Australian Professional Standards For Teachers
Australian Professional Standards For Teachers
Australian Professional Standards For Teachers
PROFESSIONAL
STANDARDS
FOR TEACHERS
Contents
Introduction 2
Professional Knowledge 8
Professional Practice 12
Professional Engagement 18
Glossary 20
Acknowledgements 22
Notes 24
D2017/19708
Teaching is a dynamic and rewarding profession. Good teachers provide
students with rich, interesting and well-structured learning experiences.
Teachers who provide these experiences enjoy the opportunities offered
by the profession and recognition of their achievements by the community.
The capacity to provide experiences for students requires a foundation of
knowledge, skills and capacities built in the early years of teaching. The
Australian Professional Standards for Teachers describe the knowledge,
skills and understanding expected of competent and effective teachers.
Accreditation is the structure through which teachers are recognised as
meeting these Standards. It ensures the integrity and accountability of the
profession.
The NSW Education Standards Authority (NESA) continues to oversee the
processes of accreditation for all teachers in NSW, in consultation with teacher
accreditation authorities across the state.
This booklet contains important information regarding the roles of teachers
and their employers in the process of accreditation, the purpose and
organisation of the Standards, and the Standards themselves.
1
Australian Professional Standards for Teachers
Introduction
The crucial role of the teacher Internationally6 and locally, education equity and excellence and that all young
systems are developing professional Australians will become successful learners,
Teachers share a significant responsibility in standards for teachers to attract, develop, confident and creative individuals, and
preparing young people to lead successful recognise and retain quality teachers. High active and informed citizens.9 All Australian
and productive lives. The Australian performing school systems, though strikingly governments, universities, school sectors
Professional Standards for Teachers (the
different in construct and context, [maintain] and individual schools have a responsibility
Standards) reflect and build on national
a strong focus on improving instruction to work together to support high-quality
and international evidence that a teachers
because of its direct impact upon student teaching and school leadership, including by
effectiveness has a powerful impact on
achievement.7 enhancing pre-service10 teacher education.11
students,1 with broad consensus that teacher
quality is the single most important in-school
factor influencing student achievement.2
Professional standards for teachers Purpose of the Standards
Effective teachers can be a source of Developing professional standards for The Australian Professional Standards for
inspiration and, equally importantly, provide teachers that can guide professional Teachers are a public statement of what
a dependable and consistent influence on learning, practice and engagement facilitates constitutes teacher quality. They define
young people as they make choices about the improvement of teacher quality and the work of teachers and make explicit
further education, work and life. contributes positively to the public standing the elements of high-quality, effective
of the profession. The key elements of teaching in 21st-century schools that will
As stated in the National Partnership
quality teaching are described in the improve educational outcomes for students.
on Improving Teacher Quality3 and the
Standards. They articulate what teachers are The Standards do this by providing a
Melbourne Declaration on Educational Goals
expected to know and be able to do at four framework that makes clear the knowledge,
for Young Australians,4 improving teacher
career stages: Graduate, Proficient, Highly practice and professional engagement
quality is considered an essential reform as
Accomplished and Lead. required across teachers careers. They
part of Australias efforts to improve student
present a common understanding and
attainment and ensure it has a world-class The Standards and their Standard
language for discourse between teachers,
system of education. The greatest resource Descriptors represent an analysis of
teacher educators, teacher organisations,
in Australian schools is our teachers. They effective contemporary practice by teachers
professional associations and the public.
account for the vast majority of expenditure throughout Australia. Their development
in school education and have the greatest included a synthesis of the descriptions
impact on student learning, far outweighing of teachers knowledge, practice and
the impact of any other education program professional engagement used by teacher
or policy.5 accreditation and registration authorities,
employers and professional associations.
Each Standard Descriptor has been informed
by teachers understanding of what is
required at different stages of their careers.
An extensive validation process involving
almost 6000 teachers ensured that each
Standard Descriptor was shaped by the
profession.
2
Australian Professional Standards for Teachers
Teacher standards also inform the The Graduate Standards underpin the
development of professional learning goals, accreditation of initial teacher education
provide a framework by which teachers programs. Graduates from accredited
can judge the success of their learning and programs qualify for registration or
assist self-reflection and self-assessment.12 accreditation in each state and territory.
Teachers can use the Standards to recognise
The Proficient Standards underpin processes
their current and developing capabilities,
for full registration and accreditation as a
professional aspirations and achievements.
teacher and support the requirements of
Standards contribute to the nationally consistent teacher registration.
professionalisation of teaching and raise
The Standards at the career stages of Highly
the status of the profession. They could
Accomplished and Lead are the basis of
also be used as the basis for a professional
voluntary certification.14
accountability model,13 helping to ensure
that teachers can demonstrate appropriate
levels of professional knowledge,
professional practice and professional
engagement.
3
Australian Professional Standards for Teachers
Organisation of the Australian
Professional Standards for Teachers
The Australian Professional Standards for Teachers comprise seven Standards that outline what teachers should know and be able to do. The
Standards are interconnected, interdependent and overlapping.
The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In
practice, teaching draws on aspects of all three domains.
Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated
into Standard Descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead.
Professional Knowledge 1. Know students and how they learn Refer to the Standard at each career stage
4
Australian Professional Standards for Teachers
Organisation of the Standards
Domains of teaching
Professional Knowledge Professional Practice Professional Engagement
Teachers draw on a body of professional Teachers are able to make learning engaging Teachers model effective learning. They
knowledge and research to respond to and valued. They are able to create and identify their own learning needs and
the needs of their students within their maintain safe, inclusive and challenging analyse, evaluate and expand their
educational contexts. learning environments and implement fair professional learning both collegially and
and equitable behaviour management plans. individually.
Teachers know their students well, including
They use sophisticated communication
their diverse linguistic, cultural and Teachers demonstrate respect and
techniques.
religious backgrounds. They know how the professionalism in all their interactions with
experiences that students bring to their Teachers have a repertoire of effective students, colleagues, parents/carers and the
classroom affect their continued learning. teaching strategies and use them to community. They are sensitive to the needs
They know how to structure their lessons implement well-designed teaching programs of parents/carers and can communicate
to meet the physical, social and intellectual and lessons. They regularly evaluate all effectively with them about their childrens
development and characteristics of their aspects of their teaching practice to ensure learning.
students. they are meeting the learning needs of their
Teachers value opportunities to engage with
students. They interpret and use student
Teachers know the content of their subjects their school communities within and beyond
assessment data to diagnose barriers
and curriculum. They know and understand the classroom to enrich the educational
to learning and to challenge students to
the fundamental concepts, structure and context for students. They understand the
improve their performance.
enquiry processes relevant to programs they links between school, home and community
teach. Teachers understand what constitutes They operate effectively at all stages of in the social and intellectual development of
effective, developmentally appropriate the teaching and learning cycle, including their students.
strategies in their learning and teaching planning for learning and assessment,
programs and use this knowledge to make developing learning programs, teaching,
the content meaningful to students. assessing, providing feedback on student
learning and reporting to parents/carers.
Through their teaching practice, teachers
develop students literacy and numeracy
within their subject areas. They are also
able to use information and communication
technology to contextualise and expand their
students modes and breadth of learning.
5
Australian Professional Standards for Teachers
Organisation of the Standards
Graduate teachers demonstrate knowledge
The Australian Professional Standards for Teachers
of practical strategies to create rapport with
The seven Standards identify what is expected of teachers within three domains of teaching. students and manage student behaviour.
Teachers demonstration of the Standards and the Standard Descriptors will occur within They know how to support students
their specific teaching context at their stage of expertise and reflect the learning requirements wellbeing and safety, working within school
of the students they teach. and system curriculum and legislative
requirements.
Standard 1: Know students and how they learn
They understand the importance of working
Standard 2: Know the content and how to teach it ethically, collaborating with colleagues,
external professional and community
Standard 3: Plan for and implement effective teaching and learning
representatives, and contributing to the
Standard 4: Create and maintain supportive and safe learning environments life of the school. Teachers understand
Standard 5: Assess, provide feedback and report on student learning strategies for working effectively, sensitively
and confidentially with parents/carers
Standard 6: Engage in professional learning and recognise their role in their childrens
Standard 7: Engage professionally with colleagues, parents/carers and the education.
community
Proficient teachers
Focus areas and standard descriptors Graduate teachers Proficient teachers meet the requirements
for full registration or accreditation through
The focus areas and Standard Descriptors Graduate teachers have completed a
demonstrating achievement of all the
identify the components of quality teaching qualification that meets the requirements
Standard Descriptors at this level.
at each career stage. They constitute agreed of a nationally accredited program of
characteristics of the complex process of initial teacher education. The award of this These teachers create effective teaching
teaching. An effective teacher is able to qualification means that they have met the and learning experiences for their students.
integrate and apply knowledge, practice Graduate Standards. They know the unique backgrounds of
and professional engagement as outlined in their students and adjust their teaching to
On successful completion of their initial
the Standard Descriptors to create teaching meet students individual needs and diverse
teacher education, graduate teachers
environments in which learning is valued. cultural, social and linguistic characteristics.
possess the requisite knowledge and skills
They develop safe, positive and productive
to plan for and manage learning programs
Professional capability at learning environments where all students are
for students. They demonstrate knowledge
four career stages encouraged to participate.
and understanding of the implications
The four career stages in the Standards for learning of students physical, They design and implement engaging
provide benchmarks to recognise the cultural, social, linguistic and intellectual teaching programs that meet curriculum,
professional growth of teachers throughout characteristics. They understand principles assessment and reporting requirements. They
their careers. The Standard Descriptors of inclusion and strategies for differentiating use feedback and assessment to analyse
across the four career stages represent teaching to meet the specific learning needs and support their students knowledge and
increasing levels of knowledge, practice of students across the full range of abilities. understanding. Proficient teachers use a
and professional engagement for teachers. range of sources, including student results,
Graduate teachers have an understanding
Progression through the stages describes to evaluate their teaching and to adjust their
of their subject(s), curriculum content
a growing understanding, applied with programs to better meet student needs.
and teaching strategies. They are able to
increasing sophistication across a broader
design lessons that meet the requirements
and more complex range of situations.
of curriculum, assessment and reporting.
They demonstrate the capacity to interpret
student assessment data to evaluate student
learning and modify teaching practice. They
know how to select and apply timely and
appropriate types of feedback to improve
students learning.
6
Australian Professional Standards for Teachers
Proficient teachers are active participants Highly Accomplished teachers have in-depth They are skilled in mentoring teachers
in their profession and with advice from knowledge of subjects and curriculum and pre-service teachers, using activities
colleagues identify, plan and evaluate their content within their sphere of responsibility. that develop knowledge, practice and
own professional learning needs. They model sound teaching practices in their professional engagement in others. They
teaching areas. They work with colleagues to promote creative, innovative thinking among
Proficient teachers are team members. They
plan, evaluate and modify teaching programs colleagues. They apply skills and in-depth
work collaboratively with colleagues; they
to improve student learning. They keep knowledge and understanding to deliver
seek out and are responsive to advice about
abreast of the latest developments in their effective lessons and learning opportunities,
educational issues affecting their teaching
specialist content area or across a range of and share this information with colleagues
practice. They communicate effectively with
content areas for generalist teachers. and pre-service teachers. They describe
their students, colleagues, parents/carers
the relationship between highly effective
and community members. They behave Highly Accomplished teachers are skilled in
teaching and learning in ways that inspire
professionally and ethically in all forums. analysing student assessment data and use it
colleagues to improve their own professional
to improve teaching and learning.
practice.
Highly Accomplished teachers They are active in establishing an
Highly Accomplished teachers are They lead processes to improve student
environment that maximises professional
recognised as highly effective, skilled performance by evaluating and revising
learning and practice opportunities
classroom practitioners and routinely programs, analysing student assessment
for colleagues. They monitor their own
work independently and collaboratively to data and taking account of feedback from
professional learning needs and align them
parents/carers. This is combined with a
improve their own practice and the practice to the learning needs of students.
synthesis of current research on effective
of colleagues. They are knowledgeable and
They behave ethically at all times. Their teaching and learning.
active members of the school.
interpersonal and presentation skills are
They represent the school and the teaching
Highly Accomplished teachers contribute highly developed. They communicate
profession in the community. They are
to their colleagues learning. They may also effectively and respectfully with students,
professional, ethical and respected
take on roles that guide, advise or lead colleagues, parents/carers and community
individuals inside and outside the school.
others. They regularly initiate and engage members.
in discussions about effective teaching to
improve the educational outcomes for their Lead teachers Conclusion
students. The development of the Australian
Lead teachers are recognised and
Professional Standards for the teaching
They maximise learning opportunities respected by colleagues, parents/carers
profession is an integral part of ensuring
for their students by understanding their and the community as exemplary teachers.
quality learning and teaching in Australian
backgrounds and individual characteristics, They have demonstrated consistent
schools. With their development and
and the impact of those factors on their and innovative teaching practice over
implementation, Australian education
learning. They provide colleagues, including time. Inside and outside the school they
systems are well placed to be among the
pre-service teachers, with support and initiate and lead activities that focus on
best in the world.
strategies to create positive and productive improving educational opportunities for all
learning environments. students. They establish inclusive learning These Standards build upon the significant
environments that meet the needs of work undertaken previously in Australia.
students from different linguistic, cultural, They are a fundamental component of the
religious and socio-economic backgrounds. reforms agreed to in the National Partnership
They seek to improve their own practice and on Improving Teacher Quality and will help
to share their experience with colleagues. to realise the goals and commitments set out
in the Melbourne Declaration.
7
Australian Professional Standards for Teachers
Professional Knowledge
STANDARD 1
KNOW STUDENTS AND HOW THEY LEARN 1
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
8
Australian Professional Standards for Teachers
STANDARD 1
KNOW STUDENTS AND HOW THEY LEARN 1
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
9
Australian Professional Standards for Teachers
Professional Knowledge
STANDARD 2
KNOW THE CONTENT AND HOW TO TEACH IT
2
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
10
Australian Professional Standards for Teachers
STANDARD 2
KNOW THE CONTENT AND HOW TO TEACH IT 2
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
11
Australian Professional Standards for Teachers
Professional Practice
STANDARD 3
PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING 3
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
12
Australian Professional Standards for Teachers
STANDARD 3
PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING 3
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
13
Australian Professional Standards for Teachers
Professional Practice
STANDARD 4
CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 4
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
14
Australian Professional Standards for Teachers
STANDARD 4
CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 4
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
15
Australian Professional Standards for Teachers
Professional Practice
STANDARD 5
ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING 5
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
16
Australian Professional Standards for Teachers
STANDARD 5
ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING 5
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
17
Australian Professional Standards for Teachers
Professional Engagement
STANDARD 6
ENGAGE IN PROFESSIONAL LEARNING 6
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
18
Australian Professional Standards for Teachers
STANDARD 7
ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY 7
FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD
19
Australian Professional Standards for Teachers
Glossary
A C E
Accreditation Career stage Effective teaching strategies
AITSL: Endorsement that a program meets Benchmarks that recognise the professional Strategies that research and workplace
approved standards. growth of teachers throughout their knowledge suggest contribute to successful
careers, represented by increasing levels learning outcomes for students.
NSW: Achievement of the Australian
of knowledge, practice and professional
Professional Standards for Teachers at one of
the key stages.
engagement. Evidence
Data that is considered reliable and valid
Advocate Certification which can be used to support a particular
idea, conclusion or decision.
Promote a view or position, or provide Certification is a term used nationally to refer
support to others. to Highly Accomplished and Lead Teacher
Exemplary
processes.
Assessment formal A high standard of practice, serving as a
Collaboration model or example for students, colleagues
Evaluating student performance through a
and the community.
structured (often written) assessment. Working with one or more colleagues to
achieve a common goal.
Assessment formative I
Evaluating student learning to provide Colleague
ICT
feedback to students and devise/change Other professionals and paraprofessionals
teaching and learning programs. (inside and outside the school) including Information and communication technology:
the generation and application of knowledge
but not limited to teachers, principals,
Assessment informal specialist teachers, pre-service teachers, and processes to develop devices, methods
industry partners, education assistants, and systems.
Evaluating student performance through
techniques such as observation and teachers aides.
anecdotal records.
Context
Assessment summative The set of circumstances or facts that
Evaluating student achievement of learning surround a particular event, situation or
goals at a point in time. environment.
Curriculum content
B
What teachers are expected to teach and
Broad students are expected to learn. Curriculum
content includes knowledge, skills and
Ensuring variety, not narrow or limited;
understanding that students are expected to
ie comprehensive in content, knowledge,
learn and is usually described for a particular
experience, ability, or application.
learning area at a particular year level.
D
Demonstrate
To show or make evident knowledge and/or
understanding.
20
Australian Professional Standards for Teachers
L R
Learning and teaching program Registration
An organised and sequenced program Regulatory processes for entry and
of teaching activities and strategies, continued employment in the teaching
assessment strategies and resources. profession.
Learning goals S
The specific, measurable, attainable, realistic
and time-targeted (SMART) objectives set Stages of learning
with, by and for students. Levels of learning aligned to the age or
development of students.
M
Subject
Mentor
Specific, recognised body of learning that is
A more experienced person who supports described in a curriculum document or is the
and assists another person in growing and focus of undergraduate studies.
learning in their role.
T
N
Teacher Accreditation Authority
NESA
Person or body authorised to determine
The NSW Education Standards Authority if a teacher meets the requirements for
(NESA) commenced operation on 1 January accreditation.
2017. NESA has an increased focus on
developing evidence-based policy to W
improve student achievement and support
teachers, and risk-based monitoring of Workplace knowledge
Teacher Accreditation Authorities and
Knowledge of learning and teaching
schools.
developed by practitioners within the
context of their work environment.
Non-verbal communication
The use of unspoken cues generated by
both the teacher and their environment that
have potential message value to students.
This could include but is not limited to eye
contact, gestures, proximity and visual aids.
P
Pre-service teachers
Students in initial teacher education
programs provided by higher education
institutions.
21
Australian Professional Standards for Teachers
Acknowledgements
Ms Kerrie Moss,
The Australian Professional Standards for For work in 2012, special thanks to:
Teachers Registration
Teachers are endorsed by all Australian Australian Government Department Board of Tasmania
Education Ministers: of Education, Employment and
Workplace Relations Ms Chris Porter,
Mr Andrew Barr MLA
Department of Education
Minister for Education and Training
National Standards Subgroup (Western Australia)
(Australian Capital Territory)
Australian Education, Early Childhood Mr John Ryan,
The Hon. Peter Garrett AM MP Development and Youth Affairs Senior Queensland College of Teachers
Minister for School Education, Officials Committee (AEEYSOC)
Early Childhood and Youth Professor Sue Willis,
Chair: Professor Peter Dawkins, Monash University
(Australian Government)
Department of Education and Early
The Hon. Verity Firth MP Childhood Development National Standards Subgroup
Minister for Education and Training (Victoria) Expert Writing Group
(New South Wales)
Ms Margaret Banks, Chair: Ms Chris Porter,
The Hon. Dr Christopher Burns MLA Department of Education, Employment Department of Education
Minister for Education and Training and Workplace Relations (Western Australia)
(Northern Territory) (Australian Government)
Writer: Ms Judith Page,
The Hon. Geoff Wilson MP Mr Michael Bateman, NSW Institute of Teachers
Minister for Education and Training Department of Education and Training
Ms Bici Byrnes,
(Queensland) (Australian Capital Territory)
Department of Education, Employment and
The Hon. Jay Weatherill MP Mr Patrick Bryan, Workplace Relations
Minister for Education Department of Education and Training (Australian Government)
Minister for Early Childhood Development (Queensland)
Ms Deborah Kember,
(South Australia)
Ms Lesley Foster, Department of
The Hon. Lin Thorp MLC Ministerial Council for Education, Early Education and Training
Minister for Education and Skills Childhood Development and Youth Affairs (Queensland)
Minister for Children (MCEECDYA) Secretariat
Ms Melissa Bennett,
(Tasmania)
Ms Susan Halliday, Department of
The Hon. Peter Hall MLC Victorian Institute of Teaching Education and Training
Minister for Higher Education and Skills (Queensland)
Mr Mark Hogan,
Minister responsible for the
National Catholic Education Commission Professor Rob Gilbert,
Teaching Profession
University of Queensland
(Victoria) Ms Jayne Johnston,
Department of Education and Training Ms Fran Cosgrove,
The Hon. Martin Dixon MP
(Australian Capital Territory) Victorian Institute of Teaching
Minister for Education (Victoria)
Chair, Ministerial Council for Education, Dr Kerry Kavanagh, Ms Estelle Lewis,
Early Childhood Development and Department of Education and Independent Schools of New South Wales
Youth Affairs Childrens Services
Ms Robyn Mamouney,
(South Australia)
The Hon. Dr Elizabeth Constable MLA NSW Institute of Teachers
Minister for Education Ms Chris Keightley,
Ms Madeleine Scully,
(Western Australia) Department of Education and Training
Australian Institute for Teaching and School
(Northern Territory)
Leadership
Mr Patrick Lee, NSW Institute of Teachers
22
Australian Professional Standards for Teachers
National Standards Validation University of New England
Steering Group The National Centre of Science, ICT
Mr Scott Bulfin, and Mathematics Education for Rural
Australian Association for the Teaching and Regional Australia (SiMERR)
of English
Professor John Pegg,
Ms Fran Cosgrove, Project Team Leader,
Victorian Institute of Teaching Director of SiMERR National Centre
Mr Rob Durbridge, Dr Greg McPhan,
Australian Education Union Project Executive Office,
Postdoctoral Research Fellow
Ms Sandra Harvey,
Australian Primary Principals Association Dr Bruce Mowbray,
Psychometric Analyst,
Mr Will Morony,
Research Fellow
Australian Association of Mathematics
Teachers Mr Trevor Lynch,
Research Fellow
Mr Kim Tsolakis,
Australian Professional Teachers Association
Teaching Australia
Ms Sheree Vertigan,
Dr Gregor Ramsay AM CEO
Australian Secondary Principals Association
Ms Fran Hinton CEO
Mr Chris Watt,
Independent Education Union of Australia Ms Helen Tracey
23
Australian Professional Standards for Teachers
Notes
1. J Hattie, Teachers make a difference: 6. OECD, Teacher evaluation: a conceptual 10. The terminology initial teacher education
what is the research evidence? paper framework and examples of country has replaced the term
presented to Australian Council for practice, paper presented at the pre-service teacher education.
Educational Research Annual Conference, OECD-Mexico workshop, towards a
11. Ministerial Council for Education
Melbourne, 1921 October 2003. teacher evaluation framework in Mexico:
Employment, Training and Youth Affairs,
international practices, criteria and
2. Organisation for Economic Co-operation Melbourne declaration on educational
mechanisms, Mexico City, 12 December
and Development (OECD), Teachers goals for young Australians, Melbourne,
2009.
matter: Attracting, developing and 2008, viewed 31 January 2011, p 11.
retaining effective teachers, 6th edn, 7. M Barber & M Mourshed, How the <http://www. curriculum.edu.au/
Paris, OECD Publishing, 2005. worlds best-performing school verve/_resources/National_Declaration_
systems come out on top, London, on_the_Educational_Goals_ for_Young_
3. Council of Australian Governments
McKinsey & Company, 2007, p 13. Australians.pdf>.
(COAG), National partnership on
improving teacher quality, Canberra, 8. Ministerial Council for Education, 12. RJ Yinger & MS Hendricks-Lee, The
2008, viewed 31 January 2011, Employment, Training and Youth language of standards and teacher
<http://www.coag.gov.au/intergov_ Affairs, Melbourne declaration on education reform, Educational Policy,
agreements/federal_financial_relations/ educational goals for young Australians, 14(1), 2000, 94106, viewed
docs/national_partnership/national_ Melbourne, 2008, viewed 24 November 18 January 2011, <http://epx.sagepub.com/
partnership_on_improving_teacher_ 2010, <http://www.curriculum.edu.au/ content/14/1/94>.
quality.pdf>. verve/_resources/National_Declaration_
13. ibid.
on_the_Educational_Goals_ for_Young_
4. Ministerial Council for Education,
Australians.pdf>. 14. Accreditation in NSW.
Employment, Training and Youth
Affairs, Melbourne declaration on 9. Although Australian education systems 15. Great Teaching, Inspired Learning: What
educational goals for young Australians, perform strongly against other OECD does the evidence tell us about effective
Melbourne, 2008, viewed 31 January countries, low equity is still a significant training?
2011, <http://www.curriculum.edu.au/ issue. In response to this, the Melbourne NSW Department of Education and
verve/_resources/National_Declaration_ Declaration commits to specific actions Communities, Centre for Education
on_the_Educational_Goals_ for_Young_ such as improving educational outcomes Statistics and Evaluation, Office of
Australians.pdf>. for Indigenous youth and students with Education, 2013, p 4.
disability.
5. B Jensen, What teachers want: Better
teacher management, Melbourne, Grattan
Institute, 2010, p 5.
24
Australian Professional Standards for Teachers
Notes
The Australian* Professional Standards for Teachers were approved by the NSW
Minister for Education on 27 July 2012.
Work on the Australian Professional Standards for Teachers (the Standards)
commenced under the auspices of the Ministerial Council for Education, Early
Childhood Development and Youth Affairs (MCEECDYA) in 2009. Significant
work was undertaken by the National Standards Sub-group of the Australian
Education, Early Childhood Development and Youth Affairs Senior Officials
Committee (AEEYSOC) during 200910. The Australian Institute for Teaching and
School Leadership (AITSL) assumed responsibility for validating and finalising
the Standards in July 2010.
The Australian Professional Standards for Teachers were endorsed by MCEECDYA
in December 2010. AITSL appreciates ministers commitment to quality teaching
and to the National Partnership on Improving Teaching Quality, and looks
forward to continuing work with them on these important national reforms.
2011 Education Services Australia as the Other than as permitted above or by the The Australian Institute for Teaching and
legal entity for the Ministerial Council for Copyright Act 1968 (Commonwealth), no School Leadership was formed to provide
Education, Early Childhood Development and part of this publication may be reproduced, national leadership for the Commonwealth,
Youth Affairs (MCEECDYA). stored, published, performed, communicated state and territory governments in promoting
or adapted, regardless of the form or means excellence in the profession of teaching and
ISBN: 978-0-9871650-2-2
(electronic, photocopying or otherwise), school leadership with funding provided by
Education Services Australia, as the without the prior written permission of the the Australian Government.
legal entity for the Ministerial Council for copyright owner. Address enquiries regarding
Education, Early Childhood Development copyright to:
and Youth Affairs (MCEECDYA) owns the
MCEECDYA Secretariat, PO Box 202,
copyright in this publication. This publication
Carlton South, VIC 3053, Australia.
or any part of it may be used freely only for
non-profit education purposes provided
the source is clearly acknowledged. The
publication may not be sold or used for any
other commercial purpose.
25
Australian Professional Standards for Teachers
NSW Education Standards Authority
www.educationstandards.nsw.edu.au