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Strong Start, Great Teachers
Strong Start, Great Teachers
To facilitate quality induction, the department provides:
funding for eligible beginning teachers and their in-school mentors.
The Strong Start, Great Teachers site, your first stop as a beginning teacher.
The site is very comprehensive - (a .pdf version is also available for you on the right).
The key steps and info are summarised below to help!
Strong Start Great Teachers.pdfBe proactive in utilising your beginning teaching funding for mentoring and preparation.
Be proactive in utilising your beginning teaching funding for mentoring and preparation.
What are my first steps as a beginning teacher?
What are my first steps as a beginning teacher?
🤝 Find a mentor or mentors! Continue lesson observation, plan units and mark collaboratively, and talk when it doesn't (or does!) go well.
📁 Work on systems of organisation that will allow you to re-use what you work on next year with minimal effort. A stitch in time, saves nine.
🤍 Balance whole-school and extracurricular initiatives while prioritising your lessons and teaching, and most importantly mental health and balance.
I'm a mentor!
I'm a mentor!
High touch over high technique - check in regularly, just to say hi!
Create an environment where your mentee feels comfortable to speak with you.There are two TSA (Teaching Standards in Action) courses which are worth 12 NESA hours each:
- Coaching for classroom change - RG00320
- Designing lessons with colleagues - RG00344
The AITSL has released a coaching toolkit for mentors, which includes conversation and coaching techniques.
The four steps to proficiency:
Orientation, Developing Focus, Refining Practice, Formal Application
The four steps to proficiency:
Orientation, Developing Focus, Refining Practice, Formal Application
The earliest you can apply for NESA accreditation as a DoE teacher is after 160 full days of teaching.
You must apply within three years of full-time service, or five years of casual service.
It's a marathon, not a sprint!Take your time going through the below steps, and check in with your mentor as you go.
Orientation
Orientation
Complete orientation with your mentor
Complete orientation with your mentor
Click through for DoE guidance for the initial visit and your first term
Adjust workload to allow for planning and observation.
Reflect on and share what your personal challenges will beMake quality personal, social and professional connections
Learn your school's context
Fully understand the scope of curriculum you will teach:
What will students learn and why is it important?
What do you want students to do/produce, and how well do you expect them to do it?
How will you establish your classroom and manage behaviour?
How/who will you ask for support when it gets tough?
What concrete strategies will assist you at your school?
We are ALL here to help you at EBHS!!!
strong-start-great-teachers-personal-induction-planner.pdfDeveloping Focus
Developing Focus
Identify areas of need - earlier is better
Identify areas of need - earlier is better
Hit a roadblock? Try these reflective questions 👉
Complete the NESA Standards reflection questions
Proficient accreditation is dependent on meeting NESA's standards!
Knowing yourself is the first step to reaching proficient outcomes.
The DoE's top reflective questions 👇
The DoE's top reflective questions 👇
Reflective practice resource for all NSW DoE teachers with useful and targeted questions when reflecting on teaching practice.education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/developing-focus/reflective-practice/reflective-practice-questions
Refining Practice to become Proficient
Refining Practice to become Proficient
Create an effective classroom learning environment
Create an effective classroom learning environment
Refine your structure, instruction, discipline (p62-63)
Teach proactively, with a can-do attitude
Negotiate class rules and identify consequences for behaviour
Explicitly and consistently teach, model and uphold your class rules
Ensure students know the quantity and quality of work expected
Develop procedures and routines for reoccuring events
Proactively prevent and respond appropriately to misbehaviour
Use effective teacher questioning, with appropriate wait time (5+ secs)
Access wisdom from your EBHS colleagues via the links on the left 👉
Plan a sequence of lessons and desired results
Plan a sequence of lessons and desired results
Design summative assessment and rubric with colleagues
Make the goal and outcomes explicit to students at the start
Use backward design to craft each lesson
Establish a differentiated classroom
Assess for and as learning (diagnostic, formative) as well as summative
Give feedback, and engage students in goal setting and (peer) reflection
Constantly and explicitly remind students of learning goals and success criteria.
DoE WHERE-TO Planning Template 👇
DoE WHERE-TO Planning Template 👇
Access a planning template to plan out the learning experiences and instruction.education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/planning-a-sequence-of-lessons/plan-learning-experiences-and-instruction/plan-learning-and-instruction-template
Differentiating - how much is enough?
Differentiating - how much is enough?
Differentiation has the potential to be endless - prioritise and do what you can.
Share resources and discuss with colleagues!
'Bake' differentiation into your learning sequence / task - 'big picture'.
Check out the DoE website guide to differentiation
I'm ready to apply for Proficient Teacher
I'm ready to apply for Proficient Teacher
Discuss with your mentor and read past exemplar submissions from colleagues
Ensure you meet the DoE requirements as well as the NESA ones.
Read the quick 'what a proficient teacher looks like' ticklist
Read the 'how to gain accreditation' page and complete the steps
Submit to the principal (or accreditation delegate)! Well done! 🎉
Printable 'Gaining accreditation' snapshot
(Aug 2019)
Printable 'Gaining accreditation' snapshot
(Aug 2019)
tsa-gaining-accreditation-august-2019.pdfAdditional NESA documentation regarding applying for Proficiency
Additional NESA documentation regarding applying for Proficiency
Annotating evidence NSW Education Standards.pdfEffective Proficient Teacher evidence NSW Education Standards.pdfEvidence requirements NSW Education Standards.pdfFirst time accreditation NSW Education Standards.pdfProficient Teacher NSW Education Standards.pdfteacher-accreditation-observation-report-template.pdfPage updated
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