Teacher CertificationAssessor Information Session

November 27, 2014

Welcome & Introductions

• AISSA: Mary Pickett, Mandy Hore, Rosemary Kadow

• CESA: John Smith

• DECD: Dianne Coady, Belinda Radcliffe

Today’s Agenda

1. General Information

2. Becoming an Assessor

3. Being an Assessor

4. Questions

5. Discussions in sector groups

Questions

1. General2. Becoming an Assessor3. Being an Assessor

Please post on the relevant poster

4. Sector specific – in group discussion

Federal Education ReformMelbourne Declaration on Educational Goals for Young Australians (2008 )Support all young Australians to become successful learners, confident and creative individuals and

active and informed citizensACTION: Australian governments commit to working with all school sectors to attract, develop,

support and retain a high-quality teaching and school leadership workforce in Australian schools.

• National Partnership Agreement on Improving Teacher Quality

• National Partnership Agreement on Rewards for Great Teachers

• National Plan for School Improvement

Objective: promoting excellence in the profession of teaching and school leadership

1. Australian Professional Standards for Teachers (2011)2. Australian Professional Standards for Principals3. Nationally Consistent Teacher Registration4. Certification of Highly Accomplished and Lead Teachers (April 2012)5. Accreditation of Initial Teacher Education Programs6. Performance and Development Framework7. Charter for Professional Learning for Teachers and School Leaders

Australian Professional Teaching Standards

AITSL

SATCC

ChairpersonExecutive

Officer(Administration

Officer)

The role of AITSL National consistency & quality Quality Assurance Common national process: • Consistent, valid, rigorous and credible

Assessor training program National moderation Support materials and advice Evaluation, review and improvement

The role of the SATCCSA Teacher Certification Committee

Promote Certification across SA Conduct nationally consistent to assessors Monitor and moderate assessment processes and sector

recommendations Endorse sector recommendations for HA and Lead Collect and report data to AITSL Participate in quality assurance and review processes to support

national consistency

Within each sector Promote and support certification in their schools and teachers Conduct information sessions and disseminate materials Select and support suitable applicants to become Assessors Support their applicants for Certification and Assessors Manage a nationally consistent Certification process Appoint their assessors to applicants within their sector Report data to SATCC Manage any appeals within their own sector

Variation with:o Timelines and deadlineso Assessor selection process and criteriao Reimbursement for costs and timeo Support for applicants for Certificationo Cost for applicants to apply for Certification

Certification: Primary Purpose

1. Recognise and promote quality teaching2. Provide an opportunity for teachers to reflect on their

practice3. Provide a reliable indication of quality teaching that

can be used to identify, recognise and/or reward Highly Accomplished and Lead teachers (excellent practitioners)

Certification Outcomes Professionalism of teachers and teaching Encourage teachers to strive for excellence Develop collaborative learning professionals Advancement of schools Recognition of quality teaching Career progression

Improve outcomes for students

Benefits for Teachers

Recognition of professional achievementNational recognition and portabilityConstructive feedback on performanceAccess to networks and communities of practiceEnhanced collaboration and support from colleaguesEnhanced professional satisfactionCareer pathways

Benefits for School LeadersRetain effective teachers in the classroomPromote excellence in teaching Source of external feedback for staff Increased collaboration within and across schoolsShared discourse on effective teachingEnhanced performance culture Increase modelling and leading by teachers

Benefits for AssessorsPartake in a rigorous and challenging professional

learning, assessment and moderation processDevelop a deeper and more practical understanding of

the Standards, evidence and effective teachingShared discourse on effective teaching Increased collaboration within and across schoolsAccess to networks and communities of practice

Becoming an Assessor

• In the future teachers certified as HA or Lead will be trained as Assessors

• Cannot undertake assessor training and certification at the same time

Becoming an Assessor

• AITSL Assessor Training Program• Key Dates• Benefits and Expectations

Benefits to Assessors • Completion of a nationally recognised assessor

training • Gaining a comprehensive knowledge of the Standards• Being capable of making valid and consistent

judgements• Being capable of undertaking classroom observations

and documentation• Being able to effectively communicate the rigour and

expectations of national certification to applicants and colleagues

Benefits to Assessors • Completion of a nationally recognised assessor

training • Gaining a comprehensive knowledge of the Standards• Being capable of making valid and consistent

judgements• Being capable of undertaking classroom observations

and documentation• Being able to effectively communicate the rigour and

expectations of national certification to applicants and colleagues

The ProcessNational Certification

ofHighly Accomplished

andLead Teachers

Not sequential

BEING AN ASSESSOR

TWO MAIN AREAS OF RESPONSIBILITYYou are contributing to the nature of change that applies to education in a time of social reform

BEING AN ASSESSOR

Questions relating to education provision change to reflect this:-What does the Australian public require of its educators and education system?Within education:-What does this mean for the work of teachers?AITSL as the vehicle of change:-

AITSL Documentation• Australian Professional Standards for Teachers• Australian Professional Standard for Principals• Australian Charter for the Professional Learning of

Teachers• Certification of Highly Accomplished and Lead

Teachers• Australian Teacher Performance and Development

framework• Accreditation of initial Teacher Ed. Programs

BEING AN ASSESSOR

Responsibility for recognising and ascertaining the required skill level demonstrated by applicants through the certification process.

BEING AN ASSESSOR

• Celebration of a teacher’s career journey.• Positive work model – assisting them to

meet this level of recognition.• Celebrating with them at the point of satisfactory completion.• Assistance to those, through correct

feedback, who don’t meet the standard.

BEING AN ASSESSOR

The following points are examples of things that need to be considered:• What does support for candidates look

like?• Playing it by the rules to ensure the fairest

outcome• Conflict of interest

BEING AN ASSESSOR• Level of commitment• Adhering to time deadlines• Relationship with other assessor• Don’t be swayed by emotion• Reward evidence• Non biased approach• Commonality of language

BEING AN ASSESSOR

• Work things into your own time schedule• Ensure you don’t find yourself rushing• Responsible in turn to a higher authority• Seek assistance from the relevant people• Confidentiality associated with the position• Looking for evidence• Consistency• Process stands up to verification