Maintenance of Accreditation at
Highly Accomplished and Lead
Teacher Policy
September 2016
Contents
1
Purpose .......................................................................................................................... 1
2
Policy objectives ........................................................................................................... 1
3
Teacher Accreditation Act 2004 ................................................................................... 1
4
Maintenance of accreditation at Highly Accomplished and Lead Teacher ............. 2
4.1 Demonstrating consistent practice against the Standards .............................................. 2
4.2 Continuing professional development requirements ....................................................... 2
4.3 Payment of fees .............................................................................................................. 4
4.4 Length of a maintenance of accreditation period ............................................................ 4
5
The process for the maintenance of accreditation at Highly Accomplished and
Lead Teacher ................................................................................................................. 4
5.1 Role of accredited teachers in maintaining accreditation at Highly Accomplished and
Lead Teacher .................................................................................................................. 5
5.2 Role of Teacher Accreditation Authorities (Accomplishment/Leadership)....................... 6
5.3 Role of NESA .................................................................................................................. 6
5.4 Notification of a decision.................................................................................................. 7
5.5 Review process ............................................................................................................... 7
5.6 Maintaining accreditation across services/schools and teacher accreditation
authorities ........................................................................................................................ 8
6
Maintenance of accreditation at Highly Accomplished and Lead Teacher for
casual and part-time teachers ...................................................................................... 8
7
Accredited teachers who move into non-teaching roles........................................... 8
7.1 Accredited teachers employed as non-teaching principals ............................................. 8
7.2 Accredited teachers employed in non-school based positions such as school
education consultants, advisors, teacher educators and VET teachers .......................... 9
7.3 Organising the return to the classroom ........................................................................... 9
8
Leave of absence from teaching................................................................................ 10
8.1 Grounds for leave of absence ....................................................................................... 10
8.2 Applying for leave of absence ....................................................................................... 10
8.3 Extent of absence.......................................................................................................... 10
8.4 Declaration .................................................................................................................... 10
8.5 Professional development undertaken during leave of absence ................................... 10
8.6 Recognition of professional development outside of NSW during leave of absence .... 11
8.7 Returning to teaching after a leave of absence ............................................................. 11
8.8 Extending the maintenance of accreditation period ...................................................... 11
9
Maintenance of accreditation for teachers accredited at more than one level ..... 11
10 Loss of Accreditation.................................................................................................. 12
10.1New scheme teachers ................................................................................................... 12
10.2Non – new scheme teachers ......................................................................................... 12
10.3Use of post-nominals..................................................................................................... 12
10.4Reaccreditation at Highly Accomplished or Lead Teacher ............................................ 12
11 Glossary of terms ........................................................................................................ 13
1
Purpose
This policy describes requirements for the maintenance of accreditation at Highly
Accomplished and Lead Teacher against the Australian Professional Standards for Teachers
(the Standards).
The policy forms part of the framework of the Standards as approved by the Minister. It is
designed to support teacher accreditation authorities (TAA) and teachers in maintaining
accreditation at the Highly Accomplished and Lead Teacher levels.
It also documents the roles of TAAs (A/L), accredited teachers and the NSW Education
Standards Authority (NESA) in the process.
The policy is underpinned by an appreciation of the professional responsibility of accredited
teachers to maintain and develop their practice, as well as to assist in developing the practice
of colleagues.
It is inherent in professional practice and in the Standard Descriptors at Highly Accomplished
and Lead that all accredited teachers are active in the pursuit of expert knowledge and
improved performance.
The policy allows individual teachers to articulate and describe their professional commitment
and development and the relationship of these to their practice following their successful
accreditation.
2
Policy objectives
The Maintenance of Accreditation at Highly Accomplished and Lead Teacher Policy seeks to
achieve the following objectives:
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3
maintain high quality teaching in NSW
assist teachers to maintain their accreditation at Highly Accomplished and Lead
Teacher against the Standards
assist teachers in using the Standards to focus their continuing professional
development
recognise teachers’ autonomy in shaping professional growth and experience that
support their maintenance of accreditation against the Standards
provide recognition that teachers have maintained their accreditation at Highly
Accomplished or Lead Teacher level.
Teacher Accreditation Act 2004
The Maintenance of Accreditation at Highly Accomplished and Lead Teacher Policy gives
effect to the relevant provisions in the Teacher Accreditation Act 2004 (the Act).
NESA has legislated responsibility to advise the Minister on:
(a) the approval by the Minister of initial and continuing teacher education courses or
programs that are relevant for the purposes of accreditation under the Teacher
Accreditation Act 2004
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(b) the approval by the Minister of persons or bodies who may provide professional
development in accordance with the requirements of the Australian Professional
Standards for Teachers
(c) the conditions and criteria for continuing accreditation, including requirements in
relation to professional development.
The Minister has delegated to NESA the function of approving providers, courses and
programs.
The Act and this policy are available on the NESA Teacher Accreditation website at
www.nswteachers.nsw.edu.au.
4
Maintenance of accreditation at Highly
Accomplished and Lead Teacher
Maintaining accreditation involves teachers continually developing their knowledge and
practice.
Teachers are required to maintain their accreditation by:
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demonstrating consistent teaching practice at Highly Accomplished or Lead Teacher
and documenting this practice in a report
undertaking continuing professional development1
paying the annual accreditation fee.
These three requirements are set out in more detail in Sections 4.1 – 4.3.
4.1
Demonstrating consistent practice against the Standards
Teachers must demonstrate in their practice across each maintenance period that they
continue to meet the Standard Descriptors at the relevant career stage.
They document their practice by completing the Maintenance of Accreditation at Highly
Accomplished Report or Maintenance of Accreditation at Lead Teacher Report, reflecting on
their progress in maintaining the Standard Descriptors at the relevant career stage.
In order to document the teacher’s practice across the full maintenance period, the report
should be completed in the final year of each period.
The report should then be submitted to the TAA (A/L) or professional development delegate2
three to six months before the end of each maintenance period. This will allow time to check
that requirements have been completed and for an accreditation decision to be made.
4.2
Continuing professional development requirements
During each maintenance period, teachers must complete a minimum of 100 hours of
continuing professional development. The 100 hours must address:
1
Definitions of professional learning and professional development were established for The Continuing Professional Development
Policy – Supporting the Maintenance of Accreditation at Proficient Teacher.
2
TAAs (A/L) should notify NESA with regard to identifying professional development delegates.
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
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each Standard Descriptor, at the relevant career stage, contained in Standard 6
(Engage in professional learning)
at least one Standard Descriptor, at the relevant career stage, in each of the remaining
Standards.
The 100 hours must also comprise:


20 hours of Quality Teaching Council (QTC) Registered professional development3
80 hours of Teacher Identified professional development4, 20 hours of which should be
Professional Commitment activity (see Section 4.2.2 below).
4.2.1 QTC Registered professional development (20 hours)
Courses or programs mapped to the Standards that are delivered by endorsed providers are
registered with NESA. Teachers are required to evaluate each QTC Registered course and
program in which they participate in their NESA online account. When verified by the
provider’s participation data, NESA’s database will record that the teacher has completed the
course or program.
Teachers maintaining accreditation at Highly Accomplished are required to complete courses
or programs addressing either the Standard Descriptors for Highly Accomplished or those for
Lead Teacher.
Teachers maintaining accreditation at Lead Teacher are required to complete courses or
programs that address the Standard Descriptors for Lead Teacher only.
4.2.2 Teacher Identified professional development (80 hours)
Teachers can identify activities for professional development that are not registered with
NESA. These activities are mapped to the Standards. Teachers will record their teacher
identified continuing professional development, including Professional Commitment hours, on
NESA’s online database. Participation and completion will be validated online by the TAA (A/L)
or their professional development delegate.
At least 20 of the 80 hours of teacher identified professional development are to include a
range of Professional Commitment activities that support the professional development and
practice of colleagues in the teacher’s service/school5 and wider education community. Some
examples of such activities are (the list is not exhaustive):
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mentoring teachers
supervising pre-service teachers including interns
coaching teachers
leading professional development
developing and implementing projects, including research, in their service/school and
the wider education community
leading educational forums in the service/school, or professional teaching associations
3
For a definition of QTC Registered professional development see the Glossary.
For a definition of Teacher Identified professional development see the Glossary.
5
‘service’ in this Policy means an approved centre based education and care service within the meaning of the Children
(Education and Care Services) National Law NSW or the Children (Education and Care Services) Supplementary Provisions Act
2011 and includes a service or facility of a class declared by the regulations to be an early childhood education centre for the
purposes of this Act.
4
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or networks
writing for publications that contribute to professional knowledge and discussion for
teachers
leading activity in professional associations or teacher networks
managing and/or leading community organisations connected to the service/school.
4.2.3 Teachers undertaking further undergraduate or postgraduate study
Teachers undertaking further units of study at undergraduate or postgraduate level during the
maintenance period may apply to NESA to have this recognised as meeting the professional
development requirements for maintenance of accreditation at Highly Accomplished or Lead
Teacher. The area of study should be directly relevant to the appropriate Standards and their
area of teaching (or future area of teaching where a teacher is retraining).
Teachers whose study is recognised as contributing to their professional development
requirements are still required to complete 20 hours of Professional Commitment unless they
can demonstrate in their application that a component of their studies has some similar activity
to those described.
4.3
Payment of fees
The Act requires that an annual fee be paid as a condition of teachers’ accreditation at all
levels. Non-payment of the fee may result in the suspension and eventual revocation of
accreditation.
The NESA website has current information on fees.
4.4
Length of a maintenance of accreditation period
A maintenance period is five years for full-time teachers, and seven years for casual or parttime teachers (see Section 6).
The first maintenance period begins on the day a teacher is accredited, and ends five or seven
years later, as relevant. A new maintenance period begins the day after the previous period
ends.
5
The process for the maintenance of
accreditation at Highly Accomplished and Lead
Teacher
The process for the maintenance of accreditation at Highly Accomplished and Lead Teacher
involves the accredited teacher, the TAA (A/L) and/or their professional development delegate,
and NESA.
The maintenance process can be summarised as follows:
1. Teacher undertakes continuing professional development requirements over the
duration of the maintenance period (see Section 4.2).
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2. Teacher evaluates QTC Registered professional development in their NESA account
online. The course/program provider verifies the teacher’s participation.
3. TAA (A/L) or professional development delegate validates the teacher identified
professional development on NESA’s online database.
4. Teacher prints the Professional Development Progress Report from NESA’s online
database which records that professional development requirements have been
completed.
5. Teacher writes, signs and dates the relevant Maintenance of Accreditation Report and
attaches the Professional Development Progress Report.
6. Teacher submits the Reports to TAA (A/L) or professional development delegate 3 to 6
months before the end of the maintenance period.
7. TAA (A/L) and/or professional development delegate verifies the report and
professional development requirement, signs and dates the Maintenance of
Accreditation Report to record verification.
8. TAA (A/L) reviews Reports and completion of professional development requirements
and makes maintenance of accreditation decision, signing and dating the Maintenance
of Accreditation Report to record the decision.
9. TAA (A/L) forwards Reports to NESA, a copy to the teacher and retains their own copy.
The roles of the teacher, the TAA (A/L) and NESA are set out in more detail in Sections 5.1 –
5.3.
5.1
Role of accredited teachers in maintaining accreditation at Highly
Accomplished and Lead Teacher
Teachers accredited at Highly Accomplished and Lead Teacher maintain their accreditation by
ongoing self evaluation against the Standards, completing the continuing professional
development requirements and paying the annual accreditation fee.
Teachers will undertake professional development as an ongoing process over the
maintenance period and record, in a timely manner, their progress.
Teachers evaluate each QTC Registered course and program in which they participate and
record their teacher identified continuing professional development, including Professional
Commitment hours, through their Continuing Professional Development Log in their NESA
online account.
Teachers monitor their achievement of the Standards over each maintenance period. Their
continued achievement of the Standards will be recorded by completing the Maintenance of
Accreditation Report in the final year of each maintenance period. It is the responsibility of
teachers to write their own Report.
Teachers complete the relevant Maintenance of Accreditation Report based on their
professional knowledge, practice and commitment. The Report will provide the opportunity for
teachers to reflect on their ongoing practice against the Standard Descriptors at the relevant
career stage.
Proformas for the Maintenance of Accreditation at Highly Accomplished Report and
Maintenance of Accreditation at Lead Teacher Report are available on the NESA website.
The teacher should submit the relevant Maintenance of Accreditation Report, including the
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Professional Development Progress Report, to their TAA (A/L) or professional development
delegate three to six months before the end of each maintenance period.
5.2
Role of Teacher Accreditation Authorities
(Accomplishment/Leadership)
The TAA (A/L) is authorised to determine if teachers meet the requirements for maintenance
of accreditation at Highly Accomplished and Lead Teacher.
Where appropriate, the TAA (A/L) or their professional development delegate should discuss a
teacher’s progress in partnership with the teacher. Such discussions should be collegial and
should assist teachers to:
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maintain the Standards at Highly Accomplished or Lead Teacher
meet NESA professional development requirements for maintaining accreditation.
The feedback should involve the recognition of progress and the context in which the teaching
practice is being undertaken.
The TAA (A/L) validates that the teacher’s recorded teacher identified professional
development was completed and addressed the Standards indicated by the teacher.
Upon submission of the Maintenance of Accreditation Report and attached Professional
Development Progress Report, the TAA (A/L) or professional development delegate checks
that teachers have fulfilled continuing professional development requirements and maintained
their practice against the Standard Descriptors at the relevant career stage.
On the basis of the Maintenance of Accreditation Report and the completion of the continuing
professional development requirements, the TAA (A/L) makes the decision, signing the Report
indicating that the teacher has successfully maintained their accreditation.
TAAs (A/L) should only verify that a teacher has successfully maintained their accreditation if
they recognise the Report as a true reflection of a teacher’s performance against the
Standards.
In cases where the TAA (A/L) decides that accreditation at the relevant key stage has not
been maintained, the TAA (A/L) should commence procedures to suspend and eventually
revoke the accreditation of the teacher at the relevant career stage. TAAs (A/L) should refer to
the separate policy that deals with suspension and revocation of accreditation.
The original Report is sent to NESA before the teacher’s maintenance period ends. A signed
copy should be given to the teacher, and a further signed copy be retained by the TAA (A/L).
5.3
Role of NESA
NESA oversees the system of accreditation and recognition of teachers’ professional capacity
against the Standards. This includes the process for the maintenance of accreditation at
Highly Accomplished and Lead Teacher.
NESA advises and assists in the accreditation of teachers at Highly Accomplished and Lead
Teacher and monitors their maintenance of accreditation. NESA monitors the application of
the accreditation process across services/schools and teacher accreditation authorities to
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support the consistent and fair application of the Standards for each teacher.
NESA also promotes appropriate professional development through registered providers and
approves courses and programs offered by those providers.
NESA retains an online database that provides access to teachers’ professional development
records for teachers, TAAs (A/L) and professional development delegates. The database
allows teachers to log their professional development and evaluate QTC Registered
courses/programs in which they participate. It also allows TAAs (A/L) and their professional
development delegates to view the progress of their teachers and validate the teacher
identified professional development undertaken by those teachers.
At the end of each maintenance period, the teachers’ Professional Development Progress
Report will record their completed participation in continuing professional development for the
purpose of verification.
The NESA online database will record the maintenance of accreditation decision by the
TAA (A/L) at the relevant key stage.
5.4
Notification of a decision
TAAs (A/L) should make timely accreditation decisions.
The Act requires that all accreditation decisions, including decisions to revoke accreditation at
Highly Accomplished and Lead Teacher, are to be provided to NESA within 21 days from the
date a decision is made by the TAA (A/L).
5.5
Review process
Each TAA (A/L) should have a documented internal review process.6 It is the responsibility of
the TAA (A/L) to provide teachers with a copy of its internal review process.
An internal review process can be implemented should there be a dispute in cases where a
TAA (A/L) decides to suspend or revoke the accreditation of a teacher on the basis that the
teacher has not maintained his or her accreditation.
The review procedure should determine whether a fair process for the teacher was applied
including the type of feedback provided by the TAA (A/L).
It should be noted that the Act specifies that the ultimate avenue of appeal is the
Administrative Decisions Tribunal. Following an inability to find resolution through the internal
review process, teachers can seek a final review of the decision by the Administrative
Decisions Tribunal.
At the time when a teacher has not been recommended for maintenance of accreditation, the
teacher must be informed of his or her right to request a review of the decision by the
Administrative Decisions Tribunal.
6
If a service/school is part of a system such as the Department of Education or a Catholic Education Office, then the teacher may
need to refer to systemic policies and procedures for advice on Internal Reviews.
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5.6
Maintaining accreditation across services/schools and teacher
accreditation authorities
Where teachers move to a new teacher accreditation authority during the maintenance period,
it is the responsibility of the new TAA (A/L) to make the maintenance of accreditation decision
and sign the Maintenance of Accreditation Report.
Prior to changing services/schools, teachers should ensure their online Continuing
Professional Development Log is up to date so that their current TAA (A/L) or professional
development delegate can validate any professional development already completed.
Teachers should also ensure they keep any relevant documentation for verification by their
new TAA (A/L).
Prior to seeking the signature, teachers need to teach in the new authority for a period long
enough for them to demonstrate ongoing achievement across a range of Standards.
The new TAA (A/L) may contact the previous TAA (A/L) to discuss aspects of the Maintenance
of Accreditation Report provided by the teacher.
6
Maintenance of accreditation at Highly
Accomplished and Lead Teacher for casual and
part-time teachers
Casual or part-time teachers accredited at Highly Accomplished and Lead Teacher are to
maintain their accreditation using the same criteria and processes as full-time teachers.
The period for a casual or part-time teacher to meet maintenance of accreditation
requirements is seven years.
The maintenance of accreditation decision will be made by one TAA (A/L) in consultation with
the teacher. Where practical, this decision may reflect discussions with other TAAs (A/L) or
schools in which the teacher has worked.
7
Accredited teachers who move into nonteaching roles
7.1
Accredited teachers employed as non-teaching principals
Teachers who are accredited at Highly Accomplished or Lead Teacher and are subsequently
employed as non-teaching principals should continue to maintain their accreditation.
Non-teaching principals will need to complete the continuing professional development
requirements and demonstrate their ongoing high-level teaching practice in their school. The
TAA (A/L) for the employment body can attest to their continued achievement of the relevant
Standards.
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In cases where non-teaching principals have not been able to demonstrate ongoing
achievement across some Standards, they may need to return to teaching in their school for a
period long enough to demonstrate them.
7.2
Accredited teachers employed in non-school based positions such
as school education consultants, advisors, teacher educators and
VET teachers
Teachers who are accredited at Highly Accomplished or Lead Teacher and are subsequently
employed as school education consultants, advisors, teacher educators or VET teachers7 for
five years or more have the following options:
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maintain their accreditation under an appropriate TAA (A/L), or
apply for leave of absence from teaching.
Teachers who take the first option will generally be those teachers who are employed as
school education consultants/advisors within a TAA (A/L) or employment body. These
teachers will need to complete the continuing professional development requirements and
demonstrate their ongoing high-level teaching practice. The TAA (A/L) for the employment
body in their consultancy role can attest to their continued achievement of the relevant
Standards. Individuals can incorporate activities undertaken as a school education consultant8
or as a teacher educator9 to meet the requirements.
In cases where teachers in consultancy roles are not employed by one particular TAA (A/L),
they should approach an appropriate TAA (A/L) to seek support in completing maintenance
requirements.
In cases where consultants/advisors have not been able to demonstrate ongoing achievement
across some Standards, they may need to return to teaching for a period long enough to
demonstrate them. Section 7.1 describes this requirement in more detail.
Teachers seeking leave of absence should apply on the basis that they will not be employed
as teachers during that time. Leave of absence provisions are described in Section 9.
7.3
Organising the return to the classroom
The return to the classroom experience should be organised in a flexible way, respectful of the
accredited teachers’ and employers’ requirements. A range of employment scenarios can be
used to meet this requirement; the teaching does not need to be in a defined block.
Those teachers who are employed by school systems to undertake consultancy positions are
encouraged to discuss this requirement with their employers. It is anticipated that employers
will welcome the opportunity to provide some classroom experience for their non school-based
teaching staff.
Those teachers who are accredited at Highly Accomplished or Lead Teacher in non-systemic
7
Only those teachers who are teaching courses developed or endorsed by NESA.
Only those consultants that have worked in a position with respect to one or more of the following: development and/or
implementation of the NSW curriculum, including assessment and reporting; student learning and well-being; teaching and learning
in schools; teacher professional learning and support.
9
Only those teacher educators who are employed to deliver a NESA approved teacher education qualification.
8
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schools and who then undertake consultancy positions should attempt to negotiate this
requirement with an appropriate TAA (A/L). In particular, this may affect teachers working as
teacher educators in universities.
8
Leave of absence from teaching
Teachers who have been accredited at Highly Accomplished or Lead Teacher may apply for
leave of absence with NESA for periods where they are not teaching in a NSW school. Whilst
on leave, the maintenance period is temporarily halted.
8.1
Grounds for leave of absence
Leave of absence may be granted where teachers are unable to teach due to, for example:
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8.2
family responsibilities (e.g. maternity leave, child rearing and carers responsibilities)
illness or misadventure
travelling
teaching overseas
teaching interstate
being on study leave
employment in another occupation not covered by the Act.
Applying for leave of absence
Accredited teachers may apply in writing to NESA for a leave of absence, either via a proforma
or through their online account, both of which are available on the NESA website.
Documentation relating to the reason for leave may be required.
8.3
Extent of absence
Leave of absence may be approved for periods away from teaching of six months to five
years.
The accreditation of teachers at any and all career stages will cease should they remain on
leave for five years or more. The Act requires that such teachers be provisionally or
conditionally accredited upon returning to teaching and that they participate in the accreditation
process at Proficient Teacher.
8.4
Declaration
Applications for leave of absence include a declaration by teachers that they will not teach in
any NSW service/school while on leave of absence.
8.5
Professional development undertaken during leave of absence
Teachers may undertake professional development during a period of approved leave of
absence. They may use the NESA online database to record it and have it recognised by
NESA provided the TAA (A/L) or their professional development delegate is prepared to
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validate any teacher identified professional development.
8.6
Recognition of professional development outside of NSW during
leave of absence
Should teachers undertake professional development outside of NSW during a period of
approved leave of absence, they may record this as teacher identified professional
development in the same way as described in Section 4.2.2.
NESA will provide advice to TAAs (A/L) about validating these activities against the Standards.
8.7
Returning to teaching after a leave of absence
Teachers are to continue fulfilling maintenance of accreditation requirements upon returning to
teaching. The maintenance period recommences at the point of returning to teaching.
Teachers can complete their maintenance of accreditation requirements in the amount of time
that was remaining when the leave of absence commenced. For example, where teachers
have completed three years of their maintenance requirements and taken leave of absence for
one year, they will need to complete the remaining two years of the maintenance period upon
returning to teaching.
Teachers returning to employment as a teacher prior to or at the end of a period of leave of
absence are to notify NESA in writing of their return.
8.8
Extending the maintenance of accreditation period
Teachers can apply to NESA for an extension of time to maintain their accreditation. The
criteria for an extension describe a range of circumstances that cause a lack of reasonable
opportunity to complete maintenance requirements, such as:
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child-rearing responsibilities
home carer responsibilities
illness or misadventure
undertaking further teaching-related education courses
other appropriate professional circumstances
Teachers under these circumstances should write to NESA to request an extension,
describing their specific circumstances, using the proforma provided on the NESA website.
9
Maintenance of accreditation for teachers
accredited at more than one level
The Act states that a teacher may be accredited at more than one level at any one time.
A teacher accredited at Proficient Teacher who subsequently achieves accreditation at Highly
Accomplished or Lead Teacher will cease maintaining their accreditation at Proficient Teacher
and begin maintaining their accreditation at the new career stage.
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A teacher accredited at Highly Accomplished who subsequently achieves accreditation at
Lead Teacher will cease maintaining their accreditation at Highly Accomplished and begin
maintaining their accreditation at the new career stage.
10 Loss of Accreditation
10.1 New scheme teachers
New scheme teachers who have their accreditation at Highly Accomplished or Lead Teacher
revoked, ceased, or who voluntarily withdraw from accreditation at the higher level, will be
required to immediately return to maintaining their accreditation at Proficient Teacher.
They will begin a new maintenance period at Proficient Teacher on the day their accreditation
at Highly Accomplished or Lead Teacher ends.
Under the Act, the revocation of a teacher’s accreditation at Proficient Teacher also revokes
their accreditation at Highly Accomplished or Lead Teacher, or both.
10.2 Non – new scheme teachers
Teachers who are not new scheme teachers and whose accreditation at Highly Accomplished
or Lead Teacher is revoked, or who voluntarily withdraw from accreditation at that level, are no
longer accredited with NESA. These teachers have no further requirements to meet.
10.3 Use of post-nominals
Teachers who do not have current accreditation at Highly Accomplished or Lead Teacher are
not permitted to use the relevant post-nominal letters. See the Policy for Issuing Post-Nominal
Letters to Teachers Accredited at Highly Accomplished and Lead Teacher on the NESA
website.
10.4 Reaccreditation at Highly Accomplished or Lead Teacher
Teachers whose accreditation at Highly Accomplished or Lead Teacher ends for any reason
(withdrawal, revocation, cessation) and who wish to become reaccredited, will have to
undertake the accreditation process at that career stage again.
The accreditation process is described in the Policy and Procedures for Accreditation at Highly
Accomplished and Lead Teacher on the NESA website.
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11 Glossary of terms
Term
Meaning
Accreditation
Process which recognises and certifies a teacher’s achievement of
the Australian Professional Standards for Teachers at the levels of
Proficient, Highly Accomplished and Lead Teacher.
Course
A professional development activity of 10 hours or less.
QTC Registered
Continuing
Professional
Development
Courses or programs that are offered by providers of teachers’
continuing professional development that have been endorsed by
NESA. This type of continuing professional development has been
mapped to the Standards and placed on NESA’s website via its
online register.
Post-nominal letters
Post-nominal letters are letters placed after the name of a teacher
to indicate that the individual holds current accreditation at Highly
Accomplished Teacher (ATA) or Lead Teacher (ATL).
Professional
Commitment
Activity that supports the professional development and practice of
colleagues in the teacher’s school and wider education community.
Professional
Development
Processes, activities and experiences that provide opportunities to
extend teacher learning and support accreditation against the
Standards.
Professional Learning
Growth of teacher expertise that leads to improved student
learning.
Australian
Professional
Standards for
Teachers
A framework of nationally agreed standards for the teaching
profession that describe a teacher’s knowledge, practice and
commitment at four key stages of their career (Graduate, Proficient,
Highly Accomplished and Lead).
Program
A professional development activity of more than 10 hours. It may
comprise one or more courses.
Teacher Accreditation
Authority
A person or body authorised to determine if a teacher meets the
requirements for accreditation at any level within the Standards.
Teacher Identified
Continuing
Professional
Development
Activities that provide opportunities for teacher’s development.
They may involve experiences similar to those in QTC Registered
Continuing Professional Development but the activities have not
been registered through NESA. This type of continuing professional
development can be offered by either endorsed providers or other
providers who have not been endorsed by NESA.
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Notes
Distribution history – internal use only
Version Approved
Recipient/s
Purpose/Change
0.1
December
2010
NSW Institute of
Teachers
-
0.2
September
2016
Teaching Standards
Minor changes to nomenclature to include
reference to the Australian Professional
Standards for Teachers and to teachers in
early childhood and care services
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