Evidence Guide 2021 & 2022 - Experienced Teacher Standards Pathway - AISNSW
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Experienced Teacher Standards Pathway Evidence Guide 2021 & 2022 Independen t School s Teacher Accreditation Authority
Contents
SECTION 1 SECTION 2
Experienced Teacher Standards Pathway Using the Evidence Guide
• ET Descriptors / Examples of Practice / Evidence of Practice
About the Evidence Guide
• Examples of Types of Evidence
• Purpose and Audience / Teaching Context
Standards and Descriptors
Information About the Types of Evidence That May be Submitted
• Professional Knowledge / Professional Practice / Professional
• Program (Teaching and Learning Program/Course/Unit of Work/
Engagement
Sequence of Teaching and Learning/Lesson Plan)
• Testimonial Summary of the Evidence Requirements
• Head of School Report / Professional Learning / References
• Descriptor 1.1 1.2 1.3 1.4 1.5 1.6
• Other Information Regarding Evidence
• Aboriginal and Torres Strait Islander Students (ATSI) / Experienced • Descriptor 2.1 2.2 2.3 2.4 2.5 2.6
Teacher Descriptor 6.1 / Evidence of Implementation of Programs /
Timeframe for Collection of Evidence • Descriptor 3.1 3.2 3.3 3.4 3.5 3.6 3.7
• Format / Accreditation Glossary / Confidentiality
• Descriptor 4.1 4.2 4.3 4.4 4.5
• Permission to Use Students’ Work / Additional Evidence for Teachers on
Maternity or Medical Leave / Declaration of Authenticity / Misleading or • Descriptor 5.1 5.2 5.3 5.4 5.5
False information
• Descriptor 6.1 6.2 6.3 6.4
Annotating Evidence
• Descriptor 7.1 7.2 7.3 7.4
• General Information / Annotations
Resources
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation Authority
Experienced Teacher Standards Pathway
Demonstrate Engage in Collect, Submit
Descriptors lesson annotate and your
through your observations upload your digital
teaching in your school evidence portfolio
practice
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation Authority
About the Evidence Guide
Purpose and Audience Teaching Context
This Guide is designed to assist NSW, ACT and Tasmanian applicants Teachers conduct their professional duties in a variety of settings
and their supervisors to understand the ISTAA Standards for such as early childhood, primary or secondary classrooms, in
Experienced Teacher and undertake the Experienced Teacher outdoor and indoor facilities, using a wide variety of approaches
Standards Pathway. and methods. The range, developmental stages and backgrounds of
students in a class influence the choices teachers make about aspects
Specifically, the Experienced Teacher Descriptors, Examples of
such as pedagogy, resources and classroom activities.
Practice and Evidence of Practice in the Guide are intended to:
• assist understanding of each Descriptor Together these factors influence the evidence applicants may collect
in the course of their professional lives to demonstrate Experienced
• provide examples of evidence that may be submitted
Teacher Descriptors.
• support fair and transparent judgments of evidence by the ISTAA
Assessment Panel.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation Authority
Information About the Types of Evidence That May be Submitted
Programs
• Programs must show evidence of currency (eg. date of
implementation) and that they are working documents. Ongoing
notes or comments hand-written or digitally recorded on the
program also indicate that the applicant has used the document.
Sign off by the applicant including a signature and date, indicates
the program has been implemented.
• Applicants must submit programs they have individually designed,
implemented and evaluated for Descriptors 1.1, 1.2, 1.5 and 2.2.
• Programs sold through commercial suppliers are not acceptable
as evidence.
• Photocopied material from textbooks, materials created by other
teachers and the Internet must be referenced.
• Programs uploaded for one or more Descriptors must be the
original program. Overviews, the level of detail in the program and
evaluations must not be modified for the purpose of accreditation.
• Programs submitted as evidence must not exceed 20 pages.
• Programs that rely heavily on textbooks need to be
acknowledged and not be used for Descriptors that must be
designed and implemented by the applicant.
• Programs that are developed collaboratively need to demonstrate
the ways in which the applicant has customised them so that they
meet the needs of the students.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Testimonial
• Evidence for Descriptors 2.6, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4 and 4.5 is • If the Testimonial does not describe at least two specific
included in the Testimonial. Examples of Practice observed in the applicant’s classroom, the
Descriptor will be deemed not met. In this case the applicant will
• For those Descriptors that must be demonstrated to an observer, have to submit another Testimonial based on a new observation
only one item of evidence, the Testimonial, is listed in the for those Descriptors.
Evidence of Practice column. No other evidence is required. The
Testimonial does not require an annotation. • At least two lesson observations must be made and identified by
the writer in the Testimonial. Dates of the observation must be
• The Experienced Teacher Examples of Practice are actions that included on the Testimonial.
teachers can take to demonstrate they are meeting the Descriptor
during an observation. • Quoting Experienced Teacher Descriptors as specific examples is
not acceptable as evidence.
• Teachers who write Testimonials should refer to the Examples
of Practice for some of the ways an applicant can demonstrate • One Testimonial is to be included. This is to be completed by only
the Descriptors. Descriptions of how an applicant meets the one person.
Descriptor should include two specific examples of what the
observer saw the applicant doing in his or her classroom for each • Only one Testimonial statement for each Descriptor must be
Descriptor. All comments need to fully and specifically address submitted.
the Descriptor.
Testimonial template Example of a Testimonial
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Head of School Report References
• Written by the Head of School for Descriptors 3.7, 5.5, 7.1, 7.2 and • Teachers may demonstrate a maximum of four of the following
7.3. five Descriptors: 6.1, 6.2, 6.3, 6.4 and 7.4 using references.
• The descriptions for each Head of School Descriptor statement • Referees must include all the information specified on the
are unique to each applicant. Including the same statements for template for the reference to be a valid item of evidence. Referees
different teachers can be problematic as it may indicate that the must use the Reference template.
writer did not know the actions teachers have taken in relation
to the Descriptors. If you are using the updated Head of School • If a reference for a Descriptor does not provide sufficient details
Report template, this is not applicable. of how the teacher demonstrated the Descriptor, the Descriptor
will be assessed as not met. Teachers will be required to provide
• If the Head of School is absent, an acting Head may sign the additional evidence for the Descriptor, if eligible. References may
document. The Acting Head must indicate on the Head of School not be submitted as additional evidence.
Report that he/she is signing on behalf of the Head of School.
The Testimonial cannot be signed by the Head of Junior School or • References may be written by the Head of School, supervisor,
Head of Senior School or Head of Preparatory School if they are colleague, member of Professional Commmunity or parent.
not the Acting Head.
• References cannot be written by students.
Professional Learning • Applicants cannot write references for each other.
• If a reference is used as evidence no other items are to be
• Providing a brochure or invoice for a professional learning session uploaded as evidence for the Descriptor.
is not satisfactory evidence for demonstrating attendance.
• An annotation is not required for a reference.
• Records and certificates of attendance at professional learning
sessions must include the applicant’s name, date of attendance and
name of the organisation that provided the professional learning.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Other Information Regarding Evidence
• Blank templates such as examinations or assessment tasks must not be included as evidence.
• 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. Student work samples must be dated and students need to be de-identified by removing surnames.
• Copies of articles from the Internet, journals and notes distributed by presenters, academics etc. must not be included as evidence.
• If submitting video or audio material, total content uploaded for a Descriptor must not exceed five minutes and it must be accompanied by an
annotation.
• A maximum of five items of evidence may be used to demonstrate a Descriptor. Multiple copies of student work samples should be submitted as one
pdf document.
• Applicants must not provide evidence on Google Docs or One Note or other cloud-based file storage platforms as changes can be made after the
closing date.
• When one item of evidence is used to demonstrate several Descriptors, the applicant must make sure that:
• any one item does not demonstrate more than five Descriptors,
• the item contains sufficient comprehensive evidence for each Descriptor being demonstrated,
• the demonstration of each Descriptor is precisely identified in the item or described in the annotation,
• the item is only uploaded once, and Descriptors identified from the drop-down list.
• 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.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Aboriginal and Torres Strait Islander Students (ATSI) Evidence of Implementation of Programs
Descriptor 1.4 Evidence must be provided to show that programs have been
implemented in the classroom with students. This evidence can be:
If the applicant does not teach Aboriginal and Torres Strait Islander
students during the evidence collection period, the Head of School • Signed and dated documents. Signatures and dates may be
can sign the statement in the Declaration of Authenticity to this included throughout or at the end of the document. Documents
effect. No evidence is required if the Head of School signs the that are not dated will not be accepted as evidence
statement.
• Dated student work samples
Experienced Teacher Descriptor 6.1 • Evaluations, either throughout or at the end of the document.
Note: Records of information about students can be used even if the
These Standards and Descriptors are included in this Evidence Guide
information is collected prior to the evidence collection period.
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. Timeframe for Collection of Evidence
The applicant must refer to the Experienced Teacher Descriptors • Please see the relevant document below for information.
when providing evidence for 6.1, not the Proficient Teacher
Descriptors. Important Dates 2021 Important Dates 2022
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Format Confidentiality
• If the evidence that is submitted contains items that were All student and parent surnames must be permanently redacted, not
originally handwritten, the handwriting must be legible. covered either with pen or a black text box. Alternately you may refer
Photocopied and scanned materials must be able to be read to Student X or Parent A consistently throughout the item. Sensitive
clearly. information that is not relevant to the demonstration of a Descriptor
must not be uploaded.
• The Report, Testimonial and optional references must be
completed on the proformas provided. The signed documents are Highlighting a name in a Word or Excel document and using the
uploaded to the applicant’s digital portfolio. shading tool to change the background to black will not ensure
confidentiality because the text can be copied and pasted into
• When a document is scanned, applicants and supervisors must another document, revealing the names.
check that all pages in the document have been included in
the PDF. Similarly, doing the above then saving the document as a PDF will
not necessarily ensure that the names remain unable to be revealed.
• Applicants should check that they have ‘accepted all changes’ in
a word document prior to converting the document to PDF. Documents should have names removed before saving to avoid any
breach of confidentiality. For more information, please refer to the
Experienced Teacher – De-identifying names tutorial.
Accreditation Glossary
If names have not been removed from one or more items of evidence
The Accreditation Glossary contains definitions of terms used the Head of School will be contacted regarding the breach of
throughout the Evidence Guide. confidentiality.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityInformation About the Types of Evidence That May be Submitted
Permission to Use Students’ Work Declaration of Authenticity
1. Applicants do not need to seek permission from students 1. In order to ensure the validity of the evidence submitted,
or parents/carers if they are including student work as their applicants are asked to sign a Declaration of Authenticity
evidence. attesting to the fact that the evidence is genuine and created by
them in the normal course of their professional work as a teacher.
2. Applicants need to seek written permission to video or
This declaration must also be signed by the Head of School.
photograph students from the students themselves and/or
their carers/parents. Students who do not have permission to 2. If an applicant moves from one school to another during the time
participate in videos or photographs must not be included in when he/she is collecting evidence for inclusion in the digital
videos or photographs submitted as part of the evidence. portfolio, the applicant must have the Head of School sign a
declaration form authenticating the evidence collected from that
school. A Declaration of Authenticity from the current school
Additional Evidence for Applicants on Parental or must be uploaded to the digital portfolio.
Medical Leave
Applicants on parental or approved medical leave who have
Misleading or False Information
submitted their portfolio are required to submit additional evidence
will have the time frame for submitting the additional evidence Where misleading or false information is submitted by an applicant,
adjusted according to the period they are absent from teaching. The the matter will be referred to the Head of Teacher Accreditation, who
ISTAA office will determine this time on receiving the notification of will liaise with the applicant’s Head of School.
the leave of absence from the school and communicate the decision
to the applicant and Head of School. Applicants must notify the
ISTAA office when they return to teaching after a period of parental
or medical leave.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityAnnotating Evidence
To ‘annotate’ is to write explanatory
notes about how the evidence
submitted demonstrates the
Experienced Teacher Descriptor.
General information Annotations
• All claims made in annotations must be supported by evidence. • Annotations must include a contextual statement, a clear and
precise explanation of how the evidence submitted demonstrates
• Evidence such as evaluations, notes about students, annotated the Descriptor and an impact statement.
bibliographies included in annotations will not be assessed.
• Each Descriptor requiring an annotation must have its own
• The annotations must be individually created for each Descriptor annotation uploaded to the Annotation field for the Descriptor in
by the applicant. the digital portfolio.
• Annotations need to be succinct. A paragraph per Descriptor is
• References, the Testimonial and Head of School Report do not
sufficient. Annotations should be limited to 2000 characters.
require an annotation.
• Do not write annotations across the actual evidence.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 1 Independent Schools Teacher Accreditation AuthorityUsing the Evidence Guide
ET Descriptors
Descriptors are detailed statements that elaborate each of the seven
standards in the ISTAA Professional Standards for Teachers. Descriptors
for Experienced Teacher include the action, the subject of the action and
for some Descriptors, the reason for, or outcome of, the action.
Examples of Practice
The Examples of Practice
describe actions applicants Evidence of Practice
may take to develop
Included in this section
and demonstrate their
are examples of evidence
knowledge, practice and
applicants may gather and
engagement at the level of
submit to demonstrate their
Experienced Teacher.
knowledge, practice and
engagement at the level of
Experienced Teacher.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthorityUsing the Evidence Guide
Examples of Types of Evidence
• programs
• teaching and learning activities
• assessment tasks and tools
• student work samples
• video footage and audio recordings
• student records of achievement
• student reports
• photographs
• evaluations of courses or teaching programs
• written and digital communication such as notes, emails, blog
entries and invitations
• certificates or records of attendance at professional development
courses
• teacher notes, agendas and minutes of professional meetings
• school newsletters, magazine or Internet articles, contributions to
publications and conferences
• references
• testimonials
• communication and correspondence documentation
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthorityStandards and Descriptors
Descriptors 1.1 – 1.6
STANDARD 1
Know the students and how they learn
Professional Knowledge
Descriptors 2.1 – 2.6
STANDARD 2
Know the content and how to teach it
Descriptors 3.1 – 3.7
STANDARD 3
Plan for and implement effective teaching and learning
Descriptors 4.1 – 4.5
Professional Practice
STANDARD 4
Create and maintain supportive and safe learning environments
Descriptors 5.1 – 5.5
STANDARD 5
Assess, provide feedback and report on student learning
Descriptors 6.1 – 6.4
STANDARD 6
Engage in professional learning
Professional Engagement
Descriptors 7.1 – 7.4
STANDARD 7
Engage professionally with colleagues, parents/carers and the community
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySummary of the Evidence Requirements
Descriptors addressed in
Descriptors Requiring Evidence
the Testimonial*
Descriptor 1.1 Descriptor 2.1 Descriptor 3.2 Descriptor 5.1 Descriptor 6.1 Descriptor 7.1 Descriptor 2.6 Descriptor 4.1
Descriptor 1.2 Descriptor 2.2 Descriptor 3.3 Descriptor 5.2 Descriptor 6.2 Descriptor 7.2 Descriptor 3.1 Descriptor 4.2
Descriptor 1.3 Descriptor 2.3 Descriptor 3.4 Descriptor 5.3 Descriptor 6.3 Descriptor 7.3 Descriptor 3.5 Descriptor 4.3
Descriptor 1.4 Descriptor 2.4 Descriptor 3.6 Descriptor 5.4 Descriptor 6.4 Descriptor 7.4 Descriptor 4.4
Descriptor 1.5 Descriptor 2.5 Descriptor 3.7 Descriptor 5.5 Descriptor 4.5
Descriptor 1.6
Key
Program must be designed and
Head of School Report Testimonial
implemented by the applicant
See ET 1.4 for details References Documentary evidence
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.1 FOCUS AREA
Select teaching strategies based on an assessment of
students’ physical or social or intellectual development Physical, social and intellectual
and characteristics to improve student learning. development and characteristics
of students
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Notes about students’ physical or social or intellectual
development and characteristics,
• assess and/or gather and record information about students’
physical or social or intellectual development and characteristics AND
• implement programs that include teaching strategies which 2. A class program or individualised program, informed by a
support students’ learning and are based on information gained personalised plan that includes teaching strategies that are
about students’ physical or social or intellectual development and appropriate to the students’ physical or social or intellectual
characteristics. needs and improve student learning,
AND
3. An explanation about why the selected teaching strategies are
included in the program.
The program must be designed and implemented by the applicant.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.2 FOCUS AREA
Design teaching and learning programs using
research or information provided by colleagues Understand how students learn
about how students learn.
Examples of Practice Evidence of Practice
Experienced Teachers: 1. A record of communication with colleagues about how your
students learn OR an annotated bibliography of two to five
• research ways their students learn
researched articles that are relevant to how your students may
learn,
• record information sourced from colleagues about promoters and
blockers to learning faced by their students and how these can be
AND
addressed in their school and/or classroom context
2. A program that demonstrates how you have used the information
• design teaching and learning programs that demonstrate how
gained from colleagues or research to design the program’s
information gained from colleagues or research has been used to
sequencing, pedagogy, organisation or use of resources.
promote their students’ learning.
The program is to be designed and implemented by the applicant.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.3 FOCUS AREA
Implement and evaluate the effectiveness of teaching strategies
that have been designed to be responsive to the learning Students with diverse linguistic,
strengths and needs of students from diverse linguistic or cultural, religious and
cultural or religious or socioeconomic backgrounds. socioeconomic backgrounds
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Notes about students’ learning strengths and needs
• gather and record information about the learning strengths and AND
needs of their students through meetings or correspondence with
people such as students, parents and caregivers, counsellors or 2. A program that includes:
learning support personnel or by accessing school records or by
surveying or observing students • Teaching strategies that have been selected and implemented
based on information gathered about the learning strengths
• implement programs that include teaching strategies that have and needs of students, AND
been selected based on knowledge gained about the learning
strengths and needs of their students • An evaluation of the effectiveness of implementing the
selected teaching strategies in meeting the learning strengths
• evaluate the effectiveness of teaching strategies that have been and needs of students and promoting their learning.
selected and implemented to promote student learning.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.4 FOCUS AREA
Implement and evaluate effective teaching strategies that are
designed to be responsive to the home community or cultural Strategies for teaching Aboriginal
setting, linguistic background or histories of Aboriginal and and Torres Strait Islander students
Torres Strait Islander students.
Click here to see notes if you do not teach Aboriginal and Torres Strait Islander students in the evidence collection period.
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Notes about Aboriginal and Torres Strait Islander students’ local
community or cultural setting, linguistic background or histories,
• gather and record information about the home community or
cultural setting, linguistic background or histories of Aboriginal AND
and Torres Strait Islander students from relevant people such as
supervisors, colleagues, itinerant teachers, elders, educational 2. A bibliography of references that informed the selection of the
consultants and academics and other relevant professionals and/ teaching and learning strategies,
or educational journals, brochures, websites and/or professional AND
development courses
3. A program that includes teaching strategies for their Aboriginal
• implement effective teaching strategies that are designed to be and Torres Strait Islander students and an evaluation of the
responsive to their Aboriginal and Torres Strait Islander students’ effectiveness of the selected teaching strategies in supporting
home community or cultural setting, linguistic background or these students’ learning.
histories
• evaluate the effectiveness of teaching strategies that have been
selected and implemented to support their Aboriginal and Torres
Strait Islander students.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.5 FOCUS AREA
Design and implement a range of teaching activities that
incorporate differentiated strategies to meet the specific Differentiate teaching to meet the
learning needs of students across the full range of abilities. specific learning needs of students
across the full range of abilities
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Notes about all the students in a class or a selected group’s
specific learning needs gained as the result of formal or informal
• gather information about the specific learning needs of students
assessment or from support teachers or school records,
by reading student files, talking to colleagues or conducting
assessments AND
• design and implement a range of teaching activities that include 2. A program that has a range of teaching activities. The activities
differentiated strategies. The strategies selected are based on include differentiated strategies that cater for all students in the
information gained about the specific learning needs of their class, OR
students. These include teaching activities for mainstream
students and identified students with different needs. student work samples that demonstrate the differentiated
strategies that were used to cater for all students in the class.
The program and teaching activities must be designed and
implemented by the applicant.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
ET Descriptor 1.6 FOCUS AREA
Implement and evaluate teaching activities that have been
designed to support the participation and learning of Strategies to support full participation
students with disability and address relevant policy and of students with disability
legislative requirements.
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Notes from colleagues, parents/carers and support services about
students’ disabilities and how to support these students so that
• access information about the specific learning needs of students
they can participate in the activities and achieve the learning
with a disability from sources such as school records, colleagues
outcomes,
and parents/carers and the relevant school and legislative
requirements AND
• implement teaching activities to support the access, participation 2. A program that includes adjustments or differentiated activities
and learning of the students with a disability for the students with a disability or an individual program for a
student with a disability,
• evaluate the effectiveness of teaching activities in supporting the
AND
students’ participation in the activities and promoting learning.
3. An evaluation of the effectiveness of the selected teaching
activities in supporting the access, participation and learning of
students with a disability.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.1 FOCUS AREA
Select, implement and evaluate teaching
strategies that incorporate content knowledge Content and teaching strategies
of the teaching area. of the teaching area
Examples of Practice Evidence of Practice
Experienced Teachers: A program that includes:
• select and implement a range of teaching strategies for a specific Specific examples of the teaching strategies that incorporate relevant
teaching area content knowledge of the teaching area, AND
• demonstrate in the program how the teaching strategies An evaluation of the effectiveness of the teaching strategies in
incorporate relevant content knowledge supporting the students to learn the content of the teaching area.
• use information from students and assessment data to evaluate
the effectiveneess of the teaching strategies.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.2 FOCUS AREA
Design and implement teaching and learning
programs in which the content is coherent and Content selection and
well sequenced. organisation
Examples of Practice Evidence of Practice
Experienced Teachers: A program in which the content is organised logically and delivered
in a sequence that supports student learning.
• design and implement programs in which the content is organised
logically and the sequencing shows progression from simple to The program must be designed and implemented by the teacher.
complex, facts to concepts or pre-existing to new knowledge and
skills.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.3 FOCUS AREA
Implement and evaluate teaching and learning programs
that are designed using knowledge of curriculum, Curriculum; assessment
assessment and reporting requirements. and reporting
Examples of Practice Evidence of Practice
Experienced Teachers: A program that:
• implement programs that are based on knowledge of: demonstrates the use of curriculum documents and school and/or
– relevant curriculum documents faculty/stage policies for assessment and reporting, clearly marked
to show where the program includes these requirements, if relevant,
– curriculum and/or school-based assessment requirements
AND
– reporting requirements.
includes an evaluation of the program in terms of the extent to which
it effectively enabled students to meet the outcomes and informed
the applicant of student progress.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.4 FOCUS AREA
Design and implement activities that enable students to
Understand and respect Aboriginal and Torres Strait
develop understanding of and respect for Aboriginal and
Islander people to promote reconciliation between
Torres Strait Islander histories, cultures or languages.
Indigenous and non-Indigenous Australians
Examples of Practice Evidence of Practice
Experienced Teachers: A program that focuses on developing students’ understanding
of and respect for Aboriginal and Torres Strait Islander histories,
• consult with members of the local Aboriginal and Torres Strait
cultures and languages.
Islander community or undertake professional learning or
complete professional reading to develop an understanding of
culturally sensitive and appropriate ways of teaching students
about Aboriginal and Torres Strait Islander histories, cultures and
languages
• design and implement activities that develop students’
understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures or language.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.5 FOCUS AREA
Design and implement effective teaching strategies to
support students’ literacy or numeracy achievement. Literacy and numeracy strategies
Examples of Practice Evidence of Practice
Experienced Teachers: Researched information about strategies for teaching literacy or
numeracy to students in the form of:
• research and record information about literacy or numeracy
strategies and their potential impact on student achievement 1. An annotated bibliography of at least one researched article
from sources such as educational journals, websites, professional or notes provided by one or more colleagues or other relevant
learning courses or support personnel such as an English as an professionals, OR
Additional Language (EALD) teacher or a teacher’s aide
certificate and notes taken from at least one professional
• implement and evaluate literacy or numeracy strategies that development course,
provide opportunities for students to enhance their achievement.
AND
2. A program that includes at least two specific literacy, or two
specific numeracy teaching strategies based on researched
information, OR
student work samples that demonstrate how at least two specific
literacy or numeracy teaching strategies have been implemented.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
ET Descriptor 2.6 FOCUS AREA
Select and implement effective teaching strategies to
integrate ICT into teaching and learning programs to Information and Communication
make selected content relevant. Technology (ICT)
Examples of Practice Evidence of Practice
Experienced Teachers: Testimonial
• select and implement at least two different teaching strategies
that involve student use of ICT.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.1 FOCUS AREA
Design and implement learning activities for all
students based on explicit, challenging and achievable Establish challenging
learning goals. learning goals
Examples of Practice Evidence of Practice
Experienced Teachers: Testimonial
• explicitly communicate to the students challenging yet realistic
and achievable goals in learning activities to be undertaken by
the students in the lesson
• describe to the students concepts and/or skills they will attain by
engaging in the activity
• implement learning activities based on the goals that are shared
with the students.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.2 FOCUS AREA
Implement and evaluate well-structured teaching and
learning programs or lesson sequences that engage students Plan, structure and sequence
and promote learning. learning programs
Examples of Practice Evidence of Practice
Experienced Teachers: A program that includes:
• implement a program that has taken into account the students’ a clear sequence of activities that have been selected to engage and
interests, context, age, stage of development and/or background, support the learning of all students within a class or cohort, AND
approaches to learning and learning needs
an evaluation of the extent to which the sequence of activities
• evaluate the program in terms of the extent to which it engaged engaged students and assisted them to achieve the learning
the students in the learning activities and assisted them to outcomes.
achieve the learning goals.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.3 FOCUS AREA
Select and implement a range of teaching strategies to
develop students’ knowledge, skills, problem solving and Using teaching strategies
critical and creative thinking.
Examples of Practice Evidence of Practice
Experienced Teachers: One or more programs selected by the teacher or student work
samples that include clearly identified examples of each of the
• select a range of pedagogies for their students that are designed
different teaching strategies that develop students’ content
to develop their content knowledge, skills, problem solving,
knowledge, skills, problem solving, critical thinking and creative
critical thinking and creative thinking
thinking.
• effectively implement these strategies within the classroom.
Note: The teaching strategies must be clearly identified and
demonstrate opportunities for students to develop their knowledge,
skills and thinking.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.4 FOCUS AREA
Evaluate the implementation of a range of resources
including ICT that have been selected or created to engage Select and use resources
students in their learning.
Examples of Practice Evidence of Practice
Experienced Teachers: A program that includes:
• select and/or create a range of ICT and non-ICT resources a range ICT and non-ICT resources, that have been selected or
designed to engage students by being age-appropriate, suited created by the applicant or a video of students showing them using a
to the context of the lesson and to the interests and skills of the range of ICT and non-ICT resources,
students
AND
• gather and summarise information from students about how the
ICT and non-ICT resources engaged them in their learning an evaluation by the applicant about the effectiveness of all the
resources in engaging students.
• evaluate the effectiveness of a range of ICT and non-ICT
resources, in terms of the way they assisted the students to
engage in their learning.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.5 FOCUS AREA
Use effective verbal and non-verbal communication
strategies to support student understanding, participation, Use effective classroom
engagement and achievement. communication
Examples of Practice Examples of verbal communication strategies
• use of grammatically acceptable and precise language,
Experienced Teachers: explanation and use of appropriate terms for the level and stage
of the students
• demonstrate the use of verbal and non-verbal communication
strategies in the classroom. • effective use of the voice, focused and supporting questioning
and/or discussion techniques.
Examples of non-verbal communication
Evidence of Practice
• hand or eye movements, eye contact, facial expressions, hand
gestures, the use of body and face movements to communicate, the
Testimonial
use of visual cues/signals, pause and wait time
• use of advanced organisers
• non-verbal cues that impact positively on student engagement
and/or behaviour, eg. proximity to students
• modelling or showing by example a skill or desired outcome of
student learning
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.6 FOCUS AREA
Evaluate and suggest modifications to teaching and learning
programs based on information gained from student Evaluate and improve teaching
feedback and formal or informal student assessment data. programs
Examples of Practice Evidence of Practice
Experienced Teachers: 1. Record and analysis of students’ achievements based on formal
or informal assessment data and student feedback.
• record information gained from student assessment and student
feedback 2. A detailed evaluation of a program that includes suggested
modifications or adjustments, and that refers to the analysis of
• modify a program taking into account student achievement of the
the assessment data and student feedback that informed the
learning goals and student feedback
changes.
• evaluate a program based on information gained from student
feedback and assessment data.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
ET Descriptor 3.7 FOCUS AREA
Provide appropriate and contextually relevant
opportunities for parents/carers to be involved Engage parents/carers in the
in their children’s learning. educative process
Examples of Practice Evidence of Practice
Experienced Teachers: Head of School Report
• provide opportunities for parents/carers to share their skills,
knowledge and expertise with students in accordance with school
protocols to enhance programs
• use established structures in the school (such as emails,
newsletters and school websites) to encourage parents/carers to
be involved in school and/or classroom activities
• provide opportunities for parents/carers to be involved with
students’ learning at home through homework, assignments or
surveys or interviews
• develop a school-home initiative with parents/carers to support
their child’s home study habits or goal setting or decision making
that directly impacts their learning.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
ET Descriptor 4.1 FOCUS AREA
Demonstrate inclusive and positive interactions
to engage and support all students in classroom Support student participation
activities.
Examples of Practice
Experienced Teachers: • promote respect and appreciation of others by using strategies
such as:
• implement strategies that demonstrate inclusive and positive
– listening positively to students
interactions to engage and support all students in classroom
activities, for example: – acknowledging students’ contributions
– provide adequate wait time for all students to be able to – supporting students to respond in an appropriate manner
respond
– being accessible to all students
– implement collaborative and cooperative learning structures
– displaying equitable amounts of time/engagement with
and tasks
individuals.
– positively acknowledge all student responses and
achievement
Evidence of Practice
– build and support rapport between students by developing
an appreciation of a positive work ethic, good behaviour,
Testimonial
politeness and positive language and tone.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
ET Descriptor 4.2 FOCUS AREA
Develop with students, orderly and workable routines
that create an environment where the use of classroom Manage classroom activities
time for learning is maximised.
Examples of Practice
Experienced Teachers: – establish with students explicit routines and reinforce them on
a regular basis
• develop with students orderly and workable classroom routines,
for example: – set realistic timesframes for the completion of tasks and,
where necessary, negotiate varying amounts of time for
– negotiate with students classroom routines, materials and different students
organisation
– work with students to ensure they understand what is
– facilitate student understanding of the classroom protocols expected in relation to both their learning and behaviour
– discuss and establish expected conduct of the students – provide resources and check students know how to access
during activities and use resources to achieve the learning outcomes.
– seek student input into the variety of learning tasks to address
learning goals
Evidence of Practice
– collaborate on effective time management strategies such as
realistic timeframes and a workable timetable
Testimonial
– develop strategies for students to self-direct their learning
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
ET Descriptor 4.3 FOCUS AREA
Negotiate and establish with students, clear
expectations for appropriate student behaviour and Manage challenging behaviour
consequences for challenging behaviour.
Examples of Practice Evidence of Practice
Experienced Teachers: Testimonial
• negotiate explicitly, in the classroom with students, parameters for
appropriate behaviour and consequences of not following the rules
• support students in understanding their rights and responsibilities
in the classroom and the consequences of behaving in an
inappropriate and unacceptable manner
• establish, display and implement clear expectations, protocols
and/or rules and consequences
• ensure that students can articulate negotiated and established
rules and their understanding of the consequences of not
following the rules
• share 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.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
ET Descriptor 4.4 FOCUS AREA
Develop and implement strategies that ensure students’
wellbeing and safety based on school and/ or system, Maintain student safety
curriculum and legislative requirements.
Examples of Practice
Experienced Teachers: • use appropriate materials or resources that do not present a
safety risk to the students
• develop and implement curriculum and legislative requirements
such as Child Protection and Workplace Health and Safety within • address unsafe behaviour situations and attend to students who
the classroom are in distress or danger
• develop and implement appropriate safety procedures, establish • develop and implement appropriate consequences for students
clear classroom safety rules and guidelines, enforce them and failing to comply with safety rules
constantly remind students of safe behaviour and workplace
practice • develop and implement strategies to support student wellbeing
within the classroom and the school.
• develop risk assessments and implement these with students
• recognise risks and report them promptly to the appropriate Evidence of Practice
personnel in their school
Testimonial
• maintain a physically safe classroom
• ensure student safety whilst engaged in hands-on practical tasks
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
ET Descriptor 4.5 FOCUS AREA
Model for students, and implement strategies,
to promote the safe, responsible and ethical Use ICT safely, responsibly
use of ICT in teaching and learning. and ethically
Examples of Practice
Experienced Teachers: • discuss with students ethical online conduct and set clear limits
about what is allowed and what is not allowed
• model for students how to use clues in search result findings to
discriminate between relevant and non-relevant sites • establish clear ICT safety rules and guidelines for students and
enforce them consistently
• model respectful communication when using ICT
• implement a set of realistic ICT guidelines or the school’s ICT
• model and explicitly demonstrate how to acknowledge digital policy.
resources in presentations and resources
• model for students appropriate ICT safety procedures Evidence of Practice
• model and implement strategies to assist students to understand
Testimonial
and adhere to the School’s Acceptable Use of ICT Policy
• identify and minimise risks in student use of ICT
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
ET Descriptor 5.1 FOCUS AREA
Design and implement a range of diagnostic,
formative and summative assessment strategies Assess student learning
to assess student learning.
Examples of Practice Evidence of Practice
Experienced Teachers: A program or programs or student work samples that demonstrate
the implementation of at least one of each diagnostic, formative and
• design and implement a range of diagnostic, formative and
summative assessment strategies.
summative assessment strategies, ie. assessment for, as and of
learning, based on student learning goals.
Note: One example of each type of assessment strategy needs to be
included as evidence. Each example must be labelled with the type of
assessment strategy it is demonstrating.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthoritySTANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
ET Descriptor 5.2 FOCUS AREA
Provide constructive feedback to students to
promote learning and an understanding of their Provide feedback to students
achievement relative to the learning goals. on their learning
Examples of Practice Evidence of Practice
Experienced Teachers: 1. A formal or informal assessment task including assessment
criteria or rubrics,
• create and use assessment criteria/rubrics to provide students
with constructive feedback about their achievements relative to AND
the learning goals and areas for improvement
2. Samples of work from at least two different students that
• provide constructive oral or written feedback to students based include constructive feedback from teachers about students’
on work samples and assessment tasks in line with assessment achievements relative to the learning goals and suggestions for
criteria that reflect the learning goals. improvement, OR
a record of a student conference detailing the feedback given to
the student on their progress and achievement of the learning
goals.
BACK CONTENTS STANDARDS PRINT
DESCRIPTORS
EXPERIENCED TEACHER STANDARDS PATHWAY EVIDENCE GUIDE 2021 & 2022 – SECTION 2 Independent Schools Teacher Accreditation AuthorityYou can also read
