Last week, I presented some of my strategies at a School Library Association of NSW Webinar on Accreditation. I provided some tips that new scheme teacher librarians should apply if seeking accreditation at Proficient level.
Those who attended were most interested by a mapping grid that can be used to document how each sample meets the standards. This can be done as you collect your evidence. It will help you identify where you may still need to collect evidence.
Remember for each standard, you need to demonstrate at least one of the standard descriptors has been applied in your teaching. You do not need to demonstrate each standard descriptor.
I have decided to make this grid available for download for any teacher (not just Teacher Librarians) which I will encourage you to use.
In addition, please feel free to contact me if you need any direction with your accreditation at Proficient level.
Showing posts with label accreditation. Show all posts
Showing posts with label accreditation. Show all posts
Friday, September 7, 2018
Wednesday, May 18, 2016
Accreditation Complete
I logged into my BOSTES account this week and found that my status is now proficient which means I am now officially recognised as a teacher in NSW. This will open some new doors for me professionally.
I would like to thank Waverley College and the following staff in particular for their support in getting the evidence together and completing the paperwork:
I would like to thank Waverley College and the following staff in particular for their support in getting the evidence together and completing the paperwork:
- Ray Paxton (Head of College) - for his constant support in my work at the College.
- Tony Moore (Director of Personnel Services) - Guiding me through the steps involved in submitting the evidence and ensuring that my portfolio complied with standards set by the College and BOSTES.
- Lynsey Porter (Head of English) - Giving up her time to complete a lesson observation during Term 4, 2015 and providing useful feedback to support my professional practice.
- Sherri Falkinder (Acting Head of Library) - Liaising with senior staff when needed and for providing me with time to prepare the portfolio.
Also, a big thanks to Jenny Williams (Former Head of Digital Learning & Information Services, MLC School Burwood) who was able to sign off samples of evidence from my work as Teacher Librarian (Acting) in 2014 at MLC Burwood.
Friday, November 27, 2015
BOSTES Accreditation - Some reflections
A big step for me professionally has taken place in the past few weeks in relation to seeking accreditation in NSW as a teacher at Proficient Level. I have submitted my samples to my current school for the writing up of the accreditation report.
It has been a year since I looked at my progress and since then, really was in a sense just about ready to present that evidence to a school, and just noting that I had found. I think that time last year came to be really handy because it has made everything much easier. I was able to approach my school, show the samples (and that they had signed off) and it was fixed.
I was able to provide some additional samples of evidence in recent months and also have my practice observed by an experienced teacher.
Hopefully the next entry on this topic will be about gaining the proficient level and giving credit to those involved in my journey there. So far a big thankyou to each and everyone of them.
Some Teacher Librarians may be finding it daunting to collect evidence, but really it is easy to collect. If you teach a lesson (especially primary school), keep a lesson plan, keep copies of sheets or handouts, newsletter articles (communication with the school community), professional learning diaries or samples of student work. Even minutes of a meeting you might have with your library team, faculty or colleague will count. Ideas are endless.
What about classroom management or student discipline? Create a discipline policy that you apply for the library that you work in. Casual or temp? Make a generic one and mention that it is adapted to all schools that you work at. Your teacher observation will also be handy here too like it has been done with me.
Make sure that you look at the standards and make sure that the samples will allow you to meet them all.
A big tip from me is to annotate your samples which you can do with Adobe Acrobat where you can show where the standards have been met and will guide your mentor or TAA in finalising your report.
With your annotations with your samples, go to some detail because it will make a difference as well. It will help you too in determining whether or not you have met the standards.
If you are stuck on doing it from a Teacher Librarians perspective, feel free to get in touch with me or speak to your TAA.
It has been a year since I looked at my progress and since then, really was in a sense just about ready to present that evidence to a school, and just noting that I had found. I think that time last year came to be really handy because it has made everything much easier. I was able to approach my school, show the samples (and that they had signed off) and it was fixed.
I was able to provide some additional samples of evidence in recent months and also have my practice observed by an experienced teacher.
Hopefully the next entry on this topic will be about gaining the proficient level and giving credit to those involved in my journey there. So far a big thankyou to each and everyone of them.
Some Teacher Librarians may be finding it daunting to collect evidence, but really it is easy to collect. If you teach a lesson (especially primary school), keep a lesson plan, keep copies of sheets or handouts, newsletter articles (communication with the school community), professional learning diaries or samples of student work. Even minutes of a meeting you might have with your library team, faculty or colleague will count. Ideas are endless.
What about classroom management or student discipline? Create a discipline policy that you apply for the library that you work in. Casual or temp? Make a generic one and mention that it is adapted to all schools that you work at. Your teacher observation will also be handy here too like it has been done with me.
Make sure that you look at the standards and make sure that the samples will allow you to meet them all.
A big tip from me is to annotate your samples which you can do with Adobe Acrobat where you can show where the standards have been met and will guide your mentor or TAA in finalising your report.
With your annotations with your samples, go to some detail because it will make a difference as well. It will help you too in determining whether or not you have met the standards.
If you are stuck on doing it from a Teacher Librarians perspective, feel free to get in touch with me or speak to your TAA.
Wednesday, November 19, 2014
The Accreditation Process - Some reflections so far
Though I've been employed in a casual and temporary capacity, I've been very blessed to have opportunities to demonstrate my teaching practice and to collect evidence to gain proficient teacher status here in NSW.
Recently, I made the decision to begin documenting that evidence, and I plan on reflecting on that process.
The question that has been raised amongst some Teacher Librarians has been how one can collect and demonstrate that evidence against the teaching standards as set by the Australian Institute for Teaching and School Leadership because the role differs from that of a classroom teacher.
To me, it has really been an interesting challenge and being able to relate my work directly to those standards.
For instance I've done presentations on E-Books to English classes. How have I collected the evidence. I decided on a lesson plan when I was given the task by my colleagues as a means of demonstrating that I can plan a lesson and including a copy of the PowerPoint Presentation to demonstrate that I have included the use of Information or Communications Technologies (ICT's). Even classroom management skills can be shown i.e. establishing routines.
Like any teacher, I have to undertake professional development. Keeping a log demonstrates my commitment to broadening my knowledge.
In pastoral care or welfare capacities, keeping records of communication with parents, colleagues and the wider school community.
I've also been blessed with some opportunities to work on programming or evaluating the success of teaching and learning programs whether it might be a report on the wide reading classes or the library program for Year 6 Students (MLC School).
Resourcing for curriculum is another feature like the Ipad App Evaluations that I did earlier this year which demonstrates commitment to encouraging the use of ICT's for educational purpose but also demonstrate that I have applied newly acquired teaching skills in my work.
Classroom management has probably been the toughest part for me in terms of evidence particularly finding evidence of managing student behaviour. I have been advised in the past by a mentor to actually write down an individual plan on how behaviour could be managed along with student expectations, particularly in a library environment. For me working in different schools, I have to make adaptions based on the relevant school policy and that is emphasised. This would allow me to demonstrate that I can provide a stimulating and engaging learning environment that one would want to risk full participation.
I look forward to sharing some more insights soon.
Recently, I made the decision to begin documenting that evidence, and I plan on reflecting on that process.
The question that has been raised amongst some Teacher Librarians has been how one can collect and demonstrate that evidence against the teaching standards as set by the Australian Institute for Teaching and School Leadership because the role differs from that of a classroom teacher.
To me, it has really been an interesting challenge and being able to relate my work directly to those standards.
For instance I've done presentations on E-Books to English classes. How have I collected the evidence. I decided on a lesson plan when I was given the task by my colleagues as a means of demonstrating that I can plan a lesson and including a copy of the PowerPoint Presentation to demonstrate that I have included the use of Information or Communications Technologies (ICT's). Even classroom management skills can be shown i.e. establishing routines.
Like any teacher, I have to undertake professional development. Keeping a log demonstrates my commitment to broadening my knowledge.
In pastoral care or welfare capacities, keeping records of communication with parents, colleagues and the wider school community.
I've also been blessed with some opportunities to work on programming or evaluating the success of teaching and learning programs whether it might be a report on the wide reading classes or the library program for Year 6 Students (MLC School).
Resourcing for curriculum is another feature like the Ipad App Evaluations that I did earlier this year which demonstrates commitment to encouraging the use of ICT's for educational purpose but also demonstrate that I have applied newly acquired teaching skills in my work.
Classroom management has probably been the toughest part for me in terms of evidence particularly finding evidence of managing student behaviour. I have been advised in the past by a mentor to actually write down an individual plan on how behaviour could be managed along with student expectations, particularly in a library environment. For me working in different schools, I have to make adaptions based on the relevant school policy and that is emphasised. This would allow me to demonstrate that I can provide a stimulating and engaging learning environment that one would want to risk full participation.
I look forward to sharing some more insights soon.