It is always best to ask the assessors in your state, territory and your sector for advice when you begin the process of creating your ePortfolio for stage one of your teacher accreditation process. However, we’ve got hundreds of teachers gathering evidence using Edufolios so we thought we’d share some quick tips to consider as you reflect towards that next career goal.
Writing for Teacher Accreditation – Top Tips!
- ALL of the evidence you use for accreditation is supposed to show “evidence of practice that improves teaching and learning” This means that there is a focus on the impact you’re practice is having on the learners in the room. Make sure you talk about the outcomes you have achieved not just your plans for them.
- For teacher accreditation, it’s all about quality NOT quantity. Focus on the 37 focus areas in your career stage and talk only about THEM and create stories to share them.
- Use the language of the focus area’s descriptors in your writing. If you’re focusing on Standard 4.5 at HA (for example), then lets hear about how you modelled and supported your colleagues. Discuss the impact your support has had. What strategies are they now using to promote the safe, responsible and ethical use of ICT in learning and teaching?
- Look at the verbs in the Focus Area descriptors and choose evidence and artefacts that shows or describes you doing them! Don’t forget the standards guide is there to help you with that!
- Choose artefacts that tell a story and show your impact clearly. Make sure that you can show progressing and growth over time. Two artefacts from the beginning and end of a Lead project should tell a big story. Make sure the artefact you’ve chosen as part of your accreditation is the best one to tell the story of the WHOLE focus area.
- Don’t write too much! 150-200 per artefact should be plenty. Make sure you select your words carefully, focus them on that FA (see dot point 2) and on the impact and change they can demonstrate. Use the Heatmap tool to help you see what you’ve written lots about and where you might need to balance things out a little.
- Don’t forget that the direct evidence you supply includes your teacher observations and your 3-5 referees. Don’t forget to reflect on these as part of your evidence base!
- Mix up your evidence types. There are generally three types of evidence you can use. Your supporting documents, referee reports and external observer reports. You might need one of these to make your point or all three. Don’t be afraid to mix it up a little!
- Avoid repeating yourself. The assessors don’t need to you to prove the same point over and over. Be confident the first time you do it. Stay focused and organised. Avoid using three lesson or unit plans as evidence when one will do!
- You can use evidence from the last five years of your practice if you want to. If you start reflecting and find yourself tagging HA, it might be time to start getting some formal observations underway. Keep reflecting and you might find you have a smorgasboard to chose from when it comes to accreditation time.
Do you have a tip to share?
Add it in the comments below!