Gaining proficient accreditation
Gaining proficient accreditation is the fourth phase of induction, when the beginning teacher is confident that their practice is demonstrating the knowledge, skills and practices described at the proficient teacher career stage. At this point, the beginning teacher and supervisor can finalise the accreditation process.
During the first 3 phases of induction the planning, reflection and action undertaken by the beginning teacher will support and contribute to the last phase of gaining proficient accreditation.
Whether it be reflecting on the standards at the proficient teacher career stage, drilling down and refining their teaching practice or trailing new strategies with students all of these actions will contribute to a teacher gaining accreditation.
There are a series of Critical actions the beginning teacher and the supervisor need to complete at this stage of induction.
When the beginning teacher is looking to finalise their accreditation it is useful to:
- refer back to the standards and standard descriptors at proficient teacher
- check and confirm what a proficient teacher looks like by referring to Gaining accreditation.
For information on How to gain accreditation refer to the snapshot table - Snapshot: requirements for gaining accreditation. It outlines accurate, easily accessible policy facts about timelines, evidence and requirements for gaining accreditation.
Find a print-ready version here: Snapshot: requirements for gaining accreditation (PDF 89KB) (opens in a new window).
- Setting up induction
- Developing focus
- Refining practice
- Gaining proficient accreditation (current webpage).
- Beginning Teachers Support Funding Policy
- Human Resource information for school teachers
- Department-wide induction for new teachers
- Department-wide induction for principals and school executive
- Disability learning and support
- Disability strategy
- CESE - Centre for Education Statistics and Evaluation (opens in a new window).