Proficient Teacher benchmark research

During 2019–2020, NESA conducted research with teachers across NSW with the aim to:

• establish a benchmark for practice at Proficient Teacher
• build a common understanding of what practice at this level looks like
• support consistent accreditation decisions in NSW.

Identifying the benchmark

The research involved conducting a pairwise comparison activity using Proficient Teacher documentary evidence submitted by 20 teachers.

Following this, nine focus groups were held across NSW in March 2020. Participants included 122:

• supervisors
• principals
• TAA delegates
• teachers from all sectors, systems and stages of schooling, including early childhood.

Using the ordered scale determined by the pairwise activity, participants identified a point on the scale for a borderline successful submission for Proficient Teacher accreditation.

Through discussion and analysis, participants identified key characteristics that should be reflected in a teacher’s documentary evidence to effectively demonstrate practice at the Proficient Teacher level of the Standards.

Research outcomes

Findings from the research are published in the report, Establishing a Benchmark for Practice at Proficient Teacher (PDF, 7 pages, 342KB).

The findings have been used to update NESA’s range of resources aimed to support teachers applying for Proficient Teacher accreditation. The characteristics of effective Proficient Teacher evidence have also informed criteria for internal audits of Proficient Teacher accreditation records.

Related content

• Apply for Proficient Teacher accreditation
• Evidence requirements
• Annotating evidence
• Effective Proficient Teacher evidence
• Supervisors
• Principals and TAAs
• Internal audits