This report provides advice to the Australian Institute for Teaching and School Leadership (AITSL), through Variation to AITSL 20-278: ATP New Modules, on ways of conducting certification moderation sessions within jurisdictions, using a national evidence set.

Preparing this advice enabled SiMERR to draw upon its earlier advice to AITSL - Quality Assurance Methods for the Certification of Highly Accomplished and Lead Teachers in Australia (Pegg, Hardy, & Vine, 2017) - as well as other AITSL-commissioned reports (AITSL, 2018; Kavanagh, Womersley, & Kerin, 2016) and research literature (Beutel, Adie, & Lloyd, 2017; Bloxham, Hughes, & Adie, 2016; Gillis, 2010, 2020).

This report provides updated evidence-based advice on the selection of evidence sets to include in National Evidence for use in Stage 1 jurisdictional/sectoral moderation processes. The updated advice follows input from the ACT Teacher Quality Institute on the results of the Certification Pilot (Pegg, McPhan, & Hardy, 2013). This report should be read in conjunction with Moderation Advice, which outlines a proposed moderation process than can be implemented within jurisdictions/sectors. The advice on moderation and National Evidence have been provided within a broader project (20-278).

This report identifies evidence sets that would be appropriate for jurisdictions/sectors to utilise in assessing assessor accuracy at the beginning of the Stage 1 moderation process proposed in Moderation Advice. The evidence sets that have been reviewed have been sourced from both successful and unsuccessful Certification applications. Therefore, the range includes evidence sets that clearly meet Descriptors/Standards, are borderline or clearly do not meet Descriptors/Standards.

This document presents the final scope and sequence program outline proposed for Professional Learning Program (PLP) 1, as well as advice and suggestions concerning participant eligibility, exit certificates, overarching learning design features, learning design at the module level, conceptual framework for adult learners' needs in online and blended learning (OBL), writing style, stakeholder engagement and piloting the program. The final scoping document incorporates revisions based on workshop discussions with, and written feedback from, the Australian Institute for Teaching and School Leadership (AITSL).

This scoping document for the Teaching Effectiveness Professional Learning Program 4 - Data in the Classroom (PLP 4) incorporates and responds to the Workshop feedback discussions provided during its development. This document represents an import refinement in the focus and direction articulated in the initial presentation in Workshop 1. This version charts the potential scope for PLP 4 that is consistent, much tighter and more pragmatic in terms of school and classroom emphasis.

Two major occurrences have occurred following our meeting both centred about an aspect of driving change. The first was discussed explicitly in our meeting and documentation, and was related to the audience for the Modules. The second was about the purpose of the program and the related conceptual framework underpinning the program, which was discussed in our presentation, but the full implications were not explored.

This report to the Australian Institute for Teaching and School Leadership (AITSL) presents the findings and recommendations of the review of AITSL Assessor Training Program (ATP) undertaken by the SiMERR National Research Centre. The ATP is used to train assessors of applications for certification at the Highly Accomplished and Lead career stages of the Australian Professional Standards for Teachers (APST).