Where do I start with my teaching accreditation? Part 2 | I'm A New ...

In Part 1 of Where do I start with my teaching accreditation? we discussed Make a timeline and use your initiative

Making a timeline, Familiarising yourself with the little blue book and other teaching accreditation documents and the importance of Finding a Mentor. Once you have all of these, you can start actually putting your accreditation together. Now you can:

Begin to think about your evidence now

The evidence that you chose and the information that you include in your Teaching Accreditation is extremely important. In my first year of teaching I made the mistake of including every possible piece of information that I could find in my accreditation documentation. As you can imagine my evidence was about one hundred pages long. When it comes to the selection of your evidence I suggest that it?s better to be succinct. In the end I submitted about seven evidence samples, basically enough to fit in a single plastic sleeve. Your teaching evidence is all that the external accreditation body will see of your teaching competence. As you can imagine, it is vitally important to include samples that reflect your true ability and the uniqueness that you bring to the teaching profession. We will discuss later the importance of having someone check your work.For me, one of the most challenging components of the accreditation process was deciding which evidence to include. As a teacher you have so much paperwork. Your professional programs get more and more full as the year goes on and you have permission notes, policies and procedures, student work samples and countless other bits and pieces that you could use. The New South Wales Institute of Teaching has developed an excellent resource in the Information for Graduate Teachers booklet, and you should also consult the Evidence Guide.

The important thing to remember is that you don?t actually need to reinvent the wheel, most of the documents that you can include in your Teaching Accreditation you will already have ? the challenging part is choosing the ones that best support the Standard that you are addressing. Later we will discuss the different types of evidence that you could include and the Standards that they relate to. These are not the only pieces that you could use, but they will give you some ideas as to what you could include from your work.

Selecting your evidence

Choose carefully when selecting the evidence that you are going to use in your Teaching Accreditation. Remember that your teaching supervisor is there to assist you with this process. They are more experienced than you are and they will be able advise you which pieces of evidence to include. The important thing is to listen to your supervisor and take their advice. The first time I submitted evidence and reflections to my supervisor, they came back covered in red pen and highlighter. I would much prefer to have someone go through my evidence thoroughly at a school level and find errors instead of getting it knocked back in the final stages. The evidence that you will use in your accreditation will mostly come directly from you everyday teaching practise.

When choosing evidence you should think about using:

Lesson plans
Student work samples
Excursion notes for events that you co-ordinated
Student reports
Student Individual Education Plans (IEPs)
Collaborative planning days
Evidence of professional development days
Classroom behaviour management plans.

There are so many pieces of evidence that you can use as part of your teaching accreditation.

A few things to consider when choosing evidence:

Make sure that it?s meaningful
Make sure that it is directly related to the Standard or Domain that you are discussing
Make sure that you remove all references to your school (letterheads, names etc) and make
sure that you remove student names and personal information. There should be nothing that
identifies your school or students.

Write your reflections

I found this component to be the most challenging. When writing your teaching reflections make sure that your writing is succinct and that your reflection is directly linked to the main outcome that you are addressing. As all of the teaching standards are interrelated you can make reference to other Standards and educational documents, but only as an aside. Make sure that you clearly address the Standard that you are focusing on. A You do not have the luxury of sitting down face-to-face with the accreditation officer and explaining your suitability for the profession. The evidence that you submit and the reports your principal and teaching supervisor writes are all that the accreditation authority will see of your competence as a teacher. Once you have selected which evidence that you will use in your accreditation you have to provide a reflection and justification of why you chose that particular piece.

In Part 3 of Where do I start with my teaching accreditation? We we be discussing how to actually write your reflections.

I hope that you have found this useful.

Mathew

8
DEC

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Source: http://imanewteacher.com/2012/12/start-teaching-accreditation-part-2/

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