Appendix C - Professional Excellence Evidence Guide ... Web viewEvidence Guide for Accreditation at. Professional Excellence. This Guide is designed to assist NSW teachers to understand

Evidence Guide for Accreditation atProfessional Excellence

This Guide is designed to assist NSW teachers to understand the Professional Teaching Standards and undertake the accreditation processes for the level of Professional Excellence.

The Guide highlights teaching and other professional practices as well as school and classroom materials that can be used to demonstrate to the ISTAA Assessment Panel that the Professional Teaching Standards have been met.

The audience for the Guide is teachers who are planning to apply for accreditation and school personnel who will be facilitating the teachers to meet the standards and to collect evidence for their submission of supporting documentation.

Specifically, the indicators and examples in the Guide are intended to: assist understanding of the intentions of each standard at Professional Excellence by

listing possible indicators of success at meeting the standard provide a range of examples of types of evidence that may be collected

There is no intention that teachers must demonstrate all of the indicators or submit all of the examples of evidence for Elements 1-7. Rather, the list of examples is to support teachers in thinking about how they may demonstrate they are meeting the standards.

For Standard 8.6 all indicators are to be demonstrated and all the mandatory evidence is required to be submitted.

support fair and transparent judgements by the members of the ISTAA Assessment Panel about accreditation at the level of Professional Excellence.

Structure of the GuideThe Guide is structured so that indicators and examples of evidence are provided for each standard of Elements one to seven. This is not intended to reduce the accreditation process to a checklist or to reduce analysis of teaching practice to a one-off performance.

For Elements one to seven several examples of evidence have been provided for each standard to support a flexible approach to collecting evidence for a teacher’s application. Standards will rarely, if ever, be demonstrated in isolation from each other and therefore the evidence of achievement listed in the Guide needs to be read in the context of the whole document. The examples will provide valuable guidance and support consistency of professional judgements by the members of the Assessment Panel.

For Standard 8.6 all indicators are to be demonstrated and all the mandatory evidence is required to be submitted.

© Independent Schools Teacher Accreditation Authority 2011 Appendix C - Page 1 of 8

Application of the GuideThe evidence in the Guide is not definitive and teachers should use the examples to help them make a choice as to what to include in their supporting documentation. Teachers may choose other materials not included in the examples in the Evidence Guide.

The relevance and applicability of the evidence will depend on the specific circumstance of the teacher and the professional judgement applied to that circumstance. The indicators should assist teachers to feel confident of their interpretation of the standards and build a more consistent understanding of the evidence requirements that need to be submitted in the supporting documentation for accreditation at the level of Professional Excellence.

Confidentiality and PrivacyTo avoid problems and complaints teachers collecting evidence should:

1. ensure they remove information that identifies individual students2. seek permission from parents or caregivers that evidence involving students in audio

recordings, videos and photographs may be used as part of their submission3. seek permission from colleagues that evidence developed jointly may be used as part

of their submission4. accommodate any intellectual property or copyright issues5. check with the head of the school that they have met all confidentiality and privacy

requirements.


Element 8: Teachers actively support the ethos and values of the school

Aspect Standard Indicators Examples of samples of evidence

Knowledge about the school

8.1 Teachers know and understand the ethos and values of the school.

1. Discuss the ethos and values of the school as recorded in the school’s documents.

2. Identify how the school culture embodies and reflects the ethos and values.

3. Indicate how the ethos and values are incorporated into provisions, experiences and opportunities, school policies and procedures, co-curricular activities and extracurricular activities.

1. Annotated school documents such as the mission statement, prospectus or staff handbook AND

2. Article for school newsletter promoting the ethos and values OR

3. Essay for a university degree, journal or professional association publication focusing on how school ethos and values are embodied in the school culture and incorporated into provisions, experiences and opportunities, school policies and procedures, co-curricular activities and extracurricular activities OR

4. School documents such as provisions, experiences and opportunities that include teaching and learning activities that incorporate the school’s ethos and values OR

5. Reference from the Head of School or the head’s nominee, teachers holding positions of responsibility within the school based on a viva, informal or formal conversations.



Incorporation in professional practice

8.2 Teachers embody the ethos and values of the school in their classroom practice, in fulfilling their roles within the school and in communication with the wider community.

1. Articulate how the school ethos and values are evident in their communication and actions.

2. Explain how their classroom practice incorporates the school ethos and values.

3. Display the values and ethos of the school through their actions and interactions with students, colleagues, parents and the wider community.

1. Articles for the local newspaper demonstrating how the school ethos and values are addressed in the article OR

2. Written essay, giving specific examples and including supporting evidence, explaining how the applicant’s classroom practice incorporates the school ethos and values OR

3. Video of classroom lessons, presentation to the parent body, presentation to the students, presentation at a professional development conference, presentation at a religious event accompanied by notes indicating how the applicant’s actions demonstrate the standard OR

4. Reference from the head of the school, colleagues, members of school or community groups detailing how the applicant has displayed the values and ethos of the school.



Supporting others in the school community

8.3 Teachers assist, advise and mentor others within the school community to support and sustain the ethos and values of the school.

1. Participate in and provide professional development to colleagues that builds their understanding of how to support and sustain the values and ethos of the school

2. Assist, advise and mentor colleagues as to how to incorporate the ethos and values into the school curriculum.

3. Assist students through discussion and modelling to understand the ethos and values of the school.

4. Provide feedback to students and colleagues in relation to their actions and interactions with others as to the extent they are supporting the ethos and values of the school.

5. Provide opportunities for members of the wider community to discuss how, through their involvement in the school, they can support and sustain the school’s ethos and values.

6. Advise the school and wider community on how they can contribute to sustaining the school’s values and ethos.

7. Provides opportunities for the school community to participate in wider community activities as a means of supporting and sustaining the ethos and values of the school.

1. Certificates of recognition and participation accompanied by an evaluation as to how the professional development will inform their practice of supporting and sustaining the school’s values and ethos OR

2. Survey data compiled from a range of sources within the school community regarding the assistance the applicant has given to colleagues, students and parents, and the opportunities he/she has provided for members of the school community in the wider community OR

3. School and newspaper articles written by students, parents, colleagues with the assistance of and advice from the applicant OR

4. Programs and policy documents annotated to indicate how the values and ethos have been embedded in the curriculum and school culture OR

5. Commendations recognising the school’s participation in community events together with correspondence or communication recognising and detailing the applicant’s involvement OR

6. Mentoring programs the applicant has conducted with one or more colleagues that have focused on supporting the school’s ethos and values OR

7. Video of the teacher in the classroom, staff meetings, parent meetings, presentations to the whole school community and other members of the community demonstrating the standard OR

8. Reference from colleagues, people in positions of responsibility, parents, members of the wider community supported by the head of the school attesting to the applicant providing opportunities for members of the wider community to discuss how through their involvement in the school they can support and sustain the school’s ethos and values and advising the school and wider community how they can contribute to sustaining the school values and ethos.



Promotion of ethos and values

8.4 Teachers actively promote the ethos and values of the school in the wider community.

1. Present sessions at conferences, parent meetings, other schools that promote the values and ethos of the school.

2. Write articles for the school magazine, newsletter or for newspapers that promote the ethos and values of the school.

3. Model through their actions within school and in the wider community the ethos and values of the school.

1. Survey data compiled from a range of sources in the wider community such as parents, friends of the school, church parishioners, local business people, university academics and the executive of professional associations and other organisations such as sport clubs OR

2. Articles from the school magazine, newsletter or newspapers that actively promote the school’s ethos and values OR

3. Conference papers that actively promote the school’s ethos and values OR

4. Papers resulting from the presentation of research, seminars, lectures or talks beyond the school context that promote the school’s ethos and values and leads to the enhancement of the school’s reputation. These presentations could be videoed and the teacher could write a commentary explaining how the content and mode of presentation promoted the ethos and values of the school OR

5. Video footage, photographs, audio recording of sessions at conferences where the teacher promotes the values and ethos of the school OR

6. Reference from the head of the school, colleague, member of the wider educational community or conference organiser.



Supporting initiatives

8.5 Teachers advocate for current initiatives within the school and wider community that express the ethos and values of the school

1. Involvement in school-based projects and schemes aimed at expressing the school’s ethos and values.

2. Advise and support colleagues and members of the wider community, as appropriate, to participate in and promote school-based projects and schemes that are aimed at expressing the school’s ethos and values.

1. Articles in the school newspaper, on the school website and local newspaper that describe the initiatives, the benefits to the school and wider community and how readers can be involved OR

2. List of the committees to which the applicant belongs, the role he/she fulfills and an outline of his/her contribution to the initiative OR

3. Reference from colleagues and other members of the school and wider community supported by the head of the school detailing how the teacher promoted the school-based initiative that was aimed at expressing the school ethos and values and provided encouragement and opportunity for them to participate in the project or scheme.



Aspect Standard Indicators Mandatory evidence

Implementing initiatives

8.6 Teachers devise, develop and implement initiatives, either individually or as part of a team, that are consistent with the school’s strategic plan, within the school and wider community that support the ethos and values of the school.

1. Work collaboratively with colleagues and/or members of the school and wider community to identify an initiative that will support the values and ethos of the school.

2. Identify how the proposed initiative aligns with the school’s strategic plan.

3. Implement and evaluate the initiative either individually or as part of a team.

4. Prepare a detailed report documenting the initiative, its relationship to the school’s strategic plan, an evaluation of the success of the implementation and strategies for sustaining the initiative, either individually or as part of a team. (Max 3000 words excluding appendix.)Examples of initiatives:Community service or welfare programs, camping programs, chapel programs, Crusaders, Duke of Edinburgh program, touring of school bands, environmental educational and awareness programs.Please note this is not an exhaustive list of initiatives.

The following evidence must be included to demonstrate the teacher has met the standard.1. A report that includes:

a. a rationale for the initiative(s) undertaken b. the school’s strategic plan and how the initiative supports the planc. the role of the applicant and the involvement of colleagues and/or members of the school and/or wider communityd. information and data collected from a range of sources and evaluated to determine the effectiveness of the initiative (may be included as an appendix)e. an analysis and evaluation of the effectiveness of the initiativef. a proposal for future action aimed at sustaining the initiative ANDNote: Video recordings, photos or audio recordings of meetings, the initiative in action, or interviews of people involved in the implementation may be included as part of the report.

2. Evidence of a presentation made to one or more parts of the school community outlining the project, the applicant’s role, the results of the project and the effectiveness of the project in supporting the school’s values and ethos. This may be in the form of a PowerPoint Presentation, a video or audio recording or a copy of the presentation in Word.

Documents

Appendix C - Professional Excellence Evidence Guide ... Web viewEvidence Guide for Accreditation at. Professional Excellence. This Guide is designed to assist NSW teachers to understand