Roles and responsibilities
Teachers pursuing Proficient Teacher accreditation are responsible for managing their accreditation process. Knowing the standards and fostering enduring professional relationships are important in this regard. In working to finalise this mandatory level of accreditation the supervising teacher, school principal/service director and Teacher Accreditation Authority (TAA), have important roles in the process.
Proficient Teacher accreditation is a school/service based process. You should approach the school principal/service director and initiate discussions about your accreditation. You and the school/service share a professional relationship necessary to progress the accreditation process.
Demonstrating that your practice is at the Proficient Teacher level is central to the accreditation process. Collecting evidence of practice that demonstrates the Standard Descriptors at Proficient Teacher level helps to demonstrate that you meet the Standards.
As you work through the process you should:
- collect evidence against the Proficient Teacher Standard Descriptors
- use evidence to illustrate combinations of Standard Descriptors
- ensure that evidence collected is signed and dated by your supervising teacher
- select and take your best evidence to provide examples on how your practice meets the standards
- have your teaching practice observed and documented by your supervisor and or principal/service director
- co-ordinate with your supervisor and/or principal/service director on the completion of their written Accreditation Report along with evidence, to forward to your TAA.
The following represent all those with key roles in the Proficient Teacher accreditation process:
- you, the teacher
- principal/service director.
- Teacher Accreditation Authority (TAA)
As the teacher, you are responsible for your accreditation process. This includes:
- knowing the Standards and the Standard Descriptors at the Proficient Teacher level in the Australian Professional Standards for Teachers
- discussing your accreditation intentions and process with your supervisor and school principal/service director, where it’s relevant
- developing your teaching by seeking out opportunities to extend your practice experience and collaborations with supervisors and colleagues
- collecting evidence of your practice specific to your teaching context and consistent with the Proficient Teacher Standard Descriptors; Find out more on the collection and annotation of evidence in the Evidence Guide for the Proficient Teacher Standards (PDF 586 KB)
- selecting your best evidence to provide examples of how your practice meets the standards
- Annotating your selected documented evidence indicating how the evidence links to the Standard Descriptors
- Ensuring your supervisor writes the Accreditation Report to submit with your annotated evidence
- Ensuring your teaching practice and documentary evidence is checked and signed off by your supervisors to confirm it’s your work
- Keeping track of your accreditation process and timeframes and continuing to engage with the key people throughout the process
- Checking that the Accreditation Report written by your supervisor prior to its submission, is signed by:
- your supervisor
- your principal/service director
- Receiving confirmation that the Accreditation Report and your annotated evidence were received by your Teacher Accreditation Authority (TAA), who makes the final accreditation decision.
The supervisor and principal/service director
Your supervisor and your school principal/service director are there to support you through the accreditation process.
Often a supervisor or supervising teacher is delegated by the principal to support teachers through their mandatory Proficient Teacher accreditation process. Supervising teachers are usually experienced with the capacity to supervise and provide you feedback on your practice against the Proficient Teacher Standard Descriptors. Their focus is on developing your teaching skills and knowledge.
In some instances your supervisor, principal/service director may be the same person.
Your supervisor and principal/service director are there to:
- discuss the Proficient Teacher Standards and Standard Descriptors
- monitor your progress in consistently demonstrating all the Standard Descriptors at Proficient teacher level; suggest strategies if needed on teaching practice
- make judgement about when your practice consistently meets the Standard Descriptors at Proficient Teacher
- verify your teaching practice and sign off supporting documentary evidence to indicate it’s your work
- support you by:
- observing your teaching practice
- giving you feedback
- write and sign the Accreditation Report that will accompany your documentary evidence.
Note, that you, your supervisor and school principal/service director where relevant, have to sign off on the Accreditation Report before it is submitted to your TAA with your collected evidence. There will be instances where the principal may also be the TAA.
Teacher Accreditation Authority (TAA)
The main role of the Teacher Accreditation Authority (TAA) is to accredit teachers at Proficient Teacher level. TAA’s are either principals or nominated individuals who are delegated the responsibility to make Proficient Teacher accreditation decision.
The role of the TAA can vary in accordance with the particular school sector (i.e. NSW Government Schools, Catholic systemic and Independent schools).
Each school in NSW has a TAA:
- in government schools the TAA at Proficient Teacher career stage is the principal
- in Catholic systemic schools, the TAA is usually the Director of Schools in the Diocese
- in independent schools, the TAA is usually the principal or a nominated individual with delegated responsibility to make accreditation decisions.
For early childhood teachers the role and responsibility of your TAA may not apply in the same way as these sectors. Find out more.