Teacher Certification Assessor Information Session

1. Teacher CertificationAssessor Information Session November 27, 2014

2. Welcome & Introductions • AISSA: Mary Pickett, Mandy Hore, Rosemary Kadow • CESA: John Smith • DECD: Dianne Coady, Belinda Radcliffe

3. Today’s Agenda • General Information • Becoming an Assessor • Being an Assessor • Questions • Discussions in sector groups

4. Questions • General • Becoming an Assessor • Being an Assessor Please post on the relevant poster • Sector specific – in group discussion

5. Federal Education Reform Melbourne Declaration on Educational Goals for Young Australians (2008 ) Support all young Australians to become successful learners, confident and creative individuals and active and informed citizens ACTION: 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

6. Objective: promoting excellence in the profession of teaching and school leadership • Australian Professional Standards for Teachers (2011) • Australian Professional Standards for Principals • Nationally Consistent Teacher Registration • Certification of Highly Accomplished and Lead Teachers (April 2012) • Accreditation of Initial Teacher Education Programs • Performance and Development Framework • Charter for Professional Learning for Teachers and School Leaders

8. Australian Professional Teaching Standards

10. 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

11. The role of the SATCC SA 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

12. 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: • Timelines and deadlines • Assessor selection process and criteria • Reimbursement for costs and time • Support for applicants for Certification • Cost for applicants to apply for Certification

13. Certification: Primary Purpose • Recognise and promote quality teaching • Provide an opportunity for teachers to reflect on their practice • Provide a reliable indication of quality teaching that can be used to identify, recognise and/or reward Highly Accomplished and Lead teachers (excellent practitioners)

14. 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

15. Benefits for Teachers • Recognition of professional achievement • National recognition and portability • Constructive feedback on performance • Access to networks and communities of practice • Enhanced collaboration and support from colleagues • Enhanced professional satisfaction • Career pathways

16. Benefits for School Leaders • Retain effective teachers in the classroom • Promote excellence in teaching • Source of external feedback for staff • Increased collaboration within and across schools • Shared discourse on effective teaching • Enhanced performance culture • Increase modelling and leading by teachers

17. Benefits for Assessors • Partake in a rigorous and challenging professional learning, assessment and moderation process • Develop a deeper and more practical understanding of the Standards, evidence and effective teaching • Shared discourse on effective teaching • Increased collaboration within and across schools • Access to networks and communities of practice

18. 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

19. Becoming an Assessor AITSL Assessor Training Program Key Dates Benefits and Expectations

20. 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

21. 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

22. The Process National Certification of Highly Accomplished and Lead Teachers Not sequential

23. BEING AN ASSESSOR TWO MAIN AREAS OF RESPONSIBILITY You are contributing to the nature of change that applies to education in a time of social reform

24. 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:-

25. 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

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

27. 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.

28. 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

29. 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

30. 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