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Promotion to Senior Teacher

11 min read

First created 2 June 2016
Last reviewed 9 June 2020
Review cycle Two years
Approver Senior Leadership Team
Owner Projects Manager
Stakeholders Board, staff, students, parents
Child Safety National Principles 7

Overview #

  1. The purpose of this policy is to spell out the arrangements, processes, and criteria surrounding the position of Senior Teachers.
  2. Candidates are advised to become familiar with the current strategy document, available on Share Point.

Policy Statements #

  1. Senior Teachers are those teachers who by virtue of their experience and expertise take a leading role within the College. In general, they may be expected to show commitment beyond the immediate requirements of teaching, in areas of College organisation and culture, as well as contribute strongly to staff discussions on matters of educational principle and practice.
  2. Teachers who progress to the most senior step on the salary scale and have been at that level for one full year will be eligible to be considered for senior teacher promotion.
  3. A teacher who has been classified as a Senior Teacher 1 or a minimum of three years may apply to the Principal for upgrading to a Senior Teacher 2 classification. A teacher shall not be entitled to hold a promotion position and Senior Teacher 2 classification simultaneously.

Procedure #

  1. Teachers who are eligible to be considered for Senior Teacher 1 or Senior Teacher 2 must apply in writing to the Principal. Such applications must be made in the first Term of the College year. Applications must be in writing and should address the criteria as attached in Appendix 1 or Appendix 2 (as applicable). Principals will advise the CEO of any applications received.
  2. Principals will assess the teacher against the criteria to determine the teacher’s level of competence against the various criteria. Principals are permitted to use different methods to appraise the teacher in the various categories. Such appraisals will be completed by the end of the third Term.
  3. At the beginning of the fourth term, Principals will report in detail to the CEO the appraisal process and the outcome in order to test the observations made and conclusions drawn.
  4. The Principal, together with the CEO, will resolve to approve the application or not. The teacher will subsequently be advised by the Principal.
  5. Where there is a promotion, the Principal will advise the Finance Manager.
  6. The promotion will take effect in the first term of the following year.
  7. Senior Teacher allowances shall be determined as part of the Collective Workplace Agreement.

Appendix 1: Criteria for Senior Teacher 1 #

Teaching Practice and Skills #

A teacher who generates classroom dynamics conducive to enhanced teaching and learning by:

  1. Demonstrating the ability to cope with two or three ability levels in the one class group.
    This may be indicated by:
    1. matching the information to be learned with the learner’s present knowledge.
    2. organising the material to promote a clear presentation.
    3. gradually increasing the difficulty or complexity of the material presented, i.e. presents key concepts and skills in a developmental sequence.
    4. providing individual and small group assistance to students.
    5. matching students and tasks.
    6. using high-level diagnostic techniques.
    7. using arrange of teaching and learning strategies (such as peer tutoring, appropriate extension, and remediation strategies) appropriate to each ability group and based on the students interests and abilities.
  2. Engendering motivation in students.
    This may be indicated by:
    1. demonstrating sound current motivational practices evidence by:
      • the development in students of appropriate attitudes and skills necessary for tackling any tasks given.
      • the nature and degree to which students are held accountable for the completion of tasks.
      • the provision of appropriate rewards (extrinsic and intrinsic) for work or task completion.
      • ensuring adequate levels of pre-learning to enable task completion
    2. applying skills in maintaining and rekindling attention and/or interest.
    3. displaying obvious interest and enthusiasm for the teaching/learning experience.
  3. Making use of audio-visual and computer (information) technology to enhance teaching.
    This may be indicated by:
    1. regular, integrated use of technology appropriate to the curriculum.
    2. awareness/confidence/familiarity with relevant technology.
    3. accessing relevant technology.
    4. encouraging students’ use of technology.
  4. Setting a high value on successful learning and student well-being.
    This may be indicated by:
    1. creating positive relationships with students by avoiding destructive criticism, or embarrassing or demeaning comments.
    2. leading students to acceptance of increased task ambiguity and risk.
    3. establishing a link between achievement and effort.
    4. providing students with control over and responsibility for the learning process.
    5. engaging in student-centred teaching; displaying interest and concern for students.
    6. establishing rapport with students.
  5. Analyses problems and evaluates new ideas and approaches.
    This may be demonstrated by:
    1. engaging in critical self-reflection.
    2. demonstrating willingness to change perceptions and practices.
    3. showing an ability to discuss and evaluate both sides of any proposal.
    4. being familiar with research and pedagogical developments.
  6. Acts as a demonstration teacher, when requested. This may be indicated by:
    1. agreeing to demonstrate their classroom expertise to student, neophyte, or experienced teachers.
    2. demonstrating a willingness to give other teachers ready access to their classroom.

Knowledge of Relevant Academic Content Areas #

A teacher who:

  1. Has an awareness of current developments in their particular field of teaching.
    This may be indicated by:
    1. an ability to articulate the nature and importance of current developments in their particular subject or age group.
    2. an ability to demonstrate contemporary subject matter knowledge.
    3. an additional, relevant accredited qualification beyond that required to satisfy classification as a teacher could be seen as contributing to the meeting of this criterion.
  2. Has had a variety of teaching experiences.
    This may be indicated by:
    1. successful teaching in a number of teaching contexts.
    2. successful teaching across a range of student abilities.
    3. successful teaching across a range of student ages.
    4. successful teaching across a range of subjects.

Involvement in Curriculum Development within the College #

A teacher who:

  1. Possess knowledge of current professional issues pertaining to the curriculum.
    This may be indicated by:
    1. participation in recent professional development on relevant curriculum issues.
    2. professional reading in relation to matters of curriculum.
    3. active discussion and exchange of ideas with colleagues on current curriculum issues.
  2. Contributes to professional support for other teachers in the College and in their faculty or subject or year level.
    This may be indicated by:
    1. aiding others with the problems of transferring new knowledge and skills to the classroom.
    2. assisting teachers with the development of appropriate resources.
    3. serving as a mentor by helping new or student teachers with special instructional or curricular issues.
  3. Supports curriculum development and evaluation projects.
    This may be indicated by:
    1. providing advice on curriculum content decisions and designing instruction/programming.
    2. actively contributing to discussions about and critique on suggested new ideas or approaches.
    3. being involved in College curriculum committees.

Participation in Professional Development #

A teacher who:

  1. Participates in professional development approved by the Principal in areas of subject teaching, pastoral skills, and the co-curriculum. 
    This may be indicated by:
    1. active engagement in whole-College professional development activities.
    2. participation in a range of professional development themes linked to individual or College needs.
  2. Demonstrates participation in regular personal and/or professional development. 
    This may be indicated by:
    1. active involvement in College-based in-service programs for staff.
    2. demonstrating proactively in fulfilling personal/professional development goals.
    3. self-initiating personal or professional development based on critical reflection.
    4. showing active membership of a relevant professional association.

Appendix 2: Criteria for Senior Teacher 2 #

Teaching Practice and Skills #

A teacher who generates classroom dynamics conducive to enhanced teaching and learning by:

  1. Demonstrating the ability to cope with two or three ability levels in the one class group. 
    This may be indicated by:
    1. matching the information to be learned with the learner’s present knowledge.
    2. organising the material to promote a clear presentation.
    3. gradually increasing the difficulty or complexity of the material presented i.e. presents key concepts and skills in a developmental sequence.
    4. providing individual and small group assistance to students.
    5. matching students and tasks.
    6. using high-level diagnostic techniques.
    7. using a range of teaching and learning strategies (such as peer tutoring, appropriate extension, and remediation strategies) appropriate to each ability group and based on the students’ interests and ability.
  2. Engendering motivation in students.
    This may be indicated by:
    1. demonstrating sound current motivational practices evidenced by:
      • the development in students of appropriate attitudes and skills necessary for tackling any tasks given.
      • the nature and degree to which students are held accountable for the completion of set tasks.
      • the provision of appropriate rewards (extrinsic and intrinsic) for work or tasks completion.
      • ensuring adequate levels of pre-learning to enable task completion.
    2. applying skills in maintaining and rekindling attention and / or interest.
    3. displaying obvious interest and enthusiasm for the teaching / learning experience.
  3. Making use of audio-visual and computer (information) technology to enhance teaching.
    This may be indicated by:
    1. regular, integrated use of technology appropriate to the curriculum.
    2. awareness/confidence/familiarity with relevant technology.
    3. accessing relevant technology.
    4. encouraging students’ use of technology.
  4. Demonstrating high order communication skills in the classroom.
    This may be indicated by:
    1. regularly testing for student understanding and skill development.
    2. using body language that conveys interest/involvement in the learning process.
    3. articulating clearly and projecting speech loudly enough.
    4. pacing the presentation of material at rates conducive to understanding.
    5. supporting the verbal content with appropriate non-verbal communication and visual aids.
    6. presenting a balance between fact questions and those which are of a higher cognitive level.
    7. leading students from what they know to new discoveries.
    8. being sensitive to preferred communication patterns of individuals and groups.
    9. using of a range of questioning techniques.
    10. allowing for two-way communication.
  5. Trying alternative teaching strategies.
    This may be indicated by:
    1. showing an understanding of the theoretical basis for different learning strategies.
    2. risk-taking in using a range of methodologies.
    3. taking different roles within the classroom such as facilitator or tutor.
    4. providing for different teaching strategies such as peer tutoring, rotational learning, group work.
    5. presenting students with a sequence of different types / structure of tasks and tasks at various levels of difficulty.
    6. being sensitive to the preferred learning styles of individuals and groups (perhaps based on their gender, ethnicity, etc).
  6. Setting a high value on successful learning and student well-being.
    This may be indicated by:
    1. creating positive relationships with students by avoiding destructive criticism, embarrassing or demeaning comments.
    2. leading students to acceptance of increased task ambiguity and risk.
    3. establishing a link between achievement and effort.
    4. providing students with control over and responsibility of the learning process.
    5. challenging students to tackle new and more difficult work.
  7. Exhibiting a positive attitude to students.
    This may be indicated by:
    1. ensuring mutual respect is apparent in all communication.
    2. showing enthusiasm for the teaching/learning process.
    3. engaging in student-centred teaching; displaying interest and concern for students.
    4. establishing rapport with students.
  8. Analyses problems and evaluates new ideas and approaches.
    This may be indicated by:
    1. engaging in critical self-reflection.
    2. demonstrating willingness to change perceptions and practices.
    3. showing an ability to discuss and evaluate both sides of any proposal.
    4. being familiar with research and pedagogical developments.
  9. Acts as a demonstration teacher, when requested.
    This may be indicated by:
    1. agreeing to demonstrate their classroom expertise to student, neophyte, or experienced teachers.
    2. demonstrating a willingness to give other teachers ready access to their classroom.

Knowledge of Relevant Academic Content Areas #

A teacher who:

  1. Has an awareness of current developments in their particualr field of teaching.
    This may be indicated by:
    1. ability to articulate the nature and importance of current developments in their particular subject or age group.
    2. ability to demonstrate contemporary subject matter knowledge.
    3. an additional, relevant accredited qualification beyond that required to satisfy classification as a teacher could be seen as contributing to the meeting of this criterion.
  2.  Appreciates the inter-relationship of subjects.
    This may be indicated by:
    1. ability to draw upon other subjects/disciplines.
    2. integration of other subjects/disciplines into the lesson structure, when appropriate.
  3. Has the ability and willingness to implement change in the teaching environment.
    This may be indicated by:
    1. the ability to search for and experiment with different teaching methods.
    2. making a critical examination of classroom behaviour in order to match teaching techniques with the individual needs of students.
    3. demonstrating a willingness to implement new ideas or curriculum approaches.
  4. Has had a variety of teaching experiences.
    This may be indicated by:
    1. successful teaching in a number of teaching contexts.
    2. successful teaching across a range of student abilities.
    3. successful teaching across a range of student ages.
    4. successful teaching across a range of subjects.

Involvement in Curriculum Development Within the College #

A teacher who:

  1. Possesses knowledge of current professional issues pertaining to the curriculum.
    This may be indicated by:
    1. participation in recent professional development on relevant curriculum issues.
    2. professional reading in relation to matters of curriculum.
    3. active discussion and exchange of ideas with colleagues on current curriculum issues.
  2. Contributes to professional support for other teachers in the College and in their Faculty or subject or year level.
    This may be indicated by:
    1. helping others with the problems of transferring new knowledge and skills to the classroom.
    2. assisting teachers with the development of appropriate resources.
    3. serving as a mentor by helping new or student teachers with special instructional or curricular issues.
  3. Supports curriculum development and evaluation projects.
    This may be indicated by:
    1. providing advice on curriculum content decisions and designing instruction/programming.
    2. actively contributing to discussions about and critique on suggested new ideas or approaches.
    3. being involved in College curriculum committees.
  4. Demonstrates an innovative approach to curriculum development.
    This may be indicated by:
    1. consistently designing tasks that convey the curriculum to students in appropriate and creative ways.
    2. implementing new approaches successfully in a complex classroom environment.

Participation in Professional Development #

A teacher who:

  1. Participates in Professional Development approved by the Principal in areas of subject teaching, pastoral skills, and the co-curriculum.
    This may be indicated by:
    1. active engagement in whole-College professional development activities.
    2. participation in a range of professional development themes linked to individual or College needs.
  2. Demonstrates participation in regular personal and/or Professional Development.
    This may be indicated by:
    1. active involvement in College-based in-service programs for staff.
    2. demonstrating proactively in fulfilling personal/Professional Development goals.
    3. self-initiating personal or Professional Development based on critical reflection.
    4. showing active membership of a relevant professional association.

Participates as a Team Member in the Development of the College #

A teacher who:

  1. Contributes positively to the life and values of the College.
    This may be indicated by:
    1. helping others collectively build a favourable College environment.
    2. positive participation in staff meetings and other whole-College activities.
    3. regular, active involvement in the co-curricular life of the College, i.e. College activities conducted outside regular classroom contact.
  2. Exhibits a positive attitude to teaching as a vocation.
    This may be indicated by:
    1. participation in collegial goal setting, problem-solving and performance feedback.
    2. exchanging ideas aimed at improving instruction.
    3. a commitment to self-improvement.
  3. Provides leadership in promoting the special ethos of the College.
    This may be indicated by:
    1. encouraging open communication with students and parents in support of the values and goals of the College.
    2. being recognised by peers and other members of the community.
    3. stimulating others’ involvement in the co-curricular life of the College.