Using TSA courses

The department's Teaching standards in action (TSA) courses are professional development courses that blend online content with classroom teaching and reflection. They are approved as NESA registered professional development and can support all teachers in refining their practice.

The TSA courses align with the Australian professional standards for teachers (the standards) and combine digital content and processes with tasks and action taken in the teacher’s local context of their classroom/s, their teacher colleagues and their school.

Learning is optimised through the inbuilt opportunities for sustained, collaborative engagement with colleagues over time. Each TSA course:

  • is free of charge and accessible online at anytime
  • has a flexible timeframe so can be saved and completed over time
  • can be aligned with and supports teachers' professional development needs
  • can be customised to school and classroom contexts
  • is suitable for embedding into school planning processes.

TSA courses can be completed by:

  • an individual teacher
  • small groups of teachers with shared needs (casuals, beginning teachers, teachers at the same career stage)
  • year, stage or faculty groups where themes like stronger lesson planning, differentiation and assessment are focus areas
  • whole school groups, where there is a match between what TSA can offer and the shared school professional development needs as identified in the school plan.

NESA registered professional development

An aspect of the NESA requirements for teachers maintaining their accreditation at proficient, highly accomplished or lead teacher is engagement in NESA registered professional development.

As a suite of professional development (PD), the TSA courses provide over 100 hours of NESA registered PD across the 7 standards for proficient, highly accomplished and lead teacher.

The TSA courses are unique as their content directly addresses the evidence-based practice described in the standards and they embody the principles of effective professional development (PD).

They provide over 100 hours of NESA-registered PD across the 7 standards and 37 standard descriptors for proficient, highly accomplished and lead teacher career stages. When teachers participate in a TSA course, they:

  • learn about significant educational research
  • apply it in their classrooms
  • reflect on it and their own teaching experience with colleagues.

Supervisor involvement

In the TSA course context, the term ‘supervisor’ is intended to be interpreted flexibly. It could include:

  • a school executive
  • an expert teacher
  • a highly accomplished or lead teacher
  • a teacher mentor
  • any teacher responsible for supporting other teachers' PD.

The role of the supervisor is to lead and support the PD learning of the teachers participating in a course. This means meeting with teachers at recommended points and supporting them to make the connections between the course content, and the context in which they work.

The TSA courses can be successfully completed with varying degrees of support from a supervisor. In an ideal scenario, supervisors will work closely with a group of teachers and take an active role to lead the delivery of content. They will differentiate delivery of the courses accordingly, and provide regular feedback to teachers to help them apply the course content to their classroom practice.

It is understood however, that in some circumstances it may only be possible for some supervisors to have minimal involvement.

While the involvement of a supervisor will optimise the impact of this professional learning at the local level, the TSA courses are not supervisor dependent.

Supervisors can also choose to take an active role to lead the delivery of content.

Leading a TSA course and higher levels of accreditation

A key principle of effective PD is collaborative learning, the TSA courses strongly encourage the collaborative engagement of teachers in classroom-based action, supported by experienced practitioners.​

Teachers who take up the role of a ‘supervisor’ in a TSA course and are actively facilitating PD at the school level can use this opportunity to collect authentic evidence for accreditation at highly accomplished or lead teacher.

The content in the TSA courses are directly informed by the standards and when leading one of the courses, ‘supervisors’ will be supporting other teachers in standards-based teaching practice.

Supervisor support notes

Supervisor support notes have been developed for each of the TSA courses.

Completing a TSA course

The department's TSA courses are available online so teachers can access when needed - and there is no need to submit a registered course application, schedule or enrol in MyPL. Once a course is completed, the NESA-registered PD hours will be transferred through the MyPL system to a teacher’s NESA record in eTAMs. This will occur when:

  • all tasks and professional readings are completed
  • reflection is completed at the end of each part of A, B and C
  • all course evaluation questions are completed in part D.

Casual and temporary teachers

Casual and temporary teachers can also access the department's TSA courses online, with no need to enrol in an event in MyPL.

While the TSA courses are not 'supervisor' dependent, if a casual/ temporary teacher is in a school on a regular basis, they can choose a course relevant to their needs, and request the cooperation of a more experienced teacher from that school. The experienced teacher can then access the supervisor support notes (for the course) and facilitate the successful completion of the course by engaging in professional discussions with the casual/ temporary teacher.

Teacher quality advisors in Operational Directorates can also provide information and advice regarding TSA courses, and explain how they can be utilised to support teacher PD, to casual/ temporary teachers, and their supervisors. Teacher quality advisors can be contacted at Educational Services.

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