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  1. RFT: 12/33 National Professional Standards for Teachers Evaluation Briefing session 17 September 2012

  2. Agenda • Welcome and introduction • Background • AITSL • National Professional Standards for Teachers • National Professional Standards for Teachers Evaluation Initiative requirements • Tender requirements • Procurement process • Questions and Answers

  3. Objective of the NPST Evaluation Engage an organisation and/or consortium with demonstrated experience and expertise to design, develop and deliver a nationally focused, credible and innovative evaluation to determine the: • usefulness • effectiveness of implementation • impact of the National Professional Standards for Teachers

  4. to… • inform ongoing work to support effective and sustainable implementation and application of the Standards • demonstrate uptake and benefit of standards referenced approaches to students, teachers, schools and states and territory organisations and the broader community • enhance credibility and awareness of the Standards.

  5. Who is AITSL? AITSL works with the education community to: • set and maintain standards • lead and influence improvement • support and recognise quality We don’t... • act as a regulator • produce educational resources for use by children • employ teachers • formulate the national curriculum

  6. National Professional Standards for TeachersBackground

  7. What are the National Professional Standards for Teachers? The National Professional Standards for Teachers is a public statement of what constitutes teacher quality. The Standards define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st-century schools, which result in improved educational outcomes for students.

  8. National Professional Standards for Teachers • Dual purpose: • improvement • accountability • Career progression: • Graduate • Proficient • Highly Accomplished • Lead

  9. Initial Teacher Education • Graduate career stages of the NPST are the foundation for accreditation of Initial Teacher Education programs • National approach endorsed by MCEEDYA in April 2011 • AITSL works with relevant stakeholder to develop materials and processes to support he transition which commenced in 2012.

  10. Registration • Proficient career stages of the NPST provide the foundation for the approach to the registration and renewal of registration of teachers • National approach endorsed by MCEEDYA in October 2011 • AITSL is working with key stakeholders to develop a governance framework for implementation to enable commencement of the approach from 2012

  11. Certification • The lead and highly accomplished career stages of the NPST form the foundation for the voluntary process of certification • Approach was endorsed by SCSEEC in April 2012 • AITSL is working with stakeholders to confirm transition and deeming arrangements, develop materials to support implementation in 2013

  12. Performance & Development • The NPST (together with the National Professional Standard for Principals and Professional Learning Charter) underpin the Australian Performance and Development Framework • The Framework aims to: improve teacher effectiveness and student outcomes through the development of a culture in schools focused on continuous teacher performance appraisal, growth and improvement • The Framework was endorsed by SCSEEC in August 2012

  13. Professional Learning & support materials • The NPST and the Australian Charter for the Professional Learning of Teachers and School Leaders communicate the role of professional learning in improving teacher and school leader practice • The Charter was endorsed by SCSEEC in August 2012 • AITSL works with stakeholders to develop and range of resources to support the implementation of the NPST

  14. NPST Website • A launching place for Standardsrelated content • Development of furthersupporting documentation for users and uses of the Standards • Additional information on corporate AITSL website

  15. Project requirements

  16. NPST Evaluation: Objectives • Determine the: • usefulness • effectiveness of implementation • impact of the National Professional Standards for Teachers.

  17. NPST Evaluation: Scope • Design, develop and deliver • Longitudinal and discrete modules • Commence: November 2012 Conclude: December 2015 • Organisation/consortia/subcontracting

  18. NPST Evaluation: Stages and Phases

  19. NPST Evaluation: Project elements

  20. NPST Evaluation: Stages and Phases

  21. NPST Evaluation: Methodology • Research Framework • Research goals • Research questions • Methodologies – appropriate balance of: • Conventional and innovative modes, methods and data collection • Qualitative and quantitative • External and self-evaluation • Formative and summative outcomes • Potential to build capacity • Consider the context ie implementation timeframe & existing standards referenced approaches • Consider use of existing data and materials • Value for money

  22. NPST Evaluation: Communication • Shared responsibility of consultant and AITSL: • Consultant: communication directly related to design, development and delivery • AITSL: broader scale communication, including project outcomes

  23. NPST Evaluation: Deliverables • Evaluation Plan • Evaluation Implementation - for each phase • sub-plan • develop, deliver and monitor • complete technical reports • Progress reports

  24. NPST Evaluation: Reporting

  25. NPST Evaluation: Governance and management • AITSL Board • National Professional Standards for Teachers Evaluation project team • AITSL Internal Reference Group

  26. NPST Evaluation: Personnel • Organisation and or consortium • Relevant high level experience and expertise • Project director • Sub-contractors

  27. NPST Evaluation: Timeframe

  28. Tender requirements

  29. NPST Evaluation: Tender requirements • High level evaluation plan: • Evaluation framework – alignment between evaluation goals, research questions and methodologies • Explanation of how the questions will be determined • Identification and explanation of modes, methodologies and data collection for each phase and where appropriate each strand of activity • Identification of the focus of each phase Demonstration of understanding of Australian education context and work of AITSL • Communications plan overview • Personnel • Risks and risk management strategy • Breakdown of costs • Referees • Additional information requested in Clause 5

  30. Tender assessment

  31. NPST Evaluation: Tender assessment • Two stage process: • Assessment of written tenders • Presentation by short-listed tenders • Contractual agreement scope subject to AITSL funding

  32. Questions and Answers

  33. Contact details Bronwyn Burr Manager: Policy and Programs 07 3010 0111