AN140296 – Teachers' Award - Non-Governmental Schools 2003

SCHEDULE 2

Advanced Skills Teacher - Level 1 (AST1)

Selection Criteria Guidelines

(1) GRAMMAR SCHOOLS AND OTHER SCHOOLS NOT SPECIFICALLY IDENTIFIED IN SCHEDULE 2

(A) General Criteria

(These should be read in conjunction with the specific criteria for AST1)

The evaluation in clause 5.4 of the Award will be provided with selection guidelines outlined in this Schedule to ensure consistency in the interpretation of the selection criteria.

(i) Commitment to the ideals and objectives of the non-government school sector and the employing authority-

To satisfy this criterion the applicant shall show:

* commitment to the promotion, development and advancement of the non-governmental school sector;

* commitment to the aims, objectives and practices of the school or system;

* a basic knowledge of current government policy and non-government school policies in education.

(ii) Skills in effective classroom teaching practices and in reporting and evaluating student progress-

To satisfy this criterion the applicant shall demonstrate:

* mastery of the relevant teaching area;

* effective involvement in reflective and adaptive classroom procedures and teaching strategies in accordance with the aims, objectives and practices of the school or system;

* ability to establish expectations for students which are clear, challenging and achievable;

* ability to generate student interest, enthusiasm and motivation;

* thorough preparation and purposeful planning;

* effective classroom management which provides a classroom climate conducive to learning;

* ability to develop and maintain an effective range of diagnostic and formative assessment procedures to monitor student performance;

* ability to develop and maintain effective communication with students concerning the student's learning program;

* effective use of gender and culturally inclusive teaching practices;

* provision of assistance to students with specific educational needs.

(iii) Very positive relationships with students and their classes, and effective communication skills when collaborating with parents and other Teachers -

To satisfy this criterion the applicant shall demonstrate:

* the ability to develop in students an active and constructive attitude to learning which generates mutual respect between Teacher and learner;

* sensitivity to students' problems and difficulties and capacity to develop strategies to address these needs;

* the ability to build confidence and self-esteem in a range of students;

* an awareness of the particular educational needs of different groups of students and the capacity to develop strategies to address these needs;

* the fostering of classroom dynamics which enable active participation by all students;

* effective collaboration with other Teachers;

* effective consultation with and advice to parents as appropriate on individual students and groups of students.

(iv) Ability to develop ideas gained from their own teaching practice and to apply ideas gained from professional development activities to enhance students' learning -

To satisfy this criterion the applicant shall demonstrate:

* ability to critically reflect on teaching practice and modify it accordingly;

* ability to keep abreast of content developments in fields of expertise;

* commitment to personal professional development on a planned and continuing basis;

* implementation of strategies which were gained from professional development activities.

(v) Knowledge of current issues-

To satisfy this criterion the applicant shall demonstrate:

* an understanding of current issues in education and the educational implications of current trends and developments including those in relevant areas of curriculum and social justice;

* awareness of the goals and purpose of current trends and developments in education;

* sensitivity to students' problems and difficulties and capacity to develop strategies to address these needs.

(vi) Contribution to the effective development, implementation and evaluation of programs within the school-

To satisfy this criterion the applicant shall demonstrate:

* contribution to the organisation, planning and development of curriculum and curriculum programs for classroom use;

* a willingness to work effectively with school administration and other Teachers in curriculum development;

* a willingness to research information relevant to curriculum innovation in applicant's teaching area;

* an ability to contribute to school improvement and decision making processes;

* knowledge and understanding of, as well as participation in, the development and practical implementation of equal opportunity/social justice strategies and other relevant policy initiatives.

(vii) Access to the 3 AST levels will in general terms, be based on multiple pathways, criterion referenced but with a caveat that the evaluation panel would need to be satisfied that the skills proposed by the applicant are the "skills in use" -

Years of experience, professional development and involvement in the whole school's process may be a substantive part of consideration by the panel of the applicant's eligibility.

As well, the criteria outlined should be directly related to classroom teaching and experience.

Building on the provision for a Teacher's portfolio (clause 9.3 of the Award) the portfolio would reflect all aspects of the general criteria referred to above and to the more detailed criteria below.

The portfolio would contain if necessary, written references and detailed evidence of the achievement and demonstrate specific skill criteria.

(B) Specific Criteria

(These must be read in conjunction with the General Criteria guidelines)

An AST1 Teacher must be able to demonstrate the capacity to meet the following criteria of which (i) to (v) are mandatory:

(i) a commitment to the aims, objectives and practices of the school;

(ii) skills in effective classroom teaching practices, and in reporting and evaluating student progress;

(iii) very positive relationships with students and their classes and effective communication skills when collaborating with parents and other Teachers;

(iv) a basic knowledge of current government and non-government school policies in education so far as they relate to classroom practice;

(v) ability to develop ideas gained from their own teaching practice and to apply ideas gained from professional development activities to enhance students' learning;

(vi) awareness of current trends and developments in education in so far as they relate to classroom practices;

(vii) contribution to the organisation, planning and development of curriculum and curriculum programs for classroom use;

(viii) knowledge of and commitment to the development and implementation of equal opportunity/social justice strategies in the classroom.

(2) QUEENSLAND CATHOLIC EDUCATION EMPLOYING AUTHORITIES

(A) Appointment Process.

A Validation Panel will be established at the school level.

The Validation Panel shall consist of:

(i) The Principal or nominee;
(ii) A Member elected by staff;
(iii) A member selected by the Employing Authority from a pool of persons approved by both the employing Authority and the Union.

The role of the Validation Panel is to evaluate, in accordance with the Guidelines for Validation Panels as agreed between the parties, the supporting evidence produced by an applicant for an AST1 and to make a recommendation based on that evidence to the Employing Authority.

Agreed guidelines exist for both Panel members and applicants. A copy of these guidelines will be provided by the Employing Authority on request.

Appropriate in-service training shall be provided to both Panel members and applicants as required.

Where the Validation Panel recommendation is to not appoint an applicant to an AST1 the applicant is to be advised in writing of the recommendation and those selection criteria not satisfied by the application.

(B) Selection Criteria

A Teacher applying for an AST1 classification shall, to the satisfaction of the Validation Panel, demonstrate advanced skills in all 5 of the general criteria, and specifically the performance indicators detailed for each criteria, as listed in clause (C).

An applicant shall be considered to have substantially satisfied the general criteria when evidence is produced relating to the specified performance indicators. The panel must be satisfied that the overall level of attainment in respect of each group of performance indicators, taken together as a whole, satisfies the standard and purpose of the general criteria consistent with the definition of AST contained in this Award.

Failure to address all specified performance indicators will not of itself prevent an applicant from satisfying the general criteria and being recommended for the AST1 level. Factors such as:

(i) Lack of opportunity to fulfil certain performance indicators;

(ii) Evidence of achievement outside of the performance indicators, but within the parameters of the general criteria; or

(iii) Other relevant factors

may be taken into account by panels when evaluating applications.

The measure of attainment for AST1 is 'exemplary'. Therefore the applicant's performance in relation to the criteria/indicators will be a model for other Teachers, will set a high standard and will place the applicant within the upper ranks of the profession.

The criteria shall be understood within the framework of the values and ethos of the school/system and shall be evidenced by meeting the performance indicators through substantial and sustained performance.

As at 5 March 1996, the general selection criteria apply to the AST1 level. In relation to determination of AST2 and AST3 the same general selection criteria shall apply and further general selection criteria and/or specific performance indicators shall be negotiated by the parties and submitted to the Commission for inclusion in this schedule.

(C) Criteria and performance Indicators.

The general selection criteria and specific performance indicators are listed below.

(a) Exemplary understanding of, commitment to and demonstrated support for the values of the ethos of the school/system.

To satisfy this criterion the applicant shall demonstrate:

(i) an ability and willingness to articulate the implications of the Mission Statement in relation to the school curriculum;

(ii) an ability and willingness to review and reflect positively upon the Teacher's own teaching practices and the general school education practices in light of the school's current Mission Statement;

(iii) an ability to incorporate the values of the Mission Statement into the school curriculum in line with the demands of good teaching practice;

(iv) active support of school worship and liturgy.

(b) Exemplary skills in effective classroom practices, in evaluating and reporting students' progress and in demonstrated positive relationships with students.

To satisfy this criterion the applicant shall demonstrate:

(i) substantial involvement in reflective, adaptive and non-discriminatory classroom procedures and teaching strategies;

(ii) thorough preparation and purposeful planning, contributing to highly effective classroom management which provides a classroom climate conducive to learning;

(iii) use of a variety of appropriate procedures for assessment of students, evaluation of programs, and appropriate reporting procedures, in keeping with the ethos of the school;

(iv) consistent provision of effective assistance to students with specific educational needs;

(v) skills in providing a high level of pastoral care within the classroom.

(c) Exemplary skills in and achievement of personal and professional relationships with parents and the wider community.

To satisfy this criterion the applicant shall demonstrate:

(i) the ability to develop climates conducive to healthy interpersonal and social relationships;

(ii) effective communication practices;

(iii) the capacity to work in partnerships with parents and community organisations;

(iv) the development of healthy interactions between school and community.

(d) Proven effective skills of a personal and professional ability to work collaboratively with administration, Teachers and other staff members.

To satisfy this criterion the applicant shall demonstrate:

(i) active support for school policy;

(ii) frequent effective collaboration with colleagues in areas such as planning and evaluation;

(ii) positive support for and collaboration with other Teachers in their professional development;

(iv) a significant participation in the organisation, planning and development of the school's curriculum.

(e) Proven ability to develop and implement ideas gained from professional activities to enhance students' learning, and to promote organisational development.

To satisfy this criterion the applicant shall demonstrate:

(i) the integration of personal and professional life, expertise and a positive outlook in a superior performance within the school;

(ii) insight into individual student needs, and response to changed circumstances with innovative and well researched practices;

(iii) implementation of innovative classroom strategies based on the above;

(iv) the sharing of these teaching/learning experiences with other Teachers.

(D) Appraisal Process

Exemplary performance is an integral part of the AST programme and the formative appraisal process supports this. During the period of tenure as an AST1, the Teacher will be subject to a formative appraisal process as outlined in clause 2 (D) of Schedule 2.

It is the goal of the parties that the process be conducted annually. As a minimum, however, such a process will be undertaken at least twice in the 5 year period of tenure.
The appraisal process is formative in nature and as such its main purpose is to provide supportive and developmental feed back to the individual. Self appraisal underpins this formative appraisal with validation by a person appointed by the school.

The following principles govern the formative appraisal process:

(i) Consultation,

(ii) Self review,

(iii) Validation,

(iv) A written document,

(v) Focus on performance based on AST criteria,

(vi) Shared responsibility.

Based on the above principles, the process for the appraisal shall be as follows:

(i) Consultation shall take place between the AST and the Principal (or nominee) to ensure that both parties understand what is required.

(ii) The AST shall provide a written self appraisal, based on the Selection Criteria identified at clause (C).

(iii) The AST and the Principal (or nominee) shall develop an agreed process for the validation of the self appraisal.

(iv) The Principal (or nominee) validates the appraisal.

(v) Commendations and recommendations may be produced as part of the appraisal process.

(vi) Any documentation produced as part of the appraisal process is the property of the AST and is to be retained by the AST.

(vii) Any such documents may be used, at the sole discretion of the AST, in any application or reappointment process.

(E) Grievance Procedures

Where the validation Panel recommendation is not to appoint, then the applicant may appeal to an AST Review Panel.

The AST Review Panel shall consist of 4 members drawn from the pool identified in item (iii) of clause (A).

If the AST Review Panel endorses the original recommendation of the Validation Panel, no further administrative appeal is allowed.

If the AST Review Panel recommends appointment to an AST1, then this recommendation shall be substituted for the original recommendation to the Employing Authority.

Where an Employing Authority rejects a recommendation to appoint an AST1, the applicant must be advised in writing.

Any grievance arising from the rejection of a recommendation by the Employing Authority may be notified as a dispute in accordance with the Act.

(F) Re-Application

Upon the conclusion of the period of tenure, an AST1 may reapply for the current level, or may apply (if eligible and appropriate) for a higher level of Advanced Skills Teacher.

(G) Portability

There shall be portability of AST1 positions between Catholic Schools in Queensland.

(3) SCHOOL ASSOCIATED WITH THE ANGLICAN DIOCESE OF BRISBANE, FAIRHOLME COLLEGE AND SOMERSET COLLEGE

(a) General- For the purpose of this schedule, an AST (as defined in clause 1..6.2 of the Award) being a Teacher appointed as such who holds no other promoted position, shall satisfy the criteria specified in this schedule as a prerequisite to appointment. Access to the AST1 level will in general terms, be based on multiple pathways, criterion referenced but with a caveat that the evaluation panel would need to be satisfied that the skills held by the applicant are the skills required for AST1 position being sought.

(b) Panel Mechanism- The evaluation panel prescribed in clause 5.4.3 of this Award shall be established at each school respondent to this schedule. The evaluation panel shall be comprised of 3 persons based on the following combination:

1 person selected by the Principal
1 person selected by the applicant
1 independent person acceptable to both the Principal and applicant.

All members of the evaluation panel shall be provided with suitable training to ensure competency in performance of Duty and consistency in appraising applicants. The training syllabus shall be agreed between the Principal and members of the school's Working Party.

The composition of the evaluation panel may vary from application to application, however, all 3 members shall only be drawn from an appropriately trained pool of evaluators agreed to by the parties.

(c) Duty of the Applicant- The applicant must apply for the position of AST1 in the prescribed form. This application shall be accompanied by:

(i) A response to the criteria listed in clause (3)(f);

(ii) The applicant's portfolio containing current curriculum vitae, professional experience and contributions;

(iii) Professional references.

(d) Duty of the Evaluation Panel- Members of the Evaluation Panel shall receive, consider and process applications for the position of AST1. Wherever possible the applications shall be processed by the evaluation panel within 1 month of receiving the application. Specific duties of the Panel shall be:

(i) Receive applications in the prescribed form.

(ii) Collect data, check references, conduct interviews and appraise work performance.

(iii) Rate the application based on the criteria specified in clause 3(e) of this schedule.

(iv) Prepare a report for the Principal detailing the finding of the Evaluation Panel. A copy of this report to be forwarded to the applicant.

Each application must be assessed based on the criteria specified in this schedule and not against each other.

(e) Duty of the Principal-

(i) Upon receipt of a report from the Evaluation Panel, as prescribed in clause (d)(iv), the Principal shall consider the details of the report, call for additional material if deemed necessary and make an arbitrament on the material presented.

(ii) Should the application be rejected, the Principal shall forward to the applicant reasons for such rejection, and identify areas which require attention before the application can be further considered.

(f) Selective Criteria- Applications for the position of AST1 will be assessed based on all 7 selection criteria contained herein. In determining whether the above criteria have been met, each applicant must satisfy a substantial number of the indicators listed under each criterion heading.

Criterion 1

"A commitment to the ideals and objectives of the Anglican and independent schools respondent to this schedule.".

To satisfy this criterion the applicant shall display:

* commitment to the promotion, development and advancement of the non-governmental school sector.

* commitment to the aims and objectives of the school.

* a basic knowledge of current government policy and non-government school policies in education.

Criterion 2

"Applying skills in effective classroom teaching practices and reporting and evaluating student progress.".

To satisfy this criterion the applicant shall demonstrate:

* sustained excellence in classroom procedures and teaching strategies in accordance with the aims, objectives and practices of the school.

* ability to establish expectations for students which are clear, challenging and achievable.

* ability to generate student interest, enthusiasm and motivation.

* thorough preparation and purposeful planning.

* higher level classroom teaching and management skills which provides a classroom climate conducive to learning.

* ability to develop and maintain accurate, formal assessment procedures to monitor student performance, this includes a working knowledge of B.S.S.S. requirements.

* proficiency in skills of exemplary teaching.

* provision of assistance to students with specific educational needs.

* substantial subject content knowledge and ability to impart that knowledge.

Criterion 3

"Positive relationships with students and effective communication with parents, Teachers and other community members.".

To satisfy this criterion the applicant shall demonstrate:

* an ability to foster a relationship between Teacher and student.

* the ability to foster a favourable classroom learning environment based on mutual respect between Teacher and student.

* the ability to cater for individual student differences and varying ability levels.

* the ability to supervise, instruct and counsel beginning/less experienced Teachers.

* awareness of students, educational, cultural and social problems and difficulties and capacity to develop strategies to address these needs.

* the ability to encourage confidence and self esteem in students.

* the ability to encourage student participation.

* ability to encourage team work among Teachers, command respect from other staff and exhibit leadership skills and initiative.

* effective consultation with parents.

* ability to develop and maintain effective communication with students concerning the students learning program.

Criterion 4

"Develop ideas gained from their own teaching practice and apply knowledge gained from professional development activities to enhance student's learning.".

To satisfy this criterion the applicant shall demonstrate:

* ability to critically evaluate teaching practice and modify accordingly.

* awareness and selective implementation of content development in fields of expertise.

* commitment to personal professional development on a planned and continuing basis.

* Plan, implement and develop innovative Teaching Practices.

Criterion 5

"Knowledge of educational trends and current issues.".

To satisfy this criterion the applicant shall demonstrate an awareness and selectively apply knowledge of trends and current developments in education.

Criterion 6

"Contribution to the effective development, implementation and evaluation of programs within the school.".

To satisfy this criterion the applicant shall demonstrate:

* a willingness to work productively with school administration and other Teachers in curriculum planning development.

* a willingness to research and develop curriculum innovation in teaching area.

* a positive contribution to school improvement and decision making processes.

* knowledge and understanding of, as well as participation in, the development and practical implementation of equal opportunity/social justice strategies and other relevant policy initiatives.

Criterion 7

"Participation in co-curricular Duty and pastoral care.".

To satisfy this criterion the applicant shall participate in co-curricular Duty and pastoral care, as detailed in the 'Hours of Duty' Agreement between the industrial organization and Schools respondent to this Schedule of the Award. To effectively satisfy this criteria, the applicant shall:

* actively and effectively contribute to the school's co-curricular Duty program.

* be actively and effectively involved in the school pastoral care program.

(g) Application of Criteria- The criteria outlined above shall be directly related to classroom teaching, and the work of the applicant within the school.

(h) Portfolio- Building on the provisions for a Teacher's portfolio (clause 9.3 of the Award) the portfolio should reflect all aspects of achievement in relation to the criteria listed in clause 3(f).

The portfolio would contain if necessary, written references and detailed evidence of the achievements and demonstrate specific skill criteria.

ADVANCED SKILLS TEACHER - LEVEL 1

In summary, an AST1 Teacher must be able to demonstrate the capacity to meet the following criteria:

1. A commitment to the ideals and objectives of the Anglican and independent schools respondent to this schedule.

2. Applying skills in effective classroom teaching practices and reporting and evaluating student progress.

3. Positive relationships with students and effective communication with parents, Teachers and other community members.

4. Develop ideas gained from their own teaching practice and apply knowledge gained from professional development activities to enhance student's learning.

5. Knowledge of educational trends and current issues.

6. Contribution to the effective development, implementation and evaluation of programs within the school.

7. Participation in co-curricular Duty and pastoral care.

(4) SCHOOLS MEMBERS OF THE PRESBYTERIAN AND METHODISTS SCHOOLS ASSOCIATION

In accordance with the provisions of clause 5.4 of the Award, the following shall apply to Teachers employed by The Presbyterian and Methodist Schools Association in regard to the appointment of Advanced Skills Teachers.

(A) Selection Criteria

An applicant for the position of AST1 will be assessed in relation to all the selection criteria listed in clauses 4(A)(i) to (viii) and will be required to satisfy to an acceptable standard 5 out of 7 of the criteria, with criterion (i) being mandatory.

(i) Consistent with the ethos of the school, a demonstrated and maintained excellence in classroom practice and management including evaluation and reporting of students.

(ii) Demonstrated positive relationships with students and effective communication skills when dealing with parents.

(iii) Develop ideas gained from their own teaching practice and be able to apply ideas gained from professional development activities to enhance students' learning.

(iv) Apply to their teaching the knowledge of current trends and developments in education.

(v) Work collaboratively with other Teachers.

(vi) Commitment to the ethos of the school

(vii) Contribute positively to the organisation, planning and development of the school's curriculum with the emphasis being on the academic curriculum.

(viii) Except with regard to Criterion 1 a Teacher shall not be required to satisfy all elements of the guidelines specified for each criterion. However, the Selection Panel should be satisfied that the Teacher has achieved a standard that is consistent with the intent of the criteria and the definition of AST contained in clause 1.6.2 of the Award.

(B) Selection Panel

Eligibility for appointment to an AST position would be determined by a Selection Panel consisting of:

(i) The Principal or the Principal's nominee;

(ii) A member of staff elected by the staff;

(iii) A third person as mutually agreed by the other panel members.

The panel shall report recommendations to the Principal.

Where the assessment panel does not recommend the appointment of a Teacher as an AST1, then the Teacher may request details in writing of where they have failed to satisfy the criteria.

Where the Principal rejects the recommendation of the panel, the Principal shall indicate to the Teacher the reasons for such rejection and areas where improvement is required.

(C) Selection Criteria Guidelines

The Selection Panel shall use the following guidelines to assist in assessing whether a Teacher meets the AST selection criteria.

(i) Consistent with the ethos of the school, a demonstrated and sustained excellence in classroom practice and management including evaluation and reporting to students. To satisfy this criterion the applicant should demonstrate:

(a) Ability to establish expectations for students which are clear, challenging and achievable.

(b) Ability to generate student interest, enthusiasm and motivation.

(c) Thorough preparation and purposeful planning.

(d) Effective classroom management which provides a classroom climate conducive to learning.

(e) Use of gender and culturally inclusive teaching practices where applicable.

(ii) Demonstrated positive relationships with students and effective communications skills when dealing with parents. To satisfy this criterion the applicant should demonstrate:

(a) The ability to develop in students an active and constructive attitude to learning which generates mutual respect between Teacher and learner.

(b) The ability to build confidence and self esteem in a wide range of students as a function of general pastoral care.

(c) An awareness of the particular educational needs of different groups of students and the capacity to develop strategies to meet these needs.

(d) Ability to maintain effective, communication with students and parents concerning the students learning program.

(iii) Develop ideas gained form their own teaching practice and applying ideas gained from professional development activities to enhance student's learning. To satisfy this criterion the applicant should demonstrate:

(a) Ability to critically reflect on teaching practice and modify it accordingly.

(b) Ability to keep abreast of content developments in fields of expertise.

(c) Commitment to personal professional development on a planned and continuing basis.

(d) Implementation of strategies which were gained form professional development activities.

(iv) Knowledge of current issues. To satisfy this criterion the applicant should demonstrate:

Showing an understanding of current issues in education and of the educational implications of current trends and developments including those in relevant areas of curriculum and social justice.

(v) Work collaboratively and effectively with other Teachers. To satisfy this criterion the applicant should demonstrate:

(a) Sharing strategies for good classroom practice.

(b) Modelling approaches to curriculum planning and lesson preparation.

(c) Working collaboratively and effectively with other Teachers sharing new ideas and solving problems.

(vi) Commitment to the ethos of the school. To satisfy this criterion the applicant should demonstrate:

(a) An ability and willingness to support the school Mission Statement and challenge practices and behaviours of students that might be seen as contrary to the Mission Statement.

(b) Active support of school worship and liturgy.

(c) A sensitivity to developing awareness of religion in the students life.

(d) Behaviour and attitude presenting a positive role model for students.

(vii) Contribute positively to the organisation, planning and development of the school's curriculum with emphasis on the academic curriculum. To satisfy this criterion the applicant should demonstrate:

(a) An effective and supportive contribution to the development and implementation of effective programs.

(b) Making positive contributions to the setting of school goals, planning of policy and practice and the evaluation of current practice.

(D) Assessment

In lieu of clause 5.4.6 of the Award the following shall apply. An appointment as AST1, including initial tenured period, acknowledges an effective performance assessment process whether annual or by continuing review and not by exception.

(5) SCHOOLS MEMBERS OF THE QUEENSLAND CHAMBER OF COMMERCE AND INDUSTRY LIMITED, INDUSTRIAL ORGANISATION OF EMPLOYERS

Validation Panel:

The following Validation Panel will be set up at school level:

Membership:

- Principal or nominee;

- Member elected by staff;

- Member selected by the Employing Authority from the pool approved by the Employing Authority and the industrial organization.

Role:

The role is a validating one, i.e. the Panel evaluates the supporting evidence produced by the applicant and makes a recommendation to the employing Authority.

Suitable guidelines for both Panel members and applicants as well as in-service training will be provided as required.

Grievance Procedures:

(a) If the recommendation to the Employing Authority is not to appoint the Teacher as an AST1, then the Teacher is to be advised in writing of those criteria which the Teacher failed to satisfy. Any appeal shall be to an Appeals Panel comprising 3 members of the abovementioned pool approved by the Employing Authority and industrial organization. If this Appeals Panel confirms the original recommendation against appointment, no further administrative appeal is allowed.

(b) If the Employing Authority rejects a recommendation to appoint a Teacher as AST1, the Teacher must be advised that such is the case. Grievances arising out of a rejection by the Employing Authority may be notified as a dispute in accordance with the provisions of the Act.

Performance Reviews:

The following Performance Reviews will take place within the time frame of the appointment:

-formative appraisals - years 1 and 2- by Principal;

-re-application appraisals - year 3 -by the panel mechanism.

Formative appraisal is the property of the holder of the AST1 classification and will not be used by the Employing Authority for re-application appraisal purposes.

Selection Criteria:

1.0 A Teacher applying for the AST1 classification will, to the panel's satisfaction, demonstrate advanced skills in all 5 general criteria listed in clauses 1.0(i) to (v), understood within a framework of the school's/system's values and ethos. This will be evidenced by meeting the performance indicators detailed in clause 2.0 through substantial and sustained performance.

(i) Exemplary commitment to and demonstrated support for the values and ethos of the school/system.

(ii) Exemplary skills in effective classroom practices, in evaluating and reporting students' progress, and in demonstrated positive relationships with students.

(iii) Exemplary skills in and achievement of personal and professional relationships with parents and the wider community.

(iv) Proven effective skills of a personal and professional ability to work collaboratively with administration, Teachers, and other staff members.

(v) Proven ability to develop and implement ideas gained from professional activities to enhance students' learning and to promote organizational development.

1.1 At present the general selection criteria listed in clause 1.0(i) to (v) apply to the level of AST1. In relation to determination of AST 2 and 3 the same 5 general selection criteria will apply and further general selection criteria and/or specific performance indicators shall be negotiated by the parties and submitted to the Commission for inclusion in the Schedule.

2.0 Performance Indicators:

The applicant will be considered to have substantially satisfied these general criteria when the Teacher produces evidence relating to the following performance indicators. It is required that the applicant convince the Panel that his/her overall level of attainment in respect of each group of performance indicators taken together substantiate the standard and purpose of the criteria, consistent with the definition of AST as contained in clause 1.6.2 of the Award.

Failure to address all performance indicators need not necessarily disqualify a Teacher from validating the criteria and receiving a recommendation for the AST1 classification. Lack of opportunity to fulfil certain performance indicators or additional evidence of achievement outside the performance indicators but within the parameters of the general criteria or other relevant factors may be taken into account by panels assessing suitability for advancement to this classification.

The measurement of attainment for AST1, is "exemplary". By this it is intended that the Teacher's performance in respect to the criteria/indicators is such as to be a model for other Teachers, setting a high standard, placing the Teacher within the upper ranks of the profession.

(i) Exemplary understanding of, commitment to and demonstrated support for the values and ethos of the school/system-

To satisfy this criterion the applicant shall demonstrate:

(a) an ability and willingness to articulate the implications of the Mission Statement in relation to the school curriculum;

(b) an ability and willingness to review and reflect positively upon the Teacher's own teaching practices and the general school educational practices in light of the school's current Mission Statement;

(c) an ability to incorporate the values of the Mission Statement into the school curriculum in line with the demands of good teaching practice;

(d) active support of school worship and liturgy.

(ii) Exemplary skills in effective classroom practices, in evaluating and reporting students' progress and in demonstrated positive relationships with students-

To satisfy this criterion the applicant shall demonstrate:

(a) substantial involvement in reflective, adaptive and non-discriminatory classroom procedures and teaching strategies;

(b) thorough preparation and purposeful planning, contributing to highly effective classroom management which provides a classroom climate conducive to learning;

(c) use of a variety of appropriate procedures for assessment of students, evaluation of programs, and appropriate reporting procedures, in keeping with the ethos of the school;

(d) consistent provision of effective assistance to students with specific educational needs;

(e) skills in providing a high level of pastoral care within the classroom.

(iii) Exemplary skills in and achievement of personal and professional relationships with parents and the wider community-

To satisfy this criterion the applicant shall demonstrate:

(a) the ability to develop climates conducive to healthy interpersonal and social relationships;

(b) effective communication practices;

(c) the capacity to work in partnerships with parents and community organizations;

(d) the development of healthy interactions between school and community.

(iv) Proven effective skills of a personal and professional ability to work collaboratively with administration, Teachers and other staff members-

To satisfy this criterion the applicant shall demonstrate:

(a) active support for school policy;

(b) frequent effective collaboration with colleagues in areas such as planning and evaluation;

(c) positive support for and collaboration with other Teachers in their professional development;

(d) a significant participation in the organisation, planning and development of the school's curriculum.

(v) Proven ability to develop and implement ideas gained from professional activities to enhance students' learning, and to promote organisational development-

To satisfy this criterion the applicant will demonstrate that the applicant has:

(a) manifested the integration of personal and professional life, expertise, and a positive outlook in a superior performance within the school;

(b) shown insight into individual student needs, and responded to changed circumstances with innovative and well researched practices;

(c) implemented innovative classroom strategies based on the above;

(d) shared these teaching/learning experiences with other Teachers.