Experienced Teacher Standards-based pathway NSW & ACT Teachers 2020 Evidence Guide - Version Date: November 2019 - aisnsw
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Experienced Teacher
Standards-based pathway
NSW & ACT Teachers
2020 Evidence Guide
Version Date: November 2019
1About This Document
PURPOSE AND AUDIENCE
This Guide is designed to assist NSW, ACT and Tasmanian teachers to understand the ISTAA
Standards for Experienced Teachers and undertake the accreditation process for accreditation at
the level of Experienced Teacher.
The Guide has been written for teachers who are planning to apply for accreditation, and for
school personnel who will be supporting the teachers to meet the descriptors and to collect
evidence for the submission of their application for accreditation.
Specifically, the Experienced Teacher descriptors, actions and evidence examples in the Guide
are intended to:
• assist understanding of each descriptor
• provide a range of the types of evidence that may be submitted
• support fair and transparent judgments of evidence by the ISTAA Assessment Panel.
TEACHING CONTEXT
Teachers conduct their professional duties in a variety of settings such as primary or secondary
classrooms, in outdoor and indoor facilities, using a wide variety of approaches and methods.
The range, developmental stages and backgrounds of students in a class influence the choices
teachers make about such aspects as pedagogy, resources and classroom activities.
Together these factors influence the types of evidence teachers may collect in the course of their
professional lives to demonstrate Experienced Teacher standards/descriptors. As far as possible,
the Suggested Types of Evidence outlined in this Guide for each descriptor have taken into
account the range of contexts in which teachers carry out their professional responsibilities.
USING THE EVIDENCE GUIDE
Format of the Evidence Guide
The Evidence Guide is organised as follows:
Descriptors Actions Suggested Types of Evidence
“Descriptors identify the components The actions describe actions teachers This section of the document
of quality teaching. They constitute have to perform to demonstrate they details the types of evidence
agreed characteristics of the complex have met a Descriptor that can demonstrate the
process of teaching. An effective achievement of the Descriptors.
These actions describe the types of
teacher is able to integrate and apply
knowledge, practices and behaviours For some Descriptors there are
knowledge, practice and professional
that are representative of teachers at optional types of evidence that
engagement to create teaching
the level of Experienced Teacher. can be submitted. Teachers are
environments in which learning is
to select the one option that is
valued. ” (National Professional Some Descriptors have more than one
most appropriate to their
Standards for Teachers, 2011). action. In these cases teachers must
teaching context.
There are in total thirty-seven select the action or actions that best
Descriptors that are organised into suit their teaching role and school
seven Standards. Each Descriptor is context to fully demonstrate the
addressed in this Guide. Descriptor.
2Suggested Types of Evidence
The Guide includes types of evidence that can be used to demonstrate to the ISTAA Assessment
Panel that the Professional Standards for Experienced Teachers have been met. The types of
evidence included in this Guide are not definitive. If teachers have another type of evidence not
listed in this Guide, they may speak to their supervisor to ascertain its suitability as evidence for
the selected descriptor or descriptors.
Teachers only need to demonstrate the relevant actions and to submit one of the alternative
types of suggested evidence.
Types of evidence may include:
• teaching and learning programs • written and digital communication such as
notes, emails, blog entries and invitations
• courses
• certificates or records of attendance at
• units of work
professional development courses
• teaching and learning activities
• teachers’ notes, agendas and minutes of
• assessment tasks and tools professional meetings
• student work samples • school newsletters, magazine or intranet
articles, contributions to publications and
• video footage and audio recordings conferences
• student records of achievement • references
• student reports • testimonials
• photographs • communication and correspondence
documentation
• evaluations of courses or teaching
programs
3EXAMPLE
Detailed below is Descriptor 1.1 as it appears in the Evidence Guide. The shaded section
underneath provides an explanation of how to interpret the Actions and Suggested Types of
Evidence sections.
ET Descriptor Actions Suggested Types of Evidence
ET 1.1 Select teaching a. Assesses students’ 1. A program, course, unit of work or
strategies based on an physical or social or sequence of teaching and learning
assessment of intellectual activities that has been designed
students’ physical or development and and implemented by the teacher and
social or intellectual characteristics using includes differentiated strategies to
development and informal and/or formal support all students’ physical, social
characteristics to assessment or intellectual needs based on
improve student information. information gathered about the
learning. b. Selects and students and includes:
implements a rationale for the selection of the
differentiated learning teaching strategies
strategies which are AND
based on information notes about students’ physical or
gained about all or social or intellectual development
one students’ physical and characteristics
or social or intellectual OR
development and 2. An individualised teaching and
characteristics. learning program that has been
designed and implemented by the
teacher, and includes:
a rationale for the selection of the
teaching strategies in the program
AND
teaching strategies selected
specifically to address the student’s
physical, social or intellectual needs
AND
notes about a student’s physical or
social or intellectual development
and characteristics.
Teachers must select Teachers must select one of the two
those actions that best alternative types of evidence to
suit their teaching role demonstrate the descriptor. The
and school context to fully alternative types of evidence are
demonstrate the separated by OR.
descriptor. A type of evidence may contain several
parts.
In this case all parts must be submitted
in the evidence for the teacher to fully
demonstrate the descriptor.
This evidence will need to be annotated.
4Guidelines for Evidence
DETAILS OF EVIDENCE
Teachers need to read this Evidence Guide for details of the actions they can perform and the
Suggested Types of Evidence that can be used to demonstrate each Descriptor.
This Evidence Guide should be read in conjunction with the 2020 ETSB Pathway – Assessor
Advice document and the 2020 ETSB Pathway - Supervisor and Teacher Checklist. You should
read these documents before you begin collecting evidence.
Descriptors addressed in
Descriptors requiring evidence
the Testimonial*
Standard Standard Standard Standard Standard Standard Standard Standard
1 2 3 5 6 7 3* 4*
1.1 2.1 3.2 5.1 6.1 7.1 2.6 4.1
1.2 2.2 3.3 5.2 6.2 7.2 3.1 4.2
1.3 2.3 3.4 5.3 6.3 7.3 3.5 4.3
1.4 2.4 3.6 5.4 6.4 7.4 4.4
1.5 2.5 3.7 5.5 4.5
1.6
References (optional): Teachers may include written references that address in total no more
than 4 descriptors. Referees may include the Head of School, the supervisor, colleagues, an
executive member of the professional community or a parent. The referee must write a
reference only for those descriptors that relate directly to their professional relationship with
the teacher.
References may address one or more of the descriptors in Standard 6 and 7.4. When a
reference is provided as evidence for a descriptor, no items of evidence are to be uploaded.
*Testimonial (mandatory): Teachers are to include a testimonial based on direct observation
of the classroom practice in at least two different lessons by the Head of School or the Head’s
nominee.
The testimonial is to be signed by the Head of School. It is expected that the teacher will be
observed at least twice; up to three lessons could be observed to gather information to be
included in the testimonial.
The only descriptors to be addressed in the testimonial are in Standards 2, 3 and 4. For these
eight descriptors covered in the testimonial, no other annotations or evidence are required.
The testimonial is to be typed on the proforma. The proforma can be downloaded from the
Experienced Teacher digital portfolio page of the AIS website.
Evidence for descriptors 3.7, 7.1, 7.2 and 7.3 will be in the form of a Head of School Report.
Descriptor 5.5 will be partially demonstrated by the Head of School’s acknowledgement in the
Head of School report.
Descriptors 1.1, 1.2, 1.5 and 2.2 require the teacher to design and implement the suggested
type of evidence:
5Descriptor 1.4 If you do not teach Aboriginal and Torres Strait Islander students during the
evidence collection period your principal can sign the statement in the Declaration of
Authenticity to this effect. No evidence is required if the principal signs the statement.
ANNOTATING EVIDENCE
To ‘annotate’ is to write explanatory notes about how the item of evidence demonstrates the
Experienced Teacher descriptor.
General information
• Most items of evidence must be annotated. References, the testimonial and Head of
School Report do not require an annotation.
• All claims made in annotations must be supported by evidence.
• Annotations are not evidence and will not be accepted as evidence. Evidence included in
annotations will not be assessed.
• Evaluations, notes about students, annotated bibliographies etc. must be included with the
evidence, not as part of the annotations.
• The annotations must be created by the teacher applying for accreditation.
Annotations
• Annotations must include a clear and precise explanation of how the item or part of the
item demonstrates the teacher has met the descriptor.
• Descriptors requiring an annotation must have their own annotation. Do not group
annotations for one item of evidence into one paragraph or essay.
• Annotations need to be succinct. A paragraph per descriptor is sufficient. Annotations
must not exceed 2000 characters.
• Annotations must not be written on the actual evidence.
Identifying descriptors in the evidence
• Descriptors being demonstrated in one item of evidence are not to be listed at the
beginning of the item.
• At the point in the item where the evidence is located, the number of the descriptor may be
specified and an arrow may be placed in the left-hand or right-hand margin to indicate the
location of the evidence. You do not need to write the descriptor in words or explain how
the evidence demonstrates the descriptor. This information is to be included in the
annotation.
• The number of the descriptor may be inserted digitally as Comments using Microsoft®
Word or in text boxes.
6ADDITIONAL INFORMATION ABOUT THE TYPES OF EVIDENCE
Teaching programs/units of work
• Teaching programs, courses and units of work must show evidence of currency (e.g. year of
implementation) and that they are working documents. Ongoing notes or comments hand-
written or digitally recorded on the program or unit of work also indicates that the teacher
has used the document. Sign off by the teacher including a signature and date indicates
the program or unit of work has been implemented.
• Applicants must submit teaching and learning programs, units of work and/or activities
they have designed, implemented and evaluated where this is specified in the Suggested
Types of Evidence. Applicants who submit as evidence teaching programs or units of work
designed by another teacher or in collaboration with one or more teachers will be deemed
as not meeting the descriptor/s and will be required to submit additional evidence.
• Teaching programs created by teachers and sold through commercial suppliers are not
acceptable as evidence.
• Photocopied material from textbooks, materials created by other teachers and the Internet
must be referenced.
• Teaching and learning programs uploaded for one or more descriptors must be the original
program. Rationales, level of detail in the program and evaluations must not be modified
for the purpose of accreditation.
• Teaching and learning programs submitted as evidence must not exceed 20 pages.
Testimonial
• For those descriptors that must be demonstrated to an observer, only one item of
evidence, testimonial, is listed in the Suggested Types of Evidence column. No other
evidence is required. The testimonial does not require an annotation.
• The Experienced Teacher actions are actions that can assist teachers to demonstrate they
are meeting the descriptor when being observed.
• Teachers who write testimonials should refer to the actions for some of the ways a teacher
can demonstrate the descriptors. Descriptions of how a teacher meets the descriptor
should include two specific examples of what the observer saw the teacher doing in his or
her classroom for each descriptor. All comments need to specifically address the
descriptor.
• If the testimonial does not describe at least two specific actions observed in a teacher’s
classroom, the descriptor will be deemed not met. In this case the testimonial writer will
need to make a new observation and the applicant will need to submit a new testimonial
only for the descriptors not met. This only applies to teachers who are eligible to submit
additional evidence.
• Two lesson observations must be made and identified by including the dates in the
testimonial and the writer must refer to the different dates in the comments.
• Quoting Experienced Teacher descriptors as specific examples is not acceptable as
evidence.
7• If the descriptors included in the testimonial are not demonstrated, teachers will have to
submit another testimonial signed by the Head of School for those descriptors, by the
closing date for additional evidence.
• Applicants are not to write their own testimonial. If a testimonial is identified by the
assessment panel as being written by an applicant, it will not be assessed. The Head of
School will be requested to provide a signed testimonial written by the observer.
• One testimonial is to be included. This is to be completed by only one person.
• Only one testimonial statement for each descriptor must be submitted.
• The testimonial template, advice for testimonial writers and an example are available in
the Resource Centre at www.aisnsw.edu.au under Teacher Accreditation.
• The testimonial must be signed by the Head of School. If the Head of School is absent, an
acting Head may sign the document. There must be an indication on the testimonial that
the person who has signed in the place for the Head is acting on behalf of the Head. The
testimonial cannot be signed by the Head of Junior School or Head of Senior School or
Head of Preparatory School.
Professional learning
• Providing a brochure or invoice for a professional learning session is not satisfactory
evidence for demonstrating attendance.
• Records and certificates of attendance at professional learning sessions must include the
teacher’s name, date of attendance and name of organisation that provided the
professional learning.
References
• Teachers may demonstrate a maximum of 4 descriptors in Standards 6 and/or 7 using
references.
• Referees must include all the information specified on the template for the reference to be
a valid item of evidence. Referees must use the ISTAA template provided. If a reference for
a descriptor does not provide sufficient details of how the teacher demonstrated the
descriptor, the descriptor will be assessed as not met. Teachers will be required to provide
additional evidence for the descriptor, if eligible. References may not be submitted as
additional evidence.
• Applicants cannot write references for each other.
• Advice for reference writers is available in the Resource Centre at www.aisnsw.edu.au
under Teacher Accreditation.
• If a reference is used as evidence no other items are to be uploaded as evidence for the
descriptor.
8Other types of evidence
1. Student work samples, evaluations and self-reflection sheets included as evidence are to
be completed by the students. In these instances, blank templates are not acceptable
evidence.
2. Copies of articles from the web, journals and notes distributed by presenters, academics
etc. must not be included as evidence.
3. If submitting video material, it is to be edited to no more than 5 minutes and it must be
accompanied by an annotation. Longer videos will not be assessed.
Aboriginal and Torres Strait Islander students
Descriptor 1.4 If you do not teach Aboriginal and Torres Strait Islander students during the
evidence collection period your Head of School can sign the statement in the Declaration of
Authenticity to this effect. No evidence is required if the Head of School signs the statement.
All applicants are required to submit evidence for descriptor 2.4.
Experienced Teacher Professional Teaching Standards
These standards and descriptors are included in this Evidence Guide and the descriptors are to
be referred to in Descriptor 6.1. Do not refer to the Proficient Teacher descriptors when providing
evidence for 6.1.
Evidence of implementation of programs, units of work and lessons
Evidence must be provided to show that programs, units of work and lesson plans or sequences
of lessons have been implemented in the classroom with students. This evidence can be:
1. Signed and dated documents. Signatures and dates may be included throughout or at the
end of the document. Documents that are not dated will not be accepted as evidence.
Including the dates in the file name of the document or in the annotation will indicate that
the evidence was collected in the evidence collection period NOT that it had been
implemented.
2. Dated student work samples. Work samples that are not dated will not be accepted as
evidence.
3. Evaluations, either throughout or at the end of the document.
How much evidence
• Different parts of a program or unit of work, such as lesson plans, lesson sequences,
teaching and learning activities, assessment items or reflections and evaluations, can be
used as separate items of evidence. If parts of a program or unit of work are submitted
together, they will be counted as one item of evidence.
• For each Descriptor, teachers must submit one type of evidence. Where the type of
evidence suggested in the Guide includes several parts; all parts must be submitted for the
teacher to fully demonstrate the Descriptor.
• A maximum of five items of evidence may be used to a descriptor.
9• When one item of evidence is used to demonstrate several Descriptors, the teacher must
make sure that:
o any one item does not demonstrate more than five Descriptors
o the item contains sufficient comprehensive evidence for each Descriptor being
demonstrated
o the location of each Descriptor is precisely identified in the item
o each Descriptor is individually annotated
o the item is only uploaded once.
• Some Descriptors include the word “range”, for example a broad range of strategies. Some
Descriptors include the word “variety”. In the context of this Evidence Guide, range and
variety mean three examples.
Items of evidence
• Items of evidence must only be uploaded ONCE and descriptors identified from the drop-
down list. Please refer to the Digital Portfolio Manual for instructions.
• The maximum number of items of evidence to be uploaded for one descriptor is five.
Time frame for collection of evidence
• The items of evidence may be collected at any time in accordance with the evidence
collection period dates outlined in the Important Dates for 2020 ETSB Pathway.
Format
• If material that is submitted contains items that were originally handwritten, the
handwriting must be legible. Photocopied and scanned materials must be able to be read
clearly.
• All students’ and parents’ surnames must be removed from items such as work samples,
record sheets, reports, e-mails and letters. Alternately you may refer to Student X or
Parent A consistently throughout the item. If names have not been removed from one or
more items of evidence the Head of School will be contacted regarding the privacy issue.
• The report, testimonial and optional references must be completed on the proformas
provided. These documents do not need to be annotated. The signed documents are
uploaded to the applicant’s digital portfolio.
A glossary containing definitions of terms used throughout the Evidence Guide is provided on the
Digital Portfolio web page
https://www.aisnsw.edu.au/school-leaders/leadership/teacher-accreditation/experienced-teacher
* Note: for words in the Evidence Guide that are marked with an asterisk (*) the glossary should
be consulted.
10Confidentiality
Highlighting a name in a Word or Excel document and using the shading tool to change the
background to black will not ensure confidentiality because anyone can copy that text and paste
it into another document, revealing the names.
Similarly, doing the above then saving the document as a PDF will not necessarily ensure that the
names remain unable to be revealed.
Documents should have names removed before saving to avoid any breach of confidentiality. If
you would like more information on how to do this, please click here.
ITEMS TO INCLUDE IN YOUR SUBMISSION
• Your evidence needs to include the following items. These documents must be uploaded to
the applicant’s digital portfolio.
• The testimonial, declaration of authenticity and Head of School report must be signed by
the Head of the school. If the Head of School is absent, an acting Head may sign the
document. There must be an indication on the documents that the person who has signed
in the place for the Head is acting on behalf of the Head. The documents cannot be signed
by the Head of Junior School or Head of Senior School or Head of Preparatory School.
• Declaration of Authenticity: Must be signed by the applicant and Head of School.
• Testimonial: Based on direct observation of the applicant’s teaching. Completed by the
Head of School or Head’s nominee. Must be signed by the Head of School.
• References (optional): References that address a maximum of 4 descriptors can be used
as part of the evidence. Referees may include the Head of School, supervisor, colleagues
and executive members of the school or a parent. For each descriptor, only one reference
statement is to be provided, with sufficient detail of how the teacher demonstrated the
descriptor. If a reference is provided for a descriptor, no other evidence is to be uploaded
or included.
• Report from the Head of School: Written by the Head of School for descriptors 3.7, 5.5, 7.1,
7.2 and 7.3. Optional comments can be included about the applicant related to Standards
1 – 6 and descriptor 7.4. The descriptions for each Head of School descriptor statement
are unique to the teacher. Writers must ensure that the descriptor descriptions are specific
to the teacher. Including the same statements for different teachers can be problematic as
it may indicate that the writer did not know the actions teachers have taken in relation to
the descriptors.
The templates for these documents are available on AISNSW website in the Teacher
Accreditation Experienced Teacher 2020 Standards-based pathway section of the Resource
Centre.
112019 Unsuccessful applicants applying in 2020
Teachers who are reapplying in 2020:
1. may use evidence created in the evidence collection period for 2020. That is, from Monday
29th April 2019 to 4:00pm Friday 4th September 2020. Note that evidence from 2019 is
also reviewed when the 2020 evidence is assessed.
2. must provide a new Testimonial, Head of School report, Declaration of Authenticity and
references, if used.
12Professional Standards for Experienced Teacher
Domains of Teaching Standards Focus areas and
Descriptors
Professional Knowledge • Know students and how Refer to pages 11 – 22
they learn
• Know the content and how
to teach it
Professional Practice • Plan for and implement Refer to pages 23 – 38
effective teaching and
learning
• Create and maintain
supportive and safe
learning environments
• Assess, provide feedback
and report on student
learning
Professional Engagement • Engage in professional Refer to pages 39 – 46
learning
• Engage professionally with
colleagues, parents/carers
and the community
13STANDARD 1: Know students and how they learn
Focus Area: Physical, social and intellectual development and characteristics of students
ET Descriptor Actions Suggested Types of Evidence
ET 1.1 Select teaching a. Assesses students’ physical or 1. A program, course, unit of work or
strategies based on an social or intellectual sequence of teaching and
assessment of development and learning activities that has been
students’ physical or characteristics. designed and implemented by the
social or intellectual teacher that includes
b. Implements differentiated
development and differentiated strategies to
teaching programs, units of
characteristics to support students’ physical, social
work, teaching and learning
improve student or intellectual needs based on
activities or strategies which
learning. information gathered about the
address students’ physical or
students and includes:
social or intellectual
development and • a rationale for the selection of
characteristics. the teaching strategies
• notes about students’ physical
or social or intellectual
development and
characteristics.
OR
2. An individualised teaching and
learning program informed by an
IEP or ILP that has been designed
and implemented by the teacher,
and includes:
• a rationale for the selection of
the teaching strategies in the
program
• teaching strategies selected
specifically to address the
students’ physical, social or
intellectual needs
• notes about a student’s
physical or social or
intellectual development and
characteristics.
14STANDARD 1: Know students and how they learn
Focus Area: Understand how students learn
ET Descriptor Actions Suggested Types of Evidence
ET 1.2 Design a. Researches ways their A program, course, unit of work or
teaching and learning students learn. sequence of teaching and learning
programs using activities that has been designed and
b. Records information
research or implemented by the teacher and is
sourced from colleagues
information provided aligned to ways your students learn and
about promoters and
by colleagues about includes:
blockers to learning faced
how students learn.
by their students and how • a record of communication with
these can be addressed in colleagues about how students learn
your school and/or
classroom context. OR
c. Designs teaching and • an annotated bibliography of two to
learning programs based on five researched articles that are
information gathered about relevant to how your students may
how their students learn. learn
AND
• a rationale for the selection of the
teaching strategies based on
information sourced from research or
colleagues about how students learn.
15STANDARD 1: Know students and how they learn
Focus Area: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Actions
ET Descriptor Suggested Types of Evidence
ET 1.3 Implement* and a. Gathers and records A program, course, unit of work or
evaluate* the information about learning sequence of teaching and learning
effectiveness of strengths and needs of their activities that includes:
teaching strategies that students through meetings or
• notes about your students’
have been designed to correspondence with people
be responsive to the such as students, parents and learning strengths and needs
learning strengths and caregivers, counselors or gathered from colleagues and/or
members of the community of
needs of students from learning support personnel
your school if applicable
diverse linguistic or or by accessing school records
cultural or religious or or by surveying or observing • teaching strategies that have
socioeconomic students. been differentiated by the
backgrounds. teacher based on the learning
b. Implements programs,
courses, units of work or strengths and needs of your
specific teaching and learning students and that are aligned
activities that include with information recorded in the
selected teaching strategies notes about learning strengths
based on the knowledge and needs of your students
gained about learning • an evaluation of the
strengths and needs of their effectiveness of implementing
students. the selected teaching strategies
c. Evaluates the effectiveness of in meeting learning strengths
teaching strategies that have and needs of your students.
been selected and
implemented in response to
their students’ learning
strengths and needs.
16STANDARD 1: Know students and how they learn
Focus Area: Strategies for teaching Aboriginal and Torres Strait Islander students
Actions
ET Descriptor Suggested Types of Evidence
ET 1.4 Implement* a. Gathers and records A program, course, unit of work or
and evaluate* information about the home sequence of teaching and learning
effective teaching community or cultural setting, activities that includes:
strategies that are linguistic background or
• notes about students’ local
designed to be histories of Aboriginal and
responsive to the Torres Strait Islander students community or cultural setting,
home community or from relevant people such as linguistic background or histories
of Aboriginal and Torres Strait
cultural setting, supervisors, colleagues,
linguistic background itinerant teachers, elders of Islander students
or histories of Aboriginal communities, • a bibliography of references that
Aboriginal and Torres educational consultants and informed the teaching and
Strait Islander academics and other relevant learning activities/strategies
students.* professionals and/or
educational journals, • effective teaching strategies that
See notes on page 5 are designed to be responsive to
brochures, websites and/or
and 8 if you do not the student’s home community
professional development
teach Aboriginal and or cultural setting, linguistic
courses.
Torres Strait Islander background or histories of
students in the b. Implements effective teaching Aboriginal and Torres Strait
evidence collection strategies that are designed to Islander students
period. be responsive to the home
community or cultural setting, • an evaluation of the
linguistic background or effectiveness of the selected
histories of Aboriginal and teaching strategies.
Torres Strait Islander students.
c. Evaluates the effectiveness of
teaching strategies that have
been selected and
implemented to be responsive
to the home community or
cultural setting, linguistic
background or histories of
Aboriginal and Torres Strait
Islander students.
17STANDARD 1: Know students and how they learn
Focus Area: Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
ET Descriptor Actions Suggested Types of Evidence
ET 1.5 Design and a. Accesses information about 1. Notes about all the students in a
implement a range of the specific learning needs of class and selected group’s
teaching activities that students using assessment specific learning needs gained as
incorporate for, as and of learning the result of formal or informal
differentiated strategies strategies such as informal, assessment or from support
to meet the specific formal, diagnostic, formative teachers or school records.
learning needs of or summative.
AND
students across the full
b. Designs and implements a
range of abilities. A range of teaching and learning
range of differentiated
strategies, designed and
teaching strategies that are
implemented by the teacher,
based on information gained
that cater for all students,
about the specific learning
including those with specific
needs of your students. These
learning needs as recorded in
include teaching and learning
the notes and the students not
activities for mainstream
requiring adjustments, or
students and students with
modifications.
different needs to these
OR
students.
2. Notes about all the students in a
class gathered as the result of
formal or informal assessment or
from support teachers or school
records.
AND
Student work samples that
demonstrate that differentiated
strategies that were used to cater
for the full range of students in
the class, including students with
specific learning needs as
recorded in the notes.
18STANDARD 1: Know students and how they learn
Focus area: Strategies to support full participation of students with disability
ET Descriptor Actions Suggested Types of Evidence
ET 1.6 Implement and a. Accesses information about A program, course, unit of work or
evaluate teaching the specific learning needs sequence of teaching and learning
activities that have of students with disability activities that includes adjustments
been designed to and the relevant school and outlined in one or more of the students’
support the legislative requirements. individual plans or an individual plan that
participation and has been implemented by the teacher to
b. Communicates with
learning of students support the access and participation of
parents/carers of
with disability* and the student with a disability and includes:
student(s) with disability to
address relevant
ask them about effective • notes from colleagues,
policy and legislative
strategies that assists their parents/carers and support services
requirements.
child’s learning. about students’ disabilities and how
to support these students so that
c. Implements teaching
they can learn effectively
activities that have been
selected by the teacher to AND
support the access and
participation and learning An evaluation of the effectiveness of the
selected teaching strategies in:
of students with disability.
d. Organises the classroom • supporting the access, participation
and manages students so and learning of students with
that the environment is disabilities
inclusive of the learning • addressing relevant policy and
needs of students with legislative requirements.
disability.
e. Evaluates the effectiveness
of teaching activities in
meeting the learning needs
of students with disability.
19STANDARD 2: Know the content and how to teach it
Focus Area: Content and teaching strategies of the teaching area
ET Descriptor Actions Suggested Types of Evidence
ET 2.1 Select a. Selects and implements a A program, course or unit of work that
implement and range of teaching strategies includes:
evaluate teaching for a specific teaching area.
• an overview or rationale
strategies that
b. Explains in the program or unit explaining how the teaching
incorporate content
of work overview or rationale strategies incorporate relevant
knowledge of the
how the teaching strategies content knowledge of the
teaching area.
incorporate relevant content teaching area
knowledge.
• An evaluation of teaching
c. Gathers student feedback strategies implemented by the
and/or pre- and post- teacher that incorporate content
assessment data about how knowledge of the teaching area,
the teaching strategies based on an analysis of the data.
assisted students to learn the
content knowledge of the AND
teaching area and then uses Student feedback and/or pre- and
this information to evaluate post-assessment data that
the selected teaching demonstrates how student learning
strategies. of content was assisted by teaching
strategies implemented.
20STANDARD 2: Know the content and how to teach it
Focus Area: Content selection and organisation
Actions
ET Descriptor Suggested Types of Evidence
ET 2.2 Design and Designs and implements A program, course or unit of work that is
implement teaching teaching and learning designed and implemented by the
and learning programs programs, courses or units of teacher that includes a rationale that
in which the content is work in which the content is explains how the content has been
coherent and well organised coherently and the sequenced so it is coherent and well
sequenced*. sequencing shows logical sequenced.
progression from simple to
AND
complex, facts to concepts or
pre-existing to new knowledge A sequence of detailed teaching and
and skills. learning activities in which the content is
coherent and well sequenced.
21STANDARD 2: Know the content and how to teach it
Focus Area: Curriculum. Assessment and reporting
Actions
ET Descriptor Suggested Types of Evidence
ET 2.3 Implement and Implements teaching and learning A teaching and learning program or
evaluate teaching and programs or units of work that are unit of work that demonstrates the
learning programs that based on knowledge of: use of curriculum documents and
are designed using school and/or faculty/stage policies
• the relevant curriculum
knowledge of for assessment and reporting, clearly
curriculum, assessment documents marked to show where they reflect
and reporting • curriculum and school based these requirements.
requirements. assessment requirements AND
• policies for reporting student An evaluation of the program or unit
achievement. of work in terms of the extent to
which it effectively met the:
• requirements of the relevant
curriculum documents
• assessment and reporting
requirements (in school policies
and/or curriculum documents)
and includes the teachers’ suggested
modifications for further
improvement if relevant.
22STANDARD 2: Know the content and how to teach it
Focus Area: Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
ET Descriptor Actions Suggested Types of Evidence
ET 2.4 Design and a. Designs and implements A teaching and learning program or a
implement activities activities that develop unit of work or a sequence of
that enable students to students’ understanding of activities that focus on developing an
develop understanding and respect for Aboriginal and understanding of and respect for
of and respect for Torres Strait Islander histories, Aboriginal and Torres Strait Islander
Aboriginal and Torres cultures or language. histories, cultures and languages.
Strait Islander
b. Consults with members of the AND
histories, cultures or
local Aboriginal community or
languages. An analysis and /or summary of
undertakes professional
student feedback surveys or student
development or completes
work samples that demonstrate how
professional reading to
the students have developed their
develop an understanding of
understanding of and respect for
culturally sensitive and
Aboriginal and Torres Strait Islander
appropriate ways of teaching
histories, cultures or languages.
students about Aboriginal and
Torres Strait Islander histories,
cultures and languages.
c. Enriches the classroom
environment by displaying
positive affirmations of
Aboriginal and Torres Strait
Islander histories, cultures
and art relevant to the
subject.
d. Gathers feedback from
students about how the
activities deepened their
understanding of and respect
for Aboriginal and Torres Strait
Islander histories, cultures or
languages.
23STANDARD 2: Know the content and how to teach it
Focus Area: Literacy and numeracy strategies
Actions
ET Descriptor Suggested Types of Evidence
ET 2.5 Design and a. Researches and records Teaching programs, units of work or
implement effective information about literacy sequences of teaching and learning
teaching strategies to or numeracy strategies and activities that include:
support students’ their potential impact on
• at least one specific literacy or one
literacy* or student achievement from
numeracy* sources such as: specific numeracy teaching and
achievement. educational journals, learning strategy based on
researched information
websites, professional
development courses or • student work samples that
support personnel such as demonstrate how at least one
an ESL teacher or a specific literacy or one specific
teacher’s aide. numeracy teaching and learning
b. Implements and evaluates strategy have been implemented
literacy or numeracy • researched information about
strategies that provide strategies for teaching literacy or
opportunities for students numeracy to such students in the
to enhance their form of:
achievement.
an annotated bibliography of at least
one researched article
OR
notes provided by one or more
colleagues or other relevant
professionals
OR
certificate from and notes taken from
at least one professional
development course.
24STANDARD 2: Know the content and how to teach it
Focus Area: Information and Communication Technology (ICT)
Type of
ET Descriptor Actions
Evidence
ET 2.6 Select and Selects and implements at least two different teaching Testimonial.
implement effective strategies that involve student use of ICT to engage them
teaching strategies to in the content and promote learning.
integrate ICT* into
teaching and learning
programs to make
selected content
relevant.
25STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Establish challenging learning goals
Type of
ET Descriptor Actions
Evidence
ET 3.1 Design and a. Explicitly articulates challenging yet realistic and Testimonial.
implement learning achievable goals in teaching and learning activities.
activities for all
b. Describes both concepts and/or skills that the teacher
students based on
expects the students will attain by engaging in the
explicit, challenging
activity.
and achievable
learning goals. c. Implements learning activities that are based on the
goals that are shared with the students.
STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Plan, structure and sequence learning programs
ET Descriptor Actions Suggested Types of Evidence
ET 3.2 Implement and a. Implements a program, A program, course, unit of work or
evaluate well- course, unit of work or sequence of lessons, implemented by
structured teaching sequence of lessons that the teacher that includes:
and learning programs has taken into account the
or lesson sequences students’ • a clear sequence of activities
that engage students that have been selected to
• interests engage and support the learning
and promote learning.
of all students within a class or
• context (age, stage of
cohort
development and/or
background) • an evaluation of the extent to which
the sequence of activities is well
• approaches to learning structured, engaged students and
• learning needs. assisted them to achieve the
learning outcomes.
b. Evaluates a program,
course, unit of work or
sequence of lessons in
terms of the factors stated
in (a), using student
assessment data and/or
student work samples to
draw a conclusion.
26STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Use teaching strategies
ET Descriptor Actions Suggested Types of Evidence
ET 3.3 Select and a. Selects a range of pedagogies 1. A program, course, unit of work or
implement a range of for groups, the whole class or sequence of teaching and
teaching strategies to individuals that are designed to learning activities, selected by the
develop students’ develops students’ teacher that includes identified
knowledge, skills, examples of different teaching
problem solving and • content knowledge strategies that develop students’
critical and creative • skills
• content knowledge
thinking.
• problem solving
• skills
• critical thinking
• problem solving
• creative thinking.
• critical thinking
b. Effectively implements these
• creative thinking.
strategies within the
classroom. OR
2. Student work samples from
teaching and learning activities
that include identified examples
of different teaching strategies
that develop students’
• content knowledge
• skills
• problem solving
• critical thinking
• creative thinking.
Note: the teaching strategies must be
clearly identified and demonstrate
opportunities for students to develop
each of the knowledge and skills in
the bulleted list.
27STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Select and use resources
ET Descriptor Actions Suggested Types of Evidence
ET 3.4 Evaluate the a. Selects and/or creates a 1. A program, course, unit of work or
implementation of a range of resources sequence of teaching and learning
range of resources including ICT and non-ICT activities, that include:
including ICT that have resources designed to
been selected or engage students by being • a range of resources including ICT
created to engage age-appropriate, suited to and non-ICT resources that have
been selected or created by the
students in their the context of the lesson
learning. and to the interests and teacher
skills of the students. • an evaluation by the teacher about
b. Gathers and summarises the effectiveness of all the
information from students resources in engaging students,
about how resources based on information gathered in
including ICT engaged them the classroom.
in their learning. OR
c. Evaluates the effectiveness 2. A video of students showing them
of a range of resources using a range of resources including
including ICT in terms of ICT and non-ICT resources that have
the way they assisted the been selected or created by the
students to engage in their teacher.
learning.
AND
An evaluation by the teacher about
the effectiveness of all the resources
in engaging students, based on
information gathered in the
classroom.
28STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Use effective classroom communication
ET Descriptor Actions Types of Evidence
ET 3.5 Use effective Demonstrates the use of verbal and non-verbal Testimonial.
verbal and *non- communication strategies in the classroom.
verbal communication
Examples of non-verbal communication include:
strategies to support
student • hand or eye movements, eye contact, facial
understanding, expressions, hand gestures, the use of body
participation, and face movements to communicate, use of
engagement and visual cues/signals, pause and wait time
achievement.
• use of advanced organisers
• non-verbal cues that impact positively on
student engagement and/or behavior, e.g.
proximity i.e. where teachers stand/sit
• model or show by example a skill or desired
outcome of student learning
Verbal communication strategies include:
• the use of grammatically acceptable and
precise language, explanation and use of
appropriate terms for the level and stage of the
students
• using the voice effectively, effective
questioning and/or discussion techniques.
29STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Evaluate and improve teaching programs
ET Descriptor Actions Suggested Types of Evidence
ET 3.6 Evaluate and a. Records information gained Record of analysis of students’
suggest modifications from student assessment achievements based on formal or
to teaching and and student feedback. informal student assessment data and
learning programs student feedback.
b. Modifies a program, unit of
based on information
work, teaching and learning AND
gained from student
activities or lessons, taking
feedback and formal A detailed evaluation of a teaching
into account student
or informal student and learning program, course or unit
achievement of the learning
assessment data. of work that includes suggested
goals and student
modifications or adjustments and
feedback.
reference to the analysis of the
assessment data and student
feedback that informed the changes.
OR
Notes from a meeting with colleagues
where they collaboratively evaluated
the effectiveness of teaching and
learning programs and referred to the
analysis of the assessment data and
student feedback that informed the
changes.
30STANDARD 3: Plan for and implement effective teaching and learning
Focus Area: Engage parents/carers in the educative process
Type of
ET Descriptor Actions
Evidence
ET 3.7 Provide a. Provides opportunities for parents/carers to share their Head of
appropriate and skills, knowledge and expertise in accordance with school report.
contextually relevant school protocols to enhance programs or units of work.
opportunities for
b. Uses established structures in the school (such as
parents/carers to be
emails, newsletters and school websites) to encourage
involved in their
parents/carers to be involved in school and/or
children’s learning.
classroom activities.
c. Provides opportunities for parents/carers to be
involved with students’ learning at home through
homework, assignments or surveys or interviews.
d. Develops a school-home initiative with parents/carers
to support their child’s: home study habits, goal setting
and decision making with regards to learning and/or
wellbeing that directly impacts on their learning e.g.
improving attendance, working on anxiety issues that
impact on student performance.
31STANDARD 4: Create and maintain supportive and safe learning environments
Focus Area: Support student participation
Types of
ET Descriptor Actions
Evidence
ET: 4.1 Demonstrate Implements strategies that demonstrate inclusive and Testimonial.
inclusive and positive positive interactions to engage and support all students
interactions to engage in classroom activities for example:
and support all
a. adequate wait time for all students to be able to
students in classroom
respond
activities.
b. collaborative and cooperative learning structures
and tasks
c. a positive acknowledgement of all student
responses and achievement
d. building and supporting rapport between students
by developing an appreciation of a positive work
ethic, good behaviour, politeness and positive
language and tone
e. promoting respect and appreciation of others by
using strategies such as:
i. listening positively to students
ii. acknowledging students’ contributions
iii. supporting students to respond in an appropriate
manner
iv. being accessible to all students
v. displaying equitable amounts of
time/engagement with individuals
32STANDARD 4: Create and maintain supportive and safe learning environments
Focus Area: Manage classroom activities
Types of
ET Descriptor Actions
Evidence
ET 4.2 Develop with Develops with students orderly and workable classroom Testimonial.
students, orderly and routines, for example:
workable routines that
a. negotiates with students classroom routines,
create an
materials and organisation
environment where
the use of classroom b. facilitates student understanding of the classroom
time for learning is protocols
maximised.
c. discusses and establishes expected conduct of the
students during activities
d. seeks student input into the variety of learning
tasks to address learning goals
e. collaborates on effective time management
strategies such as realistic time frames and a
workable timetable
f. develops strategies for students to self-direct their
learning
g. establishes with students explicit routines and
reinforces them on a regular basis
h. sets realistic times frames for the completion of
tasks and, where necessary, negotiates varying
amounts of time for different students
i. works with students to ensure they understand
what is expected both in relation to their learning
and behaviour
j. provides resources and checks students know how
to access and use resources to achieve the learning
outcomes.
33STANDARD 4: Create and maintain supportive and safe learning environments
Focus Area: Manage challenging behaviour
ET Descriptor Actions Types of Evidence
ET 4.3 Negotiate and Performs actions such as: Testimonial.
establish with
a. negotiates explicitly, in the classroom, with
students clear
students parameters for appropriate behaviour
expectations for
appropriate student b. supports students in understanding their rights
behaviour and and responsibilities in the classroom and the
consequences for consequences of behaving in an inappropriate and
challenging behaviour. unacceptable manner
c. establishes, displays and implements clear
expectations, protocols and/or rules and
consequences
d. ensures that students can articulate negotiated
and established rules and their understanding of
the consequences of not following the rules
e. addresses discipline issues promptly, fairly and
respectfully
f. shares with students disciplinary strategies to be
used in the classroom, for example using the
student’s name, and then stating the issue and
the consequences of continuing with the
behaviour
g. responds to classroom discipline situations by
utilising negotiated expectations for appropriate
behaviour and consequences for challenging
behaviour.
34STANDARD 4: Create and maintain supportive and safe learning environments
Focus Area: Maintain student safety
ET Descriptor Actions Types of Evidence
ET 4.4 Develop and Undertakes actions such as: Testimonial.
implement strategies
a. develops and implements curriculum and
that ensure students’
legislative requirements such as Child Protection
wellbeing and safety
and Workplace, Health and Safety within the
based on school and/
classroom or wider school environment
or system, curriculum
and legislative b. develops and implements appropriate safety
requirements. procedures, establishes clear classroom safety
rules and guidelines, enforces them and
constantly reminds students of safe behaviour and
workplace practice
c. develops and implements risk assessments with
the students, recognises risks and reports them
promptly to the appropriate personnel in the
school
d. maintains a physically clear classroom
e. ensures student safety whilst engaged in hands-on
practical tasks. Uses appropriate materials or
resources that do not present a safety risk to the
students
f. addresses unsafe behaviour situations and
students who are in distress or danger
g. develops appropriate consequences for students
failing to comply with safety rules
h. develops and implements strategies to support
student wellbeing within the classroom and the
school.
35STANDARD 4: Create and maintain supportive and safe learning environments
Focus Area: Use ICT safely, responsibly and ethically
ET Descriptor Actions Types of Evidence
ET 4.5 Model for Takes actions such as: Testimonial.
students and
a. discusses with students ethical online conduct
implement strategies
and sets clear limits about what is allowed and
to promote the safe,
what is not allowed
responsible and
*ethical use of ICT in b. models for students knowledge of the school’s
teaching and learning. Acceptable Use Policy and works to help students
understand it
c. models for students appropriate ICT safety
procedures
d. identifies risks in student use of ICTs and
minimises them
e. establishes clear ICT safety rules and guidelines
for students and enforces them consistently
f. constructs and implements a set of realistic
guidelines or implements the school’s policy
g. models for students how to use clues in search
result findings to discriminate between relevant
and non-relevant sites
h. encourages discussion of ethical issues relating to
the responsible and safe use of ICT
i. responds appropriately to the unsafe,
irresponsible or unethical use of technology in line
with the school policy
j. models respectful communication when using ICT
k. models and explicitly demonstrates how to
acknowledge digital resources in presentations
and resources.
36STANDARD 5: Assess, provide feedback and report on student learning
Focus Area: Assess student learning
ET Descriptor Actions Suggested Types of Evidence
ET 5.1 Design and Designs and implements a 1. A range of diagnostic, formative and
implement a range range of diagnostic, summative i.e. assessment for, as
of diagnostic, formative and summative and of learning assessment
formative and assessment i.e. assessment strategies designed either in
summative for, as and of learning collaboration with colleagues or
assessment strategies based on student individually by the teacher. These can
strategies to assess learning goals. be either included in a program,
student learning. course or unit of work or lesson plan,
if they provide sufficient detail or they
may be the assessment tasks
themselves that were given to
students.
OR
2. Student work samples that
demonstrate the range of
assessment strategies.
Only one example of each type of
assessment strategy needs to be
included. Each example must be
labelled as to the type of assessment
strategy it is demonstrating.
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