APPENDIX A COMPETENCY 1 Use innovative and/or exemplary teaching strategies and techniques in order to more effectively meet the learning needs of individual students, groups and/or classes of students. Assessment rubric You must score at least of 3 or 4 for each of the indicators, and at least one indicator must have a score of 4. The shaded areas explain what is expected of you for each indicator. Indicators Rating scores 1 2 3 4 Provides a supportive learning environment Plans and develops curriculum that supports individual student learning needs Uses a range of meaningful and relevant learning and teaching strategies Facilitates independent and collaborative learning Demonstrates knowledge of educational initiatives and perspectives through classroom practice Is aware of the need to provide a supportive environment that caters for individual differences Provides structured student learning experiences using current curriculum guides Provides learning experiences relevant to stage of development Provides learning experiences to facilitate student learning Teacher’s classroom practice demonstrates an awareness of system initiatives Provides a supportive learning environment respecting differences and diversity Plans learning experiences that address student needs, experiences and strengths Provides developmentally relevant learning experiences that stimulate thought, inquiry and enjoyment Provides learning experiences which enable students to work independently and collaboratively Teacher’s classroom practice is guided by informed knowledge of system initiatives Provides an inclusive environment where difference and diversity are embedded and respected Facilitates opportunities in relation to student outcomes addressing identified experiences, needs and strengths Provides purposeful and relevant learning experiences that stimulate thought, inquiry and enjoyment while connecting with students’ current knowledge and challenging them further Provides experiences to support students in becoming reflective learners when working independently or collaboratively Teacher’s classroom practice is informed by current trends, research and system initiatives Fosters respect and sensitivity in providing a challenging inclusive learning environment Negotiates learning outcomes and plans continuously by building on individual and group exercises, needs and strengths. A range of learning opportunities are provided to allow students to demonstrate outcomes in a variety of ways Selects from a repertoire of purposeful, authentic, relevant strategies that match learner characteristics, talents, interests, and knowledge Supports students in becoming autonomous learners and fosters reflective decision makers, giving scope for their own learning and achievement of outcomes Identifies, analyses and responds to contemporary educational issues, trends, research and system initiatives TIP: When addressing all the competencies aim to provide statements and evidence that meet the expectations for a score of 4.
COMPETENCY 2 Employ consistent, exemplary practice in developing and implementing student assessment and reporting processes. Assessment rubric You must score at least of 3 or 4 for each of the indicators, and at least one indicator must have a score of 4. The shaded areas explain what is expected of you for each indicator. Indicators Rating scores 1 2 3 4 Develops and applies fair and inclusive practices in assessment and reporting Uses a range of appropriate assessment strategies Provides explicit information about student assessment Makes valid judgements on student progress and achievement based on a range of evidence Provides comprehensive, relevant information to students, parents and/or the wider community Applies a common and uniform approach to assessment and reporting Uses summative assessment practices to determine student achievement Teacher’s assessment practice is based on implicit criteria and feedback to students Makes judgements based on summative scores and rankings Uses formal reporting methods to communicate student learning Uses a range of assessment and reporting strategies Uses summative and formative assessment practices to determine student achievement of outcomes Teacher’s assessment practice is based on criteria and supports some reflective practice in students and in the teacher Makes judgements based on a variety of evidence collected over time Reports student achievement using summative reports and other evidence of student learning Develops and applies appropriate assessment reporting strategies catering for students’ learning needs Develops and uses a variety of valid and reliable assessment strategies that provide opportunities for students to effectively demonstrate the achievement of outcomes Provides explicit assessment criteria and encourages students to reflect on their learning and to participate in goal setting Makes judgements that are based on evidence collected over time and in a range of contexts Uses a variety of formal and informal methods to report to parents, students and/or other stakeholders on student achievement and progress in relation to outcomes Develops, analyses and applies a repertoire of fair and inclusive assessment and reporting strategies that are sensitive and responsive to individual learning needs Provides a range of planned, meaningful opportunities for students to demonstrate progress and autonomous and consistent achievement of outcomes, using valid and reliable assessment methodology Negotiates explicit criteria with students for assessment, based on intended learning outcomes, and provides formative information to enhance student and teacher reflection Collaborates with others to provide well-moderated and on balance judgements based on evidence collected over time and in a range of contexts Provides comprehensive information on a timely and ongoing basis using formal and informal methods to report to parents, students and/or other stakeholders on student achievement and progress in relation to outcomes
COMPETENCY 3 Engage in a variety of self-development activities, including a consistently high level of critical reflection on one’s own teaching practice and teacher leadership, to sustain a high level of ongoing professional growth. Assessment rubric You must score at least of 3 or 4 for each of the indicators, and at least one indicator must have a score of 4. The shaded areas explain what is expected of you for each indicator. Indicators Rating scores 1 2 3 4 Participates in ongoing critical self reflection Plans and implements personal and professional growth through a range of activities and opportunities Applies knowledge and skills gained through improvement opportunities Seeks and acts upon feedback Reflects on own actions and experiences to identify areas for personal growth Identifies professional development needs in a learning and teaching context Applies aspects of knowledge gained to adapt teaching practice Responds to unsolicited feedback on teaching practice Critically reflects on own actions and experiences to identify areas for personal growth and professional development Identifies professional development needs and implements a plan of action Demonstrates willingness to experiment, modify, and evaluate when applying newly acquired knowledge and skills Modifies own professional approach based on unsolicited feedback Engages in ongoing critical reflection to create and implement professional development action plans Identifies professional development needs, plans for and engages in, work place and external professional development Applies current teaching and leadership practices gained through professional growth opportunities Seeks feedback to inform current professional practice. Feedback information is utilised to further personal and professional development Engages in ongoing critical reflection to generate and apply new ideas that contribute to improvement in relation to teaching and leadership practice Identifies professional development needs, plans for and engages in a range of professional development opportunities that demonstrably enhance both teaching and leadership practice Applies current teaching and leadership practices gained through a variety of professional growth opportunities and shares this knowledge Actively and consistently seeks feedback for areas of self- development from the school community. Feedback information is utilised to further develop own and others’ professional practice
COMPETENCY 4 Enhance teachers' professional knowledge and skills through employing effective development strategies. Assessment rubric You must score at least of 3 or 4 for each of the indicators, and at least one indicator must have a score of 4. The shaded areas explain what is expected of you for each indicator. Indicators Rating scores 1 2 3 4 Plans and develops meaningful professional learning to support the individual needs of staff Uses a range of professional development strategies to facilitate the professional growth of others Encourages and promotes continual learning to support change Applies understanding of current system initiatives and wider educational perspectives in facilitating and promoting professional learning Engages in dialogue and offers support and advice to colleagues with a view to enhance professional effectiveness Provides professional support to colleagues across a range of professional issues Engages others in professional dialogue and shares own classroom work with colleagues Demonstrates an understanding of system- level initiatives Encourages and facilitates collegial partnerships to cater for their needs in order to enhance their professional knowledge of others Facilitates professional discussions and acts as a ‘critical friend’ to colleagues to enhance teacher professional effectiveness Initiates school-based action learning on teaching and learning to enhance professional knowledge and promote continuous learning with their colleagues Facilitates the professional development of others based upon knowledge and understanding of system level initiatives Plans, designs and implements formal and informal professional development focusing on colleagues professional development needs and interests Facilitates purposeful and relevant learning opportunities building on colleagues experience and expertise Is a model and mentor for colleagues in managing the process of identifying opportunities and challenges to enhance personal performance Demonstrates an understanding of a wide educational perspective as the basis for facilitating and promoting the professional learning of others Demonstrates an ability to develop initiatives with colleagues in the planning, design and application of professional development opportunities catering for varying needs and interests of teachers As a researcher, presenter, facilitator, coach and mentor provides appropriate and varied opportunities for colleagues to build on existing experiences and expertise Initiates, promotes and leads change in teaching and learning approaches and will trial new approaches to address changing issues, concerns, problems and challenges Incorporates the understandings of wider educational perspectives on system initiatives when motivating, facilitating and enhancing the professional growth of others
COMPETENCY 5 Provide high-level leadership in the school community through assuming a key role in school development processes, including curriculum planning and management and school policy formulation. Assessment rubric You must score at least of 3 or 4 for each of the indicators, and at least one indicator must have a score of 4. The shaded areas explain what is expected of you for each indicator. Indicators Rating scores 1 2 3 4 Applies knowledge of research and system initiatives in school development, curriculum and policy activity Promotes, participates and collaborates in whole-school processes Adopts effective proactive change management strategies Supports the development of a productive and participative team environment Develops collaborative partnerships with colleagues and the wider community Is aware of system initiatives and how they apply to school development Understands the need for involvement and ownership of school processes Participates in change management processes Provides team members with support and constructive feedback Participates in partnerships with colleagues and the community Contributes to modifications to the school development process and responds effectively to emerging educational initiatives and priorities Models involvement and ownership of school processes Participates and contributes to change management initiatives Understands and supports the individual contribution in a team Initiates partnerships with members of the school community to support student learning in the classroom Contributes to school development processes based on system initiatives and participates in the development, implementation and evaluation of curriculum programs and policy Actively involves colleagues and promotes ownership of school processes Understands and applies change management processes in leading the implementation of initiatives Contributes to the creation of a team environment where members are encouraged and supported to take risks and seek challenges Builds and maintains partnerships with colleagues and the wider community Articulates and imparts knowledge of research and system requirements through recommendations and contributions to school development, curriculum and policy processes. Participates in the planning, development, implementation and evaluation of curriculum policy and programs Motivates, leads and creates an environment of consultation and collaboration that facilitates participation in the development and ownership of school processes Initiates, plans and systematically manages change in response to initiatives Contributes to the effective functioning of professional teams by initiating and facilitating team processes and protocols Motivates and leads in the development and recognition of collaborative partnerships with teachers and the wider community