If you’re a beginning teacher, welcome to our great profession. You’ve committed to helping the next generation reach its potential. You’re worried about the conditions of your students, their ability to get their study done without harassment and that they receive appropriate recognition for their work.
The IEU’s commitment is to ensure that you as a professional also reach your potential. As a Union we worry about your conditions, your opportunity to get your work done and that you receive appropriate remuneration for your work.
We’re also here to help you with individualised accreditation advice. If you have questions about your accreditation, email the IEU: email@example.com.
If you haven’t joined the Union yet, ask at school who your IEU Representative is and talk to them about how to join. Alternatively, follow this link: https://www.ieu.asn.au/join-the-ieu/
If you’ve gained a permanent position at a school, they should have already talked to you about their accreditation process. This includes:
• internal policy/guideline documents about accreditation
• assigned a supervisor of your accreditation
• you may also have a mentor – this should be a different person to your supervisor, as they have different role. (NB not all schools have a mentoring process).
• outlining any release time available to you as a beginning teacher, your supervisor and/or mentor. The school may have a plan on how to use the time eg they might be sending you to some PD, or they may give you additional release time for accreditation purposes or to talk with your supervisor or mentor
• a timeline for your accreditation. Most schools will plan a two year process, some will have a single year. These are normal timeframes. Accreditation is about demonstrating the Standards, not length of service. Extraordinarily long accreditation processes should not be the norm
• an indication of the amount of observations of your teaching the school wants. Remember that observations should be mutually arranged, including a discussion of which descriptors from the Standards will be used. One or two descriptors per observation is recommended, and an observation doesn’t have to be a whole lesson – it can be 10 minutes. The IEU has a proforma observation template available to all members to use (your school may have its own), and
• how many descriptors from each Standard the school wants documented. Most schools ask for a couple of descriptors per Standard. This means that the rest of the descriptors will be demonstrated through professional discussions your supervisor has with you – far more beneficial than paperwork.
Other things to ask about:
• ask others at your school if you can look at their evidence and annotation. It will give you a good idea as to what the school’s TAA wants, and
• are there any school templates you should be using (or can you develop your own)? The IEU has a template available.
Casual and temporary teachers
For casual and temporary teachers, finding a school willing to undertake your accreditation is important. Many schools will be open to helping out their beginning casual and temporary teachers. They need you as a teacher. If the school is not helpful with your accreditation as a casual, refine your CV and approach other schools for work, and then assistance. Value yourself as a professional and work with schools that value you in return.
The IEU offers assistance to its members. We are conducting Accreditation at Proficient full day workshops throughout the state. Find out when they are coming near you: http://www.ieu.asn.au/pd-meetings/ For individual assistance, email firstname.lastname@example.org