The Union is involved in cases where teachers are being asked to document with evidence and annotations every single descriptor at Proficient, as well as providing multiple pieces of evidence per descriptor should it indicate a ‘range’ or multiple factors, or other sorts of plurals. Documenting all descriptors as well as variants of how a descriptor might be interpreted in various teaching scenarios results in the types of massive portfolios that the Board of Studies, Teaching and Educational Standards (BOSTES) advised TAAs against years ago.
This fashion seems to be slowly creeping back into schools, and chapters should resolve not to allow beginning teachers to be held to higher standards than what is required by BOSTES. All it does is create unrealistic expectations of beginning teachers and additional workloads that could negatively impact on the teacher’s, supervisor’s and TAA’s ability to perform.
So, what’s required?
Teachers seeking accreditation at Proficient should self-select evidence and annotate these against the descriptors. The evidence and annotations should fit into a single plastic A4 sleeve. It’s a snapshot of practice to support the report.
Okay, how do I do that?
The process of selecting evidence should be completed over time with a supervisor/mentor. The Union is aware that many teachers are without any feedback and help in their schools, particularly casual and temporary teachers. We provide help to Union members via phone, email and Professional Development days – for free. Teachers should also call BOSTES for advice.
Of course, accreditation is a conversation – teachers and their supervisors/TAAs will discuss if a particular piece of evidence is satisfactory, if the annotation is sufficiently detailed (and certainly less than an essay), or if enough of the descriptors across the full range of Standards have been addressed by the sample. A good rule of thumb is two or three descriptors from each Standard for the A4 sleeve (with one piece of evidence meeting multiple descriptors as applicable). It is permissible to have only one descriptor for a Standard.
How long should it take?
It’s not about time, it about demonstrating the Standards at Proficient level. This is a formative process – don’t leave it to the last minute and expect it to be quick. Work on it throughout a year, get feedback as you go on select pieces and avoid trying to do it all at once.
Don’t expect a supervisor or TAA to be able to process your application in the last few weeks of school – submit early in order to receive feedback and the opportunity to improve the documentation.
What should a chapter be aware of?
Sometimes employers can overly complicate Proficient accreditation. If a TAA or delegate is unclear about the process itself, too much can be asked of beginning teachers. Occasionally it’s because employers are using the accreditation process to hold people back from salary progressions. There are situations where the accreditation process is used punitively.
What does the Union offer?
The IEU has two officers dedicated to accreditation issues. If a chapter or member has a question about processes, we can let you know if they are consistent with BOSTES policy, or a concern.
The Union also has guides to documentation and policies that schools can adopt.
We run accreditation at Proficient workshops and PIPs on BOSTES policy.
What’s the difference between accreditation, a performance improvement plan, and teacher performance and development plans?
These are three separate things, with confusingly similar names:
- Accreditation at Proficient – this is a process of recognition that a beginning teacher has reached a particular level of competence. It is not a high bar (teachers can achieve it after 180 days).
- Performance improvement plan – this is a formal program that a teacher undertakes when the employer has not been satisfied with a teacher’s performance of their duties. A member should be formally notified that they are entering this process and should seek Union advice. The Standards are usually referenced in this process.
- Annual performance and development plans will soon be required by the federal government in K-12 schools. These should be focused on an individual teacher’s professional goals, be flexible and changeable if the teacher’s priorities shift, and useful to the teacher’s on-going development.
Paperwork should be simple. The Union is developing a guide for both teachers and schools, as well as seeking release time for completion of the process.