How accreditation works
- Guide to accreditation
- Your accreditation
- Pre-2004 teachers
- Casual and part-time
- Early Childhood Teachers
- Interstate teachers
- Overseas teachers
- Future teachers
- Returning teachers
- Taking a break
- Voluntary cancellation of accreditation
- Cessation of accreditation
- Revocation and suspension of accreditation
- Your account
- Complete 10 hours of Refresher Courses
- Administering accreditation
- Supervisors/Principal/Service Providers
- Responsibilities when employing teachers
- Professional experience framework
- Download the professional experience framework
- Supervising provisional-conditional accredited teachers
- Checklist for supporting proficient teacher accreditation
- Proficient teacher report
- Supervisor report sample
- Verify maintenance of accreditation
- Plan and validate PD
- Supporting highly accomplished and lead teacher accreditation
- PD Delegates
- Initial Teacher Education
- Get teaching programs accredited
- Transition to the revised standards
- Higher Ed Providers and NESA info sharing
- Initial Teacher Education Committee
- Accredited teaching programs
- GTIL ITE reports
- Providing professional development
School principals and supervisors have a number of key responsibilities to help pre-service (student) teachers, new or returning teachers, and established teachers to understand their accreditation requirements and stay actively engaged in a professionally satisfying career.
Accreditation is mandatory for teachers employed after 1 October 2004, or returning to teaching after an absence of five or more years. It is important school principals understand their staff’s current accreditation requirements, and the role they play to help facilitate the process.
Supervising pre-service teachers
Well-structured professional experience helps student teachers (also known as pre-service teachers) to develop and refine their classroom teaching practice. A Professional Experience Framework is available to help.
Read the Professional Experience Framework
Supervising new or returning teachers
As new or returning teachers move from Provisional or Conditional Accreditation (depending on their academic qualifications) to Proficient Teacher, they need ongoing support and guidance and a transparent and consultative accreditation process with their school principal and/or supervisor.
Writing a Proficient Teacher report
Once a supervisor feels a teacher is at the level of Proficient Teacher, an Accreditation Report at Proficient Teacher is written. This accompanies the teacher’s annotated collection of evidence and should be signed by the teacher, the supervisor, the principal and the TAA.
Helping teachers maintain accreditation
Teachers maintaining their mandatory Proficient Teacher Accreditation, must actively be responsible for pursuing their accreditation, but they rely on principals and supervisors to provide support. This covers monitoring completion of professional development (PD) requirements and approving maintenance reports.
Planning and validating PD
Principals or nominated PD delegates can help teachers maintain their accreditation at all levels by supporting the planning of PD at the school and teacher level. You also need to ensure processes are in place in the school to validate Teacher Identified PD using the online teacher accreditation tool.
Supporting Highly Accomplished and Lead Teacher Accreditation
Principals play an important role in supporting teachers considering or in the process of applying for Highly Accomplished or Lead Teacher Accreditation.
Get your school endorsed as a PD provider
Schools will soon be able to apply to become endorsed providers with NESA (previously BOSTES). This will help recognise training and PD that is being run by the school, and support teachers to complete the NESA Registered PD hours necessary to maintain their accreditation. A trial is underway.
Success story videos
See how other teachers and schools are approaching achieving teacher accreditation and planning professional development.
Tips for principals: Nominating a PD delegate
See how NSW Principal, Judy from Lane Cove West Public School successfully delegates responsibility for professional development to senior staff (duration: 2:52 minutes).
I decided that I would like to delegate the responsibility for accreditation of my teachers to my assistant principal and my deputy principal.
We plan together, we work at out our professional learning together we discuss the accreditation of the teachers, we discuss the number hours that they have how much how many more hours they need but we work together as a team but I can then step back and know that Katherine is monitoring, Bronwyn is organising the professional learning and that all of the teachers know where they are and how many more hours that they need to keep their accreditation or to move to the next stage of their professional development.
Well one of my responsibilities is curriculum development and along with that goes the professional learning of teachers so I need to ensure that teachers have access to their professional development that's necessary for them as individual teachers and also for the development of the whole school.
As an assistant principal one of my roles is that I'm a mentor for our new scheme and our early career teachers.
As a part of this I work closely with the teachers that need to be accredited and those teachers that are already accredited so I meet with them quite regularly to discuss where people are at along their journey and what we need to do to ensure that they are achieving at the next level or that are continuing with their professional development.
I also work with them to actually train them in how to log their professional development, how they evaluate the profession development that they attend and I also communicate with the principal Judy and our deputy Bronwyn Neal to ensure that they are aware who is on track with their professional development with their accreditation so that everyone achieving the correct standards.
In regards to being a delegate I'm able to look at where the teachers are at, who has logged their profession development and who has evaluated the professional development.
Principals and delegates are able to actually see what evaluations they've put through for their professional development and this ensures that the teachers are reflecting on quality teaching and seeing that they’re progressing in their professional development for meaningful purposes for their classroom teaching.
It's really important when we're working with our early career teachers that we are really encouraging them to log in regularly so that their hours are up to date that their professional development records are up to date, and that we can monitor where they're at so easy to do it's just a matter encouraging them to do it regularly.