NSW Education Standards Authority Initial Teacher Education NSW

NSW Education Standards Authority Initial Teacher Education NSW Supplementary Accreditation Panel Training

NSW ITE Supplementary Accreditation Panel Training CONTENTS q q q Introduction Assessing the program: NSW specific requirements Design principles for ITE Programs The preparation by an ITE provider of a successful application Supplementing AITSL’s training: The NSW approach to the assessment of ITE programs q Assessing the program: national requirements q Assessing the program: working through the templates q NESA Contact details u NB for a glossary of terms click here

NSW ITE Supplementary Accreditation Panel Training INTRODUCTION In order for someone to take on the role of an ITE Accreditation Panel member, they must first undergo national training designed and delivered by AITSL. This is called Becoming an ITE Accreditation Panellist and it consists of online and face to face components. What follows is NSW Supplementary Accreditation Panel Training designed cover additional requirements which are specific to NSW and to add further detail to the AITSL training. Please use this Power Point as a ‘roadmap’ to progress through the assessment process and use AITSL’s publication Guidelines for the accreditation of ITE programs in Australia (June 2016) to make your assessment decisions. This and NSW policies and other documents are provided through links to NESA’s website www. educationstandards. nsw. edu. au Ø Once invited to participate in an Accreditation Panel, it is expected that each panellist will have made an independent judgement on the program being assessed before attending the meeting. See Slide 19 for details.

ASSESSING THE PROGRAM: NSW SPECIFIC REQUIREMENTS

NSW ITE Supplementary Accreditation Panel Training SUBJECT CONTENT KNOWLEDGE REQUIREMENTS Academic requirements for admission to graduate entry programs: Primary programs: bachelor degree should contain at least one year full-time equivalent studies (normally 8 units) relevant to one or more learning areas of the primary school curriculum Secondary programs: undergraduate studies must align with the area(s) the TES intends to teach. • First teaching area (Major): required to have successfully undertaken 0. 75 EFTSL of discipline study, usually comprising sequential discipline study over three years (in most programs this equates to six units with no more than two at first year level and no fewer than two at third year level). • Additional teaching area(s) (Minor): required to have successfully undertaken 0. 5 EFTSL of discipline study, usually comprising sequential discipline study over two years (in most programs this equates to four units with no more than two at fist year level).

NSW ITE Supplementary Accreditation Panel Training PRIORITY AREA ELABORATIONS In NSW we have an additional Elaboration: • Teaching Students with English as an Additional Language or Dialect (EAL/D) The national Priority Elaborations are: • Aboriginal and Torres Strait Islander Education • Classroom Management • Information and Communication Technologies • Literacy and Numeracy • Students with Special Educational Needs Each Priority Area is sub divided and organised into sections such as Knowledge; Teaching Strategies; Priorities, policies and resources; Program design The Priority Areas are elaborations of key Graduate Standards (eg the Elaborations for the Priority Area ‘Aboriginal and Torres Strait Islander Education’ match with Standard Descriptors 1. 4. 1 and 2. 4. 1)

NSW ITE Supplementary Accreditation Panel Training NSW PROFESSIONAL EXPERIENCE POLICY Ensure that the program meets the NSW requirements as stated in the Policy in regard to the following: • • • Appropriate number of days Appropriate ratio of observation and teaching days Appropriate range of experiences Regulations around internships Regulations around overseas PEX for conditionally accredited teachers The Policy can be found here

DESIGN PRINCIPLES FOR ITE PROGRAMS

NSW ITE Supplementary Accreditation Panel Training PROGRAM DESIGN • ITE Providers (universities and colleges) design the program they want to deliver and seek input from a range of experts in relation to the design and approval before submitting to NESA for accreditation. They need to provide evidence of key meetings in their submission. • Providers need to ensure that the program satisfies the requirements (in full) of the Program Standards, which include the Graduate Teacher Standards and the Priority Area Elaborations, and the additional NSW requirements. • Providers produce unit outlines that satisfy the requirements of NSW and TEQSA and which are also useful for teacher education students (TES) – they should include content, scheduling, GTS, assessment tasks, resources list

THE PREPARATION BY AN ITE PROVIDER OF A S UCCESSFUL APPLICATION

NSW ITE Supplementary Accreditation Panel Training PROVIDERS HAVE BEEN ADVISED TO: • Embed literacy and numeracy across the units • Include a range of assessment types for TES and at the appropriate AQF Level • (…avoiding over reliance on TES being assessed against the GTS on PEX placements) • Avoid over mapping the GTS to each unit outline • Include a Program Chart (showing sequencing of units, PEX placements, credit points per unit) • Include a Contents page for units with page references

NSW ITE Supplementary Accreditation Panel Training Continued… • Provide a current resources list – normally no older than 5 years • (Resources list can be used as evidence particularly related to the GTS that require TES to demonstrate knowledge or understanding) • Eliminate unnecessary information in unit outlines that is provider specific and does not apply to the NESA Accreditation process • Ensure that the documentation provided (eg PEX handbook etc) is current • Proofread and edit: • Cross check between templates and evidence in unit outlines • Check unit titles and codes correct and consistent, and page references • References to the number of days of professional experience are consistent across the program documentation

NSW ITE Supplementary Accreditation Panel Training COMPLETION OF THE TEMPLATES Providers have been advised to: • Cite best examples of evidence on templates (with 2 or 3 examples at most) – AITSL refers to these as ‘critical tasks’ • Avoid being over reliant on 1 or 2 units cited as evidence throughout • Ensure Templates 3 (GTS) & 3 A (PAE) complement each other - approach them as one set of requirements • Template 3: the evidence cited must address ‘taught, practised, assessed’ for each Graduate Standard Descriptor • Provide page references for the evidence in the templates

NSW ITE Supplementary Accreditation Panel Training UNIT OUTLINES SHOULD INCLUDE: • Contents page (attached at front of first unit) with page references to units • Named and coded units, page numbers, credit points • A description of the unit • Mapped to Graduate Teacher Standard Descriptors • Content, preferably outlined in a teaching and learning structure which indicates amount of time spent on each component • Assessments with details • Learning resources which reflect current developments in research etc

SUPPLEMENTING AITSL’s TRAINING Becoming an ITE Accreditation Panellist TH E NSW APPROACH TO THE ASSESSMENT OF ITE PROGRAMS

NSW ITE Supplementary Accreditation Panel Training ASSESSMENT PRINCIPLES & PROTOCOLS In NSW we expect the following principles and protocols to be applied when assessing an ITE program for accreditation: PRINCIPLES: PROTOCOLS: 1 Panel members are invited to join a panel based on their area(s) of expertise appropriate to the program. 1 Focus mainly on your area(s) of expertise but you should also have an understanding of the whole program (remember - not all curriculum areas may be covered by a limited number of panel members, and certain aspects, eg PEX, are significant for the program in a holistic way). 2 The total submission is assessed and every aspect of every standard is assessed. 2 Do not only look at the evidence cited in the templates – if this is inappropriate or inadequate to demonstrate achievement of a standard but you find appropriate evidence elsewhere in the program, then the standard has been met.

NSW ITE Supplementary Accreditation Panel Training Continued… PRINCIPLES: PROTOCOLS: 3 The standards represent a minimum benchmark. 3 Assess whether a standard has been met (in all aspects) or not. 4 Assessment must be conducted in a rational and objective manner. 4 Acknowledge your personal bias(es) and put them aside when assessing. 5 The Accreditation Panel Meeting will be conducted efficiently and managed by the Panel Chair. 5 Do not waste time by, for example, repeatedly returning to an issue if the majority of the Panel Members have agreed to move on. 6 Determination of achievement of standards is agreed by the whole Panel or a majority of members. 6 Make an independent assessment before the Meeting (see Slide 19) and avoid being influenced by ‘group think’. Every member has an equal voice but if a controversial issue cannot be resolved by a majority consensus then the Panel may seek further advice from the Provider.

NSW ITE Supplementary Accreditation Panel Training Continued… PRINCIPLES: PROTOCOLS: 7 The Panel Chair is responsible for the rigour of the assessment process. 7 Panel Chairs are experienced panel members and/or Chairs and have undergone additional AITSL and NESA training. 8 Communication with the Provider will be conducted through the Panel Chair and facilitated by the NESA Executive Officer (EO). 8 The Panel Chair, with the NESA EO’s support, conducts the assessment process to the point at which s/he finds that any issues raised by the Panel have been satisfactorily addressed by the Provider. 9 Panel Members may be required to continue engaging with the assessment process after the Accreditation Meeting. 9 All Panel Members are given an opportunity to approve or suggest amendments to the Draft Accreditation Report which reflects the findings of the Panel before it is submitted to the Provider. 10 NESA Executive Officers are responsible for ensuring consistency in the approach to assessment across Accreditation Panels. 10 EOs liaise closely and have developed resources to support the consistency of the assessment process. They report to the NESA ITE Director and the ITEC.

NSW ITE Supplementary Accreditation Panel Training PRE PANEL ASSESSMENT OF STANDARDS Complete this prior to the Accreditation Panel Meeting: The proforma can be found here To ensure the rigour of the assessment process, each member of the Accreditation Panel should make an independent assessment of each standard, free from the influence of other individuals or of ‘group talk’. (This is where someone is so convinced of their view that the confidence of others is undermined, resulting in others changing their mind about what they previously thought or believed. The change of opinion is not due to a rational debate but due to someone being so dominant that others lose confidence in their prior position. ) At the Accreditation Panel Meeting because all members have already formed a view, if there is consensus, this can help speed up the pace of the meeting. If there is a difference of opinion, however, everyone has already prepared their own reasoning and an informed debate can generally resolve the issue.

NSW ITE Supplementary Accreditation Panel Training ACCREDITATION PANEL MEETING 8. 40 am 9 -9. 30 am Arrival & Registration on Level 4 Coffee/tea on arrival at meeting venue Welcome and introductions (Chair) Explanation by NESA Executive Officer of their role Description of the assessment process at the meeting today (Chair) nitial impressions of panel members (Chair) 9. 30 -10 am VIDEO/TELECONFERENCE Introduction to program(s) & answers to Qs (Provider) 10 -11. 30 am Panel discussion and assessment: Templates 1 & 2 11. 30 am Morning Tea 11. 50 am-1 pm Panel discussion and assessment: Templates 3 & 3 A 1. 00 pm Lunch 1. 45 -2. 45 pm Panel discussion and assessment: Template 4 2. 45 -3. 15 pm VIDEO/TELECONFERENCE Program Staff available to address any issues that may have arisen (Provider) 3. 15 -4. 15 pm Final panel discussion and assessment Recap on what will be included in the Draft Accreditation Report 4. 15 pm Close I

NSW ITE Supplementary Accreditation Panel Training POST PANEL PROCESS

NSW ITE Supplementary Accreditation Panel Training Continued…

ASSESSING THE PROGRAM: NATIONAL REQUIREMENTS

NSW ITE Supplementary Accreditation Panel Training AITSL Guidelines for the accreditation of ITE programs in Australia (June 2016) The AITSL publication can be found here EACH PROGRAM STANDARD HAS: Elements requiring verification – these aspects of the standard must be covered in the program and evidence should be cited in the templates. Elements requiring professional judgement – these aspects may be present but are not essential.

NSW ITE Supplementary Accreditation Panel Training AITSL Additional guidance documents: AITSL is also close to publishing additional guidance documents on: • PS 1. 2 Teaching Performance Assessment found here • PS 4. 4 Primary Specialisations found here • PS 6. 4 Annual Data Reporting including an Operational Guide found here • Cross-jurisdictional Accreditation of online programs

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 1 * Required to be addressed by Impact Statements in Template 4 • PS 1. 1 Provider should direct panellists to Template 3 (GTS) and Template 3 A (Priority Area Elaborations) - refer to advice provided for PS 1. 1 in Guidelines p. 6 • NEW PS 1. 2 Teaching Performance Assessment (TPA)* Provider should have described their strategy and work undertaken to date. (Or may have left this blank until the details are known. This can be added to at a later date. ) Full implementation for cohorts completing from 2018 • NEW PS 1. 3 * Provider outlines how TES demonstrate a positive impact on student learning in TPA and in unit assessment(s) • NEW PS 1. 4 *Provider outlines how graduate outcomes, including impact on student learning, (if possible) will be addressed in the program

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 2 • PARTLY NEW PS 2. 1 Program development, design and delivery based on the following, so Provider should include: • Rationale based on authoritative and evidence based understandings • Program Chart to show coherent and sequenced delivery ie a schedule of the sequencing of units through the program which includes all units with codes, names and credit points; PEX placements with number of days. • PS 2. 2 Program development, design and delivery take account of education developments, curriculum, community expectations, system needs including workforce demands; and stakeholder perspectives. Provider should include 2 or 3 agendas and minutes of the most significant meetings. • PS 2. 3 Provider should outline program resourcing and teaching and assessment strategies (linked to rationale and expected outcomes).

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 3 PS 3. 1, 3. 2, 3. 3 Implementation for cohorts commencing in 2017 • NEW PS 3. 1 Provider should describe and publish rationale for program entry (on website). • NEW PS 3. 2 • Provider should specify academic selection criteria (GTIL Reform 1. 1 options – see Slide 24) • Non-academic selection criteria: Providers may refer to NSWCDE evolving framework or to another strategy they have in place eg interviewing applicants. • NEW PS 3. 3 Provider should outline how their selection processes have been made publicly available.

NSW ITE Supplementary Accreditation Panel Training GTIL REFORM 1. 1 OPTIONS FOR ACADEMIC ENTRY TO ITE PROGRAMS Implementation for cohorts commencing in 2017 • Three x HSC Band 5 results, including one in English Or the following options which have been deemed by NESA to be an equivalent: • Option 1 One/more bridging units in discipline comparable to Band 5 • Option 2 Full year of discipline study in another degree • Option 3 The ITE degree has a full year of discipline study (8 units) prior to curriculum studies and supervised PEX (70% of programs) • Option 4 An alternative admission pathway

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 3 Continued… • PS 3. 4 Provider specifies how it will address the learning needs of all teacher education students: including information on processes and available support programs (but not for National Literacy and Numeracy Test as this is addressed in PS 3. 5 or PEX as this is addressed in PS 5. 4). • NEW PS 3. 5 National Literacy and Numeracy Test: Provider supplies information on the timing (ie pre final PEX at the latest) and support mechanisms for TES. NSW Implementation for cohorts completing from 1 July 2016. • PS 3. 6 Provider specifies English language proficiency requirements. • PS 3. 7 Provider specifies entry requirements for applicants to graduate entry programs. Ø See Slide 35 for NSW SCK academic requirements for admission to graduate entry programs.

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 4 • PS 4. 1 Program structures and composition – check that the requirements have been met. • PS 4. 2 Program prepares TES to teach the school curriculum in the chosen stage of schooling - refer to the new AITSL Schedule 1 in Guidelines pp. 33 -34 and the NSW Subject Content Knowledge Requirements here. • PS 4. 3 If the program prepares graduates to teach across multiple educational settings, then check that the requirements have been met. • NEW PS 4. 4 Programs provide all primary graduates with a subject specialisation. Provider should include a description of their strategy and work undertaken to date. Full implementation for cohorts commencing in 2019.

NSW ITE Supplementary Accreditation Panel Training NESA PRIMARY SPECIALISATIONS The NESA Primary Specialisations have been developed in response to GTIL Reform 2. 2 The NESA specialisations are voluntary for providers and for TES The NESA specialisations are available in the following curriculum areas: - Mathematics - Science and Technology - Languages Graduates completing a NESA Primary Specialisation will be provided with codes by the Do. E By default, these specialisations meet the requirement of PS 4. 4 but only for the cohorts/students undertaking them so a specialisation must be available to all students undertaking primary programs

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 5 • NEW PS 5. 1 Formal written PEX partnerships - Full implementation for every PEX school/site in 2018 - but already in place as GTIL Reform 4, so Provider should include their Do. E Agreement(s) in the application and reference the NSW PEX Framework found here. • PS 5. 2 PEX number of days and diverse experience – check that the requirements have been met. • NEW PS 5. 3 Clear communication mechanisms in place to inform schools of teacher education students’ prior learning and expected learning outcomes for the placement – but already a NSW expectation - See Document 1 Best Practice Guidelines in the PEX Framework here. Full implementation for every PEX school/site in 2018 Ø See Slide 37 for NSW PEX requirements

NSW ITE Supplementary Accreditation Panel Training PROFESSIONAL EXPERIENCE HANDBOOK • The PEX Handbook should be a comprehensive collection of advice documents, policies and assessment report templates for use by schools, supervising teachers and TES, and should therefore include: • references to the NSW PEX Framework. • correct nomenclature for roles and responsibilities found here. • the report templates (which must specify each Graduate Standard Descriptor). • the Evidence Guide (from the PEX Framework) found here. • The PEX Handbook should be consistent with information provided in the program and in Template 2.

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 5 Continued… • PS 5. 4 Provider should outline how through partnerships it is developing a rigorous approach to teacher education assessment against the Graduate Standards. This should include aspects of the NSW PEX Framework that already support this (eg Report Templates – which include all Standard Descriptors, Evidence Guide). • PS 5. 5 Provider should outline how it supports supervising teachers through professional learning and through collaboration with teacher educators with recent/current teaching experience.

NSW ITE Supplementary Accreditation Panel Training PROGRAM STANDARD 6 • PS 6. 1 Provider outlines processes in place for ongoing collection, analysis and evaluation of data: program improvements, periodic formal evaluation, national and jurisdictional data collections to support workforce supply, benchmarking and contribute to cumulative database of ITE evidence – a statement should be provided on what the Provider will collect and how. • NEW PS 6. 2 Plan for demonstrating program outcomes: TES performance and graduate outcomes, including program impact. Timeframe: - Plan for demonstrating impact (Template 4) to NESA by 1 May 2017 - Evidence collection commences on approval of the plan (no later than Dec. 2017) • (NEW PS 6. 3 Stage 2)

NSW ITE Supplementary Accreditation Panel Training ANNUAL REPORTING (PS 6. 4) It is unlikely that Accreditation Panels will be required to engage with this standard until Stage 2 Accreditation. Reporting templates are currently being agreed between AITSL and stakeholders, but for your information: • NEW PS 6. 4 Providers report annually to NESA *: • data as identified in the Plan for Impact (PS 6. 2 – Template 4) • changes to the program • nationally required data • additional data/information requested by NESA Ø see Slide 33 • Providers acknowledge in Template 1: “We undertake to comply with the reporting requirements specified in PS 6. 4. ” * It is the responsibility of NESA to monitor, evaluate and report back to Providers on what the data indicates

NSW ITE Supplementary Accreditation Panel Training NESA ADDITIONAL DATA/INFORMATION TO BE REPORTED ON ANNUALLY ITE REVIEW RECOMMENDATIONS The following aspects of ITE provision in NSW have been researched, reviewed and reported on: • Learning Assessment • Classroom Management and Students with Special Education Needs • Literacy Learning in the Early Years • Learning to Teach Primary Mathematics • Online ITE Recommendations from these reports are being implemented by Providers and they will be required to report on progress as part of the annual data reporting OTHER NESA DATA This is currently being developed

ASSESSING THE PROGRAM: WORKING THROUGH THE TEMPLATES Additional aspects to consider

NSW ITE Supplementary Accreditation Panel Training TEMPLATE 1: APPLICATION COVER SHEET • Box 1: NEW To meet with a NESA Executive Officer for a preliminary meeting before submitting (Scott Warnes or Anne Lawson-Jones – contact details on the final slide) • Box 2: Program/Suite of Programs covered by this application: in 2017 each Stage 1 application will need a separate application • Box 4: will therefore only require the contact details of one program convenor

NSW ITE Supplementary Accreditation Panel Training TEMPLATE 3: GRADUATE TEACHER PROGRAM STANDARDS MATRIX • The Provider is required to outline a “Program approach to the Standard” in a row above each of the seven standards – the EO will have checked that these have been included, but you will be required to assess the quality of the information provided. The AITSL worked sample on p. 3 of the Template provides a guide to the quantity and quality of an appropriate response. • Providers are now required to address each Standard Descriptor in terms of “Taught, Practised and Assessed”, in other words when and how are TES taught about the aspects encompassed by a Descriptor, and when and how are they able to practise the skills, knowledge and understanding encompassed in each Descriptor prior to being formally assessed, in what AITSL has termed a “Critical Task”.

NSW ITE Supplementary Accreditation Panel Training STANDARD DESCRIPTOR COMPLEXITY Most Graduate Standard Descriptors are complex as they consist of multiple facets. In the example below, the verb is ‘demonstrate’. Some descriptors require TES to understand but not to demonstrate, so it is important to first of all note the verb and match the expectation that the verb creates with the evidence cited by the Provider. In this example, TES must demonstrate broad knowledge and understanding, so does the assessment task cited, enable TES to demonstrate both? Finally, they must be able to demonstrate broad knowledge and understanding of three aspects that have an impact on the education of students from Aboriginal and Torres Strait Islander backgrounds: namely, culture, cultural identity, and linguistic background. Unless all of these facets have been addressed in the program, the standard has not been achieved (in full). The full document Unpacking the Graduate Standard Descriptors can be found here.

NSW ITE Supplementary Accreditation Panel Training TEMPLATE 4: PLAN FOR DEMONSTRATING IMPACT It is unlikely that Accreditation Panels will be required to engage with this Template in 2017. All currently nationally accredited programs are required to ‘transition to Stage 1 Accreditation’ (ie demonstrate that they meet the requirements of the new Program Standards) and these ‘Transition Applications’ will be assessed by an expert panel appointed by ITEC. For your information, however, Template 4 will consist of: Component 1 Introduction to context Component 2 Impact Statements Table 1 Impact Statements Mapping Table 2 Framework of Data Sources Table 3 Operational Plan

IF YOU REQUIRE FURTHER GUIDANCE PLEASE CONTACT THE RELEVANT NESA EXECUTIVE OFFICER: Mr Scott Warnes scott. warnes@nesa. nsw. edu. au 9367 8008 Ms Anne Lawson-Jones Anne. lawson-jones@nesa. nsw. edu. au 9367 8181 117 Clarence St, Sydney NSW 2000, Australia GPO Box 5300, Sydney NSW 2001, Australia T +61 2 9367 8111 educationstandards. nsw. edu. au