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ACCREDITATION OF TEACHERS AT
PROFESSIONAL ACCOMPLISHMENT
AND
PROFESSIONAL LEADERSHIP
SEPTEMBER 2008
SEPTEMBER 2008
Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW 1
Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273
Contents
1. ABSTRACT
2. TEACHERS UNDERTAKING VOLUNTARY ACCREDITATION AT
PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
2.1 New scheme teachers
2.2 Existing teachers
3. VOLUNTARY ACCREDITATION OF TEACHERS AT PROFESSIONAL
ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
3.1 Role of the Teacher Accreditation Authority
3.2 Role of the Institute of Teachers
3.3 Payment of fees to the Institute of Teachers
3.4 Teachers appointed permanently
3.5 Teachers engaged temporarily
3.6 Principles guiding the accreditation process at Professional
Accomplishment and Professional Leadership
3.7 The process for teachers to achieve accreditation at Professional
Accomplishment and Professional Leadership
3.8 Maintenance of accreditation at Professional Accomplishment and
Professional Leadership
4. REVOCATION OF ACCREDITATION
5. CONTACTS
6. KEY DOCUMENTS
APPENDIX 1: Departmental process for accreditation of teachers at Professional
Accomplishment and Professional Leadership
APPENDIX 2: Checklists for staff involved in the accreditation at Professional
Accomplishment and Professional Leadership process
APPENDIX 3: Glossary of terms
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Government Schools Policy, PD20080384 - Senior Manager, Human Resources 9561 8273
1. ABSTRACT
1.1 These procedures describe the process for teachers, who are approved to teach
in NSW government schools and employed by the NSW Department of
Education and Training, to undertake voluntary accreditation at the higher levels
of Professional Accomplishment and Professional Leadership.
1.2 These procedures must be read and applied in conjunction with the Accreditation
of Teachers at Professional Accomplishment and Professional Leadership in
NSW Government Schools Policy.
2. TEACHERS UNDERTAKING VOLUNTARY ACCREDITATION AT
PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
2.1 New Scheme Teachers
2.1.1 All new scheme teachers are required to meet the NSW Institute of Teachers’
mandatory accreditation requirements and maintenance of accreditation at
Professional Competence to be employed in NSW government schools. Refer to
Accreditation of New Scheme Teachers in NSW Government Schools Policy
and Accreditation of New Scheme Teachers at Professional Competence
Procedures (revised April 2008) for a definition of new scheme teachers (Section
2) and for further information on mandatory accreditation and maintenance of
accreditation at Professional Competence.
2.1.2 New scheme teachers on probation are required to become accredited at
the level of Professional Competence before commencing accreditation at
a higher level. Refer to Accreditation of New Scheme Teachers in NSW
Government Schools Policy and Accreditation of New Scheme Teachers at
Professional Competence Procedures (revised April 2008) for further information
on mandatory accreditation at Professional Competence.
2.1.3 It is recommended that new scheme teachers who undertake an accreditation
submission at the level of Professional Accomplishment or Professional
Leadership complete the mandatory maintenance of accreditation phase at
Professional Competence prior to finalising an accreditation submission for the
higher levels. Collection of evidence for accreditation at the higher levels and
completing requirements for maintenance of accreditation at Professional
Competence may occur concurrently. Refer to Accreditation of New Scheme
Teachers in NSW Government Schools Policy and Accreditation of New
Scheme Teachers at Professional Competence Procedures (revised April 2008)
for further information on mandatory maintenance of accreditation at Professional
Competence.
2.2 Existing Teachers
2.2.1 Existing teachers are teachers (either permanent, casual or temporary) who have
been:
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(i) employed by the Department of Education and Training to teach in NSW
schools before 1 October, 2004: or
(ii) employed by the Department before 1 October, 2004 who are returning
from approved leave or to teaching after working in non school based
positions within the Department or the Office of the Board of Studies
NSW.
2.2.2 Existing teachers are not required to be accredited at the level of
Professional Competence prior to electing to undertake accreditation at the
levels of Professional Accomplishment and/or Professional Leadership.
3. VOLUNTARY ACCREDITATION OF TEACHERS AT PROFESSIONAL
ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
3.1 Role of the Teacher Accreditation Authority
3.1.1 Consistent with the Institute of Teachers Act 2004 the Department of Education
and Training’s Director-General has delegated the regional director as the
Teacher Accreditation Authority with the responsibility for making accreditation
decisions at the levels of Professional Accomplishment and Professional
Leadership.
3.2 Role of the Institute of Teachers
3.2.1 The Institute of Teachers oversees and monitors the system of accreditation at
the levels of Professional Accomplishment and Professional Leadership. This
includes:
maintaining a database of teachers at different levels of accreditation;
managing online preliminary applications from teachers and providing
feedback;
managing the Electronic Teacher Accreditation Management System
(eTAMS) profiles of teachers;
selecting, training and allocating of external observers;
monitoring and convening of the Moderating and Consistency Committee;
transferring of information to the teacher and the Teacher Accreditation
Authority at various stages of the accreditation process;
issuing certificates of accreditation;
determining ongoing professional development requirements for the levels of
Professional Accomplishment and Professional Leadership;
maintaining a record of correspondence between Teacher Accreditation
Authorities and the Institute of Teachers.
3.3 Payment of fees to the Institute of Teachers
3.3.1 Teachers who seek to undertake accreditation at Professional Accomplishment
and Professional Leadership are required by the Institute of Teachers to pay a
fee to complete an online preliminary application and a subsequent fee to
commence the accreditation process. Refer to Institute of Teachers.
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3.3.2 Accredited teachers at the levels of Professional Accomplishment and
Professional Leadership are responsible for paying annual fees to the Institute of
Teachers.
3.4 Teachers appointed permanently
3.4.1 Teachers who voluntarily undertake accreditation at Professional Accomplishment
and Professional Leadership and are permanently employed are expected to
demonstrate the Professional Teaching Standards within the maximum three year
timeframe.
3.5 Teachers engaged temporarily
3.5.1 Teachers such as casual and temporary teachers currently teaching in
Departmental schools who wish to undertake voluntary accreditation at the levels
of Professional Accomplishment and Professional Leadership must be able to
demonstrate the Professional Teaching Standards within the maximum three year
timeframe. Temporary teachers should discuss with the principal their intent to
undertake the process of accreditation.
Additional information from the Institute of Teachers regarding casual and
temporary teachers undertaking accreditation at these higher levels will be
provided. Refer to Institute of Teachers.
3.6 Principles guiding the accreditation process at Professional
Accomplishment and Professional Leadership
3.6.1 The Professional Teaching Standards and the process of accreditation at
Professional Accomplishment and Professional Leadership describe professional
practice that influences the educational community. Accreditation at Professional
Accomplishment and Professional Leadership is not related to the position held
by a teacher, nor is it deemed that accreditation is a sequential process where
accreditation at other levels is a prerequisite for the levels of Professional
Accomplishment and Professional Leadership. The exception is mandatory
accreditation and the recommended maintenance of accreditation at Professional
Competence for new scheme teachers.
3.6.2 The process of accreditation of teachers at Professional Accomplishment and
Professional Leadership must:
acknowledge the varied and complex circumstances and contexts in which
teachers teach;
recognise the teacher’s prior experiences, knowledge and skills;
utilise the expertise of colleagues in providing professional support and
strategies to assist accreditation at these higher levels;
be based on the use of externally moderated professional judgements and
multiple sources of evidence.
3.6.3 Departmental staff members follow the procedures required by the Institute of
Teachers in making judgements about teachers’ practice, knowledge and
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commitment. The Institute of Teachers provides support material to assist staff to
make valid, fair and reliable judgements. Refer to the Evidence Guide for
Professional Accomplishment, Evidence Guide for Professional Leadership and
support documents Evidence Guide for Professional Accomplishment: Support
Document, Evidence Guide for Professional Leadership: Support Document.
3.7 The process for teachers to achieve accreditation at Professional
Accomplishment and Professional Leadership
This section must be read and applied in conjunction with Appendix 1 of these
procedures which describes the process for accreditation of teachers at the
higher levels of Professional Accomplishment and Professional Leadership.
3.7.1 Preliminary Application Phase
Prior to commencing an online preliminary application the teacher is required to
engage in a discussion with his/her principal or line manager about commencing
an accreditation submission (e.g. a principal planning to undertake an online
preliminary application would engage in a discussion with his/her school
education director).
An online preliminary application completed via the Institute of Teachers’ website
is strongly recommended when considering undertaking accreditation at the
levels of Professional Accomplishment and Professional Leadership.
To undertake an online preliminary application the Institute of Teachers require
the payment of a fee. On payment of this fee the teacher receives an application
number from the Institute of Teachers which enables him/her to access his/her
Electronic Teacher Accreditation Management System (eTAMS) profile and
complete the online preliminary application.
On completion of the online preliminary application feedback is provided to the
teacher from the Institute of Teachers about commencing an accreditation
submission. When feedback is rated as moderate, low or very low likelihood
of success it is strongly recommended that teachers do not proceed with
the accreditation phase until the areas requiring development have been
addressed. The professional advice of the principal or line manager should be
considered by teachers when deciding whether or not to proceed with an
accreditation submission.
3.7.2 Accreditation Phase
Subsequent to the completion of an online preliminary application teachers
commencing the accreditation process are required to engage in a discussion
with their principal or line manager about their intent to proceed with an
accreditation submission. The principal or line manager needs to be aware of the
teacher’s intent to commence the accreditation process in order to acknowledge
the potential impact on the school’s organisation.
Teachers intending to commence an accreditation submission must pay a
subsequent fee to the Institute of Teachers which enables them to log onto the
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Institute’s Electronic Teacher Accreditation Management System (eTAMS) to
commence their accreditation submission.
Once a teacher commences an accreditation submission, the Institute of
Teachers informs the regional director as the Teacher Accreditation Authority.
The regional director then confirms this with the principal or line manager.
As part of the accreditation process a teacher will undergo an external
moderation process leading to the submission of a final application with
supporting evidence. Evidence from a variety of sources is used to make the
accreditation decision.
Evidence is triangulated and will come from:
documentary evidence
referee reports
external observer report/s.
Refer to Institute of Teachers’ Evidence Guide for Professional Accomplishment,
Evidence Guide for Professional Leadership and support documents Evidence
Guide for Professional Accomplishment: Support Document, Evidence Guide for
Professional Leadership: Support Document.
The teacher’s accreditation submission is considered by a regional panel
(consisting of the regional director as the Teacher Accreditation Authority, a
secondary principal and a primary principal).
3.7.3 Collection of teachers’ supporting evidence of Professional
Accomplishment or Professional Leadership
During the accreditation phase teachers are expected to collect, evaluate,
annotate, collate and enter samples of their work as supporting evidence to
demonstrate achievement of all the Professional Teaching Standards at
Professional Accomplishment or Professional Leadership onto their Institute of
Teachers Electronic Teacher Accreditation Management System (eTAMS)
profile.
Evidence can be collected on a basis broader than individual standards and
should be considered on the basis of its continuing relevance to teaching
practice. Evidence that precedes the date of an accreditation submission may be
included. The Institute of Teachers specifies the maximum timeframe of three
years for teachers to complete an accreditation submission for the levels of
Professional Accomplishment or Professional Leadership.
Each piece of supporting evidence must be annotated and should demonstrate
achievement of the Professional Teaching Standards, making specific links.
Evidence and annotations are entered onto a teacher’s Electronic Teacher
Accreditation Management System (eTAMS) profile. Evidence may be entered
onto a teacher’s Electronic Teacher Accreditation Management System (eTAMS)
profile on a cumulative basis. A word limit of up to approximately 250 words
applies for each piece of evidence.
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3.7.4 Role of Referees
Referees’ evidence should support a teacher’s claims in respect to
demonstration of the Professional Teaching Standards over time. Referees are
required by the Institute of Teachers to utilise an online proforma to comment on
a specific range of Professional Teaching Standards. Once the teacher enters
the names of his/her referees onto the Electronic Teacher Accreditation
Management System (eTAMS) profile the Institute of Teachers emails each
referee with his/her login details. Referees submit a final online report to the
Institute of Teachers to which the teacher has access and which forms part of
his/her supporting evidence. Refer to Institute of Teachers’ support document
Accreditation at Professional Accomplishment and Professional Leadership:
Information for Referees.
Teachers undertaking accreditation at Professional Accomplishment and
Professional Leadership are responsible for identifying referees and for
nominating the specific range of Professional Teaching Standards on which
these referees will be commenting. A minimum of three referees are to be
included, one of which must be the teacher’s current principal or line manager.
3.7.5 Role of External Observers
External Observers are selected, trained and allocated by the Institute of
Teachers. External Observers conduct structured observations of the teacher’s
practice, engage in discussion/s with the teacher, write and submit a final online
report to the Institute of Teachers to which the teacher has access and which
forms part of his/her supporting evidence. This documentation is considered by
the Teacher Accreditation Authority as part of a teacher’s accreditation
submission when making an accreditation decision.
External Observers are chosen from another school within the same sector as
the teacher (i.e. government) and will draw from the full range of contexts within
the sector but may not necessarily be matched to the same context. External
Observers will have a teaching background commensurate with the teacher.
Teachers undertaking accreditation at the levels of Professional Accomplishment
and Professional Leadership are responsible for managing the process and
timing of External Observer visits by negotiating with their principal or line
manager. Refer to Institute of Teachers’ support document Accreditation at
Professional Accomplishment and Professional Leadership: Information for
External Observers.
3.7.6 Role of the Moderating and Consistency Committee
The Moderating and Consistency Committee is responsible for providing
accreditation advice to Teacher Accreditation Authorities about teachers’
accreditation submissions. This committee will consider accreditation
submissions from teachers in all sectors across NSW to ensure a consistent and
fair application of the Professional Teaching Standards and provide advice to
Teacher Accreditation Authorities in regard to each accreditation submission.
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3.7.7 Responsibilities of staff involved in the accreditation process of teachers at
Professional Accomplishment and Professional Leadership
The responsibilities of staff in the accreditation of teachers at Professional
Accomplishment and Professional Leadership are described in the Accreditation
of Teachers at Professional Accomplishment and Professional Leadership in
NSW Government Schools Policy.
A checklist for each Department staff member involved in the accreditation of
teachers at higher levels is available at Appendix 2 of these procedures.
3.7.8 Support for teachers undertaking accreditation at higher levels
Supervisors support teachers in their professional growth and development.
In a variety of contexts supervisors:
provide guidance, feedback and advice for further development of
teaching practice and on areas for further professional growth;
discuss the type of evidence and annotations thereof to be used to make
judgements about a teacher’s submission for accreditation at Professional
Accomplishment or Professional Leadership.
Teachers undertaking accreditation at the levels of Professional Accomplishment
and Professional Leadership are responsible for managing their accreditation
submission, seeking feedback throughout the process and the decision as to
when their submission is finalised within the maximum three year timeframe.
The Institute of Teachers’ Evidence Guide for Professional Accomplishment,
Evidence Guide for Professional Leadership and support documents Evidence
Guide for Professional Accomplishment: Support Document, Evidence Guide for
Professional Leadership: Support Document provide advice on managing the
types of evidence required to enable a teacher to demonstrate achievement of all
the Professional Teaching Standards at Professional Accomplishment and
Professional Leadership.
3.7.9 The Accreditation Decision
Where the regional director determines that a teacher does meet the
requirements for accreditation he/she must notify the Institute of Teachers of this
decision.
Where the regional director determines that a teacher does not meet the
requirements for accreditation he/she must notify the Institute of Teachers in
writing and advise the teacher of the internal review process.
As the Teacher Accreditation Authority for accreditation at Professional
Accomplishment and Professional Leadership the regional director’s decision
is final (subject to section 3.7.10).
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3.7.10 The Department’s internal review process
A request by a teacher for an internal review of the decision not to accredit must
be:
based on issues of procedure
made in writing
supported by documentary evidence; and
made within 28 days of the teacher being informed of the regional director’s
accreditation decision.
The request by a teacher for an internal review is to be made to the Deputy
Director-General, Workforce Management and Systems Improvement. A
response to the teacher’s request for an internal review must occur within 21
days from receipt by the Deputy Director-General, Workforce Management and
Systems Improvement.
If the decision not to accredit is upheld following the internal review, the teacher
may apply to the Administrative Decisions Tribunal for an appeal of the
accreditation decision. Advice about this process will be provided in writing by the
Deputy Director-General, Workforce Management and Systems Improvement.
3.7.11 Issue of the Certificate of Accreditation for achievement of Professional
Accomplishment or Professional Leadership
The Institute of Teachers records the Professional Accomplishment or
Professional Leadership accreditation decision and notes the teacher’s status.
The accredited teacher is then allocated an accreditation number by the Institute
of Teachers. The Certificate of Accreditation is forwarded to the regional director
for distribution to the accredited teacher. The regional director records the
teacher’s accreditation status on the personnel system.
3.7.12 NSW Institute of Teachers’ monitoring process – Moderating and
Consistency Committee
The Institute of Teachers is responsible for monitoring and convening of the
Moderating and Consistency Committee (MCC). The Institute of Teachers is
responsible for providing guidelines to all committee members.
3.7.13 Record keeping and transfer of information during the accreditation
process
Teachers undertaking accreditation at these higher levels are responsible for
engaging in a discussion with their principal or line manager about undertaking
an online preliminary application (completing an online preliminary application is
strongly recommended), engaging in subsequent discussion/s about
commencing an accreditation submission, engaging in discussions with proposed
referees about the accreditation process to seek their support, managing the
online process of entering annotated supporting evidence onto their Electronic
Teacher Accreditation Management System (eTAMS) profile and seeking
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feedback from the principal or line manager throughout the process. Teachers
make the final decision as to when their accreditation submission is complete.
Principals or line managers undertake a discussion with the teacher prior to the
teacher commencing an online preliminary application, subsequent discussion
when the teacher decides to proceed with an accreditation submission and
complete an online acknowledgement with the Institute of Teachers that they
have been advised that the teacher is proceeding with an accreditation
submission.
Referees are responsible for logging onto the NSW Institute of Teachers’
website and verifying a teacher’s capacity to demonstrate the Professional
Teaching Standards utilising an online proforma.
External Observers undertake negotiated onsite visit/s, write an online report
verifying the Professional Teaching Standards observed during the onsite visit/s
and engage in collegial discussion/s with the teacher. External Observers submit
their final online report to the Institute of Teachers to which the teacher has
access.
Regional Directors are responsible for sending email confirmation to the
principal or line manager that a teacher has commenced an accreditation
submission, convening the regional panel (consisting of the regional director as
the Teacher Accreditation Authority, a secondary and primary principal) to
consider accreditation submissions, making the final accreditation decision on a
teacher’s accreditation submission, notifying the Institute of Teachers of the
accreditation decision, recording the decision onto the personnel system and the
distribution/presentation of the Certificate of Accreditation.
Institute of Teachers is responsible for managing the online documentation
submitted onto a teacher’s Electronic Teacher Accreditation Management
System (eTAMS) profile and providing advice to Teacher Accreditation
Authorities via the Moderating and Consistency Committee.
3.8 Maintenance of accreditation at Professional Accomplishment and
Professional Leadership
In order for teachers to continue to be recognised as being accredited at the level
of Professional Accomplishment and/or Professional Leadership they must
maintain their accreditation. The Institute of Teachers requires accredited
teachers to pay an annual fee and undertake ongoing professional development
to maintain accreditation. Refer to Institute of Teachers website and the pending
release of Institute of Teachers’ policy related to maintenance of accreditation at
the higher levels. The Department of Education and Training will provide further
information related to maintenance of accreditation at the higher levels
subsequent to the release of Institute of Teachers’ policy.
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4. REVOCATION OF ACCREDITATION
For further information on revocation of accreditation refer to Institute of
Teachers pending policy.
5. CONTACTS
Section Area of responsibility Contact details
Institute of Legislation Telephone:
Teachers Publications 1300 739 338
Fees Email:
Professional Teaching contactus@nswteachers.
Standards nsw.edu.au
Accreditation and maintenance Institute of Teachers
of accreditation requirements
Policy
Human Procedures for accreditation Manager,
Resources and approval to teach in Human Resources
Directorate NSW government schools Telephone:
Policies and procedures for 9561 8273
accreditation and
maintenance of accreditation
Professional Professional learning activities Manager,
Learning and to support accreditation and Teacher Learning
Leadership maintenance of accreditation Telephone:
Development Endorsed professional learning 9561 1056
Directorate provider
Registration of professional
learning
Management of professional
learning data
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6. KEY DOCUMENTS
All staff involved in the accreditation of teachers at Professional Accomplishment
and Professional Leadership must become familiar with the following policies and
support documents which describe the Institute of Teachers’ requirements and
the Department’s procedures.
NSW Institute of Teachers
Title and URL Content description
Professional Teaching Standards The Professional Teaching Standards for Graduate Teacher,
Professional Competence, Professional Accomplishment
and Professional Leadership.
Policy and Procedures for Policy regarding:
Accreditation at Professional the accreditation process
Accomplishment and Professional roles of staff in the accreditation process
Leadership guides to support the collection of evidence
judgements regarding Professional Accomplishment and
Professional Leadership
evidence to be collected by the teacher to demonstrate
Professional Accomplishment and Professional
Leadership.
Support Documents: Support documents regarding:
Accreditation at Professional collection and type of evidence
Accomplishment: Information for roles of the teacher, Teacher Accreditation Authority,
Candidates principal, external observers and referees.
Accreditation at Professional
Leadership: Information for
Candidates
Evidence Guide for Professional
Accomplishment
Evidence Guide for Professional
Accomplishment: Support
Document
Evidence Guide for Professional
Leadership
Evidence Guide for Professional
Leadership: Support Document
Information for Teacher
Accreditation Authorities and
Principals
Information for External Observers
Information for Referees
Department of Education and Training
Title and URL Content description
Accreditation of Teachers at Policy on accreditation of teachers at Professional
Professional Accomplishment and Accomplishment and Professional Leadership.
Professional Leadership in NSW
Government Schools Policy
Accreditation of Teachers at Procedures on accreditation of teachers at Professional
Accreditation of Teachers at Professional Accomplishment and Professional Leadership in NSW 13
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Professional Accomplishment and Accomplishment and Professional Leadership.
Professional Leadership Procedures
Teacher Improvement Program Procedures for managing and supporting teachers
experiencing difficulties with their teaching.
Performance Improvement Program Procedures for managing and supporting a principal who is
for Principals experiencing difficulties with his/her performance.
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APPENDIX 1
DEPARTMENTAL PROCESS FOR ACCREDITATION OF TEACHERS AT
PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
Step Action Reference
1 The teacher engages in a discussion with his/her principal or line Section 3 and Appendix 2 of
manager about undertaking the online preliminary application with these procedures.
the Institute of Teachers. Completion of an online preliminary
Institute of Teachers: Policy and
application is strongly recommended.
Procedures for Accreditation at
In order to access and complete an online preliminary application Professional Accomplishment and
the teacher pays a fee to the Institute of Teachers and receives an Professional Leadership
application number.
2 The teacher completes and submits the online preliminary Section 3.7.1 and Appendix 2 of
application with the Institute of Teachers. these procedures.
Feedback is provided by the Institute of Teachers as to the Institute of Teachers:
likelihood of success. Applicants are not recommended to Professional Teaching Standards,
commence an accreditation submission if the feedback is rated as Policy and Procedures for
moderate, low or very low likelihood of success. (In these cases Accreditation at Professional
applicants are encouraged to address the areas requiring Accomplishment and
development prior to commencing an accreditation submission.) Professional Leadership
3 The teacher makes a decision whether to proceed with an Section 3.7.2 and Appendix 2 of
accreditation submission. The teacher’s decision should take into these procedures.
consideration the advice from his/her principal or line manager.
Department’s Accreditation of
The teacher and principal or line manager engage in a further Teachers at Professional
discussion about the teacher’s intent to commence an Accomplishment and Professional
accreditation submission. The teacher and principal or line Leadership in NSW Government
manager discuss: Schools Policy
the Professional Teaching Standards and procedures for Institute of Teachers:
accreditation at the higher levels of Professional Accreditation at Professional
Accomplishment and Professional Leadership; Accomplishment: Information
for Candidates
the roles of staff in the accreditation process, in particular
Accreditation at Professional
selection of referees to support their accreditation submission,
Leadership: Information for
timing of external observer visit/s and managing the online
Candidates
process of submitting annotated supporting evidence.
Evidence Guide for
On deciding to commence an accreditation submission the Professional Accomplishment
teacher pays a fee to the Institute of Teachers. The Institute of Evidence Guide for
Teachers requires the teacher to log onto the Electronic Teacher Professional Accomplishment:
Accreditation Management System (eTAMS) to generate his/her Support Document
profile and a commencement date for their accreditation Evidence Guide for
submission. Professional Leadership
The principal or line manager completes an online Evidence Guide for
acknowledgement with the Institute of Teachers that they have Professional Leadership:
been advised the teacher is proceeding with an accreditation Support Document
submission. Information for Teacher
Accreditation Authorities and
Principals
Information for External
Observers
Information for Referees
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Step Action Reference
4 The teacher commences the accreditation phase and Sections 3.7.2 to 3.7.10 and
subsequently: Appendix 2 of these procedures.
identifies a minimum of three referees (one of which must be Institute of Teachers: Policy and
the teacher’s current principal or line manager) and discusses Procedures for Accreditation at
with them the accreditation process; Professional Accomplishment and
Professional Leadership
logs onto his/her eTAMS profile to identify referees and
nominates the Professional Teaching Standards each referee Support Documents
will be supporting (N.B. the Institute of Teachers then emails Evidence Guide for Professional
referees their login details so referees are able to verify the Accomplishment, Evidence Guide
teacher’s demonstration of the standards); for Professional Accomplishment:
commences the collection, annotation and entering of Support Document
documentary evidence onto his/her eTAMS profile;
Evidence Guide for Professional
negotiates the timing of external observer visit/s with the Leadership, Evidence Guide for
external observer and principal and confirms with the principal Professional Leadership: Support
details of the arranged visit/s; Document
engages in follow up discussion with the external observer;
reads the external observer online report/s which form part of Information for Teacher
his/her supporting evidence. Accreditation Authorities and
Principals, Information for
External Observers, Information
for Referees
5 The teacher ensures his/her supporting evidence is annotated, Section 3.7.3 and Appendix 2 of
addresses each standard and is entered under the relevant these procedures.
domain. Annotations have a word limit of up to approximately 250
words for each piece of evidence.
When the teacher’s accreditation submission is nearing
completion the teacher engages in further discussion with his/her
principal or line manager about his/her submission in order to
obtain feedback prior to lodging the final accreditation submission.
6 If required, the principal or line manager implements procedures Department’s Teacher
for managing teachers/principals who are experiencing difficulties Improvement Program
with their performance.
Department’s Performance
Improvement Program for
Principals
7 The teacher submits his/her final accreditation submission. See Appendix 2 of these
procedures.
The Institute of Teachers sends notification to the regional director
(as the Teacher Accreditation Authority) to alert him/her to receipt Department’s Accreditation of
of a teacher’s accreditation submission. Teachers at Professional
Accomplishment and Professional
Leadership in NSW Government
Schools Policy
Institute of Teachers: Policy and
Procedures for Accreditation at
Professional Accomplishment and
Professional Leadership
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Step Action Reference
8 The regional director logs onto the Institute of Teachers’ website See Appendix 2 of these
to view documentary evidence, referees’ reports, external procedures.
observer report/s and the teacher’s accreditation submission.
Department’s Accreditation of
Teachers at Professional
Accomplishment and Professional
Leadership in NSW Government
Schools Policy.
Institute of Teachers: Policy and
Procedures for Accreditation at
Professional Accomplishment and
Professional Leadership,
Information for Teacher
Accreditation Authorities and
Principals,
9 The regional director convenes the regional panel on a term basis Section 3.7.9 and Appendix 2 of
or as required to consider the accreditation submission/s and these procedures.
support the regional director in making a recommendation.
Institute of Teachers: Policy and
The regional director forwards the recommendation to the Institute Procedures for Accreditation at
of Teachers. Professional Accomplishment and
Professional Leadership
10 The Institute of Teachers’ Moderating and Consistency Committee Section 3.7.6 and Appendix 2 of
consider the teacher’s accreditation submission and regional these procedures.
director’s recommendation. The Moderating and Consistency
Committee makes a recommendation regarding accreditation and
notifies the regional director.
11 The regional director makes the final accreditation decision, Section 3.7.11 these procedures.
notifies the Institute of Teachers, records the decision on the
personnel system and informs the relevant principal or line
manager of the decision.
Section 3.7.9, 3.7.10 and 3.7.12
(N.B. If the regional director, as the Teacher Accreditation
and Appendix 2 of these
Authority, does not agree with the Moderating and Consistency
procedures.
Committee’s recommendation he/she must notify the Institute of
Teachers in writing. In the case of the decision being not to
accredit the regional director advises the teacher of the process
for internal review.)
12 When successfully accredited the teacher receives notification Section 3.7.9, 3.7.10 and
from the Institute of Teachers that he/she is accredited at the level Appendix 2 of these procedures.
of Professional Accomplishment or Professional Leadership and
receives an accreditation number. The Institute of Teachers
distributes the Certificate of Accreditation to the regional director
for forwarding to the accredited teacher.
13 Once accredited the teacher then commences the maintenance of Section 3.8 of these procedures.
accreditation phase.
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APPENDIX 2A
CHECKLIST FOR TEACHERS INVOLVED IN THE PROCESS OF ACCREDITATION
AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
I have:
1 become familiar with the relevant documents concerning accreditation at
Professional Accomplishment and Professional Leadership by reading
available information from the Institute of Teachers and the Department
2 reflected on my professional knowledge, practice and commitment in
relation to the Professional Teaching Standards and decided upon the
level at which I will seek accreditation
3 discussed my intent to undertake an online preliminary application with my
principal or line manager (understanding that this is strongly
recommended)
4 paid an initial fee to the Institute of Teachers to receive an application
number which allows me to access and complete my online preliminary
application
5 completed and lodged my online preliminary application for accreditation
with the Institute of Teachers
6 obtained feedback from the Institute of Teachers as to the likelihood of my
success (i.e. if moderate, low or very low likelihood of success I begin to
address the areas requiring development and may choose to re-apply)
7 discussed my intent to proceed with an accreditation submission with my
principal or line manager (he/she must then complete an online
acknowledgement that a discussion has occurred)
8 discussed with my proposed referees (minimum three, one of whom must
be current principal or line manager) the accreditation process and sought
their support
9 paid a subsequent fee to the Institute of Teachers on deciding to
commence my accreditation submission
10 logged onto eTAMS to generate a profile and commencement date for my
accreditation submission
11 nominated the Professional Teaching Standards which each referee will
be supporting by logging onto my eTAMS profile
12 commenced collecting, annotating and entering evidence over time to
support my accreditation submission and demonstration of all the
Professional Teaching Standards at the level accreditation is sought
13 negotiated the timing of external observer visit/s and confirmed visit details
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with my principal or line manager
14 engaged in external observer visit/s, follow up discussion/s and read my
online report/s which form part of my supporting evidence
15 engaged in further discussions with my principal or line manager to obtain
feedback on my accreditation submission prior to finalising
16 finalised my accreditation submission to the Institute of Teachers
recognising the regional director will make a recommendation (with the
regional panel’s input) to the Institute of Teachers
17 received notification, an accreditation number and a Certificate of
Accreditation (from the Institute of Teachers) when successfully
accredited.*
* In the case of a decision not to accredit refer to Section 3.7.9 and 3.7.10
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APPENDIX 2B
CHECKLIST FOR PRINCIPALS AND/OR LINE MANAGERS* INVOLVED IN THE
PROCESS OF ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND
PROFESSIONAL LEADERSHIP
I have:
1 become familiar with the relevant documents concerning accreditation at
Professional Accomplishment and Professional Leadership by reading
available information from the Institute of Teachers and the Department
2 engaged in discussions with the teacher and supported him/her in
developing his/her understanding of the Professional Teaching
Standards and the accreditation framework
3 discussed with the teacher his/her intent to undertake an online
preliminary application
4 engaged in a subsequent discussion with the teacher to confirm whether
he/she intends to proceed (after the teacher has received feedback from
the Institute of Teachers regarding their online preliminary application)
5 been advised the teacher is proceeding with an accreditation submission
and completed an online acknowledgement with the Institute of Teachers
to indicate discussion with the teacher has occurred
6 verified demonstration of the nominated Professional Teaching
Standards (comment optional) by logging onto the Institute of Teachers’
website
7 supported the teacher in negotiating the timing of external observer
visit/s
8 engaged in further discussions with the teacher about his/her supporting
evidence and demonstration of all the Professional Teaching Standards
9 given feedback to the teacher about the finalisation of his/her
accreditation submission after engaging in discussions.
* Line Managers for principals are school education directors.
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APPENDIX 2C
CHECKLIST FOR REGIONAL DIRECTORS INVOLVED IN THE PROCESS OF
ACCREDITATION AT PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL
LEADERSHIP
I have:
1 become familiar with the relevant documents concerning accreditation at
Professional Accomplishment and Professional Leadership by reading
available information from the Institute of Teachers and the Department
2 engaged in discussions with the school education directors and principals to
support them in developing their understandings of the Professional Teaching
Standards and the accreditation framework for the higher levels
3 convened and briefed a regional panel (on a term basis or as required)
comprising myself, a secondary principal and a primary principal, who will
make recommendations to the Institute of Teachers about final accreditation
submissions
4 received notification of login details from the Institute of Teachers and have
familiarised myself with the Electronic Teacher Accreditation Management
System (eTAMS)
5 received notification that the teacher has commenced the accreditation
process and sent an e-mail confirmation to the principal or line manager
6 confirmed receipt of the teacher’s final accreditation submission and alerted
regional panel
7 reviewed the supporting evidence and summary of the teacher’s accreditation
submission including referee and external observer report/s electronically via
the teacher’s eTAMS profile
8 made a recommendation with the regional panel’s input
9 forwarded the teacher’s accreditation submission and recommendation
electronically to the Institute of Teachers for consideration by the Moderating
and Consistency Committee
10 received advice from the Moderating and Consistency Committee
11 considered the Moderating and Consistency Committee’s advice and made a
final decision regarding accreditation at the level of Professional
Accomplishment or Professional Leadership, recorded this on the personnel
system and sent an e-mail to the relevant principal or line manager to notify
them of the final decision*
12 received successful teacher’s Certificate of Accreditation from the Institute of
Teachers and ensured it is distributed/presented to the accredited teacher.
* In the case of a decision not to accredit the regional director notifies the teacher and
provides feedback regarding the accreditation submission and advice regarding an appeal.
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APPENDIX 3
GLOSSARY OF TERMS
Term Definition
accreditation at Professional Accreditation at these levels identifies outstanding teaching
Accomplishment and Professional that is independent of a specific school context. The process
Leadership is based on externally moderated professional judgements
and multiple sources of evidence, including supporting
documentation, referee reports and external observer
report/s.
accreditation number A teacher is assigned an accreditation number by the Institute
of Teachers at the point of employment if they are a new
scheme teacher, or the point of successful accreditation at
Professional Accomplishment or Professional Leadership if
they are an existing teacher. This number is to be used
throughout their career and across school sites. (The
Department assigns an approval to teach number at the point
of employment which is a separate number to the Institute of
Teachers’ accreditation number.)
accreditation phase During this phase a teacher undergoes an external
moderation process leading to the submission of a final
application with supporting evidence for accreditation at
Professional Accomplishment or Professional Leadership.
Evidence will come from a variety of sources including
documentary evidence, referee and external observer reports.
accredited teacher A teacher who has demonstrated the Professional Teaching
Standards at Professional Accomplishment or Professional
Leadership and has been accredited as such by a Teacher
Accreditation Authority.
Application number A teacher is allocated an application number by the Institute
of Teachers after payment of a fee. The application number
enables the teacher to log on to eTAMS to generate a profile
and commencement date for their accreditation submission.
Certificate of Accreditation The award issued by the Institute of Teachers to teachers
who achieve accreditation at Professional Accomplishment
and Professional Leadership.
Electronic Teacher Accreditation The online facility managed by the Institute of Teachers which
Management System (eTAMS) enables teachers undertaking accreditation to enter
supporting evidence and documentation electronically under
their eTAMS profile.
existing teacher A teacher who has taught in NSW before 1 October 2004 or
is returning from approved leave or returning to teaching after
working in non-school based positions within the Department
or the Office of the Board of Studies NSW is considered an
existing teacher.
N.B. Teachers who return to teaching following an absence of
five years or more and are employed after 1 October 2004
are referred to as returning new scheme teachers.
External Observer An experienced teacher who is external to the teacher’s
school. External Observers undertake negotiated
observations in order to review and comment on the teacher’s
demonstration of the Professional Teaching Standards.
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Term Definition
External Observers engage in discussions with the teacher
and provide feedback in the form of an online report. External
Observers are selected, trained and allocated by the Institute
of Teachers from across all school sectors. (Refer to Institute
of Teachers’ support document Information for External
Observers).
fees An annual fee is payable by every accredited teacher at all
levels. Invoices are sent annually by the Institute of Teachers.
For the levels of Professional Accomplishment and
Professional Leadership a fee is required to undertake a
preliminary application and a subsequent fee to commence
an accreditation submission in addition to an annual fee.
Institute of Teachers The independent statutory authority established under the
Institute of Teachers Act 2004 to provide a professional voice
for teachers across NSW and support quality teaching. The
charter is to advance the status and standing of the teaching
profession.
Institute of Teachers Act 2004 The NSW Parliament legislated Institute of Teachers Act
2004 to constitute the NSW Institute of Teachers; to make
provision for Professional Teaching Standards and the
accreditation of school teachers in relation to those
standards; and for other purposes such as advising the
Minister on matters relating to education.
leave of absence Teachers who have a break in employment service which
interrupts the accreditation process, or accredited teachers
who have a break in employment service which interrupts the
maintenance of accreditation, can apply to the Institute of
Teachers for a leave of absence. (Refer to Institute of
Teachers’ policy on Leave of Absence from Accreditation.)
maintenance of accreditation N.B. Information related to the requirements for maintenance
of accreditation at the higher levels is pending from the
Institute of Teachers.
Once accredited at Professional Competence teachers are
required to maintain accreditation by paying the annual fees
to the Institute of Teachers, continuing to demonstrate the
Professional Teaching Standards and participating in ongoing
professional development.
Moderating and Consistency Committee A cross-sectoral committee selected and monitored by the
(MCC) Institute of Teachers. The Moderating and Consistency
Committee provides accreditation advice regarding teacher
submissions for accreditation at the higher levels to Teacher
Accreditation Authorities. The committee provides advice
based on the appropriateness and adequacy of the evidence
in relation to the Professional Teaching Standards, adhering
to objective criteria and agreed benchmarks.
new scheme teacher A teacher who has not taught before 1 October 2004.
A teacher who is returning to teaching after an absence of
five years or more and who has not been employed as a
teacher in NSW (excluding teachers on approved leave or in
non school-based positions within the Department or the
Office of the Board of Studies NSW).
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Term Definition
preliminary application phase A phase which provides teachers with an opportunity to have
their achievements assessed in broad terms. This phase
gives an indication of the likelihood of success in meeting the
accreditation requirements to teachers if they decide to
proceed with the accreditation process.
Professional Accomplishment A key stage of teacher accreditation for experienced and
highly successful teachers. The Professional Teaching
Standards and Evidence Guide describe what teachers are
expected to demonstrate at the level of Professional
Accomplishment. There is no requirement for a teacher to
meet a specific key stage before proceeding to the next key
stage (with the exception of mandatory accreditation for new
scheme teachers at Professional Competence).
Professional Competence The key stage of teacher accreditation for teachers in their
early career. It is a mandatory requirement for new scheme
teachers to meet the Professional Teaching Standards at
Professional Competence to be employed as a teacher in
NSW.
Professional Leadership A key stage of teacher accreditation for outstanding teacher
leaders, which encompasses non-positional leadership as
well as promotional leadership. The Professional Teaching
Standards and Evidence Guide describe what teachers are
expected to demonstrate at the level of Professional
Leadership. There is no requirement for a teacher to meet a
specific key stage before proceeding to the next key stage
(with the exception of mandatory accreditation for new
scheme teachers at Professional Competence).
Professional Teaching Standards The Professional Teaching Standards is a framework that
provides a common reference point to describe what teachers
need to know, understand and be able to do as well as
providing direction and structure to support the preparation
and development of teachers.
Referees The people who contribute to a teacher’s application in
relation to one or more of the Professional Teaching
Standards. Referees verify a teacher’s capacity to meet the
standards by completing an online report which relates
directly to particular standards nominated by the teacher.
supervisor A teacher who supports a colleague in their professional
growth and development.
supporting evidence Teachers are required to collect, collate, annotate and enter
documentation as supporting evidence in their accreditation
submission. At the levels of Professional Accomplishment
and Professional Leadership the teacher electronically enters
their evidence and annotations via their Institute of Teachers
eTAMS profile. At the higher levels of accreditation teachers
are required to demonstrate and provide evidence for all of
the Professional Teaching Standards
Teacher Accreditation Authority (TAA) The person or body authorised by the Department of
Education and Training’s Director-General under the Institute
of Teachers’ Act 2004 to accredit in government schools. The
delegates relating to different stages of accreditation are the:
Director, Staffing Services accredits provisionally or
conditionally.
School Education Director accredits teachers at
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Term Definition
Professional Competence and maintenance of
accreditation.
Regional Director accredits teachers at Professional
Accomplishment, Professional Leadership and
maintenance of accreditation.
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