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

WEBISODE OBSERVATION ACTIVITY

DECD website

http://www.decd.sa.gov.au/

Activity

“Engaging with Standard 3.”

AITSL website – Illustrations of Practice

http://www.teacherstandards.aitsl.edu.au/Illustrations

A brief look at Certification

http://www.newsroom.aitsl.edu.au/blog/teacher-certification

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

Assessment Stage 1 Evidencing the Standards

Minimum of two pieces of evidence for 7 Standards

and at least one piece of evidence for each 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 should be no longer than 200 words and identify

how it relates to the standards and descriptors including impact

on student outcomes / colleagues and will include:

1. Up to 10 annotated ‘evidence sets’ • A group of 4 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. Maximum 30 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: A Unit or Lesson Plan

• Context: Identify the Descriptor and make explicit links to

the unit/lesson (Standard 3.2)

• Action: Describe how the evidence demonstrates the

achievement of the Descriptor

• Result: Identify impact on student outcomes and/ or

colleagues

• Evaluation: Include analysis and reflection on practice and

identify your leading / supporting / sharing / modelling role

Assessment Stage 1

Classroom Observation Reports

Observation reports must include:

• Minimum 2 annotated observations

• Pre and post discussions

• 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

•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 documented

•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

• 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 appointed by the Certifying Authority 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

Professional Development

Career Pathways Local

Step 9 Certification

Advanced Skills Teacher: 8th March

National Certification

Highly Accomplished Teachers

Lead Teachers

AITSL Performance and Development

Animation

Question Time and Contact Details

Julie Murray and Belinda Radcliffe Workforce Development Teacher Quality Level 1 West 31 Flinders Street ADELAIDE SA 5001 R11/58 Phone 8226 4377 Fax 8226 4200 belinda.radcliffe@sa.gov.au julie.murray@sa.gov.au