Archdiocese of Canberra and Goulburn
Catholic Education Office

NSW Institute of Teachers

Related Policies:

Induction of Early Career Teachers
Grievance and Dispute Handling – Employee with Management

Purpose:

As an employer of teachers in New South Wales, the Catholic Education Office complies with the regulations of the NSW Institute of Teachers regarding the accreditation of teachers. This policy outlines processes that support the professional growth of teachers. These processes are established to fulfill the requirements of the NSW Institute of Teachers to enable accreditation to be gained within the required period.

Policy:

The NSW Institute of Teachers came into effect on 1 January 2005 and requires certain groups of teachers in NSW to seek accreditation through the Institute as a condition of employment

The Catholic Education Office has the responsibility as a Teacher Accreditation Authority to ensure that teachers in NSW schools employed on a continuous, temporary or casual basis, who are required to become members of the New South Wales Institute of Teachers, are supported in their development and accredited against the Professional Teaching Standards.

Definitions:

Teacher Accreditation Authority (TAA). A person or body authorised to determine if a teacher meets the requirements for accreditation at any level within the NSW Institute of Teachers Framework of Professional Teaching Standards.

Existing Teacher. A person with a recognised education qualification or subject content degree employed either permanently or casually before 1 October 2004. Existing teachers do not have to be accredited with the NSW Institute of Teachers.

New Scheme Teacher. A person who is employed as a teacher in NSW for the first time from 1 October 2004 or a person returning to teaching in NSW after an absence of five or more years.

Transition Scheme Teacher. A person without a recognised teaching qualification or a subject content degree employed as a teacher in NSW schools before 1 October 2004. Conditional Accreditation applies to New Scheme Teachers who do not fully meet the requirements specified in the Professional Teaching Standards for provisional accreditation or have not completed an approved course.

Conditional Accreditation. Applies to Transition Scheme Teachers who are working towards obtaining a subject content degree. Conditionally Accredited Teachers must work under the on-site supervision of another teacher who is not provisionally or conditionally accredited.

Procedures:

1.  Accreditation at point of employment

1.1 Application forms for the NSW Institute of Teachers will be provided with offers of employment to teachers in NSW schools. Applications can also be downloaded from the Institute's website.

1.2  Responsibility for application to the Institute rests with the teacher. Completed application forms with required documentation are forwarded to the Catholic Education Office as the TAA. The decision of the TAA is recorded on the application form which is then submitted to the Institute of Teachers .

1.3 Copies of the application form and documentation are to be kept by the TAA and the teacher.

1.4 At point of employment, accreditation involves

• Assessment of qualifications.
• Accreditation determination by the TAA (provisionally or conditionally accredited).
• Payment of fees. The Institute invoices teachers directly. Teachers are responsible for payment of fees to the Institute.

2.  School based roles

2.1 Support for Early Career Teachers is provided by the Catholic Education Office and outlined in the Induction of Early Career Teachers policy.

2.2 The roles of school personnel involved in the Induction of Early Career Teachers can parallel those required by the Institute of Teachers .

• The Principal is the Representative of the Teacher Accreditation Authority. The Representative of the TAA is required to sign application forms and other documentation regarding accreditation. The Principal is responsible for overseeing the implementation of the Accreditation process within the school. The Principal must ensure that New Scheme Teachers/Transition Scheme Teachers and Supervisors are aware of the requirements of the NSW Institute of Teachers. The Principal must ensure that the Accreditation Report is completed within the required time period and forwarded to the Catholic Education Office for processing as the TAA.
• New Scheme Teachers/Transition Scheme Teachers are each assigned a supervisor. This person may, but does not have to be the mentor identified within the Early Career Teacher program. The supervisor is required to observe lessons, provide critical feedback, assist in goal setting and support the professional development of the New Scheme Teacher/Transition Scheme Teacher. The supervisor is required to complete an Accreditation Report detailing professional competence based upon the Professional Teaching Standards.
• New Scheme Teachers/Transition Scheme Teachers are responsible for collecting evidence indicating professional competence based upon the Professional Teaching Standards. In working towards these standards, New Scheme Teachers/Transition Scheme Teachers should critically reflect on performance and work with the supervising teacher to set and review goals.

3.  System Roles and Support

• The Director accepts responsibility as the TAA.
• The Principal Human Resources Officer: Professional Development and Support is responsible for the processing of applications and Accreditation Reports received by the Catholic Education Office.
• Principal Human Resources Officers and Education Services Senior Education Officers provide regional support to schools and are available to assist in the Accreditation process. Support is designed to meet the needs of the school, supervisor and/or New Scheme Teacher/Transition Scheme Teacher through consultation between the Catholic Education Office personnel and the Principal.

4. Accreditation against the Professional Teaching Standards - Accreditation at the level of Professional Competence.

4.1 The NSW Institute of Teachers identifies four key career stages or levels for teachers:

• Graduate Teacher (mandatory level).
• Professional Competence (mandatory level).
• Professional Accomplishment.
• Professional Leadership.

4.2 Within each level, the standards provide descriptions of the work of teachers in three domains:

• Professional Knowledge.
• Professional Practice.
• Professional Commitment.

4.3 The decision to accredit at Professional Competence level is made based upon:

• Evidence collected and presented by the New Scheme Teacher/Transition Scheme Teacher.
• Observation of teaching.
• An Accreditation Report completed by the Supervisor, signed by the Principal and endorsed by the TAA.

4.4 The Catholic Education Office as the TAA is responsible for forwarding the decision to accredit at Professional Competence level to the NSW Institute of Teachers for processing. The Institute's processes include review of the TAA's decision by an external validator.

5. Appeals against the decision of the TAA

5.1 New Scheme Teachers/Transition Scheme Teachers have the right to appeal the decision of the TAA regarding accreditation against the Professional Teaching Standards. The Catholic Education Office's Grievance and Dispute Handling – Employee with Management Policy outlines the processes that may be followed in such instances.

References:

The NSW Institute of Teachers website

Forms:

Accreditation Report for the NSW Institute of Teachers at the Level of Professional Competence. (To use this form you will need to right mouse click and select Save Target as . . .)
Coversheet (To complete electronically and print).
Coversheet (To print and complete)

Last updated on May 4, 2007