Guide to the accreditation process - Australian Institute for Teaching ...

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Programs must include a minimum of one quarter of a year of full-time-equivalent studyof discipline-specific curriculum and pedagogical studies for each teaching area that thegraduate intends to teach. The discipline-specific curriculum and pedagogical studiesshould prepare graduates to teach across the years of secondary schooling.These programs may include up to one quarter of a year of full-time-equivalent study ofrelevant discipline studies as elective units which could be undertaken by applicantswho do not fully meet prerequisite discipline study requirements.4.6 Specialist programsWhere initial teacher education programs include specialist area studies (e.g. primaryphysical education, secondary special education, secondary teacher-librarianship etc),these studies must comprise one year of full time equivalent study relevant to thatspecialist area.4.7 Non-traditional and other settingsSome teacher education programs prepare graduates for teaching across traditionalboundaries.• Program outline clearly identifying theunits addressing this standard (refer tofootnote 15)of the specialisation 20 .• Alignment with the relevant curriculumPrograms that prepare graduates to teach in both early childhood settings and primaryschools are expected to prepare graduates for teaching the curriculum in both contexts.• Program and unit outlines with clearlinks to all learning areas (or equivalent)in the relevant curriculum and clearlyindicating the duration of units (refer tofootnote 15)Programs that prepare graduates for middle school teaching may have a strongeremphasis on teaching particular year levels (e.g. Years 5 to 9) but must fully address therequirements for primary teaching and for secondary teaching in at least one majorstudy or two minor studies in secondary teaching areas.Note: As required, and in discussion withregulatory authorities, AITSL may developmore detailed guidelines for specific typesof programs.Programs that prepare graduates for teaching across P/F/R/K-Year 12 must address therequirements for both primary and secondary teaching.Programs that prepare graduates for teaching in other specialised teaching roles inschools and other educational settings must address the specific content and pedagogy20 Specific requirements will be developed for programs preparing teachers for settings other than traditional schools where required.C7
Standard 5: School partnerships Examples of evidence Response toProgram Standard5.1 Providers have established enduring school partnerships to deliver their programs,particularly the professional experience component.• Quality (school) partnerships bothexisting and planned including theactive engagement of the supervisingteacher in the assessment• Partnerships that are broader thanprofessional experience• Feedback processes• Feedback used to improve theprogram, quality and sustainability ofpartnerships5.2 The professional experience component of each program must include no fewer than80 days of well-structured, supervised 21 and assessed teaching practice in schools inundergraduate and double-degree teacher education programs and no fewer than 60days in graduate entry programs.• Program outlines indicating the durationof professional experience5.3 Providers describe in detail the elements of the relationship between the provider andthe schools, the nature and length of professional experience placements, thecomponents of the placement, including the planned experiences and relatedassessment criteria and methods, and the supervisory and professional support• Quality (school) partnerships bothexisting and planned indicating howthey are developed, resourced andmaintainedarrangements.• Arrangements in place to ensure aquality supervised teaching practice• Assessment arrangements, includingclarity on the roles of school andprovider staff• Collaborative work between providersand their partner schools• Feedback from partners on the quality5.4 Providers and their school partners ensure the professional experience component oftheir program provides their program’s students with professional experience thatenables:• working with learners in a variety of school year levels• appreciation of the diversity of students and communities which schools serve(e.g. rural and metropolitan settings, culturally and linguistically diversecommunities, Indigenous communities, etc).and sustainability of partnerships• Range of supervised teaching practicea graduate will normally haveexperienced through the program• Arrangements in place to ensure aquality supervised teaching practice• Data from pre-service teachers, partnerschools and stakeholder organisationson the quality of the professionalexperience and/or partnership21 “Supervised teaching practice” refers to the required component of an initial teacher education program during which pre-service teachers engage in teaching and learning processes in schoolsand other educational settings, supervised and mentored by a suitably qualified and registered teacher. The purposes are to develop, practise, improve and assess professional knowledge andskills.C8
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