The NSW Institute of Teachers supports quality teaching in all NSW schools. Its charter is to advance the status and standing of the teaching profession. The Institute oversees a system of accreditation and recognition of teachers’ professional capacity against professional standards. It also provides a process for the profession to influence the quality of teacher training and continuing professional development. (https://www.det.nsw.edu.au/employment/recruit/beginteach/implementation.htm)
There are regulatory and legal acts that are connected with the institute of teachers. Therefore it is a legal requirement for new scheme teachers to ensure that they are compliant with these regulations.
One question that I pose to the institute is ‘do they exist to ensure the quality of the teacher and the content that they teach or does the current framework of the institute promote a Tick-a-box mentality whare aspects such as professional development exists only as a means to ensure that they are compliant?’
In today’s world compliance is a far too common word found in the workplace and is becoming a common aspect of people’s lives. Take the audit process in New South Wales schools. The compliance process is now a paper gathering exercise where the only reflection given to the auditors on the quality of teaching taking place is evidence of programs, children work samples and printed test scores. What next if I give every student an A grade will I get a pay rise because I am a supreme teacher? I think (well I hope) not! The question is does all this paint a true reflection of the quality of a teacher? Well back to the institute. The following is taken from the DET website verbatim for you to get a handle on;
Teaching Standards recognise and celebrate the value of teachers’ work. The Professional Teaching Standards provides a credible way to describe, acknowledge and assure the quality of teaching that exists in schools. It provides a guide for your development throughout your career and also forms the basis of the process for accrediting teachers.
* Graduate Teacher (mandatory level)
* Professional Competence (mandatory level)
* Professional Accomplishment
* Professional Leadership.
Within each level, the standards describe the nature of teachers’ work within the three domains of professional knowledge, professional practice and professional commitment.
Accreditation at Mandatory Level
Graduate Teacher – Provisional/Conditional Accreditation
Teachers who are first employed during or after term four 2004, or who are returning to teaching during or after term four 2004 after a break of five years or more, are considered new scheme teachers under the Institute of Teachers Act 2004.
In order to be employed as a teacher in NSW, new scheme teachers will need to meet NSW Institute of Teachers accreditation requirements.
On employment, accreditation involves:
an assessment of your qualifications
payment of a fee (the Institute of Teachers will invoice teachers directly).
New scheme teachers need to be provisionally or conditionally accredited in order to be employed in NSW schools. This accreditation will be provided by the Director, Staffing Services and all new scheme teachers will be informed of their status. New scheme teachers must achieve Professional Competence, as established by the Institute of Teachers' Professional Teaching Standards, within the timeframe specified under the Act (Division 3 - Mandatory accreditation of new scheme teachers Institute of Teachers Act 2004).
Provisional Accreditation applies to new scheme teachers who have completed a pre-service teacher education course that has been approved by the Institute.
Conditional Accreditation applies to new scheme teachers who do not meet the requirements of the Professional Teaching Standards for provisional accreditation or who have not completed an approved course.
Professional Competence
he Institute requires all teachers entering the profession to achieve the standard of Professional Competence. This will represent a minimum standard that you are required to demonstrate. You will need to:
be well prepared in terms of your knowledge of subject content
know how to teach that content to a diverse range of students
have a high level of practical experience before you can function as an independent professional.
For accreditation at Professional Competence level, the decision will be based on:
* evidence presented by you
* observation of your teaching
* a report signed by the principal and endorsed by the School Education Director and advice from an external assessor.
You will have to attain the level of Professional Competence within the statutory period of either three years for those with provisional accreditation or four years for those with conditional accreditation. Part-time teachers will have to attain the level of Professional Competence within the period determined by the Institute or within either five years for those with provisional accreditation or six years for those with conditional accreditation.
New scheme teachers must first attain the level of Professional Competence. Once you have gained the level of Professional Competence you may apply for accreditation at Professional Accomplishment and Professional Leadership levels. Accreditation at the levels of Professional Accomplishment and Professional Leadership is voluntary.
Accreditation Process
Your progress towards accreditation is a partnership between you and your school. The process will include supervision by an experienced teacher and targeted professional development where needed.
Your school will support you in gaining accreditation at the level of Professional Competence. An experienced teacher will be assigned to you, to assist and support you in meeting the standards. This support will take the form of
classroom observations in a variety of contexts and over a period of time.
meetings with you to review and analyse relevant documentation such as teaching programs and student learning outcomes.
Your responsibility as a new scheme teacher involves:
collecting samples of your work as evidence for accreditation. This written documentation should include lesson plans and programs
seeking professional engagement with colleagues within and outside of the school to improve your teaching practice
ensuring that you have a copy and understand the Professional Teaching Standards
ensuring that you understand the process of accreditation.
Teachers who are unsuccessful in gaining accreditation at their first attempt may try again. However, teachers employed full time must succeed in reaching Professional Competence within the statutory three years for provisionally accredited teachers and four years for conditionally accredited teachers.
Professional Development
Professional Teaching Standards provide a framework for mapping professional learning across a teacher’s career. This includes continuing professional development that supports teachers in gaining and maintaining accreditation. Continuing professional development must clearly address the professional requirements of teachers. Many professional development courses supporting the standards will be registered by the Institute. This process will ensure the outcomes of a professional development course or programs are consistent with the Professional Teaching Standards.
The Professional Teaching Standards will support your professional development by:
establishing clear purposes and content for professional development programs
providing clear career development signposts
allowing teachers to determine their professional learning objectives
identifying areas of support in achievement of standards
allowing teachers to judge the usefulness of specific courses
providing a basis for recognising a teacher’s development.
Internal Appeals Process
New scheme teachers who do not attain accreditation after assessment by the Teacher Accreditation Authority may appeal to the General Manager, Industrial Relations and Employment Services or nominee, on the basis that the accreditation process was irregular or improper.
Note that you have to provide evidence as being a good teacher. I feel that for the institute to work the state government needs to give it full funding and compliance has to start with educating the leadership teams within schools. If this does not take place this is where any confusion will begin. Also the institute needs to provide a fully supportive role with new scheme teachers to take the confusion out of being compliant. At the present moment this is not happening. Another area that they should educate new scheme teachers is in the area of negligence both professional and educational.
There are regulatory and legal acts that are connected with the institute of teachers. Therefore it is a legal requirement for new scheme teachers to ensure that they are compliant with these regulations.
One question that I pose to the institute is ‘do they exist to ensure the quality of the teacher and the content that they teach or does the current framework of the institute promote a Tick-a-box mentality whare aspects such as professional development exists only as a means to ensure that they are compliant?’
In today’s world compliance is a far too common word found in the workplace and is becoming a common aspect of people’s lives. Take the audit process in New South Wales schools. The compliance process is now a paper gathering exercise where the only reflection given to the auditors on the quality of teaching taking place is evidence of programs, children work samples and printed test scores. What next if I give every student an A grade will I get a pay rise because I am a supreme teacher? I think (well I hope) not! The question is does all this paint a true reflection of the quality of a teacher? Well back to the institute. The following is taken from the DET website verbatim for you to get a handle on;
Teaching Standards recognise and celebrate the value of teachers’ work. The Professional Teaching Standards provides a credible way to describe, acknowledge and assure the quality of teaching that exists in schools. It provides a guide for your development throughout your career and also forms the basis of the process for accrediting teachers.
* Graduate Teacher (mandatory level)
* Professional Competence (mandatory level)
* Professional Accomplishment
* Professional Leadership.
Within each level, the standards describe the nature of teachers’ work within the three domains of professional knowledge, professional practice and professional commitment.
Accreditation at Mandatory Level
Graduate Teacher – Provisional/Conditional Accreditation
Teachers who are first employed during or after term four 2004, or who are returning to teaching during or after term four 2004 after a break of five years or more, are considered new scheme teachers under the Institute of Teachers Act 2004.
In order to be employed as a teacher in NSW, new scheme teachers will need to meet NSW Institute of Teachers accreditation requirements.
On employment, accreditation involves:
an assessment of your qualifications
payment of a fee (the Institute of Teachers will invoice teachers directly).
New scheme teachers need to be provisionally or conditionally accredited in order to be employed in NSW schools. This accreditation will be provided by the Director, Staffing Services and all new scheme teachers will be informed of their status. New scheme teachers must achieve Professional Competence, as established by the Institute of Teachers' Professional Teaching Standards, within the timeframe specified under the Act (Division 3 - Mandatory accreditation of new scheme teachers Institute of Teachers Act 2004).
Provisional Accreditation applies to new scheme teachers who have completed a pre-service teacher education course that has been approved by the Institute.
Conditional Accreditation applies to new scheme teachers who do not meet the requirements of the Professional Teaching Standards for provisional accreditation or who have not completed an approved course.
Professional Competence
he Institute requires all teachers entering the profession to achieve the standard of Professional Competence. This will represent a minimum standard that you are required to demonstrate. You will need to:
be well prepared in terms of your knowledge of subject content
know how to teach that content to a diverse range of students
have a high level of practical experience before you can function as an independent professional.
For accreditation at Professional Competence level, the decision will be based on:
* evidence presented by you
* observation of your teaching
* a report signed by the principal and endorsed by the School Education Director and advice from an external assessor.
You will have to attain the level of Professional Competence within the statutory period of either three years for those with provisional accreditation or four years for those with conditional accreditation. Part-time teachers will have to attain the level of Professional Competence within the period determined by the Institute or within either five years for those with provisional accreditation or six years for those with conditional accreditation.
New scheme teachers must first attain the level of Professional Competence. Once you have gained the level of Professional Competence you may apply for accreditation at Professional Accomplishment and Professional Leadership levels. Accreditation at the levels of Professional Accomplishment and Professional Leadership is voluntary.
Accreditation Process
Your progress towards accreditation is a partnership between you and your school. The process will include supervision by an experienced teacher and targeted professional development where needed.
Your school will support you in gaining accreditation at the level of Professional Competence. An experienced teacher will be assigned to you, to assist and support you in meeting the standards. This support will take the form of
classroom observations in a variety of contexts and over a period of time.
meetings with you to review and analyse relevant documentation such as teaching programs and student learning outcomes.
Your responsibility as a new scheme teacher involves:
collecting samples of your work as evidence for accreditation. This written documentation should include lesson plans and programs
seeking professional engagement with colleagues within and outside of the school to improve your teaching practice
ensuring that you have a copy and understand the Professional Teaching Standards
ensuring that you understand the process of accreditation.
Teachers who are unsuccessful in gaining accreditation at their first attempt may try again. However, teachers employed full time must succeed in reaching Professional Competence within the statutory three years for provisionally accredited teachers and four years for conditionally accredited teachers.
Professional Development
Professional Teaching Standards provide a framework for mapping professional learning across a teacher’s career. This includes continuing professional development that supports teachers in gaining and maintaining accreditation. Continuing professional development must clearly address the professional requirements of teachers. Many professional development courses supporting the standards will be registered by the Institute. This process will ensure the outcomes of a professional development course or programs are consistent with the Professional Teaching Standards.
The Professional Teaching Standards will support your professional development by:
establishing clear purposes and content for professional development programs
providing clear career development signposts
allowing teachers to determine their professional learning objectives
identifying areas of support in achievement of standards
allowing teachers to judge the usefulness of specific courses
providing a basis for recognising a teacher’s development.
Internal Appeals Process
New scheme teachers who do not attain accreditation after assessment by the Teacher Accreditation Authority may appeal to the General Manager, Industrial Relations and Employment Services or nominee, on the basis that the accreditation process was irregular or improper.
Note that you have to provide evidence as being a good teacher. I feel that for the institute to work the state government needs to give it full funding and compliance has to start with educating the leadership teams within schools. If this does not take place this is where any confusion will begin. Also the institute needs to provide a fully supportive role with new scheme teachers to take the confusion out of being compliant. At the present moment this is not happening. Another area that they should educate new scheme teachers is in the area of negligence both professional and educational.
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