The Plastic Brain

APST “Illustrating Practice” Workshop 1

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Background

Today I completed the first of three workshops focused on developing a collection of evidence, for certification against the new Australian Professional Standards for Teaching (produced by AITSL). Each two-hour workshop is designed to cover the following:
  1. What is Evidence?
  2. Annotating your Evidence
  3. Quality Professional Statements
As an introduction, we were told that the purpose of the introduction of the Standards is to support nationalisation of the teaching professional: from graduate courses through to leaderships roles. It is a means by which we can ensure that practices across all parts of the country are consistent, and provides a language and structure for reflection, learning and professional development.
It was noted that the process of certification is, in itself, a major opportunity for professional development. By working through the process, using deep personal reflection, working with colleagues and becoming aware of your strengths you should come out the other end a better teacher.
The Australian Professional Standards for Teacher (APST) form part of a larger framework (explanatory animation here).

What are the Standards?

The Standards are broken down by the following hierarchy:
3 Domains, divided amongst
7 Standards, each of which is further divided into
Multiple Focus Areas
Each Focus Area is then aligned with Career Stage Descriptors, which outlines the standard required to achieve that Focus Area at a particular career stage (Graduate, Proficient, Highly Accomplished, Lead). These four levels can be characterised by the following verbs: Adopt, Adapt, Collaborate, Initiate.
Why collect evidence?
  • Professional developement
  • Enhanced collaboration
  • Assists career progressive
  • Improved student outcomes!
Of course, the evidence is then used for certification. More information on the certification process here.
Pre-assessment -> Assessment Round 1 -> Assessment Round 2 -> Certification decision making.
A useful entry to the process is to use the Self Assessment Tool. Not only is it a good guide for the process, but provides you with areas where further work or PD may be required. Working on these goals early in the process should allow you to gather skills and evidence before the formal assessment process.

Evidence Packages

Evidence for certification is compiled into packages, containing the following evidence types:

  1. Annoted Evidence
  2. Classroom Observations
  3. Teacher Reflection on Direct Evidence (eg HAT 3 written pages)
  4. Referee Statements (3-5, including principal or line manager)
  5. (For lead) Description/outcomes from a student achievement program

Annotating Evidence

To fully annotate your evidence, it is recommended to follow the “CARES Model”: Context, Action, Result, Evaluation, Standards

Evidence “Sets”

The aim is to create rich evidence. Where sets of evidence relating to the same practice or learning can build to add further detail.

For example: A PD course certificate, followed up with a blog post (like this!), augmented by colleague comments (please comment!), with meeting follow-up minutes, etc, etc.

Homework

Use Self Assessment Tool

Use Lesson Observation Tool

 

[Link to Workshop 2]

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Author: Rogan Tinsley

Biology, science and maths teacher with a PhD in Neuroscience and passion for education.

2 thoughts on “APST “Illustrating Practice” Workshop 1

  1. Pingback: APST “Illustrating Practice” Workshop 2 | dr.adenozine

  2. Pingback: APST “Illustrating Practice” Workshop 3 |

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