Exemplar Teacher Classification: Examples of Evidence

Exemplar Teacher Classification: Evidence Document

A list of possible (but not limited to) evidence that a teacher may provide to demonstrate their performance and professional responsibilities in each of the criteria of the Exemplar Teacher classification.

Criteria
Involvement in curriculum development

Elaboration
The teacher engages in development and evaluation of curriculum with colleagues, and develops teaching programs that are rigorous and of high quality.

Possible Evidence Shares professional expertise Actively participates in curriculum meetings Has leadership of a curriculum initiative Leads staff/faculty curriculum meetings Member of a System or Cross-sectoral curriculum team Active member of a curriculum writing team Engages in professional learning about curriculum Works to strengthen and initiate improvements to the quality of curriculum and teaching programs Contributes to the evaluation of curriculum implementation Ensures teaching programs align with System/School curriculum initiatives and agreed practices Demonstrates a willingness to implement change Provides feedback to colleagues Accepts and acts on feedback about own practice Is reflective about own practice Demonstrates and actively promotes best practice to colleagues Is willing to mentor others Annotated Project plan, including focus, strategy, targets, schedule of meetings, resourcing, evaluation Minutes/Notes of meetings Section of teaching program New/Revised curriculum document Observation notes: self, colleague/s Learning log/journal Emails/notes from colleagues

Criteria
Pedagogical practices that support student learning needs

Elaboration
The teacher uses a wide range of pedagogical practices that are relevant to the diverse learning needs of students. The teacher models and applies purposeful, appropriate and effective teaching strategies.

Possible Evidence Models and shares explicit pedagogical practices Takes a leading role in sharing knowledge of teaching practices Trials/evaluates/reviews different ways to enhance student learning Uses ICT appropriately and effectively to enhance teaching and learning Implements System/School agreed practices Establishes a flexible and stimulating learning environment Ensures teaching program reflects the individual needs of the students in their class Participates/Initiates in professional dialogue regarding best practice Leads Staff/Faculty meetings about pedagogy Participates in professional learning and shares insights Demonstrates a willingness to trial/implement change Is willing to mentor others Provides feedback to colleagues Accepts and acts on feedback about own practice Is reflective about own practice Demonstrates and actively promotes best practice to colleagues Annotated Project plan, including focus, strategy, targets, schedule of meetings, resourcing, evaluation Minutes/Notes of meetings Section/s of teaching program showing implementation of agreed practice in: differentiation/QTF/ICT/GRR/MI/BYD/ILP/etc New/Revised pedagogy document/s Observation notes: self, colleague/s Learning log/journal Emails/notes from colleagues

Criteria
Assessment practices that allow students to demonstrate their abilities in a variety of circumstances

Elaboration
The teacher employs varied and appropriate assessment strategies that enable students to demonstrate their achievement against defined criteria. Assessment is aligned with relevant curriculum documents and reporting requirements that allow for the determination of appropriate standards of achievement.

Possible Evidence Uses a wide range of appropriate assessment strategies and instruments Uses explicit assessment criteria Gives appropriate and targeted feedback on learning Aligns curriculum with appropriate assessment and reporting practices Aligns assessment with A-E reporting scales to provide accurate information on student learning Uses a range of assessment data to inform teaching Implements the System/School agreed practices for assessment and reporting Participates in collegial moderation discussions Involves others (LSAs, other/specialist teachers) in gathering student assessment data

Contribution to the school community

The teacher takes a leading role in contributing to the community life of the school.

Initiates/leads at least one school-wide task/s or role/s that enhances the spiritual, learning or cultural life of the school. Participates in the prayer life and liturgical practices of the school Takes a leading role in mentoring beginning teachers Has a presence in the staffroom Attends school, Parish and community events

Criteria
Meeting professional responsibilities and school expectations

Elaboration
The teacher demonstrates professional behaviour in his/her role as well as towards members of the school community.

Possible Evidence Models exceptional professional behaviour at all times Proactively meets duty of care and code of professional standards Meets requirements for deadlines Is punctual for meetings, classes, duty etc Builds professional relationships with parents Has a positive attitude in the workplace Is hospitable to all community members Challenges peers who act inappropriately Ensures classroom is professionally organised and presented Implements professional and school requirements/agreed practices/expectations Is confidential about school issues/colleagues within the school and wider community Displays generosity of heart willingness to contribute to the corporate good Works collaboratively with teams/staff Is supportive of the school leadership Uses social media responsibly and professionally Is visible in the Parish community Effectively uses RFF time for school related activities and projects Maintains RE Accreditation B

Ongoing professional learning and growth

The teacher engages in ongoing professional learning that supports their role in the school. The teacher shares this learning and/or makes effective use of it in his/her professional life.

Is responsive to, and reflects on, emerging trends Engages in ongoing professional learning and reflection on a range of educational trends/issues/practices Meets annual obligations for professional learning as per Collective Agreement Takes a leading role in sharing learning with stage/year/faculty/school teams and/or colleagues Embeds/transfers learning into professional practice Provides educational leadership and contributes to the professional growth of others