Lexis Education

QUALIFIED PROFESSIONAL DEVELOPMENT FOR TEACHERS

Education Departments

Most education departments around the world require teachers to complete a certain number of professional development hours per year. Our courses are perfectly suited for this purpose and we are aware that teachers around the world are able to claim PD hours.

In New South Wales, Australia

Lexis Education is a provider of NSW Education Standards Authority (NESA) Registered Professional Development for both Teaching ESL Students in Mainstream Classrooms and Literacy for Learning.

If you are based in NSW, Australia, you might be aware that you are required as a teacher (Proficient Teacher level) to complete a minimum of 50 hours of NESA Registered Professional Development to maintain accreditation. Completing our trainings is the perfect way to do so.

  • The Teaching ESL Students in Mainstream Classrooms Tutor Training will contribute 30h of NESA Registered PD addressing 1.1.2, 1.3.2, 1.5.2, 2.2.2, 2.3.2, 2.5.2 and 5.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
  • The Literacy for Learning Tutor Training will contribute 25 hours of NESA Registered PD addressing 1.1.2, 1.3.2, 2.1.2, 2.2.2, 2.5.2, 3.2.2, 5.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
  • In addition, the Literacy for Learning Teacher Course will contribute 36h of NESA Registered PD addressing the same standards as the Tutor Training. This means that once you become a tutor, you will be able to provide recognised, ‘in-house’ PD within your school.

What is the purpose of the Standards?

The Australian Professional Standards for Teachers are a public statement of what constitutes teacher quality. They define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st-century schools that will improve educational outcomes for students. The Standards do this by providing a framework that makes clear the knowledge, practice and professional engagement required across teachers’ careers. They present a common understanding and language for discourse between teachers, teacher educators, teacher organisations, professional associations and the public.