1.1 Physical, social and intellectual development and characteristics of students - Highly Accomplished:
"Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students".
Many CRTs find it difficult to recognise their practice in the standards. They assume that their practice is different from that of teachers in full time school employment and don’t see how they can meet the standards. This causes anxiety about their registration and the renewal process, which requires them to maintain the standards of professional practice. CRTs also feel that the nature of their work restricts them from having opportunities to demonstrate all standards. For instance, they don’t believe that they plan or assess for effective learning. Often CRTs fail to recognise that they are continuously making assessments of prior learning and engagement with learning tasks as they teach and that the revision of their practice in response to these assessments involves planning on the run. Their view of planning and assessment relates to the formal documentation of curriculum and reporting of results.This is where it starts but planning and assessment is only one example of how CRTs often aren't supported to understand the most effective way to undertake their role in the profession.
"Many audited schools said that highly skilled and experienced CRTs do not stay as CRTs for long. High performers are often given fixed-term contracts and quickly become permanently employed.Better performing CRTs are also likely to be on multiple lists held by government and non-government schools. As a result, schools in the same locality are competing against each other for high performing CRTs who can ‘cherry pick’ preferred schools and/or positions. This can make it more difficult for some schools to attract suitably skilled and experienced CRTs."
