Professional development requirements
To maintain accreditation, teachers must undertake ongoing professional development (PD) to ensure they stay up to date with the latest knowledge, skills and teaching methods. Explore various PD types and their requirements.
Streamlining Elective PD
Streamlining Elective PD
NESA has made it easier for teachers to record Elective PD. Teachers now have the flexibility to record their Elective PD at any time and in any manner that suits them.
Only essential information needs to be captured, including the duration and date of completion. An optional Elective PD log template (PDF 2.17MB) is available for teachers.
Maintaining accreditation with professional development
To maintain accreditation, you must take part in ongoing professional development (PD).
Your PD must relate to the Australian Professional Standards for Teachers (the Standards) at or above your career stage.
Your PD requirements depend on when your maintenance period started.
If your current maintenance period started:
- on or before 29 November 2020 then follow the maintenance transition arrangements
- after 29 November 2020, follow the PD requirements on this page.
Find a professional development course
Teachers can explore PD and other professional learning courses on NESA Learning.
The value of professional development
Completing PD helps teachers keep up to date with relevant content, skills and pedagogy. It supports teachers' professional growth. It also allows them to apply new knowledge, experiences and processes.
Effective professional learning should:
- be content-focused
- be of a sustained duration
- recognise the experience and prior knowledge of learners
- demonstrate coherence
- be integrated into work and/or provide opportunities for transference of learning
- model effective practice
- involve active collaboration
- include opportunities for feedback and reflection.
Different PD requirements apply depending on the career stage you are maintaining:
Discuss your goals and PD preferences with:
- appropriate colleagues
- your line manager
- your principal and/or employer.
Professional development requirements
Teachers need to complete a minimum 100 hours of PD in each maintenance period.
The 100 hours must include:
- Proficient Teachers – a minimum 50 hours of NESA Accredited PD across all mandatory priority areas
- Highly Accomplished and Lead Teachers – a minimum 20 hours of NESA Accredited PD across all mandatory priority areas and 20 hours of professional commitment activities.
The balance of the 100 hours can be any combination of NESA Accredited PD or Elective PD. It can include professional commitment activities.
NESA Accredited PD
NESA Accredited PD builds and improves a teacher's professional knowledge, practice and engagement across priority areas.
Mandatory priority areas:
- delivery and assessment of the NSW Curriculum/Early Years Learning Framework
- student/child mental health
- students/children with disability
- Aboriginal education and supporting Aboriginal students/children.
Optional priority area:
- leadership to support learning outcomes of students/children.
Individual courses must meet the:
- principles of effective professional learning
- specific criteria for one or more relevant priority areas.
PD course providers can find out more details at information for providers.
Elective PD
Elective PD helps you to meet your professional needs by choosing topics relevant to you.
Elective PD is flexible. Choose the areas you want to focus on to grow your practice to improve student or child outcomes.
Elective PD can include activities that you complete in or outside your school or service.
Activities must:
- meet the Standards
- be appropriate for your context and needs
- contribute to your ongoing professional learning.
You may record the following activities and courses as Elective PD:
- any course and/or activity in a priority area that is not accredited
- activities involving legislative requirements such as:
- anaphylaxis
- child protection
- sectoral/school policy requirements
- meeting professional ethics and responsibilities including courses on meeting teacher accreditation requirements
- relevant further study
- professional commitment activities.
Roles and responsibilities that are part of your duties as a teacher are not counted as Elective PD.
For example you cannot record:
- programming
- procedural staff meetings
- event coordination and excursions
- writing reports
- parent/carer-teacher interviews.
Elective PD guidelines
Elective PD should:
- enhance teaching practice to effect positive change and impact on student or child learning progress and achievement
- link to clear and relevant goals that are related to improving student or child outcomes
- provide opportunities for collaboration, transference and application of learning into teaching practice
- involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
- be research-based and evidence-based.
If you include professional reading as one of your Elective PD activities, the activity needs to:
- meet the Standards
- provide opportunities for collaboration, transference and application of learning into teaching practice
- involve reflection on how the reading has affected your teaching practice
- be research-based and evidence-based.
Further study as Elective PD
You can record relevant undergraduate or postgraduate study as Elective PD.
The study needs to:
- relate to at least one Standard Descriptor at or above your level of accreditation
- be a qualification at the Australian Qualification Framework Level 5 - Diploma or higher.
Each eligible unit of study contributes 50 hours of Elective PD to the maintenance period you complete it in.
Selecting Standard Descriptors
Standard Descriptors are complex and often identify a range of actions, practice and impact.
As a guide we recommend you select one Standard Descriptor for each hour of PD completed. This will result in meaningful engagement with the Standard Descriptors.
You can align PD activities to Standard Descriptors at or above your career stage. For example, if you are maintaining accreditation at Proficient Teacher, you can also record PD against the Standards for Highly Accomplished or Lead Teacher.
Elective professional development examples
The following examples demonstrate how Standard Descriptors and the Elective PD guidelines apply to Elective PD activities and courses.
A meeting with a colleague to seek explicit feedback and advice on assessment strategies for a particular context.
Duration: 2 hours
Career stage: Proficient Teacher – secondary school
Activity type: Mentoring, coaching, professional dialogue supporting teaching practice
Standard Descriptors
5.3.2 Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
6.3.2 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
How the activity meets the guidelines
Elective PD guidelines met:
- provide opportunities for collaboration, transference and application of learning into teaching practice
- involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
- enhance teaching practice to effect positive change and impact child/student learning progress and achievement.
The activity is collaborative. Discussions between both teachers drew on the knowledge and expertise of a colleague who was able to provide feedback and strategies to help grow the teacher's practice and improve student learning.
The meeting provided an opportunity to receive feedback from an experienced colleague and to self-reflect on current practice.
The meeting drew on the expertise of a colleague to assist the teacher to learn and develop new strategies and approaches to assessment to implement in their future lessons.
An employer mandated online training session.
Duration: 1 hour
Career stage: Proficient Teacher – casual teacher
Activity type: Legislative requirements (for example anaphylaxis, child protection, sector/school policy and/or legislative requirements)
Standard Descriptors
4.4.2 Ensure students' wellbeing and safety within school by implementing school and/or system, curriculum and legislative requirements.
7.2.2 Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
How the activity meets the guidelines
Elective PD guidelines met:
- provide opportunities for collaboration, transference and application of learning into teaching practice
- be research based and evidence-based
- link to clear and relevant goals that are related to improving student/child outcomes.
The activity is mandatory training for teacher. It provides knowledge and skills that can be applied in the event a student or child presents with an anaphylactic reaction.
The Australasian Society of Clinical Immunology and Allergy (ASCIA) developed the content in this evidence-based module. It is a reputable organisation. ASCIA members contribute to the content to regularly review and update this course.
The course content is linked to improving student or child safety.
An online course to support children or students on the Autism Spectrum in the teaching and learning environment.
Duration: 2 hours
Career stage: Proficient Teacher – early childhood
Activity type: Any course and/or activity in a priority area that is not accredited
Standard Descriptors
1.6.2 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
How the activity meets the guidelines
Elective PD guidelines met:
- enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
- link to clear and relevant goals that are related to improving student/child outcomes
- provide opportunities for collaboration, transference and application of learning into teaching practice.
The activity focused on different teaching strategies to improve engagement, participation and learning progress of children diagnosed with Autism Spectrum Disorder.
It is directly linked to improving the engagement, participation and learning progress of children diagnosed with Autism Spectrum Disorder.
The activity provided opportunities for the teacher to share, apply and discuss their learning with colleagues to ensure consistent approaches when supporting children diagnosed with Autism Spectrum Disorder.
A group of teachers visiting multiple classrooms at their own or another school with the aim to share knowledge of practice and support improvements of teaching and learning. This may also be known as a walkthrough or learning walk.
Duration: 3 hours
Career stage: Highly Accomplished Teacher – primary or secondary school
Activity type: Mentoring, coaching, professional dialogue supporting teaching practice
Standard Descriptors
3.3.3 Support colleagues in selecting and applying effective teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.
4.1.3 Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
4.2.3 Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
How the activity meets the guidelines
Elective PD guidelines met:
- enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
- link to clear and relevant goals that are related to improving school/setting priorities to improve student/child outcomes
- involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others.
The activity allows participants to model and share teaching practice to effect positive change. There was a focus on effective questioning techniques to develop students' critical thinking skills.
The Instructional Rounds are linked to the school's strategic plan to embed structured lesson observations more effectively into the Professional Learning Framework. It also improves student learning outcomes through enhancing the questioning techniques used by teachers.
The activity supported self-reflection and collegial discussions on the effectiveness of a range of questioning strategies.
A single postgraduate subject in Gifted Education completed as part of a Master of Education degree.
Duration: 50 hours (one subject)
Career stage: Proficient Teacher
Activity type: Relevant further study
Standard Descriptors
1.2.2 Structure teaching programs using research and collegial advice about how students learn.
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
How the activity meets the guidelines
Elective PD guidelines met:
- enhance teaching practice to effect positive change and impact child/student learning progress and achievement
- link to clear and relevant goals that are related to improving student/child outcomes
- research based and evidence based.
The postgraduate subject focuses on academic research related to current and new teaching strategies to develop a deeper understanding of evidence-based approaches to Gifted Education and High Potential learners.
The subject is linked to a strategic plan to improve the Gifted and High Potential Learning Program in the school and is focused on improving student learning outcomes.
The subject is based on current research and evidence.
A collegial discussion on a nominated research article/reading, related to teaching and learning.
Duration: 45 minutes
Career stage: Proficient Teacher – primary school
Activity type: Mentoring, coaching, professional dialogue supporting teaching practice, professional commitment.
Standard Descriptors
5.1.2 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
How the activity meets the guidelines
Elective PD guidelines met:
- provide opportunities for collaboration, transference and application of learning into teaching practice
- involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
- be research based and evidence based
The activity was completed within the school, providing opportunity for collaboration and application of learning.
It provided opportunity for self-reflection and the reflection on the teaching practice of colleagues.
The reading was a scholarly article which was research and evidence based.
Attendance at a network forum on project-based learning.
Duration: 3 hours
Career stage: Proficient Teacher – non-service/school based teacher
Activity type: Any course or activity in a priority area that is not accredited
Standard Descriptors
6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
6.3.2 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
How the activity meets the guidelines
Elective PD guidelines met:
- enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
- link to clear and relevant goals that are related to improving student/child outcomes
- be research based and evidence based.
The activity provided resources to support the introduction of project-based learning to effect positive change and impact student/child learning.
Project-based learning aligns to the pedagogical focus and curriculum priorities in the school.
A research team led the panel discussions and shared data based on implementation in a school overseas.
Professional commitment activities
Professional commitment activities refers to PD that shows your ongoing capacity to support the PD and practice of your colleagues and the wider education community.
Highly Accomplished and Lead Teachers must complete at least 20 hours of professional commitment activities during each maintenance period.
Proficient Teachers can record professional commitment activities against the Highly Accomplished or Lead Teacher Standards.
Professional commitment activities include:
- mentoring or coaching teachers or teacher education students
- engaging with and improving the teaching practice of:
- teacher education students
- provisionally or conditionally accredited teachers
- Proficient Teachers
- leading professional development or educational forums in a school or service or through professional teaching associations or networks
- developing and implementing projects, including research in early childhood education and care services, schools or the wider education community
- writing for publications that contribute to professional knowledge and discussion for teachers.
Professional commitment activities should only include activities where you directly support or mentor other teachers to improve their teaching practice.
For example, a practicum placement would include discussing the teacher's practice and providing them with feedback. It would not include supervisory responsibilities.
Finding a professional development course
NESA Accredited and Elective PD courses are offered through:
- NESA
- Authorised providers
- other organisations not accredited by NESA.
NESA delivers a range of courses to support teachers, including NESA Accredited PD courses.
Find NESA Accredited PD courses and other professional learning courses on NESA Learning.
Register for our upcoming Higher levels of accreditation information session for principals and service directors on Wednesday 15 November.
Authorised providers can assess and accredit NESA Accredited PD on our behalf.
Authorised providers are:
- NSW Department of Education
- Catholic Schools NSW
- Archdioceses and Dioceses of NSW
- Association of Independent Schools of NSW
- Professional Teachers' Council NSW
- individual non-government schools.
Teachers should refer directly to the providers to find out what Accredited PD and other PD courses they deliver.
NESA can assess and accredit PD courses delivered by other organisations. These organisations are not Authorised Providers.
Teachers from any sector may participate in courses offered by other organisations.
NESA Accredited PD courses delivered by other providers are available on NESA Learning.
To access these courses, you will need to first enrol in the course titled: PD courses accredited by NESA.
Other organisations also deliver PD courses that are not accredited by NESA. These courses can still valuable to teachers and may meet NESA's Elective PD criteria.