Issues in Establishing Professional Competency-Based Teaching Standards: An Analysis of Processes Used in Determining Level 3 Classroom Teachers in Western Australia.

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  • Author(s): Jasman, Anne M.
  • Language:
    English
  • Publication Date:
    1998
  • Document Type:
    Reports - Research
    Speeches/Meeting Papers
  • Additional Information
    • Availability:
      For full text: .
    • Peer Reviewed:
      N
    • Source:
      16
    • Subject Terms:
      Career Ladders; Classification; Competence; Elementary Secondary Education; Foreign Countries; Portfolio Assessment; Standard Setting (Scoring); Standards; Teacher Evaluation
    • Subject Terms:
      Australia
    • Abstract:
      In 1997, the Education Department of Western Australia, in conjunction with the teachers' union, initiated a trial project to establish a career path for teachers. Standards are to be set for the career path for three stages: (1) entry to Level 1; (2) transition from Level 1 to 2; and (3) transition from Level 2 to 3. This paper discusses the research undertaken to establish professional competency standards for the transition from Level 2 to Level 3. The first issue is how to group or categorize teachers. When analysis of a sample of teaching portfolios suggested that establishing categories similar to those used by the National Board of Professional Teaching Standards was not appropriate, alternative groupings were generated based on teachers' descriptions of their context, philosophy, and professional practice. The second issue relates to setting the "standard." As part of the selection process for Level 3, 40 elementary and 40 secondary school teaching portfolios were assessed on the quality of the evidence presented to demonstrate achievement of each of five competencies. Teaching portfolios rated equivalently were analyzed to see if there was any consistency in the professional practices of these teachers. This analysis generated a "standard" for each band of ratings that was then used in determining the appropriate level of professional expertise needed to achieve Level 3 Classroom Teacher status. These issues are discussed in relation to current understandings of the description and assessment of competencies, the development of professional expertise, and standard setting. (Contains 5 tables and 17 references.) (Author/SLD)
    • Publication Date:
      2000
    • Accession Number:
      ED434947