Submit course application

MyPL’s broader system requirements must be followed when completing an application for a NESA registered course, or a NESA school-based registered course.

In MyPL there are 2 sections that must be complete for a registered course application to be reviewed, assessed and approved. They are:
  • the Catalogue item section - this contains the course title, summary and rationale fields
  • the Additional course information section - this contains the career stage, session duration, course content and the standard descriptor fields.

Catalogue item

The catalogue item includes a course title, summary and rationale fields.

1. Course title

When determining the title of the course, it is important to use key words and concepts that reflect the content.

Remember:

  • Do not exceed 255 characters including spaces and punctuation.
  • The title cannot be changed once approved.
  • State office courses managed centrally and implemented by operational directorates should use consistent naming conventions.
  • Include a date (a year or term date) to help teachers distinguish between each course.
  • For example:
    • Effective Writing Across the Curriculum Term 2, 2018
    • Management of Actual or Potential Aggression Introductory Course Ultimo Operational Directorate
    • Central Communities of Schools Differentiation for Stages 4 and 5.

2. Summary of the course

This is a short, high-level summary of the content, and describes the knowledge and skills teachers will gain. It references the mode of delivery (for example, face-to-face, online, blended) and provides enough guidance for teachers to determine its relevance to their professional development needs.

Remember:

  • Do not exceed 200 words.
  • Use the formatting tools, such as bold text or dot points, to assist readability.
  • This information will be seen in the catalogue when teachers are searching for courses in MyPL and will transfer to NESA’s eTAMS for searching purposes.

3. Rationale

This is a brief statement describing the reason the course has been developed and the school, department or government priorities that underpin this.

Remember:

  • Do not exceed 200 words.
  • Explain clearly in the rationale why the course is being run.

Additional course information

The additional course information section includes career stage, session duration, course content and standard descriptor fields.

4. Career stage

There are 3 career stages to choose from in the drop-down menu: proficient teacher, highly accomplished teacher and lead teacher career stage.

Remember:

  • Only choose 1 career stage.
  • When selecting a career stage, look at the intent of the standard descriptor and not the profile or position of the target audience. For example, a course with the relevant career stage may be at proficient even though principals are attending.
  • Remember to review the intent of the career stage alongside the standard descriptor and refer to the Teaching Standards in Action (TSA) content for additional information.

5. Session duration

Remember to allocate the duration for each session of the course.

Remember:

  • If your course has one session only, ensure this information is included in the first row. For a longer course, provide the details for each session on a new row.
  • A course with significantly long hours should be ‘chunked’ into manageable parts and may require separate course applications.

6. Course content

Describe in chronological order the content that will be covered and the professional development activities that will be undertaken by teachers during each session of the course. The detail of the content should:

  • avoid restating the standard descriptor in full
  • elaborate and provide specificity beyond broad terminology
  • if relevant, reference specific curriculum and syllabus content covered
  • only describe the content covered in the duration of the course and not what may occur outside the discrete course or as a consequence of the course.

This synthesis of what is being covered in the course requires enough detail for the registered course approval panel to approve the standard descriptors nominated. The panel must be convinced by the detail and credibility in the application.

7. Standard descriptors

All the standard descriptors should be described in a context of improving student learning by either directly focusing on quality teaching practices, or indirectly by focusing on the knowledge and skills of teachers.

When selecting standard descriptors, look closely at the criteria embedded in each standard descriptor as many of them are complex and multi-faceted. Some standard descriptors are active and require teachers, for example, to manage, implement, model and lead. Within the course content and duration assigned, there must be explicit evidence that these skills will be developed.

To maintain accreditation, teachers must demonstrate that their practice continues to meet all of the 7 standards. Authors are encouraged to access a variety of standard descriptors to offer rich and meaningful professional development opportunities to teachers.

Mode of delivery

If authors would like to change the mode of delivery of the course after approval, please contact the High Performance team. They can provide advice on your options, including whether a new application will need to be submitted.

Complex course design

Depending on the course design and delivery, advice from the High Performance team may be required to support the completion of the application.

Complexities may include:

  • a course design that involves the delivery of content by teachers or officers across multiple locations without the author’s involvement. There are two models the author can follow:
    • centralised accountability and responsibility of all issues related to the course
    • accountability and responsibility is devolved to others who deliver the content at the local level
  • courses that involve teachers completing extensive hours, over extended time periods before their participation can be completed
  • copyright and contractual arrangements with third parties
  • course delivery that is to extend to teachers in other education sectors
  • partnership arrangements or memorandums of understanding with other government departments or external organisations
  • or combinations of the above.

Please contact the High Performance team before completing an application if these complexities exist on 02 7814 3854 or teacherquality@det.nsw.edu.au

Submitting an application

Once all necessary fields in the MyPL system are complete, the application can be submitted to the author’s supervisor for endorsement.

Endorsing an application

The supervisor receives a notification in MyPL to alert them that endorsement of the application is required. By endorsing the application the supervisor is acknowledging:

  • their support for the professional development course and the specific content covered
  • a comprehensive review of the application has taken place
  • there are internal documentation and processes that exist to ensure that the delivery of the course adheres to NESA’s requirements.

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