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
- Program accreditation requirements
- Transition to the revised standards
- Sharing final year student data
- Initial Teacher Education Committee
- Accredited teaching programs
- GTIL ITE reports
- Information sharing protocols
- Providing professional development
Plan and validate 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.
Things to consider
A teacher’s PD should reflect an overall professional learning objective that supports their goals and plans for maintaining accreditation against Standards. When planning PD, principals and PD delegates should:
- Refer to the Standard Descriptors in the Australian Professional Standards for Teachers to reflect on what will best match the teacher’s or group’s learning needs and school’s priorities.
- Encourage feedback processes throughout the school to help teachers to identify their learning needs by determining student learning needs and school and system priorities.
- Encourage teachers to understand the role of reflecting on and evaluating their PD as an active participant in their professional learning.
PD available in schools
Schools generally provide PD for teaching staff. This can be logged as Teacher Identified PD which includes relevant training, courses, workshops, action research, reflection activities, teacher observations and seminars etc which are not registered with the NESA (previously BOSTES). These activities are valuable as they allow for recognition of activities teachers may have found useful in addressing the Standard Descriptors. The activities may be informal or formal, collaborative or individual. Alternatively schools can choose to run a PD course delivered by a NESA Registered PD provider.
Finding approved PD courses
To support teachers, and help with accreditation, NESA endorses training providers who run courses that are in line with the Australian Professional Standards for Teachers. Training providers undergo a rigorous endorsement process to deliver NESA Registered courses.
To review a list of NESA Registered courses:
- Log in to the online account tool
- Go to Principal > Professional Development > Courses Lookup.
Principals/PD delegates/TAA’s need to make sure that any Teacher Identified PD has been validated through their online account. This includes PD
- organised by the school (that is non-registered),
- examples of teachers choosing to reflect on their teaching practice
- plan their professional learning
- observe a colleague’s lesson
- attend an presentation or seminar, for example at a Museum or Art Gallery.
Teachers accredited at the levels of Highly Accomplished Teacher and Lead Teacher have an additional requirement under Teacher Identified professional development to complete at least 20 hours of Professional Commitment activities. Professional Commitment refers to the responsibility of the teacher accredited at a higher level to support the professional development and practice of colleagues in a teacher’s school and wider community.
Examples of Professional Commitment activities are (the list is not exhaustive):
- mentoring and/or coaching teachers, supervising pre-service teachers including interns
- leading professional development, leading educational forums in the school, or professional teaching associations or networks
- developing and implementing projects, including research in their school and the wider education community
- writing for publications that contribute to professional knowledge and discussion for teachers.
What does validating PD mean?
When a teacher completes any PD (both NESA Registered and Teacher Identified) it must be recorded and also validated on the online account tool. Course providers validate NESA Registered PD (PD delivered by endorsed training providers), and TAAs, principals or PD delegates validate Teacher Identified PD, including Professional Commitment activities.
How do principals validate PD?
- Log in to the online account tool
- Click on either the ‘Principal, Delegate or TAA’ tab and select the ‘Professional Development’ box
- To view any outstanding teacher entries click on the ‘Identified PD Approvals’ option. This will give you a list of Teacher Identified activities (including Professional Commitment activities) that need to be approved
- After reading the information entered by teachers, you may click either 'yes' or 'no'. 'Yes' will validate the activity
- Select submit when you have finished.
Please note that it is important that the teacher you are validating has up-to-date employment details that link to your school – otherwise their name will not be listed.
The School Principals, PD Delegates and TAA guide to PD (PDF 154 KB) provides information about the monitoring and validation of Teacher Identified PD.
What else do principals need to know about validating Proficient Teacher Accreditation?
Teachers who have been accredited at Proficient Teacher level need to participate in:
- 50 hours of NESA Registered PD
- 50 hours of either Teacher Identified PD and/or NESA Registered PD
This has to be achieved over a 5 year period if full time, or 7 years if casual or part-time teacher.
Teachers are also able to have any further undergraduate study or postgraduate study undertaken during their maintenance of accreditation period recognised by NESA. Teachers need to apply to NESA to have this study recognised.
Supervisors and principals can refer to the following resources for practical information:
The Advice for Maintaining Accreditation at Proficient Teacher level (PDF 656 KB) provides teachers and principals with information about the maintenance of accreditation requirements and guides teachers in the use of their online account.
Proficient Teacher — Principals guide to maintenance of accreditation (PDF 672 KB) provides principals with information about maintenance of accreditation requirements and in the use of their online account for monitoring and verifying teacher PD.
What are the requirements for maintaining Highly Accomplished or Lead Teacher Accreditation?
Teachers need to continue to demonstrate competent teaching practice. This is reflected in a report submitted at the end of each cycle, and complete at least 100 hours of PD over a set 5 year period for full time teachers and 7 years for part-time or casual teachers. These 100 hours may include:
- at least 20 hours of NESA Registered PD — find a course
- at least 80 hours of Teacher Identified PD - of which 20 hours should consist of Professional Commitment activities.
The 100 hours of professional development must also meet particular Standard Descriptors for Proficient Teacher from the Australian Professional Standards for Teachers.
- All descriptors in Standard 6
- At least one descriptor from Standards 1, 2, 3, 4, 5 and 7.
Success story videos
See how other teachers and schools are approaching achieving teacher accreditation and planning professional development.
Tips for planning your PD
NSW teacher Kylie, along with her supervisor Michelle, from Our Lady Help of Christians Catholic Parish School talks about successfully planning her professional development (duration: 3:08 minutes).
Throughout the year I meet with my supervisor to complete my professional development plan and we have a look at what the school focus is for the year and this year we are looking at improving the reading outcomes of our students and when I look at what my class needs are as well I think that's definitely an area we're going to benefit in.
I assisted Kylie by focusing her goal setting and her planning for the year against our professional development planning and review framework so I helped her determine a student centered goal and a school centered goal that's based on our school review and improvement process and on a teacher goal, so that was about her professional development.
I have to think about what the school focus is for the year as well as what my student needs are and perhaps an interest area that I would like to develop and that's where I often look toward ICT.
In my PD plan I set three goals the first one's related to the school and their focus the second one relates to my student needs and therefore I fit my goals in to fit in with the school and the student needs there and the third goal I set is a teacher practice goal so that's where I guess my individual interests and learning needs fit into that plan.
Keeping our focus on eyes three areas is important and then looking in terms of evidence is also something that we do a lot of work in, so what's it can look like at the end? so in terms of learning what it's going to look like we can sort of backward plan how that's going to happen.
One of the things that we use for evidence is the teaching standards and then when we're using them for evidence we align the goals to those particular standards.
So each time when I meet with my supervisor I have a sheet with the standards that I'm trying to meet next to it and I have a look at what I'm achieving and perhaps where some holes are what assists there is when I jump onto the institute site and evaluate my professional development opportunities I have a look at perhaps where some gaps are in my learning or in my knowledge and where I would like to head towards the end of the five year cycle.
Kylie's very good at tracking her professional development and planning because one thing she does is she highlights the standard that she's covered when she plans out her professional development and we do that together and we'll have a conversation sometimes about what standards have been met by what professional development, so that when she goes to log on she knows exactly what she's doing and how that's been brought back to classroom practice when she's looking into the institute website but also it gives us a very good tracking device to decide what needs she might have in the future.
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