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Supervising provisional-conditional accredited teachers

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Supervising provisional-conditional accredited teachers

As new teachers move from Provisional or Conditional Accreditation (depending on their academic qualifications) to Proficient Teacher level, they need regular advice, support and guidance and a transparent and consultative accreditation process with their school principal and/or supervisor.

Working with the Standards

  • The framework of standards in the Australian Professional Standards for Teachers at Proficient Teacher level provides direction and structure to support teachers who are at the beginning of their career, or returning to teach after an absence of 5 years or more.
  • Accreditation requires teachers to meet all the Proficient Teacher Standard Descriptors of the Australian Professional Standards for Teachers. Achievement of all the Standard Descriptors is considered essential to be an accredited teacher.
  • The imperative to improve student learning underpins the teaching standards. Proficient Teacher will be identified when a teacher is able to create, on a consistent basis, an environment where student learning can occur. The creation of such an environment will be evidence of the teacher’s ability to effectively integrate and apply the knowledge and skills that comprise each Standard Descriptor. Syllabus requirements must be met and students are to be supported and have their learning needs addressed.
  • As a supervisor/mentor, making a holistic judgement involves observing and analysing integration of a teacher’s skills, knowledge and practices during teaching. The decision to accredit a teacher requires a judgement that the teacher’s practice is integrated across varied circumstances.
  • Recognising a Proficient Teacher requires an understanding that combinations of Australian Standard Descriptors need to be applied and demonstrated in a range of circumstances. Such recognition requires collection of a range of evidence and the use of strategies including observation of teaching, as well as an ongoing review of documentation. See collecting samples of work for accreditation
  • The Standards should not be used as an individual checklist or as any reductionist summary of the complexity of teaching. Rather, the emphasis is on their integration into the teacher’s practice as a whole.

Offering guidance and support

  • Time, support and confidence are required to help teachers to meet the Standard Descriptors. Constructive feedback is to be provided to the candidate throughout the accreditation process. Where appropriate, strategies to improve teaching practice and suggested areas for professional learning are to be recommended.
  • The process for accreditation should be developmental, transparent and consultative. It should at all times be focused on supporting and assisting the teacher to achieve accreditation.
  • Teachers should be supported to reflect on, analyse and document their own progress against the Standard Descriptors. Self-assessment comprises a significant component of an effective accreditation process. Teachers should be given the opportunity to lead discussion about their progress with their supervisor/mentor as well as with other colleagues. A genuine spirit of collaboration and open discussion between candidates, their colleagues and supervisor/mentor will foster the confidence and ability of the teacher to undertake this professional responsibility.
  • Expertise and confidence for new teachers may not be as evident as for an experienced teacher. The process of meeting Standard Descriptors should be used as a basis for developing and building confidence and expertise in areas where these are lacking or require support.

Read the checklist for supporting teachers working towards Proficient Teacher Accreditation

Read the Proficient Teacher – Examples of Practice (PDF 352 KB)

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