Collecting samples of your work for accreditation
You need to collect and annotate samples (examples) of your work that clearly demonstrate your knowledge and understanding of the Australian Professional Standards for Teachers. These are used as evidence to support the accreditation decision.
- Collecting samples encourages you to think constructively and reflect on your teaching, to apply your analytical skills and continually strengthen your teaching performance.
- Together, you and your supervisor should select the best examples of your work as evidence.
- Once selected, the examples need to be annotated to explain to your TAA how they demonstrate your Proficient Teacher practice.
- Your samples, as well as your ongoing practice, will be used to inform your supervising teacher in their recommendation about your accreditation, and in the submission of your Accreditation Report.
Annotating your work
Annotations are essential as they draw a link between your teaching practice and the Standards. It’s important to be clear on the activities that make up your teaching practice and the evidence you need to collect to demonstrate your practice.
Your annotations reveal your understanding of the Standard Descriptors and how you’ve successfully integrated them into your teaching practice. Each annotation needs to:
- explain how and why your selected evidence shows that your practice meets the Standard Descriptor
- demonstrate, your understanding of practice that is described by the Standard Descriptor
- provide sufficient detail on the evidence for others outside your school/service environment to clearly understand it
- at a minimum, annotations should:
- identify the descriptors being accounted for
- demonstrate how the evidence shows achievement of the Standard Descriptors and
- indicate, the impact on student learning
Read examples of Proficient Teacher annotation samples
What kind of evidence should be collected?
Materials for your supervisor
Documentation you collect is used by your supervisor to make a recommendation about your accreditation, and by your Teacher Accreditation Authority (TAA) who makes the final decision.
Putting together evidence is an ongoing process, so it’s helpful to keep examples and notes of your practice. You can refer to them when reflecting on improvements to your practice and considering your professional development.
Details on the types of evidence you should gather at this stage is outlined in The Evidence Guide for Proficient Teacher Standards (PDF 327 KB)
Examples of evidence to support your accreditation:
- lesson plans and units of work or other planning documents you have developed
- examples of assessment strategies you have used
- student work samples that has the feedback you give to students (bearing in mind issues of confidentiality)
- reports to parents, community members or your teaching colleagues (bearing in mind issues of confidentiality and sensitivity to student background)
- notes on observations of your teaching
- notes from team teaching or collaborative planning opportunities
- documentation of classroom and behaviour management strategies
- notes from meetings with your supervising teacher regarding your teaching, lesson planning and student achievements
- records of any professional learning opportunities you have participated in and the impact this has had on your teaching and your students’ learning
- notes relating to your personal practice, about relevant articles you have read and websites you have visited
- your own professional learning plan or program
Match your evidence to the Standards
In order for your evidence to be credible, ensure that:
- you analyse your work to reflect your understanding of the Standard Descriptors for Proficient Teacher outlined in the Australian Professional Standards for Teachers
- you collect and annotate evidence of your practice against each of the seven Standards by referencing a selection of descriptors for each standard
- where you have provided one quality item of evidence for a range of descriptors, ensure that evidence has sufficient depth and complexity to indicate that you’ve thought carefully about the process
Your evidence needs to:
- Be drawn directly from your practice
- Come from a range of sources and include evidence of student learning and observation of your teaching
- Show impact on student learning.
Materials for your Accreditation Report
The evidence you choose to be a part of your Accreditation Report should be a ‘snapshot’ of your teaching practice with thoughtful well selected samples of your practice showing links to the Standard Descriptors.
You do not provide documentary evidence for every Standard Descriptor.
Many of the Standard Descriptors can be demonstrated to your supervisor without the need for documentary evidence.
Your supervisor writes the Accreditation Report and together with the selected evidence of practice against the Standard Descriptors, submits it to the TAA. This is the final step in the process before the TAA makes the accreditation decision.
More information on the Accreditation Report
Privacy and submitting students work
The use of student work samples does not breach the Privacy and Personal Information Protection (PPIP) Act 1998, provided that any details that identify the student (such as photographs or surnames) are removed. The copyright in any samples is retained by the individual student.