Experienced Teacher Webinar 2: Testimonials and references

1. Experienced Teacher Webinar 2: Testimonials and references 2014 Applicants

2. Descriptors: testimonial and references Descriptors in standard 6 and 7.3 and 7.4 may be evidence by one or more references. A maximum of four descriptors may be evidenced using references.

3. Understanding descriptors: testimonial Actions and core requirements of a descriptor Example ET 3.5 Useeffective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. Outcome of action and core requirement

4. Understanding descriptors: testimonial Actions and core requirements of a descriptor Example ET: 4.1 Demonstrateinclusive and positive interactionsto engage and support all students in classroom activities. Outcome of action and core requirement

5. Understanding descriptors: references Actions and core requirements of a descriptor Example ET 6.2 Evaluateprofessional learning undertakento enhance knowledge and practice, targeted to professional needs and school priorities. Outcome of action and core requirement

6. Understanding descriptors: references Actions and core requirements of a descriptor Example • ET 7.4 Makean active contribution in professional and community networks and forums to broaden knowledge and improve practice. Outcome of action and core requirement

7. Requirements for testimonials and references • Testimonial must be signed by the head of school and the writer must be included as evidence. • References are optional i.e. applicants do not need to include these in their evidence. • Descriptors in the testimonial and references are not annotated. The testimonial writer and referee/s must describe actions taken by the applicant between 2nd September 2013 and 8th September 2014.

8. Issues and challenges: testimonial and references • Colleague who observes your lessons and writes the testimonial does not understand the descriptors, what he or she should be observing or recording and does not look at the example provided on the AIS website. This can result in: • insufficient detail in the comments in the testimonial • two specific examples of how the descriptor was demonstrated not being included in the comments • comments that are not based on observations • comments that do not refer to the descriptor • not all descriptors being addressed in testimonial. • Insufficient detail in references. No specific examples of how the applicant demonstrated the descriptor.Inappropriate people writing the references.

9. Issues and challenges • Testimonial not signed by the head of the school and/or writer. • Evidence provided from outside the time frame for collecting evidence.

10. References Reference Attach reference to specific descriptor/s. See instructions in ET digital portfolio manual. The head of the school, testimonial writer, colleagues and parents (but not students) may write a reference. Supervisors and testimonial writers can be referees.

11. Lesson Observations and the Testimonial 1. Testimonial template is on AIS website 2. Testimonial writer must include two specific descriptions of how the applicant has demonstrated the descriptor in his or her lesson. Observers may refer to the Indicators for examples of actions teachers may take to demonstrate a descriptor. Other actions relevant to demonstrating a descriptor may be included in the testimonial.

12. Descriptors evidenced by the testimonial: understanding what is required • 3.5Use a range of effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. • 4.2 Develop with students orderly and workable routines that create an environment where the use of classroom time for learning is maximised. • 4.3 Negotiate and establish with students clear expectations for appropriate student behaviour and consequences for challenging behaviour. Refer to the glossary for the meaning of the words and terms in bold.

13. Testimonials Non-verbal communication is: • used to repeat the verbal message (e.g. point in a direction while stating directions • often used to accent a verbal message. (e.g. verbal tone indicates the actual meaning of the specific words) • often complement the verbal message but also may contradict. E.g.: a nod reinforces a positive message (among Americans); a “wink” may contradict a stated positive message • used to regulate interactions (non-verbal cues covey when the other person should speak or not speak) • may substitute for the verbal message (especially if it is blocked by noise, interruption, etc) — i.e. gestures (finger to lips to indicate need for quiet), facial expressions (i.e. a nod instead of a yes).

14. Testimonials: Definitions of terms 4.2 Develop • to bring out the capabilities or possibilities of; bring to a more advanced or effective state • to cause to grow or expand • to elaborate or expand in detail • generate, evolve. 4.3Negotiate • Try to reach an agreement or compromise by discussion with others. • To confer with another or others in order to come to terms or reach an agreement Establish • To set up, bring about; generate

15. ISTAA forum: Questions and answers

16. ISTAA office support • General questions and answers should be posted on the forum. • Specific individual questions that only pertain to the applicant should be emailed to the ISTAA office. Answers will be sent to the applicant and applicant’s supervisor. • If necessary the ISTAA office will contact the applicant to discuss further or clarify a question.

17. Contact Details Estelle Lewis Director: Teacher QualityDr Frances Whalan Consultant: Teacher Accreditation Level 12, 99 York Street, Sydney NSW 2000 Phone (02) 9299 2845 Fax (02) 9290 2274 Web: aisnsw.edu.au Email: elewis@aisnsw.edu.aufwhalan@aisnsw.edu.au ABN 96 003 509 073