the other. What will the Mentor Teacher do? The Mentor Teacher is a fully registered teacher with an interest in and a commitment to providing a quality Induction and Mentoring programme which focuses on the individual Registrant s development as a practicing teacher. They will use their professional knowledge and skill to: provide advice and support - by working with the Registrant to develop a programme of professional learning (the Induction and Mentoring programme) that meets their needs and is based on the Registered Teacher Criteria; observe and feedback on teaching practice both formally and spontaneously, and provide a written record identify opportunities for the registrant to learn from experienced teachers encourage an environment for innovation and experimentation (within the norms of the kindergarten) encourage reflection leading to enhanced practice timetable structured professional discussions (at least once per term) help registrant draw links between their teacher registration process and all regular meetings the kindergarten holds to plan, review and discuss. keep a written record of the Induction and Mentoring programme they provide recommend the registrant for full registration and sign the application form (TC2). Consider what professional development they need for the role of Mentor Attend seminar days What will the Registrant do? Provisionally Registered teachers and teachers registered Subject to Confirmation must work to enhance and improve their practice through engaging in: Reflection Self evaluation, assessing themselves against the Registered Teacher Criteria (see template) Professional discussion and raising issues about practice or providing examples of practice S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 15

17 Goal setting Professional development Documentation of the programme and collection of evidence to demonstrate growth and achievement in all of the Registered teacher Criteria. They will also need to take responsibility for: Honest self appraisal and evaluation Driving the process, not relying on someone else to ensure the process is ongoing Carrying out the actions agreed to in professional discussions with the Mentor Teacher Keeping sufficient documentation in order to illustrate they have taken part in an Induction and Mentoring programme which enhanced and improved their practice, with a focus on the Registered Teacher Criteria The rights and responsibilities of the Registrant The Registrant has a right to expect a supportive environment in their kindergarten. They are entitled to undertake a planned programme of professional learning. The programme should include advice, guidance and adequate time to enable and encourage them to: Be treated as a valued member of the Kindergarten teaching team Ask for support and help, and act on sound advice Have their contributions in professional discussions valued; Share in long term planning Be encouraged and supported when trying new teaching and learning strategies; Seek feedback on all aspects of their teaching, including assessment, planning and evaluation; Participate fully in the life of the centre S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 16

18 BUILDING THE RELATIONSHIP Getting started Getting off to the right start with the Induction and Mentoring relationship is important. It should begin by: 1. establishing the ground rules of the relationship with a group contract, 2. developing a timeline for the self-evaluation and goals setting process, and 3. identify what will count as evidence which means identifying how Registrant and Mentor Teacher will know when goals have been achieved. There are some simple steps that will help. 1. Develop a contract. Most teachers are familiar with this tool, which can clarify many questions, and help the Registrant - Mentor Teacher relationship get off to a professional and collegial start. The contract is a good way to start the discussion process about each other s needs and expectations. (contract template p 46) Consider what particular aspects should be covered in this contract for example: 2. Agree on roles and responsibilities See the information in this kit (p 15) 3. Identify the documentation that needs to be kept Talk together and decide upon useful ways of keeping documentation. (see p 23 and 41) 4. Identify possible barriers to working together Develop strategies to overcome or minimise possible problems which may be to do with out of hours commitments, meetings or how to implement goals. 5. How do you ask for help, stating needs and reaching an agreement Identify the process the Registrant and Mentor Teacher will use when there is disagreement about the direction of the Induction and Mentoring or whether a goal has been achieved. 6. Agree on a format and agenda for professional discussions and meetings. Develop guidelines to ensure that meetings remain focussed (time, who keeps minutes?) S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 17

19 7. Agree on how to keep records of meetings. The Mentor Teacher needs a copy of dates, topics covered during discussions, feedback given that is a brief record of what he/she has done during the Induction and Mentoring programme (see p 39). The Registrant needs a much fuller record of the meetings and discussion which identifies the ongoing nature of their professional growth and development (p38-45). 8. Agree on timeframes Agree when the Registrant will complete their self reflection and evaluation, and be thinking about professional development goals. 9. Agree what counts as evidence However remember evidence that was collected in relation to one criteria may be able to be shown as linking to several others. 10. Identify who else is involved Consider who else may need to be involved in the registration process and how to involve them, eg committee, colleagues, parents. 11. Set future meeting dates and meeting time and length. It is better to set a date and change it rather than risk not getting a date set. Decide on start and finish times and stick to them. 12. Decide who will observe the Registrant, and how feedback will be given. The Mentor Teacher will be observing the registrant as they work together. The Registrant may choose to be observed in specific areas of practice. This may be by others as well as the Mentor Teacher. There is a template of a group contract on page 44 of this kit. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 18

20 Self Reflection and Evaluation What is self reflection and evaluation? Self reflection is integral to the ongoing development of a teacher and it is at the heart of the Induction and Mentoring programme. A reflective approach asks teachers to look at the reasons behind what they do and consider who benefits. Reflection provides a base for teacher decisions and a way to work through dilemmas. A reflective Registrant will consider each of the Registered Teacher Criteria and ask 1. What do I do in this situation? 2. Why do I do it that way? 3. Could I do it differently for an enhanced outcome for children and their families? The task of evaluation requires the Registrant to draw some honest conclusions about their practice after engaging in ongoing self reflection. They should ask: 4. How am I demonstrating this criteria in my practice? 5. Is it an area of strength or an area where I need professional development? It provides opportunities to examine practice in a critical and thoughtful way, with a goal of enhancing or improving practice. Self reflection as a formal process can be defined as self evaluation. Getting started The Registered Teacher Criteria can provide a starting point for self reflection and evaluation. This is provided by working through the Individual Appraisal Process. A reflective journal is an effective tool for recording reflection and evaluation. Documenting self reflection, evaluations and conclusions will indicate the areas in which professional development is required and be used in identifying topics for discussion in professional discussion. (See p33) The Registrant must not simply consider the ways in which they demonstrate each of the criteria but also what evidence supports their conclusion. They should collect examples of that evidence of that achievement and growth. Take an honest approach. If the Registrant believes their practice is of a high standard they should say so. Similarly, if they feel they could improve in one of the criteria this needs to be identified. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 19

21 Documented self-reflection should be ongoing throughout the programme and the selfevaluation task should be repeated at regular intervals (at least twice per year). It will show progress and indicate the success of the strategies agreed and undertaken. If you are an experienced teacher Some teachers will undertake registration and the task of self evaluation having had extensive experience of evaluation and appraisal. An experienced teacher will have had more opportunity to develop their practice in a range of areas. Self reflection and evaluation are strategies that they and their Mentor Teacher can use to identify the professional development the Registrant needs to increase or enhance practice. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 20

22 PROFESSIONAL DISCUSSION What is a professional discussion? A professional discussion is an opportunity for the Registrant and the Mentor Teacher to engage in open dialogue about all aspects of teaching and learning. The questions, answers and challenges that take place in the professional discussion can help the Registrant reach a greater understanding of their practice and ways they can enhance it. Professional discussion links all the components of the Induction and Mentoring Programme. Once a term maybe often enough for this formal discussion especially as teachers are already involved in team discussions about curriculum, teaching and learning issues on a more regular basis. Getting started Topics for discussions can be found in the Registrant s reflective journals, evaluation records, observation data, collected evidence of practice or feedback on professional development. The Mentor Teacher and the Registrant should: Have an agreed format and agenda for professional discussions and meetings. Decide on a time limit on discussions so that they remain focussed. Look for links between the various Registered Teacher Criteria and identify when evidence provided in one area also shows proficiency in another S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 21

23 OBSERVATION AND FEEDBACK What is observation and feedback? Formal observation provides opportunities for collection of data on the Registrants practice and feedback allows for reflection and critique. Teachers are familiar with observing children, it is the cornerstone of early childhood teaching. Observations of a teacher in action follow the same principles. It should be carried out with purpose in mind It should describe teaching in action It needs to be interpreted with an open mind - what is observed and the conclusions drawn are not objective absolutes but interpretations. Observations should be shared with the Registrant in order to check the observer s interpretation. Getting started During their professional discussions, the Registrant and the Mentor Teacher will identify the areas of practice that will be observed. Observations should be: Recorded - they will become part of the collection of evidence relating to the attainment of goals and serve as a beginning point for reflection on practice. Undertaken by the Mentor Teacher regularly, how regularly will be decided during the group contract negotiations. The Registrant may enlist the help of a colleague to observe and give feedback in the areas of practice in question. These observations can be added to the collection of evidence and provide the Mentor Teacher with a further source of information about the Registrant. Note: There should be a minimum of four observations specifically for the purpose of teacher registration spread across the two year Induction and Mentoring programme. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 22

24 DOCUMENTATION What is documentation? Documentation is the written records and tangible examples of teaching practice the Registrant has collected. Each Registrant will have a different programme and therefore some differences in documentation which focus on their learning goals and their documentation needs to reflect this. It is expected documentation will include evidence of assessment and planning for children. A Mentor Teacher and Registrant need a different range of documentation as they use them for quite different purposes. The Registrant and Mentor Teacher need to be quite clear about who will keep records, to what degree and what they will share with each other. Getting started The Registrant One of the most useful tools a Registrant can use to develop their skills and knowledge, and provide a record of their professional growth, is a reflective journal. Keeping a professional journal increases awareness of what we do and why we do what we do with the aim of improving professional practice. The journal format can use the following questions which can be linked to the registered teacher criteria and the associated criteria the Registrant is focusing on: What happened? Describe the situation which demonstrates the criteria. What did I do and think? Describe your thoughts and/or actions both during and after the event What do I think now? What have I learnt that has impacted on my thinking? What does this teach me about my practice? Are there strategies, practices or thinking that you would now introduce, develop or abandon? The reflective journal could also focus on readings or texts, feedback received from colleagues or parents or any questions that were raised for the Registrant in their daily work The Registrant must also keep: Evidence of self evaluation and feedback on this from the Mentor Teacher Evidence of engaging in professional development (for example: meeting and /or course notes, reflections on readings) S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 23

25 Artefacts showing professional activities and learning such as: observations of children s learning, staff meeting minutes, newsletters, photos of work with children or the environment, news paper clippings. Records of all registration meetings and professional discussions The Mentor Teacher The Mentor Teacher needs documentation which shows that they have provided an Induction and Mentoring programme which focuses on the Registrants individual needs and shows how they have contributed to the Registrants professional growth over time. An annotated meeting log is a useful tool and needs to contain: date and time of the meeting a review of progress of the previous meeting goals and undertakings the topic of the professional discussion and brief key points agreements undertaken or goals evolving from this meeting. the Registrant and the Mentor Teacher should sign each copy of the meeting log. a copy of the meeting log should be kept by both the Registrant and the Mentor Teacher. (see p 39) They also need to keep copies of all written feedback they have given to the registrant. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 24

26 PROFESSIONAL DEVELOPMENT What is Professional Development? Engaging in ongoing professional development is one of the hallmarks of a professional. What professional development a teacher undertakes is determined during their appraisal process which identifies a teacher s strengths, interests and potential. Getting started Professional development can be undertaken in a variety of ways and will need varying amounts of centre support or resources. A useful way to plan and identify appropriate professional development is to answer the following questions: What area of practice will be improved or enhanced by professional development? What is the desired result of undertaking professional development in the identified area? What professional development strategy will best achieve that outcome? What support will the teacher need to undertake the professional development? When will the professional development be undertaken and when will it be completed? The Mentor Teacher and Senior teacher are both involved in assisting the Registrant to identify appropriate professional development and should encourage the Registrant to think widely and creatively about how the development of their practice will be achieved. They could consider: A visit to another centre to observe a practice or environment they are interested in Participating in a network of teachers with like interests Joining a professional organisation who engages professional speakers or conducts professional development activities Attending professional development offered by the Association or outside the kindergarten which helps achieve identified goals. Participating in professional development undertaken by the whole kindergarten. Carrying out their own investigative project to gain a better understanding of an area of teaching practice Developing practical skills that will impact on teaching (eg. music, language, learning IT skills) Attending a conference whose theme/speakers/workshops fit professional development objectives Pursuing a higher qualification which focuses on teaching practice and new theoretical knowledge. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 25

27 Some key points should be kept in mind for all professional development: It should be linked to the Registrants own learning needs. The Registrant should reflect on how the professional development impacts on their practice and document any changes they make. What type/s of professional development did the Registrant find most effective in enhancing their practice? Records of professional development arranged and undertaken should be kept in the centre. Association/kindergarten support and resources Centre support and resources will be needed for the Registrant to undertake professional development including: employing relievers to ensure the Registrant has time to visit other centres as part of their ½ day PRT release per term purchasing of texts or journals support for professional development time to undertake Self-evaluation checklist and discuss with Mentor Teacher support for the Mentor teacher to undertake their role. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 26

28 APPRAISAL What is Appraisal? Appraisal is a complex evaluative process involving a number of activities. In essence, it involves participants in continuous dialogue about performance [practice] data (Piggott-Irvine & Cardno, 2005, p.12) Once teachers are Fully Registered, self-evaluation of practice continues through the Appraisal process which is a professional task of all teachers. All teachers have to be appraised against the Registered Teacher Criteria in order to renew their practising certificate every three years. Appraisal provides an opportunity for Fully Registered Teachers to reflect on their practice and consider ways to enhance their teaching practice and it also means WRFKA can target support and professional development to meet the needs of their teachers. The WRFKA Professional Appraisal and Development Process also acknowledges the link appraisal has to the Professional Standards. Every Kindergarten Teacher, Head Teacher and Senior Teacher needs to be attested against the Professional Standards on an annual basis. While they are not the focus of our appraisal process it is sensible for this attestation to happen at the same time as appraisal and so we have integrated attestation that Professional Standards are being met into our appraisal process. It is however very relevant for you to refer to the Professional Standards when reviewing your teaching practice as an additional source of information and guidance for possible professional goal setting. (See What are Professional Standards p 5-6) To be effective appraisal must include ongoing reflection, learning and development and should motivate us to identify and access a range of Professional Development opportunities. Professional development can then be developed to meet the needs of teachers and teaching teams. WRFKA s professional development is organised to assist teachers to meet their professional development goals and has been linked to the relevant DOPS, job descriptions, the Registered Teacher Criteria of the Teachers Council and the Kindergarten Professional Standards. (See Overview of Elements of Teaching Practice p.6) S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 27

29 EXTRA INFORMATION FOR REGISTRANTS What happens if my Mentor Teacher appears to be busy and doesn t have time to meet? Raise this with your Mentor Teacher. Refer to the original contract, which you negotiated at the beginning of the Induction and Mentoring programme. You should have a long-term plan, which has scheduled meetings with your Mentor Teacher. Restate what needs to happen to make the Induction and Mentoring programme work for you. Problem solve together ways in which your needs can be met. Your Mentor Teacher may need to review the resources available to her to fulfil the role. If these are inadequate she will need to raise this with your Senior Teacher. What if I lose my Mentor Teacher part-way through? There isn t a requirement that you have the same Mentor Teacher for your entire Induction and Mentoring programme. However, the fully registered teacher who recommends you for Full Registration at the end of your programme must be certain that you meet the requirements to be a fully registered teacher, ie they must know about your practice. This underlines the need for good record keeping. Your previous Mentor Teacher will be able to provide you with a record of their work with you you will also have meeting notes. If you are in a position where you have a new Mentor Teacher near the end of your Induction and Mentoring programme your Senior Teacher will be able to provide the link between Mentor Teacher and registration. The documentation you have kept relating to your Induction and Mentoring programme will allow your new Mentor Teacher to see the work you have done so far and the areas of your practice you are focusing on. Again your Senior Teacher will provide an important link. The important thing to remember is that you continue with your Induction and Mentoring programme with the new Mentor Teacher. You do not need to start again. You continue to meet regularly in the same way you did with the previous Mentor Teacher. You discuss your teaching practice, share your personal reflections and documented examples of practice and continue to set new goals for your teaching practice. Ensure you get your work signed off each time you meet. If you are using an audit sheet to keep track of what registered teacher criteria have been addressed in your Induction and Mentoring programme ensure that it remains up to date and each element is signed off on completion. (see p 35) S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 28

30 Driving the Process The process of working towards Full Registration is your process. While others are there to give you support, Induction and Mentoring it is expected that you will initiate and drive your process, from your initial application, throughout your Induction and Mentoring programme and your application for Full Registration. It is expected that you will want to be fully registered. This means that you will continue to work towards it, taking every opportunity to learn and develop from the Induction and Mentoring you are being offered. The Induction and Mentoring Programme should be flexible enough to allow you to adapt them for yourself, and to seek and receive the support that will best help you to develop. Driving the process also means that you need to be familiar with the Teachers Council requirements and processes for registration. You can ask your Mentor Teacher or Senior Teacher if you are unsure of anything. Make your needs clear At the beginning of your Induction and Mentoring programme it is advisable that you work out a contract with your Mentor Teacher that details your agreements in terms of the process, your expectations of each other and how communication will be conducted (see p 46). It is important that lines of communication between you and your Mentor Teacher remain open throughout your Induction and Mentoring programme. You need to be honest about how the programme is working for you and state clearly, and respectfully, when it isn t. Remember, talk about the issues and how you are affected. For example, consider these sentence starters: I would find it helpful for me if I am finding it difficult when/to I didn t feel supported That worked really well for me when I would appreciate some feedback on I thought about what you said and I need to respond Can we revisit our contract because I think I may have a different understanding about If you have reached agreement at the beginning of your process and spelt out expectations clearly then this agreement can provide a frame to work through any difficulties that arise along the way. S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx 29