HALT

General Information Procedures

Disclaimer: this information is applicable Maximum 4000 characters Explain the why, how and impact of your
Lead Initiative
for NSW Department of Education
employees and is current as of 21/2/20 (approx. 1 page size 12 font) practice and how the evidence
so don’t overload on demonstrates the descriptors. Always
descriptors include an impact statement Your lead initiative must be a
minimum of 6 months long, be
referred to by a referee and
Can include notes on your validated during the external
evidence set – not included observation if possible. You must
in the annotation character No prescribed way to write write a lead initiative statement
count them i.e. weave them in to a which is uploaded to eTAMS.
No limit on how long “story” or write a paragraph
evidence should be, but be for each descriptor
sensible

Annotations
Join a network
Ensure to demonstrate and Use the evidence guides
show examples of the
impact of your practice
Help your Principal and
referees by giving them
a copy of the booklet
Referee: 3-8 referees. One
must be your Principal
Evidence
Read the policy and
procedure documents
Documentary: maximum 35 Tips carefully and know the
pieces / sets of evidence Standards and
Gaining higher Descriptors well

levels of
Evidence should be no more accreditation
than 3-5 years old 3 years to submit once you
pay the fee. Extensions may Complete the preliminary
be granted through NESA Check your eligibility and application on NESA site
speak with your Principal

The teacher statement is to

describe your context and
explain your evidence in External observation day
terms of the 3 domains must include at least 2
Request an external
teaching and 1 non-teaching
assessor and assign
session
descriptors through your
eTAMS portal
Referees enter their Submission
statements through their Observation No recommended amount of
eTAMS account
descriptors (4-8)

Annotations entered into Upload all evidence sets as 2 internal observations – 1

separate box PDFs in eTAMS by your Principal and one by Use NESA template in back
a colleague of evidence guide
NSW Education Standards Authority

Applying for Highly

Accomplished or Lead Teacher
Accreditation Procedure
Information for K-12 and early childhood teachers

November 2022
Information for teachers

What is Highly Accomplished and Lead Teacher accreditation?

Highly Accomplished and Lead Teacher (HALT) accreditation is a voluntary national certification which
recognises that your teaching practice meets the Australian Professional Standards for Teachers (the
Standards) at the relevant HALT career stage.
NESA oversees the system of accreditation and recognition of teachers’ professional capacity against
the Standards which includes the requirements and processes for achieving HALT accreditation.

HALT accreditation recognises and promotes the development of collaborative practice and supports
teachers to continually reflect upon and improve their practice and the practice of colleagues.
During your HALT application you will need to submit three modules that include:

• annotated documentary evidence of your practice for every Standard Descriptor for Highly
Accomplished or Lead Teacher (as applicable)
• at least one item of documentary evidence from each of the six evidence categories
• three to five referees to provide verbal evaluative comments on your practice and impact in relation
to particular Standard Descriptors
• two reports on internal observations of your teaching practice
• at least one report of your observation of a colleague’s teaching practice
• a description of your Lead Teacher Initiative (for Lead Teacher applicants only)
• an External Assessor report of your teaching practice from your Site Visit.

How do I apply for HALT accreditation?

Applying for HALT accreditation involves collecting, annotating and submitting documentary evidence of
your teaching practice for every Standard Descriptor aligned to the Highly Accomplished or Lead Teacher
level of the Standards.
This evidence is submitted across three modules with feedback from NESA-trained HALT Assessors after
each module has been assessed to guide and support your application.
These procedures should be read in conjunction with your employer’s internal procedures.
All teachers must meet the conditions of accreditation set out in Section 1 of the NSW Teacher
Accreditation Manual (TA Manual) to become and remain accredited in NSW.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 2 of 13

Overview of the Highly Accomplished or Lead
Teacher accreditation process
At a glance

2. Develop and 4. Develop and

1. Assess your 3. Complete a Site
submit your first 2 submit your
readiness Visit
modules final module

1. Assess your readiness

Check your eligibility
To be eligible to apply you must be:
• an Australian citizen or a permanent resident
• a Proficient Teacher or above in NSW
• assessed as satisfactory in two of your most recent annual performance assessments (for HA) or
three annual performance assessments (for LT).

Choose your level of accreditation

You can read more about the characteristics of Highly Accomplished Teachers and Lead Teachers in the
Standards.

Highly Accomplished accreditation

Highly Accomplished Teachers work with other teachers to enhance their colleagues’ practice and improve
student or child learning in both their own and others’ learning environments.

Lead Teacher accreditation

Lead Teachers have an impact on their broader school or service community, leading teaching projects
and practices that have an impact on whole school or service change, student/child achievement and their
colleagues.

Defining a ‘colleague’
For the purposes of HALT accreditation, a ‘colleague’ is an accredited teacher who you work
with. Colleagues may include a teacher with Provisional or Conditional accreditation.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 3 of 13

You should consider the scope of your role and the opportunities you will have to demonstrate the
Standards at the higher levels.
You can complete an optional online preliminary assessment in your NESA online account (eTAMS) to
help you decide which level of accreditation to apply for. The assessment costs $65, which is deducted
from your HALT application fee.

Discuss your readiness with your principal or service director

You should discuss your intention and readiness to apply, and which level of accreditation is appropriate,
with your principal/service director.
If you start an application your principal/service director will receive a request to verify your eligibility.

Casual teachers
Casual teachers who work across several schools/services will need to nominate the
principal/service director of one school/service to verify their eligibility.

Early childhood teachers

If you work in an early childhood service, you will need to contact NESA for advice about who
can verify your eligibility.

You will receive an email advising whether your principal/service director has verified your application.

Complete the HALT Orientation Course

You must complete the mandatory HALT Orientation Course before you can start a HALT application. The
course will help you to understand the HALT application process and its requirements.

Pay your application fee

You must pay the first instalment of the application fee — $245 Highly Accomplished (HA) or $275 Lead
Teacher (LT) — before you start Module 1.

Cost for HA Teacher Cost for LT

Module
accreditation accreditation
1 $245 $275
2 $180 $220
3 $180 $220
Total cost $605 $715

Attend a NESA workshop

Applicant workshops are available online and in person. NESA strongly recommends all applicants attend
Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 4 of 13
at least one applicant workshop before they submit their first module.

2. Develop and submit your first two modules

Developing your first module

Collect and annotate documentary evidence of your practice

Your first module involves collecting and annotating documentary evidence of your practice, including:
• organising your evidence into 3−10 items/sets
• nominating 10−15 Standard Descriptors
• nominating between 2−4 Standard Descriptors per item
• annotating the documentary evidence in your NESA online account.

Collectively, your documentary evidence must demonstrate the practice and impact of your practice for
every Standard Descriptor for Highly Accomplished or Lead Teacher as applicable.
Your evidence must demonstrate how you have supported colleagues to improve their practice and the
impact on students’/children’s learning progress and achievement.
During your HALT application, you will need to submit three modules that include a balance of
documentary evidence from the following six evidence categories:
1. Learning and teaching programs
2. Observations of teaching students/children
3. Reflection and feedback on teaching practice
4. Assessment and reporting on student/child learning outcomes
5. Collaboration and communication
6. Professional learning.

Lead Teacher applicants

Collect and annotate documentary evidence of your practice and write a description of up to
1000 words for your Lead Teacher Initiative for submission with Module 1. You can include
documentary evidence related to your initiative in one or more modules.

Evidence must relate to the NSW curriculum or Early Years Learning Framework
All evidence submitted must relate to teaching practice in a NSW school/service using the NSW curriculum
or Early Years Learning Framework.
Our evidence guides can help you prepare your modules
Use NESA’s evidence guides to support your preparation of each module.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 5 of 13

Attend a NESA workshop
We recommend you attend a NESA workshop to help you unpack the Standard Descriptors at the relevant
HALT career stage and develop documentary evidence for your modules.

Write a module overview statement

Write a 250 to 400-word overview statement that provides context and background for the evidence. This
will also need to be uploaded to your NESA online account (eTAMS).

Nominate your referees

You must nominate 3–5 referees in total. You can nominate up to two referees in your first module.
Across all the modules your nominated referees must include:
• a teacher colleague, and
• a teacher who has received professional assistance or guidance from you.
Your other referees can include but are not limited to teachers, school/service leaders (including
principals/service directors leading other schools/services), and early career or pre-service teachers.
These referees do not need to be accredited teachers but cannot be students or children.
If you are applying for Lead Teacher, you must ensure that at least one of your nominated referees can
comment on your practice in relation to your Lead Teacher Initiative.

You should read the Referee Guide to gain a better understanding of how the people you nominate are
required to comment on your practice.

Internal observations of practice

As part of one or more modules, you need to submit:
• two internal observations of your practice in the classroom/learning environment and
• one observation you conduct of a colleague teaching students/children.

Early childhood teachers

For early childhood teachers, a teacher colleague does not have to work in your service. They
may come from another service of your employer or be a teacher from your professional
network. You should contact NESA for further advice if you do not have a teacher colleague or
a service director who is accredited at Proficient teacher or above in your service.

Your principal/service director (or their delegate) and a teacher colleague will each complete an internal
observation and report of your practice.
You will observe a teacher colleague for the purposes of demonstrating your capacity to work in a
supportive and collaborative manner to improve the practice of colleague(s). You must write and annotate
a report of this observation aligned to nominated Standard Descriptors at the relevant career stage and this
report will be included as one item of documentary evidence.
Where a teacher applying for HALT is the only accredited Proficient Teacher in the school/service, NESA
will provide advice on who will conduct the two internal observations.
There are several resources you can access to help you understand and structure internal observations.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 6 of 13

Submit your first module
You can submit your module in your NESA online account (eTAMS).
Your application will be assessed by NESA-trained HALT Assessors.
You will receive a HALT Module Report 28 days after submitting Module 1 which will provide feedback and
advice on the Standard Descriptors identified in this module which are fully, partially, and not
demonstrated.
Module assessment
Each of the three modules is assessed by at least two NESA-trained HALT Assessors. It will take up to 28
days to assess your modules, not inclusive of school holidays. You will be advised if NESA allocates a third
assessor, in which case an additional seven days will be required to complete the assessment.
After the module has been assessed, you will receive a detailed HALT Module Report with feedback on the
extent to which your practice and impact of your practice has been fully, partially, and/or not demonstrated
against the nominated Standard Descriptors.
You should carefully read your HALT Module Report to understand the reasons for the assessment and
feedback and the advice on how to address any Standard Descriptors not yet fully demonstrated in a
subsequent module.
We recommend you attend NESA’s workshop on understanding the HALT Module Report to maximise the
feedback provided.

Developing your second module

Consider the feedback from your HALT Module Report when planning your evidence for your second
module.

Follow the same process as Module 1

To prepare Module 2, follow the same process as in Module 1:
• collect and annotate documentary evidence
• nominate up to two referees
• consider submitting one or more of your two mandatory internal observations of practice
• consider submitting your observation of a colleague’s practice.
Remember to follow the advice from your HALT Module 1 Report.

Submitting your second module

You must pay the second instalment of the application fee — $180 (HA) or $220 (LT) — before submitting
Module 2.
Your application will again be assessed by NESA-trained HALT Assessors. You will receive a HALT
Module Report 28 days after submitting Module 2 which will provide feedback and advice on the Standard
Descriptors identified in this module which are fully demonstrated, or partially, or not demonstrated, where
relevant.
We recommend you attend NESA’s workshop on understanding the HALT Module Report to maximise the
feedback provided.

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3. Complete a Site Visit
Once you receive your HALT Module 2 Report, you can pay the third and final instalment of the application
fee — $180 (HA) or $220 (LT) — and then request your Site Visit. At this stage you will have access to
upload documentary evidence for Module 3.

What is the purpose of the Site Visit?

You are required to participate in a Site Visit conducted by an External Assessor assigned to you by
NESA. The External Assessor is trained by NESA to provide an independent, objective review of your
teaching practice in relation to the Standards at your nominated career stage. The Site Visit is an
opportunity to demonstrate nominated Standard Descriptors through both teaching and non-teaching
activities.

What does the Site Visit involve?

There are two pathways for you to complete a Site Visit:

• onsite
• recorded.
The requirements for both are the same.
The Site Visit includes:
• an observation of three sessions of your practice across a single day. Two of these must be of you
teaching students/children.
• a structured interview between your principal/service director and the External Assessor.
• a professional discussion between the External Assessor and up to two teacher colleagues you
have nominated, if applicable.
• a professional discussion between you and the External Assessor providing feedback on their
observation of your practice in relation to the nominated Standard Descriptors.

Early childhood teachers

In an early childhood context you can nominate a teacher colleague from the same service, employer
or included in your professional network who has first-hand knowledge of your teaching practice and
impact.

How can I prepare for the Site Visit?

The applicant’s guide to the Site Visit will help you prepare for the NESA-trained External Assessor’s visit.
You can access more resources including the recommended template for an On-Site Visit and Recorded
observation on the NESA website.

What happens after the Site Visit?

You will receive a Site Visit Report and discuss feedback from the External Assessor on Standard
Descriptors met or not met, if relevant.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 8 of 13

4. Develop and submit your final module
Developing your final module
To prepare the final module − Module 3 − follow the same process as for Modules 1 and 2.
Refer to the module reports for Modules 1 and 2 to address the feedback you have received. Develop your
annotated documentary evidence to fully demonstrate any Standard Descriptors not previously met.
Module 3 does not have the same limits on the number of items of evidence or Standard Descriptors as
Modules 1 and 2.

Submitting your final module

Before you submit Module 3, ensure you have met any outstanding requirements, including:
• a minimum of three referees
• the two internal observations of your practice
• your observation of a colleague’s practice
• documentary evidence from each of the six evidence categories.
After the third module has been assessed by the HALT Assessors you will receive a detailed HALT Module
Report with feedback and advice on the Standard Descriptors identified in this module which are fully,
partially, and not demonstrated.

Requesting revisions
After assessing your third module, NESA may ask you to revise and resubmit documentary evidence
where one or more Standard Descriptors have not yet been successfully demonstrated.
You will have three months to submit these revisions.
Module 3 is reassessed, and a HALT Module Report is sent to you.

NESA makes the accreditation decision

The final part of the process is the accreditation decision, which is made by NESA within 28 days of you
submitting your third module (or within 28 days of your revisions, if applicable). If your application is
successful, you and your principal/service director and employer will be notified of the accreditation
decision.
If NESA accredits you at Highly Accomplished or Lead Teacher, NESA will issue a certificate to you and
you will start your first maintenance period at the relevant level.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 9 of 13

Additional Resources
Applicant Guide – Internal Observations (2022)
This guide provides advice to applicants about the requirements for internal observations of teaching
practice for Highly Accomplished and Lead Teacher (HALT) accreditation.

Highly Accomplished Teacher Evidence Guide – For applicants working in K–12 schools (2022)
This guide has information on evidence that teachers may collect to demonstrate the Standards at Highly
Accomplished Teacher.

Highly Accomplished Teacher Evidence Guide – For applicants working in early childhood services
(2022)
This guide has information on evidence that early childhood teachers may collect to demonstrate the
Standards at Highly Accomplished Teacher.

Site Visit Guide – Applicants (2022)

This guide outlines planning, preparing and running a Site Visit to meet the requirements for Highly
Accomplished Teacher or Lead Teacher (HALT) accreditation.

Internal observation report template – Applicant’s observation of a colleague (2022)

This template provides a framework for a HALT applicant to report on an observation of a colleague’s
teaching practice.

Internal observation report template – Colleague’s observation of a HALT applicant (2022)

This template provides a framework for the colleague of a HALT applicant to report on their observation
of the HALT applicant’s teaching practice.

Referee Guide (2022)

This document has information for referees who are submitting statements for a higher levels of
accreditation application.

HALT Accreditation – Role of the Principal/Service Director (2022)

This document has information on the role of principals and service directors in the higher levels of
accreditation application process.

Site Visit Guide – External Assessors (2022)

This document has information on the role and responsibilities of an External Assessor in the higher
levels of accreditation application process.

Internal Observation Report Template – Colleague’s Observation of a HALT Applicant (2022)

This template provides a framework for the colleague of a HALT applicant to report on their observation
of the HALT applicant’s teaching practice.

Fillable forms
Site Visit – recorded observation schedule template

Site Visit – on site observation schedule template

Site Visit session plan template

Site Visit professional discussion notes template

Principal or Service Director observing the applicant template

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 10 of 13

Other
Australian Professional Standards for Teachers

‘What if’ scenarios for teachers

What if I hold national certification as a Highly Accomplished or Lead
Teacher in another state or territory?
You are eligible for accreditation at the same level in NSW.
You must first apply to NESA in your NESA online account (eTAMS) for accreditation in NSW. You can
then apply for mutual recognition by providing the following documentation to
HALenquiry@nesa.nsw.edu.au:
• a certified copy of your HALT accreditation certificate
• evidence of completion of maintenance (renewal) where relevant.
NESA may contact another certifying authority to confirm your status before updating your record in your
NESA online account (eTAMS). You will start maintaining accreditation at the applicable HALT level on
the day you are recognised at that level in NSW.

What if the preliminary assessment indicates I am not ready to apply

for Highly Accomplished or Lead Teacher accreditation?
Read the feedback in the preliminary assessment report and:
• continue to review and analyse the Standards at Highly Accomplished Teacher or Lead Teacher to
understand the level of practice required
• explore opportunities to further develop your practice aligned to the Standards identified in the
report and discuss this with your principal/service director
• visit NESA’s website to review the relevant evidence guide, which contains examples of practice
and evidence
• consider applying for the Highly Accomplished Teacher career stage if you completed the Lead
Teacher preliminary assessment.

What if I am a principal/service director applying for HALT?

You need to notify NESA at HALenquiry@nesa.nsw.edu.au of your intention to apply for HALT for advice
on who can verify your eligibility.

What if I am the only teacher accredited at Proficient Teacher in my

school/service and have no one to complete an internal observation of
my practice?
Contact NESA at HALenquiry@nesa.nsw.edu.au for advice on how the internal observation process can
be completed.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 11 of 13

What if my HALT Module Report contains Standard Descriptors not yet
fully demonstrated?
Consider the feedback in your HALT Module Report to determine how you will make the practice and/or
impact visible in your documentary evidence for any Standard Descriptors not yet fully demonstrated.
You will be able to resubmit documentary evidence aligned to the Standard Descriptors in a future module.
We strongly recommend you attend a NESA workshop on understanding the HALT Module Report and
feedback.

What if I am unsuccessful at achieving HALT accreditation after

submitting revisions for my Module 3 assessment?
After you submit your revised documentary evidence, the HALT Assessors will complete a final HALT
Module Report based on all evidence submitted, including your revised evidence.
If you are unsuccessful at achieving HALT accreditation, you will be notified and receive the reasons for
NESA’s accreditation decision. You may want to share these with your principal/service director and/or
employer to seek support.
• You may open a new application when you determine you are ready.
• You can apply to NESA for an internal review of a decision to not accredit you.
• If you are not satisfied with the outcome of the internal review, you can apply to NSW Civil and
Administrative Tribunal (NCAT) for a review of NESA’s decision to not accredit you.
Your accreditation will remain at your current accredited level. You will need to continue to meet the
relevant maintenance requirements and timeframes.

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 12 of 13

NSW Education Standards Authority

NSW Education Standards Authority Teacher Accreditation

GPO Box 5300 Phone: 1300 739 338
Sydney NSW 2001 Email: contactus@nesa.nsw.edu.au
Australia educationstandards.nsw.edu.au

@NewsAtNESA

Applying for Highly Accomplished or Lead Teacher Accreditation Procedure Page 13 of 13

 Term 2 Information Session
What’s new? The requirements of the Highly
Accomplished and Lead Teacher Accreditation Policy
(2022)

Thursday 23rd June (Week 9) 3:30pm-4:30pm

6.3.2 - Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
7.4.2 - Participate in professional and community networks and forums to broaden knowledge and improve practice.
Acknowledgement of Country
Introductions
Structure of the HALT Network
How we collaborate
 Scan the QR code
Our mentors if you would like
to have a mentor
assigned
Intention of today’s session

1. To provide information on the Revised Highly Accomplished and Lead

Teacher Policy 2022

2. To answer questions
What hasn’t changed
 What hasn’t changed
Voluntary accreditation career stages

Mandatory accreditation career stages

What’s new?
What’s new?
How do I theme my
evidence together
into “sets”?
 How do I
demonstrate my
practice through
evidence?
What does an evidence set look like?
Internal observations
Referees
Assessing Modules
Where to Next?
Where to Next?
NSW Education Standards Authority

Moderating and Consistency

Committee Advice to Teachers
Context
The Moderating and Consistency Committee (MCC) has been assessing applications for
teacher accreditation at Highly Accomplished and Lead Teacher since 2012. The overall
applicant success rate of those applications reviewed by the MCC is around 70% (as at June
2019).

The following advice is framed to assist applicants to prepare and present their evidence for
higher level accreditation. It is based on the review of over 250 submissions undertaken by
the MCC prior to and during deliberations.

Choosing the appropriate career stage

Making the decision to apply for accreditation at Highly Accomplished or Lead Teacher is a
significant career decision. Selecting between Highly Accomplished and Lead Teacher can be
complex and is best made through a thorough examination of your practice against the
Standard Descriptors. Even if the decision appears obvious, you should examine how
your practice addresses each of the Standard Descriptors with an open mind. This is a
critical step in determining if and how your practice meets the level of accreditation to which
you aspire.

It is common for the MCC to review submissions that reflect good teaching practice but do not
consistently meet the Standard Descriptors at the identified career stage. This occurs, for
example, when a teacher applies for Highly Accomplished Teacher and significant aspects of
their practice reflect the Standard Descriptors at Proficient Teacher, or a Lead Teacher
applicant’s practice is reflective of Standard Descriptors at Highly Accomplished Teacher. In
these cases, the MCC has no choice but to recommend that the Teacher Accreditation Authority
(Accomplished/Lead) (TAA (A/L)) not accredit the teacher.

It is also important to remember that the Australian Professional Standards for Teachers
(the Standards) are teaching standards. Being in an executive role in a school does not
necessarily mean that your practice meets the Standard Descriptors at Lead Teacher, for
example.

Tips for choosing the appropriate career stage

 Read the descriptions of practice outlined in the professional capability at Highly
Accomplished and Lead Teacher and reflect on how your practice compares with the
Standard Descriptors. This information is on page seven of the Standards.
 Review your practice against each of the Standard Descriptors across the stages. It can be
surprising to find that practice you assume is at the Lead Teacher level meets the Standard
 Descriptors at the Highly Accomplished Teacher level.
 Complete the preliminary assessment. Feedback is based on your answers to the
questions, so you need to be honest about your practice to get accurate feedback.
 Discuss the career stages with your principal and/or service director and other trusted
colleagues.
 Access NESA’s Understanding Higher Levels of Accreditation online information sessions
to help develop your understanding of the requirements and your suitability for applying for
the higher levels.

Developing your submission

The evidence you collect and the way it is organised and presented should be planned
thoughtfully. The assessment process involves analyses of your submission by a number of
individuals who do not know you or your context. The strongest submissions present well-
selected documentary evidence that combines effectively with the referee and External
Observer statements to demonstrate the Standards very clearly. Strong submissions provide
an appropriate balance of the three sources of evidence - documentary evidence, referee
statements and External Observer statements.

Tips for developing your submission

Your overall submission needs to:

 show the impact you have on the professional practice of colleagues and the learning
outcomes of students or children explicitly across your submission. Impact can be
demonstrated within your evidence, through for example, the evaluation of teaching and
learning programs and outcomes, analysis of colleagues’ or students’ responses to a
survey, and through referee statements
 include your best documentary evidence, not all of your evidence. The evidence should be
an authentic representation of your practice and not contrived for the purpose of
accreditation
 document your practice with colleagues across the range of teaching contexts and
evidence categories (Learning and teaching programs, Classroom observations, Reflection
and feedback, Student assessment and learning, Collaboration and communication, and
Professional learning) and/or curriculum or learning areas
 show your ability to achieve a balance between too much and too little evidence. This is an
indicator of your understanding of what is needed to demonstrate the Standard
Descriptors. There are no set limits for the amount of evidence to include. However, too
little evidence runs the risk of being insufficient to demonstrate the complexity of the
Standard Descriptors, while too much evidence makes it difficult for an assessor to
determine the relevance of each item of evidence
 ensure the evidence is relevant to and addresses all aspects of the nominated Standard
Descriptors. Refer to the focus area for the Standard Descriptor and the examples in the
evidence guides for assistance
 use all three sources of evidence. Consider providing at least two items of evidence for
each Standard Descriptor, including those met during the External Observation. In many
cases, an item of documentary evidence and a referee or External Observer statement
provides a more complete demonstration of the Standard Descriptor
 do more than provide evidence of membership of professional organisations and/or
attendance at meetings. Consider your direct contribution and your impact on others
through your:

MCC Advice to Teachers, June 2019 Page 2 of 6

 ˗ practice across stages/faculties, schools and/or educational organisations, such as
universities
˗ participation in professional teaching associations or informal professional networks
˗ engagement with state or national educational bodies, such as NESA, ACARA,
ACECQA and AITSL, or employer organisations such as the DoE, CEO or AIS.

Further reading and support

You should familiarise yourself with the Policy for Accreditation at Highly Accomplished and
Lead Teacher and the evidence guides for your chosen career stage and teaching context
before starting your application.

In addition to the support provided by employers, NESA provides applicants with:

 full-day workshops
 online support materials and information on the processes of achieving higher level
accreditation
 access to experts who can provide advice and answer questions.

Documentary evidence
While the organisation of the documentary evidence does not directly affect the
recommendation of the MCC, a poorly organised submission makes it more difficult for MCC
members to understand your evidence in the context you intended.

Collecting and annotating documentary evidence

 Develop an understanding of the complexity of each Standard Descriptor. All Standard
Descriptors are multi-faceted and address both practice and impact over time.
 Pay attention to the verbs of the Standard Descriptor and ensure these actions are
demonstrated in the evidence and annotations. These terms are key to demonstrating the
level of practice required.
 Annotations should explain the link between your practice, the document and the Standard
Descriptor/s ascribed to it. Effective annotations indicate explicitly what the evidence is,
why you have selected the evidence and how it demonstrates the Standard Descriptor.
 The MCC’s advice is to annotate each item of evidence against 2-4 Standard Descriptors.
 The organisation of your documents into thematic evidence sets can provide a strong
picture of the sequencing of your practice and how it influences the practice of others.
 Thematic evidence sets can be used to demonstrate, or partially demonstrate, a number of
Standard Descriptors. While you may annotate an evidence set against more than four
Standard Descriptors, the Standard Descriptors should be clearly demonstrated within the
set.
 The way/s that students, colleagues, parents/carers, and/or community members use
documents included as evidence should be clear.
 Use email evidence sparingly. Emails can appear to be contrived and are generally not an
effective substitute for a referee statement. Similarly, avoid the use of blank templates and
excerpts from syllabus, support and systemic policy documents. These do not provide
authentic impact of your actions on others.
 Applications are weakened when documents do not support the range of Standard
Descriptors allocated to them. Consider using more than one document for significant

MCC Advice to Teachers, June 2019 Page 3 of 6

 examples of your practice. You can achieve this by breaking one large document into
smaller, more targeted pieces of evidence.
 Consider how a broad range of documents/teaching artefacts from across the six evidence
categories will best illustrate a holistic, authentic representation of your practice. You can
read more about the evidence categories in the evidence guides.
 It is critical that the impact or outcome of each Standard Descriptor is evidenced. This may
mean that you need to provide samples of your colleagues’ work to demonstrate your
impact on their practice.

Tips for organising and presenting documentary evidence

 Documents must have consistent file names that reflect the content of the document.
 Make sure your documents are logically organised and well presented. Check that
photocopies and scans are legible and clear.
 Structure your documentary evidence to present a coherent demonstration of your
understanding of practice against the Standards. For example, if you include the analysis
of the need for an initiative, you might also include documents evidencing its development,
associated professional learning, implementation and evaluation of the impact on teaching
and learning outcomes.
 Check that all of your evidence has been de-identified to protect the identity of students and
others where appropriate (colleagues, parents/carers and community members).
 Make sure that your annotation refers to the evidence by its title to assist the MCC in
locating evidence items as they read the submission. Annotations should clearly indicate
your role in the origin and development of each item of documentary evidence. Be clear
about where the Standard Descriptor/s are demonstrated in the evidence.

Referee evidence
Referees statements form an important part of the evidence. The MCC considers carefully:

 the range of referees selected

 the ability of each referee to attest to the teacher’s practice
 the extent to which the referee statements describe the applicant’s practice in relation to
individual Standard Descriptors.
Referees are checked to ensure that they include the applicant’s principal/service director,
a peer and a colleague for whom they have provided mentoring, support or guidance.

Tips for presenting effective referee evidence

 Referees need to have first-hand knowledge of your practice.
 Your referees need to write clear and concise statements that directly address the
Standard Descriptors and provide appropriate examples of your practice.
 Ensure that referees use the language of the Standard Descriptor to describe your practice
and its impact.
 Select from a range of referees. In addition to the three mandatory referees, consider
colleagues, parents/carers and people from your professional network who can attest to
the broad range of work you have undertaken.
 Advise your referees to state their professional relationship with you without providing
additional information of a general nature. The relationship should be a brief statement of
fact, including the referee’s role, the context for the referee’s statement (such as

MCC Advice to Teachers, June 2019 Page 4 of 6

 school/service, professional association, parent, teacher education student or university
colleague), whether the referee is your principal/service director, area manager, peer or
has been supported by you and for how long they have known you.
 Make sure that you have referee evidence that covers the scope of your work. You do not
need to provide a referee statement for every Standard Descriptor. Five to eight referees
attesting to no more than four to five Standard Descriptors each appears to be sufficient for
most applicants.
 When discussing your practice with each of your referees, explain that they need to do
more than say ‘yes’ that you meet the Standard Descriptor. They need to explain how you
meet the Standard Descriptor, using examples from your practice. Generalised statements
about your professional qualities that do not address Standard Descriptors weaken the
application.

Things to avoid
 Over reliance on referee statements weakens your overall submission.
 Do not overload your referees. Asking them to provide a large number of statements may
mean that they are not able to adequately attest to your practice against each Standard
Descriptor attributed to them. As a guide, the MCC recommends choosing between 2-4
Standard Descriptors for each referee to address.
 Do not write the comments for your referees.

External Observer evidence

Do not underestimate the value of the External Observer’s report. The External Observer
provides an objective voice to validate your claims about your practice and it is a very
important source of evidence in the MCC’s deliberations.

Tips for planning your External Observation

 Plan your External Observation carefully, with a range of around 6-10 carefully selected
Standard Descriptors to be observed.
 Discuss the External Observation with your allocated External Observer prior to the day
and submit all your preparation materials with sufficient time for them to be reviewed.
 NESA trains External Observers so it is wise to accept their advice on appropriate selection
of Standard Descriptors and observable practice.
 Consider both teaching and non-teaching activities for the External Observation. While
strong classroom practice is expected in all cases, the opportunity for the External
Observer to see your practice with colleagues and/or parents/carers is also viewed
positively by the MCC.
 If the External Observer is not able to observe an identified Standard Descriptor, or can
only partially observe it, make sure that you select further documentary or referee evidence
to strongly and explicitly address the entirety of the Standard Descriptor.

Things to avoid
 An External Observation Report that addresses too few Standard Descriptors or is based
on a very narrow range of your activities may diminish your application.
 Expecting the External Observer to comment on too many Standard Descriptors may also
diminish your application. If you select too many Standard Descriptors, the External
Observer may not have an opportunity to observe them all during the day.

MCC Advice to Teachers, June 2019 Page 5 of 6

 A poorly planned External Observation day is a lost opportunity. Use the External
Observation resources available to make the most of the opportunity. When planning,
consider contexts that allow you to demonstrate the breadth of the nominated Standard
Descriptors.
 Ensure that your External Observation is not impacted by other unscheduled school
activities and changes to routine, whenever possible, through careful planning and
attention. Have a backup plan.

Final considerations
The MCC generally describes weaker submissions as providing insufficient appropriate
evidence to support applicants. This may occur because:

 some Standard Descriptors have not been met, even though other parts of the application
may be quite strong
 there is a mismatch between the claims made in the annotations and what is exhibited in
the documentary evidence
 a significant number of Standard Descriptors are supported by weak evidence
 there is a significant imbalance1 between the number of Standard Descriptors supported by
documentary, referee and External Observer evidence
 there is inconsistency across the three sources of evidence, for example where referee
and/or External Observer statements do not adequately validate the documentary
evidence
 your impact on the teaching practices of colleagues and learning outcomes of students is
not apparent from the evidence you have provided
 the Lead Initiative does not address the length or focus requirements and is not reflected in
referee statements.
You should pay close attention to detail to be sure that you have developed a balanced
submission with sufficient evidence across all Standard Descriptors.

1
Note that balance does not mean equal use of all three sources. Rather, it means that each of the three sources of evidence is
used effectively across the submission.

MCC Advice to Teachers, June 2019 Page 6 of 6


Professional Knowledge
STANDARD 1
Know students and how they learn
1.1.2
Use teaching strategies based on
knowledge of students’ physical, social
and intellectual development and
characteristics to improve student
learning
1.2.2
Structure teaching programs using
research and collegial advice about how
students learn
1.3.2
Design and implement teaching
strategies that are responsive to the
learning strengths and needs of
students from diverse linguistic,
cultural, religious and socioeconomic
backgrounds
1.4.2
Design and implement effective teaching
strategies that are responsive to the local
community and cultural setting, linguistic
background and histories of Aboriginal
and Torres Strait Islander students
1.5.2
Develop teaching activities that
incorporate differentiated strategies to
meet the specific learning needs of
students across the full range of abilities
1.6.2
Design and implement teaching activities
that support the participation and
learning of students with disability and
address relevant policy and legislative
requirements
Australian Professional Standards for Teachers: Proficient
STANDARD 2 STANDARD 3
Know the content and how to teach Plan for and implement
it effective teaching and
learning
2.1.2
Apply knowledge of the content and
teaching strategies of the teaching area
to develop engaging teaching activities
2.2.2
Organise content into coherent, well-
sequenced learning and teaching
programs
2.3.2
Design and implement learning and
teaching programs using knowledge
of curriculum, assessment and
reporting requirements
2.4.2
Provide opportunities for students to
develop understanding of and respect for
Aboriginal and Torres Strait Islander
histories, cultures and languages
2.5.2
Apply knowledge and understanding of
effective teaching strategies to support
students’ literacy and numeracy
achievement
2.6.2
Use effective teaching strategies to
integrate ICT into learning and teaching
programs to make selected content
relevant and meaningful
3.1.2
Set explicit, challenging and achievable
learning goals for all students
3.2.2
Plan and implement well-structured
learning and teaching programs or
lesson sequences that engage
students and promote learning
3.3.2
Select and use relevant teaching
strategies to develop knowledge, skills,
problem-solving, and critical and creative
thinking
3.4.2
Select and/or create and use a range of
resources, including ICT, to engage
students in their learning
3.5.2
Use effective verbal and non-verbal
communication to support student
understanding, participation, engagement
and achievement.
3.6.2
Evaluate personal teaching and learning
programs using evidence, including
feedback from students and student
assessment data to inform planning
3.7.2
Plan for appropriate and contextually
relevant opportunities for parents/carers
to be involved in their children’s learning
Professional Practice
STANDARD 4 STANDARD 5
Create and maintain supportive and Assess, provide feedback and report Engage in professional learning
safe learning environments on student learning
4.1.2
Establish and implement inclusive
and positive interactions to engage
and support all students in
classroom activities
4.2.2
Establish and maintain orderly and
workable routines to create an
environment where student time is
spent on learning tasks
4.3.2
Manage challenging behaviour by
establishing and negotiating clear
expectations with students and
address discipline issues promptly,
fairly and respectfully
4.4.2
Ensure students’ wellbeing and safety
within school by implementing school
and/or system, curriculum and
legislative requirements
4.5.2
Incorporate strategies to promote the
safe, responsible and ethical use of ICT
in learning and teaching
STANDARD 6
5.1.2
Develop, select and use informal
and formal, diagnostic, formative
and summative assessment
strategies to assess student learning
5.2.2
Provide timely, effective and appropriate
feedback to students about their
achievement relative to their learning
goals
5.3.2
Understand and participate in
assessment moderation activities to
support consistent and comparable
judgement of student learning
5.4.2
Use student assessment data to
analyse and evaluate student
understanding of subject/content,
identifying interventions and modifying
teaching practice
5.5.2
Report clearly, accurately and
respectfully to students and
parents/carers about student
achievement, making use of accurate
and reliable records
Professional Engagement
6.1.2
Use the Australian Professional Standards
for Teachers and advice from colleagues
to identify an plan professional learning
needs
6.2.2
Participate in learning to update
knowledge and practice targeted to
professional needs and school and/or
system priorities
6.3.2
Contribute to collegial discussions and
apply constructive feedback from
colleagues to improve professional
knowledge and practice
6.4.2
Undertake professional learning
programs designed to address
identify student learning needs
STANDARD 7
Engage professionally with
colleagues, parents/carers and the
community
7.1.2
Meet codes of ethics and conduct
established by regulatory authorities,
systems and schools
7.2.2
Understand the implications of and
comply with relevant legislative,
administrative, organisational and
professional requirements, policies
and processes
7.3.2
Establish and maintain respectful
collaborative relationships with
parents/carers regarding their children’s
learning and wellbeing
7.4.2
Participate in professional and
community networks and forums to
broaden knowledge and improve
practice

Professional Knowledge
STANDARD 1
Know students and how they learn
1.1.3
Select from a flexible and effective
repertoire of teaching strategies to suit the comprehensive knowledge of content
physical, social and intellectual
development and characteristics of
students.
1.2.3
Expand understanding of how students
learn using research and workplace
knowledge.
1.3.3
Support colleagues in developing
effective teaching strategies that
address the learning strengths and
needs of students from diverse
linguistic, cultural, religious and s o c i o -
economic backgrounds.
1.4.3
Provide advice and support colleagues in
the implementation of effective teaching
strategies for Aboriginal and Torres
Strait Islander students using knowledge
of and support from community
representatives.
1.5.3
Evaluate learning and teaching programs,
using student assessment data that are
differentiated for the specific learning
needs of students across the full range of
abilities.
1.6.3
Work with colleagues to access specialist
knowledge, and relevant policy and
legislation, to develop teaching programs
that support the participation and
learning of students with disability.
Australian Professional Standards for Teachers:
HIGHLY ACCOMPLISHED
STANDARD 2
Know the content and how to teach it
2.1.3
Support colleagues using current and
and teaching strategies to develop and
implement engaging learning and
teaching programs.
2.2.3
Exhibit innovative practice in the selection
and organisation of content and delivery
of learning and teaching programs.
2.3.3
Support colleagues in planning and
implementing learning and teaching
programs using contemporary
knowledge and understanding of
curriculum, assessment and reporting
requirements.
2.4.3
Support colleagues with providing
opportunities for students to develop
understanding of and respect for
Aboriginal and Torres Strait Islander
histories, cultures and languages.
2.5.3
Support colleagues in implementing
effective teaching strategies to improve
students' literacy and numeracy
achievements.
2.6.3
Model high-level teaching knowledge and
skills, and work with colleagues to use
current ICT into learning and teaching
programs to make selected content
relevant and meaningful.
STANDARD 3
Plan for and implement
effective teaching and learning
3.1.3
Develop a culture of high expectations
for all students by modelling and setting
challenging learning goals.
3.2.3
Work with colleagues to plan, evaluate
and modify learning and teaching
programs to create productive learning
environments that engage all students.
3.3.3
Support colleagues in selecting and
applying effective teaching strategies to
develop knowledge, skills, problem-
solving, and critical and creative thinking.
3.4.3
Assist colleagues in creating, selecting
and using a wide range of resources,
including ICT, to engage students in their
learning.
3.5.3
Assist colleagues in selecting a wide range
of verbal and non-verbal communication
strategies to support students'
understanding, e n g a g e m e n t and
achievement.
3.6.3
Work with colleagues to review current
teaching and learning programs using
student feedback, student assessment
data, knowledge of curriculum and
workplace practices.
3.7.3
Work with colleagues to provide
appropriate and contextually relevant
opportunities for parents/carers to be
involved in their children's learning.
Professional Practice
STANDARD 4
Create and maintain supportive and
safe learning environments
4.1.3
Model effective practice and support
colleagues in implementing inclusive
strategies that engage and support all
students.
4.2.3
Model and share with colleagues a
flexible repertoire of strategies for
classroom management to ensure all
students are engaged in purposeful
activities.
4.3.3
Develop and share with colleagues a
flexible repertoire of behaviour
management strategies using expert
knowledge and workplace experience.
4.4.3
Initiate and take responsibility for
implementing current school and/or
system, curriculum and legislative
requirements to ensure student wellbeing
and safety.
4.5.3
Model and support colleagues in
developing strategies to promote the safe,
responsible and ethical use of ICT in
learning and teaching.
STANDARD 5
Assess, provide feedback and report on
student learning
5.1.3
Develop and apply a comprehensive
range of assessment strategies to
diagnose learning needs, comply with
curriculum requirements and support
colleagues in evaluating the
effectiveness of their approaches to
assessment.
5.2.3
Select from an effective range of strategies
to provide targeted feedback based on
informed and timely judgments of each
student's current needs in order to
progress learning.
5.3.3
Organise assessment moderation
activities that support consistent and
comparable judgements of student
learning.
5.4.3
Work with colleagues to use data from
internal and external student
assessments for evaluating learning and
teaching, identifying interventions and
modifying teaching practice.
5.5.3
Work with colleagues to construct
accurate, informative and timely reports
to students and parents/carers about
student learning and achievement.
Professional Engagement
STANDARD 6
Engage in professional learning
6.1.3
Analyse the Australian Professional
Teaching Standards for Teachers to plan
personal professional development goals,
support colleagues in identifying and
achieving personal development goals,
and pre-service teachers in improving
classroom practice.
6.2.3
Plan for professional learning by
accessing and critiquing relevant
research, engage in high- quality targeted
opportunities to improve practice and offer
quality placements for pre- service
teachers where applicable.
6.3.3
Initiate and engage in professional
discussions with colleagues in a range of
forums to evaluate practice directed at
improving professional knowledge and
practice, and the educational outcomes of
students.
6.4.3
Engage with colleagues to evaluate the
effectiveness of teacher professional
learning activities to address student
learning needs.
STANDARD 7
Engage professionally with colleagues,
parents/carers and the community
7.1.3
Maintain high ethical standards and
support colleagues in interpreting codes
of ethics and exercise sound judgement
in all schools and community contexts.
7.2.3
Support colleagues in reviewing and
interpreting legislative, administrative
and organisational requirements,
policies and processes.
7.3.3
Demonstrate responsiveness in all
communications with parents/carers about
their children's learning and wellbeing.
7.4.3
Contribute to professional networks and
associations and build productive links
with the wider community to improve
teaching and learning.

Professional Knowledge
STANDARD 1
Know students and how they learn
1.1.4
Lead colleagues to select and develop
teaching strategies to improve student
learning using knowledge of the physical,
social and intellectual development and
characteristics of students.
1.2.4
Lead processes to evaluate the
effectiveness of teaching programs using content knowledge to improve the
research and workplace knowledge about selection and sequencing of content into the effectiveness of their learning and
how students learn
1.3.4
Evaluate and revise school learning and
teaching programs, using expert and
community knowledge and experience, to
meet the needs of students with diverse
linguistic, cultural, religious and
socioeconomic backgrounds.
1.4.4
Develop teaching programs that support
equitable and ongoing participation of
Aboriginal and Torres Strait Islander
students by engaging in collaborative
relationships with community
representatives and parents/carers
1.5.4
Lead colleagues to evaluate the
effectiveness o f learning and teaching
programs differentiated for the specific
learning needs of students across the full
range of abilities.
1.6.4
Initiate and lead the review of school
policies to support the engagement and
full participation of students with disability
and ensure compliance with legislative
and/or system policies.
STANDARD 2
Know the content and how to teach it
2.1.4
Lead initiatives within the school to
evaluate a n d improve knowledge of
content and teaching strategies and
demonstrate exemplary teaching of
subjects using effective, research-based
learning and teaching programs.
2.2.4 3.2.4
Lead initiatives that utilise comprehensive Exhibit exemplary practice and lead
colleagues to plan, implement and review implement effective classroom
coherently organised learning and teaching programs to develop students’
teaching programs. knowledge, understanding and skills.
2.3.4
Lead colleagues to develop learning
and teaching programs using
comprehensive knowledge of
curriculum, assessment and
reporting requirements.
2.4.4
Lead initiatives to assist colleagues with
opportunities for students to develop
understanding of and respect for
Aboriginal and Torres Strait Islander
histories, cultures and languages.
2.5.4
Monitor and evaluate the implementation
of teaching strategies within the school to
improve students’ achievement in literacy
and numeracy using research-based
knowledge and student data.
2.6.4
Lead and support colleagues within the
school to select and use ICT with
effective teaching strategies to expand
learning opportunities and content
knowledge for all students.
Australian Professional Standards for Teachers:
LEAD TEACHER
Professional Practice Professional Engagement
STANDARD 3 STANDARD 4 STANDARD 5 STANDARD 6 STANDARD 7
Plan for and implement Create and maintain supportive and safe Assess, provide feedback and report Engage in professional learning Engage professionally with
effective teaching and learning learning environments on student learning colleagues, parents/carers and the
community
3.1.4 4.1.4 5.1.4 6.1.4 7.1.4
Demonstrate exemplary practice and high
Demonstrate and lead by example the Evaluate school assessment policies Use comprehensive knowledge of the Model exemplary ethical behaviour and
expectations and lead colleagues to
development of productive and and strategies to support colleagues Australian Professional Standards for e x e r c i s e informed judgements in all
encourage students to pursue challenging
inclusive learning environments with: using assessment data to Teachers to plan and lead the professional dealings with students,
goals in all aspects of their education.
across the school by reviewing diagnose learning needs, complying development of professional learning colleagues and the community.
inclusive strategies and exploring new with curriculum, system and/or school policies and programs that address the
approaches to engage and support all assessment requirements and using a professional learning needs of colleagues
students range of assessment strategies. and pre-service teachers.
4.2.4 5.2.4 6.2.4 7.2.4
Initiate strategies and lead colleagues to Model exemplary practice and initiate Initiate collaborative relationships to Initiate, develop and implement relevant
programs to support colleagues in expand professional learning policies and processes to support
management and promote student applying a range of timely, effective and opportunities, engage in research, and colleagues’ compliance with and
responsibility for learning. appropriate feedback strategies. provide quality opportunities and understanding of existing and new
placements for pre-service teachers. legislative, administrative, organisational
and professional responsibilities.
3.3.4 4.3.4 5.3.4 6.3.4 7.3.4
Work with colleagues to review, modify Lead and implement behaviour Lead and evaluate moderation activities Implement professional dialogue within Identify, initiate and build on
and expand their repertoire of teaching management initiatives to assist that ensure consistent and comparable the school or professional learning opportunities that engage parents/carers
strategies to enable students to use colleagues to broaden their range of judgements of student learning to meet network(s) that is informed by feedback, in both the progress of their children’s
knowledge, skills, problem solving and strategies curriculum and school or system analysis of current research and practice learning and in the educational priorities
critical and creative thinking. requirements. to improve the educational outcomes of of the school.
students.
3.4.4 4.4.4 5.4.4 6.4.4 7.4.4
Model exemplary skills and lead Evaluate the effectiveness of student well- Co-ordinate student performance and Advocate for, participate in and lead Take a leadership role in professional
colleagues in selecting, creating and being policies and safe working practices program evaluation using internal and strategies to support high-quality and community networks and support
evaluating resources, including ICT, for using current school and/or system, external student assessment data to professional learning opportunities for the involvement of colleagues in
application by teachers within or beyond curriculum and legislative requirements improve teaching practice. colleagues that focus on improved external learning opportunities.
the school. and assist colleagues to update their student learning.
practices.
3.5.4 4.5.4 5.5.4
Demonstrate and lead by example Review or implement new policies and Evaluate and revise reporting and
inclusive verbal and non-verbal strategies to ensure the safe, accountability mechanisms in the school to
communication using collaborative responsible and ethical use of ICT in meet the needs of students,
strategies and contextual knowledge to learning and teaching. parents/carers and colleagues.
support students’ understanding,
engagement and achievement.
3.6.4
Conduct regular reviews of learning and
teaching programs using multiple
sources of evidence including: student
assessment data, curriculum
documents, teaching practices and
feedback from parents/ carers, students
and colleagues.
3.7.4
Initiate contextually relevant processes
to establish programs that involve
parents/carers in the education of their
children and the broader school priorities
and activities.
HIGHLY ACCOMPLISHED TEACHER ASSESSMENT RUBRIC
Highly Exemplifies description of Highly Accomplished Overview Documentary evidence Referee evidence External Observation Evidence of impact on Overall Quality
Accomplished Teacher statement Grounded in Standard Descriptors Grounded in the Standard evidence practice Complexity is demonstrated
Overall, the submission is at the identified career stage across the scope of Practice is at Highly Annotations link practice to Standard Descriptors Descriptors Identified Standard Descriptors There is evidence of impact of The three sources of evidence
Teacher
the Standard Descriptors Accomplished Documentary Evidence at Highly Accomplished Contain specific examples of observed the teacher’s practice on confirm each other
across the Domains Teacher provided for most Standard Descriptors practice Specific Behaviours described students and colleagues The evidence covers the breadth
Referees well selected, Range of practice observed There is evidence of reflection of the Standard Descriptors with
individually and collectively to improve practice the required quality

Classroom Practice: Effectively Documents address the identified Standard Referees effectively selected Candidate selected appropriate Across the submission, there Evidence provides validation
Meets  Highly effective, skilled practitioner; Works independently addresses all Descriptors at the level of Highly Accomplished by the candidate to cover Standard Descriptors for the is clear evidence of the across the three evidence sources
expectations for  Demonstrates improvement in their practice Domains Teacher the scope of their practice observation candidate’s impact on: through:
accreditation  Skilled in analysing and using student assessment data -Professional
 Demonstrates an in-depth subject and curriculum content Knowledge Each identified Standard Descriptor is explicitly Referees include the Candidate organised an -student learning outcomes -referee statements that support
knowledge -Professional addressed principal, a peer and a effective series of observations -the practice of teacher claims made in annotations
 Models sound teaching practices Practice mentee. across the day education students -external observer comments that
 Maximise opportunities for their students by understanding -Professional The claims made in the annotation s are evident in -the practice and professional are consistent with referee
their background and individual characteristics Engagement the documents. Referee’s relationship to the Candidate’s practice learning of colleagues comments, especially in relation to
candidate is stated clearly demonstrated the Standard -members of the broader observations of the candidate’s
Working with colleagues: Describes the The number of Standard Descriptors attributed to and succinctly Descriptors selected school community highly effective teaching
 Works collaboratively practice of a Highly an individual document is appropriate -documents that support the
Accomplished Referee statements: Where Standard Descriptors practice described in the
 Demonstrates improvement in the practice of others
Teacher Documents are easily read and understood were not met, or were partially Evidence is based on items annotations
 Contributes to colleagues’ learning
-support the candidate met during the observation, they such as:
 Takes roles that support, guide or advise others Demonstrates an Documents show relationship to teacher practice -address the identified were met elsewhere in the Candidate demonstrates ethical
 Monitors colleagues professional learning needs and aligns them understanding of the Standard Descriptors submission -analysis of student practice through the de-
with the Standards Australian Templates demonstrate clear evidence of use with -include explicit examples of assessment results identification of documents,
 Actively establishes an environment for effective professional Professional intended stakeholders, such as completed the candidate’s practice At least two sessions of highly -analysis of student learning removal of photos of students and
learning and practice Standards for samples and analysis of responses -are succinct and provide effective teaching practice were surveys personal details
 Collegially plans, evaluates and modifies teaching programs Teachers first-hand insight into the observed -analysis of feedback from
 Initiates and engages in discussions about effective teaching Annotations to each document effectively explain: candidate’s practice colleagues or parents/carers Documents are connected to each
practice Reflects the - why the evidence was developed -support the documentary The day included observations other to demonstrate the breadth
 Provide colleagues, including teacher education students, evidence in the -the candidate’s own role in the development of evidence and claims of of the candidate’s professional Teaching observations include and depth of the candidate’s
with support and strategies submission the evidence impact made in annotations interactions with colleagues the candidate’s reflections on practice
-how the document was used, and with whom and/or parents, such as through their teaching practice
Professional and personal qualities: Provides the context -the evidence for the impact of the practice meetings There is sufficient evidence for
 Highly developed interpersonal and presentation skills are for the evidence the way in which each identified Standard There is clear evidence that each Standard Descriptor across
evident across the Descriptor is explicitly addressed the candidate has actively the submission
 Behaves ethically at all times; Is an effective communicator submission observed the practice of
 Knowledgeable and active member of the school/centre School-based teaching observation document: colleagues and provided The three sources of evidence
community -is standards-based effective feedback against the provide an appropriate balance.
 Keeps abreast of latest developments -describes highly effective teaching practice Standards
-includes two observations and at least one is by Candidate is influential across
the principal/delegate their sphere of influence (context)

Highly Does not exemplify description of Highly Accomplished Overview Documentary evidence Referee evidence External Observation Reflection on practice Overall Quality
Accomplished Teacher statement evidence of self and others
Teacher
Does not meet Classroom Practice: Does not address all Does not address some Standard Descriptors, or Referees poorly selected, Candidate selects Standard Evidence of impact on student Evidence is significantly
expectations for  Highly effective teaching practice is not evident three Domains parts of the Standard Descriptors, attributed to the such as: Descriptors poorly: learning is not clear unbalanced, with over-reliance on
 Analysis of teaching practice and student learning, including document -principal not included one source of evidence
accreditation assessment data, is unclear Provides a general -peer not included -too many for the observer to Evidence of impact on the
 In-depth knowledge about teaching practice, curriculum, and description of Links between the evidence and the Standard -mentee not included effectively observe on the day professional learning of Significant unsubstantiated claims
subject matter is not evident practice that is not Descriptors are unclear -too few to support the colleagues is not clear are evident
 Improvement in teaching practice is not evident explicitly related to Referee statements do not submission
the Domains of the Documents are excessively long, or are repeated, contribute to the quality of -selected Standard Descriptors Candidate’s own reflections There is a lack of clarity about how
Working with colleagues: Standards for no effective purpose the submission, for instance are not observable are absent or lack substance the candidate’s practice is
 Lacks clear evidence of modelling for, mentoring and supporting they: -selected Standard Descriptors connected across the sources of
colleagues Does not effectively Evidence lacks authenticity, such as emails that -are not strongly supportive are not demonstrated during the Evidence that the candidate evidence
 Collegial practice is not featured reflect the evidence appear contrived for the purpose of demonstrating -do not explicitly observation (and supplementary provides feedback to
 Improvement in practice and professional growth of colleagues is in the submission Standard Descriptors address the identified evidence of these Standard colleagues is absent or the There is insufficient evidence for
not evident Standard Descriptors Descriptors is not provided) feedback inappropriate one or more Standard Descriptors
Describes practice Annotations are ineffective -do not include examples across the submission
Professional and personal qualities: at Proficient Teacher from the candidate’s The day is poorly planned, such
level School-based teaching observations are absent or teaching practice at the as: There is a lack of evidence that
 In-depth knowledge about the school community, is not evident
do not reflect highly effective teaching practice required level -does not include at least two the candidate is influential across
 Communication and presentation skills are not well developed
Does not provide an -are unrelated to the sessions of teaching their sphere of influence (context)
 Submission reflects unethical practices, such as failure to cite Overview Statement Over-reliance on email communication as documentary evidence and -does not include any practice
resources created by others and poor attention to de-identification evidence of practice the external observation other than teaching
of sensitive documents evidence

NESA Highly Accomplished Teacher Assessment Rubric

LEAD TEACHER ASSESSMENT RUBRIC
Lead Teacher Exemplifies description of Lead Teacher Overview Documentary evidence Referee evidence External Observation Evidence of impact on Overall Quality
Overall, the submission is at the identified career stage across the Statement Grounded in Standard Descriptors Grounded in the Standard evidence practice Complexity is demonstrated
scope of the Standard Descriptors Practice is at Lead across Annotations link practice to Standard Descriptors Descriptors Identified Standard There is evidence of impact of The three sources of evidence
the Domains Evidence at Lead Teacher Contain specific examples Descriptors observed the teacher’s practice on confirm each other
provided for most Standard Descriptors of practice Specific Behaviours described students and colleagues The evidence covers the breadth of
Referees well selected, Range of practice observed There is evidence of reflection the Standard Descriptors with the
Lead Initiative
individually and to improve practice required quality
collectively Evidence underpinned by research

Meets Classroom Practice: Overview statement: Documents address the identified Standard Referees effectively Candidate selected Across the submission, and in Evidence provides validation across
expectations  Demonstrates consistent and innovative teaching Effectively addresses all Descriptor/s at the level of Lead Teacher selected by the candidate appropriate Standard the Lead Initiative, there is clear the three evidence sources through:
practice over time Domains to cover the scope of their Descriptors for the observation evidence of the candidate’s
for  Establishes inclusive learning environments -Professional Knowledge Each identified Standard Descriptor is explicitly practice impact on: -referee statements that support
accreditation  Effective learning opportunities result from candidate’s -Professional Practice addressed Candidate organised an claims made in annotations
skill, in-depth knowledge and understanding -Professional Engagement Referees include the effective series of -student learning and -external observer comments that
The claims made in the annotation s are evident in principal, a peer and a observations across the day assessment outcomes are consistent with referee
Leadership practices: Describes the practice of a the documents mentee. -the practice of teacher comments, especially in relation to
 Initiates and leads activities inside and outside the school Lead Teacher Candidate’s practice education students observations of the candidate’s
 Seeks to improve their own practice and the practice of The number of Standard Descriptors attributed to Referee’s relationship to demonstrated the Standard -the practice and professional exemplary teaching
colleagues Demonstrates an an individual document is appropriate the candidate is stated Descriptors selected learning of colleagues -documents that support the practice
 Synthesises current research on effective teaching and understanding of the clearly and succinctly -members of the broader school described in the annotations
learning Australian Professional Documents are easily read and understood Where Standard Descriptors community
 Inspires others through descriptions of highly effective Standards for Teachers Referee statements: were not met, or were partially Candidate demonstrates appropriate
teaching and learning Documents show relationship to teacher practice -support the candidate met during the observation, Evidence is based on items ethical practice through the de-
Reflects the evidence in -address the identified they were met elsewhere in such as: identification of documents, removal
 Leads processes to improve student performance
the submission Templates demonstrate clear evidence of use with Standard Descriptors the submission -evaluation of student of photos of students and personal
 Evaluates and revises programs, based on assessment
intended stakeholders, such as completed -include explicit examples assessment results details
data and feedback from parents/carers
Provides the context for samples, analysis and evaluation of responses of the candidate’s practice At least two observations of -analysis and evaluation of
 Skilled mentor of colleagues and teacher education the evidence across the -provide explicit and exemplary teaching practice student learning surveys Documents are connected to each
students, promoting creative and innovative thinking submission Annotations to each document effectively explain: supportive comments were observed -analysis and evaluation of other to demonstrate the breadth
 Focuses on improving educational opportunities for all - why the evidence was developed about the candidate’s feedback from colleagues and and depth of the candidate’s
students Lead Initiative: -the candidate’s own role in the development of Lead Initiative If possible, the Lead Initiative parents/carers practice
-clearly and concisely the evidence -are succinct and provide is validated during the External -opportunities to initiate,
Professional and personal qualities: explained -how the document was used, and with whom first-hand insight into the Observation innovate and lead There is sufficient evidence for each
 Recognised and respected by colleagues, parents/carers -implemented over 6 -the evidence for the impact of that has been candidate’s practice Standard Descriptor across the
and the community as an exemplary teacher months or more described -support the documentary The day included sessions of Teaching observations include submission
 Professional, ethical and respected educator -linked to school and/or -the way in which each identified Standard evidence and claims of the candidate’s professional the candidate’s reflections on
 Represents the school and the profession in the community system initiatives Descriptor is explicitly addressed impact made in interactions with colleagues their teaching practice The three sources of evidence
-demonstrates candidate’s annotations and/or parents, such as provide an appropriate balance.
leadership and impact School-based teaching observation document: through meetings There is clear evidence that the
-is standards-based candidate has actively observed Candidate initiates, inspires and
-describes exemplary practice of a Lead Teacher the practice of colleagues and innovates across their sphere of
-includes two observations and at least one is by provided effective feedback influence (context)
the principal/delegate against the Standards
Lead Teacher Does not exemplify description of Lead Teacher Overview Documentary evidence Referee evidence External Observation Evidence of impact on Overall Quality
Statement evidence practice of self and
Lead Initiative others
Does not meet Classroom Practice: Does not address all three Does not address some of all of the Standard Referees poorly selected, Candidate selects Standard Evidence of impact on student Evidence is significantly unbalanced,
expectations  Exemplary teaching practice is not evident Domains Descriptors attributed to the document such as: Descriptors poorly: learning is not clear with over-reliance on one source of
-principal not included evidence
for Leadership practices: Provides a general Links between the evidence and the Standard -peer not included -too many for the observer to Evidence of impact on the
accreditation  Lacks clear evidence of mentoring, innovating and initiating description of practice that Descriptors are unclear -mentee not included effectively observe on the day professional learning of Significant unsubstantiated claims
 Limited or no evidence of initiating and inspiring others is unrelated to the Referee statements do not -too few to support the colleagues is not clear are evident
 Focus on improvement in teaching practice and professional Domains of the Standards Documents are excessively long, or are repeated, contribute to the quality of submission
growth is not evident for no effective purpose the submission, for -selected Standard There is a lack of clarity about how
 Evaluation and analysis of programs, based on assessment Does not effectively reflect instance they: Descriptors are not observable Evidence that the candidate the candidate’s practice is
data and feedback is not featured the evidence in the Evidence lacks authenticity, such as emails that -do not validate Lead -selected Standard feedback provided to connected across the sources of
 Limited influence in programs that are school-wide and/or submission appear contrived for the purpose of meeting initiative Descriptors are not colleagues is absent or the evidence
beyond the school Standard Descriptors -are not strongly demonstrated during the feedback inappropriate
 In-depth knowledge and understanding about teaching Describes practice at supportive observation (and There is insufficient evidence for one
practice, the school community, curriculum, and subject Highly Accomplished or Annotations are ineffective -do not explicitly supplementary evidence of Reflections are not supported or more Standard Descriptors
matter is not evident Proficient Teacher level address the identified these Standard Descriptors is by research (this may include across the submission
 Evaluation of teaching practice and student learning, School-based teaching observations are absent or Standard Descriptors not provided) practitioner research)
including assessment data, is unclear Does not provide an do not reflect exemplary teaching practice -do not include examples The day is poorly planned, There is a lack of evidence that the
Overview Statement from the candidate’s such as: candidate is influential across their
Professional and personal qualities: Over-reliance on email communication as teaching practice at the -does not include at least two sphere of influence (context)
 Demonstrated capacity to represent the school and the Lead Initiative: evidence of practice required level sessions of teaching
profession is weak -does not meet -are unrelated to the -does not include any practice
 Submission reflects unethical or unprofessional requirements, or documentary & external other than teaching
practices -is not included observation evidence

NESA Lead Teacher Assessment Rubric