Early Career Teacher Support
Teacher Accreditation Pathway: Graduate to Proficient
Introduction to Pathways
At Pymble Ladies’ College, we are committed to helping Early Career Teachers (ECTs) thrive by investing in their professional growth and development. We recognise the incredible potential that these individuals bring to our school community and aim to provide a well-defined induction program that will allow them to flourish.
ECTs are organised into four bespoke pathways, depending on their level of experience and developmental needs. Through these pathways, we ensure that each teacher receives the guidance and resources that they need to grow, make a meaningful impact in the classroom and build a strong foundation for a successful career in education.
Each pathway is structured around four pillars of support that align with guidance from the Australian Institute for Teaching and School Leadership on effective induction programs (AITSL, 2016). These pillars include:
Practice-Focused Mentoring Observation and Reflection on Teaching Participation in Collaborative Networks with staff members who are at the same stage of their career
Targeted Professional Learning tailored to meet the needs of individual teachers
1
Conditional
These teachers are undertaking the final year of a graduate teaching degree or final year of a Masters in Education.
2
Early-Career Teachers (1st Year)
These teachers hold Provisional Accreditation and are developing their practice in line with the Proficient Teacher Standards.
Early-Career Teachers (2nd Year)
3
4
These teachers hold Provisional Accreditation. They are continuing to develop their practice in line with the Proficient Teacher Standards, and are also applying for Proficient Accreditation.
Experienced Teachers who are transitioning to the NSW education system from a different state or overseas. These teachers hold Provisional Accreditation and are applying for Proficient Accreditation.
The Pillars of Support
THE ROLE OF THE SUPERVISOR: MENTORSHIP
We prioritise the growth and success of our ECTs by pairing them with a dedicated supervisor who provides invaluable mentorship and guidance. Please note that this is slightly different for teachers on Pathway One and more details of this can be found later in this booklet. The Australian Institute for Teaching and School Leadership (AITSL) defines those in mentoring roles as “knowledgeable, experienced, highly effective teachers, with expertise, who work with or alongside early-career teachers or less experienced colleagues.”
At Pymble, our supervisors are central to guiding teachers through their developmental pathway, supporting them in their professional growth. ECTs can expect to have regular, scheduled mentoring meetings with their supervisors, though the frequency of these will vary depending on the pathway. These sessions provide a supportive space in which individuals can engage in reflective practice, address any challenges and celebrate successes. They are rooted in three core principals from Kelly & Antonio (2016):
• Aid – Involves the practical support and guidance supervisors provide, such as: asking questions to encourage reflection and evaluation, undertaking observation and then providing feedback that directly assist ECTs in their development and sharing resources and strategies to try in the classroom.
• Affirmation – Concerns the encouragement and positive reinforcement mentors give, helping mentees build confidence, feel competent and stay motivated as they progress.
• Affect – Refers to the emotional connection between mentor and mentee which fosters trust, empathy and a sense of care. This emotional support is crucial for mentees to feel valued and understood.
OBSERVATION
At Pymble, we recognise that observation is a high impact approach to improving professional practice and is an important part of a teacher’s professional development (DuFour, R., & Eaker, R. E., 1998). It deepens teachers’ understanding of curriculum, classroom management, lesson pacing and strategies for fostering student engagement (Hattie & Timperley, 2007). Additionally, exposure to varied instructional approaches through observation encourages adaptability and openness, in turn building professional confidence and resilience, and contributing to a collaborative community of practice (Blomberg et al., 2013; Darling-Hammond, 2017).
Each developmental pathway therefore involves:
• Being observed (for the individual to then receive constustuctive feedback on a specific area of their teaching that they are deliberately practising)
• Observation of Peers (for the ECT’s own professional learning to see particular skills in action)
Regardless of the format, to be successful, the observation should:
• Be situated within a broader culture of collaboration, mutual trust and respect.
• Be carefully protocolled so that ECTs feel professionally safe and supported.
• Have a clear focus which addresses the individual need of the teacher (for example, a specific domain and standard from the Australian Professional Standards for Teachers)
• Focused on improving the students’ learning and their educational experience.
• Focused on the teachers’ learning (rather than remediation).
• Not be used as a single indicator of performance.
The Pillars of Support
PROTOCOLS FOR OBSERVING COLLEAGUES
The observing teacher should:
• Identify an appropriate member of staff to observe. They might identify an appropriate teacher through a discussion with their Learning Area Mentor, Supervisor, HoLA, the Early Career Teacher Coordinator, or the Director of Professional Learning.
• Approach the teacher to introduce themselves and request an observation (in person or via email).
PRE
• Clearly outline the professional standard they would like to focus on during their observation.
The observing teacher should hold a brief conversation with the lead teacher in which:
• They agree observation protocols: How much of the lesson will they observe? Where will they sit? To what extent will they be involved? (E.g. will they remain stationary? Will they circulate the room? Will they work with/speak to students?)
• The lesson is contextualised so that the observing teacher understands the following: What are students studying and where are they in the arc of learning? What learning needs are there within the group?
DURING
As the ECT observes the lesson, they should:
• Observe the pre-agreed protocols.
• Show that they are engaged with the lesson (e.g. through body language and facial expressions).
• Manage their exit from the lesson sensitively (particularly if leaving midway through)
• Make notes on the appropriate observation template.
The observing teacher should thank the person that they have observed, e.g. in person, via email or by leaving a postcard on their desk as they leave. This could mention what they enjoyed/learnt from the lesson.
They might arrange to have a post-observation conversation in which they ask the lead teacher questions about the focus of the lesson observation.
PROTOCOLS FOR OBSERVATION: BEING OBSERVED IN ORDER TO RECEIVE FEEDBACK
The teacher being observed should decide on an area of their classroom practice on which they would like to receive feedback, and identify a relevant member of staff who will conduct the lesson observation.
They should hold a brief conversation with the observing teacher in which they:
• Explain the focus of the observation (linked to the standards)
• Agree observation protocols: How much of the lesson would they like observed? Where would they like to situate the observer and to what extent do they want them to be active and involved?
• Contextualise the lesson: What are students studying and where are they in the arc of learning? What learning needs are there within the group?
• Share the relevant observation proforma that they would like filling out.
DURING
The observing teacher should:
• Observe the pre-agreed protocols.
• Show that they are engaged with the lesson.
• Manage their exit from the lesson sensitively (particularly if they are leaving midway through).
• Make notes on the appropriate observation proforma. AFTER
The teacher being observed and the observing teacher should meet to take part in a post-observation coaching discussion.
The Pillars of Support
PARTICIPATION IN COLLABORATIVE NETWORKS AND TARGETED PROFESSIONAL LEARNING
Throughout the academic year, we aim to bring together teachers who are in the same pathway so that individuals can share relevant experiences, resources and insights. The hope is that these meetings will foster collaboration and enhance professional growth. This approach also allows for targeted development opportunities that are specific to each stage of a teacher’s career, promoting both individual and shared progress.
What can individuals expect on each pathway?
Graduate TeacherHold Conditional Accreditation
This pathway is for individuals who are currently in the final year of a four-year teaching degree, or, if coming from industry, are in the final year of a Masters in Education. These ECTs are working towards the Australian Professional Standards for Teachers at Graduate Teacher Level. They are balancing studies with work, and this is reflected in the support mechanisms available to them, and also in their teaching load.
Training
As these individuals will be being supervised in the context of their university course, when they are at Pymble, they will be assigned a Learning Area Mentor.
If the ECT is employed for more than a term, the Learning Area Mentor meetings will take place on a fortnightly basis.
If the teacher is working on a casual basis, then these meetings will occur as needed. These do not need to be documented.
If the teacher is here for more than a term, there will be two formal lesson observations of them per term, using the appropriate proforma, followed by a postobservation meeting.
Two peer observations undertaken by the teacher per term, using the appropriate pro forma.
The insights from these observations should be shared with the supervisor in the fortnightly meetings.
If they are employed for more than a term, then they will attend a termly workshop focusing on an aspect of pedagogy. This will involve teachers on pathways 1, 2 and 3 and will provide teachers with an opportunity to:
» Forge relationships with other early career teachers;
» Hear from more experienced teachers and school leaders;
» Share their own practice.
2
Early-Career Teachers (1st Year)Hold Provisional Accreditation
This pathway is for individuals who have completed their teaching degree or Masters in Education, and who are in their first year of teaching following graduation. These individuals are working towards the Australian Professional Standards for Teachers at Proficient Teacher Level. It supports them in being able to continue developing their classroom pratice and to gather a strong body of evidence that they will be able to use when they apply for Proficient Teacher Accreditation during Pathway 3.
Supervisor and Learning Area Mentor
A supervisor who will provide a high level of support so that the ECT will continue to develop their pedagogical practice. This will either be the Director of Professional Learning or the Early Career Teacher Coordinator.
An assigned Learning Area Mentor who provides more informal support which is phase, year or subject specific.
Frequency
of and minuting of meetings
Observations of the teacher
The supervisor meetings will take place fortnightly and will be minuted by the teacher using the appropriate proforma.
The Learning Area Mentor meetings will be on a more ad hoc basis and do not need to be documented.
Two formal lesson observations of the teacher per term, using the appropriate proforma, followed by a by a postobservation meeting.
(In both the Junior and the Secondary School, one will be completed by the supervisor and one by the Learning Area Mentor).
These should be supported with other informal observations that occur with more frequency and may be focused on particular parts of a lesson when the teacher is deliberately practising an aspect of their teaching.
Observations of others
Two peer observations undertaken by the teacher per term, using the appropriate pro forma.
The insights from these observations will be shared with their supervisor in the fortnightly meetings.
Other Training
They will attend a termly workshop focusing on an aspect of pedagogy. This will involve teachers on pathways 1, 2 and 3 and will provide teachers with an opportunity to:
» Forge relationships with other early career teachers;
» Hear from more experienced teachers and school leaders;
» Share their own practice.
What can individuals expect on each pathway?
Early-Career Teacher (2nd Year) - Hold Provisional Accreditation and are applying for Proficient 3
This pathway is for individuals who are still developing their teaching practice, but who are also ready to apply for Profocient Teacher Accreditation. These individuals are working towards the Australian Professional Standards for Teachers at Proficient Teacher Level.
Supervisor and Learning Area Mentor
An assigned supervisor (usually the ECT Coordinator for Secondary and Director of Professional Learning for Junior) whose role is to:
» Encourage the ECT to continue to reflect on and develop their practice
» Support the ECT with preparing for proficiency, completing the interim work that is set on the Proficiency Support Program.
An assigned Learning Area Mentor who provides more informal support on a day to day basis who teaches the same subject as the ECT.
Frequency
of and minuting of meetings
The supervisor meetings will take place every three weeks and will be minuted by the teacher using the appropriate proforma.
Observations of the teacher
One lesson observation of the teacher conducted by the Supervisor and/or HoLA in Term 1, using the appropriate proforma.
One observation as part of Goals and Growth in Term 2 and 3.
Two lesson observations of the teacher in Term 4, conducted by the supervisor, and then the Director of Professional Learning/ECT Coordinator, as part of the formal Proficiency Accreditation Process.
Observations of others
One peer observation undertaken by the teacher in Term 1, using the appropriate proforma.
One peer observation as part of Goals and Growth in Term 2 and 3
One peer observation undertaken by the teacher in Term 3 and 4, using the appropriate proforma.
Other Training
The ECT will attend the Proficiency Support Program. Sessions are spread across the academic year and are likely to cover:
1. The Pymble Proficiency Process /Structure
2. Building Evidence Sets
3. Writing Anntoations
4. Peer Feedback on Evidence Sets
5. Lesson observations.
They will also attend a termly workshop focusing on an aspect of pedagogy. This will involve teachers on pathways 1, 2 and 3 and will provide teachers with an opportunity to:
» Forge relationships with other early career teachers
» Hear from more experienced teachers and school leaders
» Share their own practice
Experienced Teacher moving to NSW education system from a different state or overseas – they hold Provisional accreditation and are applying for Proficient
These individuals are likely to have strong pedagogical and subject knowledge, but may need support with transitioning to a new state/country, school context and curriculum, as well as the paperwork required for Proficient Accreditation. The focus of the Supervisor will therefore be different to those supporting beginning teachers.
Supervisor and Learning Area Mentor
An assigned supervisor (usually the ECT Coordinator for Secondary and Director of Professional Learning for Junior) whose role is to provide support with:
» The transition to a new school and curriculum
» The accreditation process for Proficient Teacher Status.
An assigned Learning Area Mentor who provides more informal support on aday-to-day basis who teaches the same subject as the ECT.
In Term 1 and 2, the supervisor will meet with the Teacher on a fortnightly basis. These meetings will take the form of mentoring session and will provide support with the transition to a new educational setting. When appropriate, sessions should also be used to provide support with the accreditation process. The meetings should be minuted by the teacher on the appropriate proforma.
In Term 3 and 4, these meetings might start to occur every 3 weeks if this feels appropriate.
Observations of the teacher Observations of others
One lesson observation of the teacher in Term 1, conducted by the HoLA or Supervisor using the appropriate proforma.
One observation as part of Goals and Growth in Term 2 and 3
Two lesson observations of the teacher in Term 4, conducted by the supervisor, and then the Director of Professional Learning/ECT Coordinator, as part of the formal Proficiency Accreditation Process.
One peer observation undertaken by the teacher in term 1, using the appropriate proforma.
One peer observation as part of Goals and Growth in Term 2 and 3.
One peer observation undertaken by the teacher in Term 3 or 4, using the appropriate proforma.
Other Training
The ECT will attend the Proficiency Support Program. Sessions are spread across the academic year and are likely to cover:
1. The Pymble Proficiency Process /Structure
2. Building Evidence Sets
3. Writing Anntoations
4. Peer Feedback on Evidence Sets
5. Lesson observations. It is also advised that these teachers seeks other training opportunities to support their transition to the NSW curriculum.
Bibliography
Australian Institute for Teaching and School Leadership. (2016). Graduate to Proficient: Australian guidelines for teacher induction into the profession. Retrieved from https://www.aitsl.edu.au.
Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90–114.
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
DuFour, R., & Eaker, R. E. (1998), Professional learning communities at work: best practices for enhancing student achievement. Bloomington, Ind.: National Education Service; Alexandria, Va. ASCD, c1998
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Kelly, J., & Antonio, A. (2016). Mentoring in teacher education: “Affect, aid, and affirmation” for teacher success. International Journal of Mentoring and Coaching in Education, 5(2), 158–162.