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THOMAS ACRES PUBLIC SCHOOL

Professional Learning
For Teachers
Rationale:
All teachers have a right to be supported in their professional learning, As well as this,
teachers have a responsibility to be involved in performance and development
processes that facilitate their professional growth in providing quality teaching and
learning, consistent with the NSW Department of Education and Communities’ policies,
aims and strategic directions and school plan. (Performance and Development Framework for
Principals, Executives and Teachers in NSW Public Schools, Jan 2015).

In 2016-2017 it will be mandatory in NSW for all teachers to be accredited through
BOSTES. This will be a condition of employment in any NSW school. Teachers
maintaining accreditation at Proficient Teacher, Highly Accomplished Teacher and Lead
Teacher levels of the Australian Professional Standards for Teachers are required to
demonstrate ongoing competent teaching practice and meet professional
development requirements. Accredited teachers need to complete all requirements
within each five year maintenance period (seven year maintenance period if employed
part-time or as a casual teacher) and continue to pay the BOSTES annual fee.
Each level of accreditation has the following professional development requirements in
common:
 completing at least 100 hours of professional development
 professional development that has addressed all Standard Descriptors in Standard
6
 professional development that has addressed at least one Standard Descriptor
from Standards 1, 2, 3, 4, 5, and 7
 recording and evaluating professional development activity on the professional
development log, accessed via an individual’s BOSTES account.
All staff members are responsible for improving their practice by:
• pursuing ongoing professional learning in all aspects of their work
•critically reflecting on their practice and achievements
•contributing to the professional learning of colleagues. (State of NSW, DET, Professional Learning
Directorate, Professional Learning Policy for schools, 2004)

Professional learning needs can include the development of knowledge, skills and
understandings related to teaching, learning, leadership, management and
administration. These can be related to personal professional goals and role specific
needs at different stages in their careers.

Procedures:
 Teachers, executives and principals will receive support and guidance from their
supervisor in setting meaningful and appropriate professional goals at the
beginning of each year when completing their individual Performance and
Development Plan (PDP). The PDP is developed through collaboration and
professional dialogue with colleagues with the guidance of the following
documents:

• Australian Professional Standards for Teachers which will form the basis
for guiding and assessing performance and development.
• Australian Teacher Performance and Development Framework on which
the process will be based.
• Australian Charter for the Professional Learning of Teachers and School
Leaders which affirms that Teacher Professional Learning (TPL) is a shared
responsibility that must be taken up at all levels of the education system
– by teachers, school leaders, system leaders and policy makers.

Process:
 Staff will actively seek professional learning that aligns with their professional
goals as outlined in their PDP. Once a suitable course is identified they discuss it
with their Supervisor. If there is no payment required and it is an out of school
hours course then approval is not necessary. It is the staff members’
responsibility to register through My PL. Where payment is required and the
course is held during school hours, the supervisor will table the request at
the next executive meeting on behalf of the staff member. The executive team
will discuss the request and make a decision based on the following criteria:
 The course aligns with the individual staff members professional
goals or aligns with the school management plan
 The number of staff who have made a request to attend the same
course
 The financial situation of the school
 The number of courses already attended throughout the calendar year

Feedback:

The decision will be communicated back to the staff member via their
supervisor. If the request has been granted then the staff member register
through MYPL and notifies both the DP and the executive member responsible
for tracking of Professional learning, so that a casual can be booked and the
training be recorded in the Professional Development registry for the school.

 Professional learning advertised through School Biz will be advertised on the
noticeboard in the staffroom.

Hours:

 Content of staff meetings and staff development days can be counted towards
Teacher Identified Professional Development (Teacher Identified Professional
Development covers formal and informal training, courses, workshops, seminars
and activities that teachers undertake either in or outside of school hours, but
which are not registered with the BOSTES) which can account for 50 of the 100
hours that is needed in order to maintain accreditation. Each individual staff
member is responsible for recording this in their professional diary and /or on the
BOSTES Online Professional Development Participation Log.
 Professional learning courses are available through the DEC for teachers,
schools and educational leaders to support the implementation of new
curriculums. These courses are registered; require no payment and can be
undertaken by staff at their own leisure. Courses can be found on NSW
syllabuses for the Australian Curriculum: Implementation support site. If a staff
member would like these courses to count towards their registered hours then
they should speak with the executive member who is responsible for
professional development who can register the course on their behalf through
MyPL.

Responsibilities:
The Principal will:
 Ensure procedures for Teacher Professional Learning are ongoing and implemented
 Ensure that each member of the teaching staff has a designated supervisor (team
leader) to act as his/her nominee;
 Ensure that each member of staff is aware of his/her supervisor (team leader)
 Appoint/nominate a member of the executive team to be responsible for
professional learning for the year and to ensure that staff know who the nominee
is.
 Ensure that professional learning funds are used appropriately
The designated Executive Responsible for Professional Learning will:
 Follow established procedures for Professional learning as outlined above;
 Schedule courses through MyPL on behalf of the school or individual teachers as
required
 Assist teachers with accessing MyPL, if necessary
 Keep a record of staff attendance at courses
 Keep track of the Professional Learning funds budget in consultation with the SAM
Teaching Staff will:
 Take responsibility for their PDP on an annual basis.
 Take full responsibility for their own professional learning needs, including
maintaining their own professional learning diary through MYPL.
 Teachers maintaining accreditation will add this manually to the NSW Institute of
Teachers website if they wish to count them towards your Teacher Identified
professional development hours.
 Teachers maintaining accreditation at Proficient Teacher, Highly Accomplished
Teacher and Lead Teacher levels will be responsible for meeting their professional
development requirements during the maintenance period. Teachers maintaining
accreditation must complete a minimum of 100 hours of professional development
over the maintenance period as detailed in section 5.4 of this policy. (Board of Studies,
Teaching and Educational Standards Professional Learning Policy, November 2014)

Teachers maintaining accreditation will record their professional development
activities on the BOSTES Online Professional Development Participation Log.