Australian Professional Standards for Teachers
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Australian Professional Standards for Teachers
Contents 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 – now the Education Council) in 2009. Significant work was undertaken by the Australian Standards Sub-group of the Australian Education, Early Childhood Development and Youth Affairs Senior Officials Committee (AEEYSOC) during 2009-10. 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 Teacher Quality, and looks forward to continuing work with them on these important national reforms. © 2011 Education Services Australia as the legal entity for the Education Council. ISBN: 978-0-9871650-2-2 Reprinted October 2018 Education Services Australia, as the legal entity for the Education Council owns the copyright in this publication. This publication 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. Other than as permitted above or by the Copyright Act 1968 (Commonwealth), no part of this publication may be reproduced, stored, published, performed, communicated or adapted, regardless of the form or means (electronic, photocopying or otherwise), without the prior written permission of the copyright owner. Address inquiries regarding copyright to: Education Council, PO Box 202, Carlton South, VIC 3053, Australia. The Australian Institute for Teaching and School Leadership was formed to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government. Australian Professional Standards for Teachers, AITSL
Contents
Contents
Preamble. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The crucial role of the teacher.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Professional standards for teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of the Standards.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Organisation of the Australian Professional Standards for Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Organisation of the Standards.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Professional Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Standard 1: Know students and how they learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Standard 2: Know the content and how to teach it.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Professional Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Standard 3: Plan for and implement effective teaching and learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Standard 4: Create and maintain supportive and safe learning environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Standard 5: Assess, provide feedback and report on student learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Professional Engagement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Standard 6: Engage in professional learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Standard 7: Engage professionally with colleagues, parents/carers and the community. . . . . . . . . . . . . . . . . . . . . . . . . . 22
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Acknowledgements .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Australian Professional Standards for Teachers, AITSL 1Contents
Preamble
The crucial role of the teacher Internationally6 and locally, education systems are by teachers’ understanding of what is required
developing professional standards for teachers at different stages of their careers. An extensive
Teachers share a significant responsibility in to attract, develop, recognise and retain quality validation process involving almost 6,000 teachers
preparing young people to lead successful and teachers. ‘High performing school systems, ensured that each descriptor was shaped by the
productive lives. The Australian Professional though strikingly different in construct and context, profession.
Standards for Teachers (the Standards) reflect [maintain] a strong focus on improving instruction
and build on national and international evidence because of its direct impact upon student “The greatest resource in Australian
that a teacher’s effectiveness has a powerful achievement’.7 schools is our teachers. They account
impact on students,1 with broad consensus that
for the vast majority of expenditure
teacher quality is the single most important in- Professional standards for in school education and have the
school factor influencing student achievement.2
Effective teachers can be a source of inspiration teachers greatest impact on student learning,
and, equally importantly, provide a dependable and Developing professional standards for teachers far outweighing the impact of any other
consistent influence on young people as they make that can guide professional learning, practice and
choices about further education, work and life.
education program or policy.”
engagement facilitates the improvement of teacher
As stated in the National Partnership on Improving quality and contributes positively to the public The Standards support the Melbourne Declaration,8
Teacher Quality3 and the Melbourne Declaration standing of the profession. The key elements of which describes aspirations for all young
on Educational Goals for Young Australians,4 quality teaching are described in the Standards. Australians for the next decade. This commits
improving teacher quality is considered an They articulate what teachers are expected to know Australian Education Ministers to the specific
essential reform as part of Australia’s efforts to and be able to do at four career stages: Graduate, educational goals that Australian schooling
improve student attainment and ensure it has a Proficient, Highly Accomplished and Lead. promotes equity and excellence and that all young
world class system of education. ‘The greatest Australians will become successful learners,
resource in Australian schools is our teachers. The Standards and their descriptors represent an confident and creative individuals, and active and
They account for the vast majority of expenditure in analysis of effective, contemporary practice by informed citizens.9 ‘All Australian governments,
school education and have the greatest impact on teachers throughout Australia. Their development universities, school sectors and individual schools
student learning, far outweighing the impact of any included a synthesis of the descriptions of have a responsibility to work together to support
other education program or policy’.5 teachers’ knowledge, practice and professional high-quality teaching and school leadership,
engagement used by teacher accreditation and including by enhancing pre-service10 teacher
registration authorities, employers and professional education’.11
associations. Each descriptor has been informed
2 Australian Professional Standards for Teachers, AITSLContents
Purpose of the Standards The Australian Professional Standards for Teachers
are organised into four career stages and guide
The Australian Professional Standards for Teachers the preparation, support and development of
are a public statement of what constitutes teacher teachers. The stages reflect the continuum of a
quality. They define the work of teachers and teacher’s developing professional expertise from
make explicit the elements of high-quality, effective undergraduate preparation through to being an
teaching in 21st century schools that will improve exemplary classroom practitioner and a leader in
educational outcomes for students. The Standards the profession.
do this by providing a framework which makes
The Graduate Standards will underpin the
clear the knowledge, practice and professional
accreditation of initial teacher education programs.
engagement required across teachers’ careers.
Graduates from accredited programs qualify for
They present a common understanding and
registration14 in each state and territory.
language for discourse between teachers, teacher
educators, teacher organisations, professional The Proficient Standards will be used to underpin
associations and the public. processes for full registration as a teacher and to
support the requirements of nationally consistent
Teacher standards also inform the development of
teacher registration.
professional learning goals, provide a framework
by which teachers can judge the success of The Standards at the career stages of Highly
their learning and assist self-reflection and Accomplished and Lead will inform voluntary
selfassessment.12 certification.15
Teachers can use the Standards to recognise their
current and developing capabilities, professional
aspirations and achievements.
Standards contribute to the professionalisation of
teaching and raise the status of the profession.
They could also be used as the basis for a
professional accountability model,13 helping to
ensure that teachers can demonstrate appropriate
levels of professional knowledge, professional
practice and professional engagement.
Australian Professional Standards for Teachers, AITSL 3Contents
Organisation of the Australian
Professional Standards for Teachers
The Australian Professional Standards for Teachers Domains of teaching Standards Focus areas and descriptors
comprise seven Standards which outline what
teachers should know and be able to do. The Professional Knowledge 1. Know students and how they learn Refer to the Standard at each
Standards are interconnected, interdependent and career stage
2. Know the content and how to teach it
overlapping.
The Standards are grouped into three domains of Professional Practice 3. Plan for and implement effective
teaching and learning
teaching; Professional Knowledge, Professional 4. Create and maintain supportive and
Practice and Professional Engagement. In practice, safe learning environments
teaching draws on aspects of all three domains. 5. Assess, provide feedback and report
Within each Standard focus areas provide further on student learning
illustration of teaching knowledge, practice
and professional engagement. These are then Professional Engagement 6. Engage in professional learning
7. Engage professionally with
separated into Descriptors at four professional
colleagues, parents/carers and the
career stages: Graduate, Proficient, Highly community
Accomplished and Lead.
4 Australian Professional Standards for Teachers, AITSLContents
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 and Teachers model effective learning. They identify
knowledge and research to respond to the needs valued. They are able to create and maintain safe, their own learning needs and analyse, evaluate and
of their students within their educational contexts. inclusive and challenging learning environments expand their professional learning both collegially
and implement fair and equitable behaviour and individually.
Teachers know their students well, including
management plans. They use sophisticated
their diverse linguistic, cultural and religious Teachers demonstrate respect and professionalism
communication techniques.
backgrounds. They know how the experiences in all their interactions with students, colleagues,
that students bring to their classroom affect their Teachers have a repertoire of effective teaching parents/carers and the community. They are
continued learning. They know how to structure strategies and use them to implement well sensitive to the needs of parents/carers and can
their lessons to meet the physical, social and designed teaching programs and lessons. They communicate effectively with them about their
intellectual development and characteristics of their regularly evaluate all aspects of their teaching children’s learning.
students. practice to ensure they are meeting the learning
Teachers value opportunities to engage with
needs of their students. They interpret and use
Teachers know the content of their subjects their school communities within and beyond the
student assessment data to diagnose barriers to
and curriculum. They know and understand the classroom to enrich the educational context for
learning and to challenge students to improve their
fundamental concepts, structure and enquiry students. They understand the links between
performance.
processes relevant to programs they teach. school, home and community in the social and
They operate effectively at all stages of the intellectual development of their students.
Teachers understand what constitutes effective,
teaching and learning cycle, including planning
developmentally appropriate strategies in their
for learning and assessment, developing learning
learning and teaching programs and use this
programs, teaching, assessing, providing feedback
knowledge to make the content meaningful to
on student learning and reporting to parents/
students.
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.
Australian Professional Standards for Teachers, AITSL 5Contents
Organisation of the Standards
The Australian Professional Standards For Teachers Professional capability at four
The seven Standards identify what is expected of teachers within three domains of teaching. Teachers’ career stages
demonstration of the Standards will occur within their specific teaching context at their stage of expertise The four career stages in the Standards provide
and reflect the learning requirements of the students they teach. benchmarks to recognise the professional
growth of teachers throughout their careers.
The descriptors across the four career stages
Domains of teaching Standards
represent increasing levels of knowledge, practice
Standard 1: 1. Know students and how they learn and professional engagement for teachers.
Progression through the stages describes a
Standard 2: 2. Know the content and how to teach it
growing understanding, applied with increasing
sophistication across a broader and more complex
Standard 3: 3. Plan for and implement effective teaching and learning
range of situations.
Standard 4: 4. Create and maintain supportive and safe learning environments
Standard 5: 5. Assess, provide feedback and report on student learning Graduate teachers
Graduate teachers have completed a qualification
Standard 6: 6. Engage in professional learning
that meets the requirements of a nationally
Standard 7: 7. Engage professionally with colleagues, parents/carers and the community
accredited program of initial teacher education.
The award of this qualification means that they
have met the Graduate Standards.
Focus areas and descriptors On successful completion of their initial teacher
education, graduate teachers possess the requisite
The focus areas and descriptors identify the components of quality teaching at each career stage. They
knowledge and skills to plan for and manage
constitute agreed characteristics of the complex process of teaching. An effective teacher is able to
learning programs for students. They demonstrate
integrate and apply knowledge, practice and professional engagement as outlined in the descriptors to
knowledge and understanding of the implications
create teaching environments in which learning is valued.
for learning of students’ physical, cultural, social,
linguistic and intellectual characteristics.
6 Australian Professional Standards for Teachers, AITSLContents
They understand principles of inclusion and Proficient teachers Proficient teachers are team members. They work
strategies for differentiating teaching to meet the collaboratively with colleagues; they seek out
specific learning needs of students across the full Proficient teachers meet the requirements for full and are responsive to advice about educational
range of abilities. registration through demonstrating achievement of issues affecting their teaching practice. They
the seven Standards at this level. communicate effectively with their students,
Graduate teachers have an understanding of
These teachers create effective teaching and colleagues, parents/carers and community
their subject/s, curriculum content and teaching
learning experiences for their students. They members. They behave professionally and ethically
strategies. They are able to design lessons that
know the unique backgrounds of their students in all forums.
meet the requirements of curriculum, assessment
and reporting. They demonstrate the capacity to and adjust their teaching to meet their individual
interpret student assessment data to evaluate needs and diverse cultural, social and linguistic Highly Accomplished teachers
student learning and modify teaching practice. characteristics.
Highly Accomplished teachers are recognised as
They know how to select and apply timely and They develop safe, positive and productive learning highly effective, skilled classroom practitioners and
appropriate types of feedback to improve students’ environments where all students are encouraged to routinely work independently and collaboratively
learning. participate. to improve their own practice and the practice of
Graduate teachers demonstrate knowledge of They design and implement engaging teaching colleagues. They are knowledgeable and active
practical strategies to create rapport with students programs that meet curriculum, assessment and members of the school.
and manage student behaviour. They know how reporting requirements. They use feedback and Highly Accomplished teachers contribute to their
to support students’ wellbeing and safety, working assessment to analyse and support their students’ colleagues’ learning. They may also take on roles
within school and system curriculum and legislative knowledge and understanding. Proficient teachers that guide, advise or lead others. They regularly
requirements. use a range of sources, including student results, initiate and engage in discussions about effective
They understand the importance of working to evaluate their teaching and to adjust their teaching to improve the educational outcomes for
ethically, collaborating with colleagues, external programs to better meet student needs. their students.
professional and community representatives, and Proficient teachers are active participants in They maximise learning opportunities for their
contributing to the life of the school. Teachers their profession and with advice from colleagues students by understanding their backgrounds and
understand strategies for working effectively, identify, plan and evaluate their own professional individual characteristics and the impact of those
sensitively and confidentially with parents/carers and learning needs. factors on their learning. They provide colleagues,
recognise their role in their children’s education.
Australian Professional Standards for Teachers, AITSL 7Contents
Organisation of the Standards
including pre-service teachers, with support Lead teachers They lead processes to improve student
and strategies to create positive and productive performance by evaluating and revising programs,
earning environments. Lead teachers are recognised and respected by analysing student assessment data and taking
colleagues, parents/carers and the community account of feedback from parents/carers. This is
Highly Accomplished teachers have in-depth
as exemplary teachers. They have demonstrated combined with a synthesis of current research on
knowledge of subjects and curriculum content
consistent and innovative teaching practice over effective teaching and learning.
within their sphere of responsibility. They model
time. Inside and outside the school they initiate and
sound teaching practices in their teaching areas. They represent the school and the teaching
lead activities that focus on improving educational
They work with colleagues to plan, evaluate and profession in the community. They are professional,
opportunities for all students. They establish
modify teaching programs to improve student ethical and respected individuals inside and
inclusive learning environments that meet the
learning. outside the school.
needs of students from different linguistic, cultural,
They keep abreast of the latest developments in religious and socio-economic backgrounds. They
their specialist content area or across a range of seek to improve their own practice and to share Conclusion
content areas for generalist teachers. their experience with colleagues.
The development of the Australian Professional
Highly Accomplished teachers are skilled in They are skilled in mentoring teachers and Standards for the teaching profession is an integral
analysing student assessment data and use it to preservice teachers, using activities that develop part of ensuring quality learning and teaching in
improve teaching and learning. knowledge, practice and professional engagement Australian schools. With their development and
in others. They promote creative, innovative implementation, Australian education systems are
They are active in establishing an environment
thinking among colleagues. They apply skills and well placed to be among the best in the world.
which maximises professional learning and practice
opportunities for colleagues. They monitor their in-depth knowledge and understanding to deliver
These Standards build upon the significant work
own professional learning needs and align them to effective lessons and learning opportunities and
undertaken previously in Australia. They are a
the learning needs of students. share this information with colleagues and pre-
fundamental component of the reforms agreed to
service teachers. They describe the relationship
in the National Partnership on Improving Teacher
They behave ethically at all times. Their between highly effective teaching and learning in
Quality and will help to realise the goals and
interpersonal and presentation skills are highly ways that inspire colleagues to improve their own
commitments set out in the Melbourne Declaration.
developed. They communicate effectively and professional practice.
respectfully with students, colleagues, parents/
carers and community members.
8 Australian Professional Standards for Teachers, AITSLContents
Contents
Professional Knowledge
Standard 1: Know students and how they learn
Graduate Proficient Highly Accomplished Lead
Focus area 1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and Use teaching strategies based on Select from a flexible and effective Lead colleagues to select and develop
understanding of physical, social knowledge of students’ physical, repertoire of teaching strategies to suit teaching strategies to improve student
and intellectual development and social and intellectual development the physical, social and intellectual learning using knowledge of the physical,
characteristics of students and how these and characteristics to improve student development and characteristics of social and intellectual development and
may affect learning. learning. students. characteristics of students.
Focus area 1.2 Understand how students learn
Demonstrate knowledge and Structure teaching programs using Expand understanding of how students Lead processes to evaluate the effectiveness
understanding of research into how research and collegial advice about how learn using research and workplace of teaching programs using research and
students learn and the implications for students learn. knowledge. workplace knowledge about how students
teaching. learn.
Focus area 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching Design and implement teaching strategies Support colleagues to develop effective Evaluate and revise school learning and
strategies that are responsive to the that are responsive to the learning teaching strategies that address the teaching programs, using expert and
learning strengths and needs of students strengths and needs of students from learning strengths and needs of students community knowledge and experience,
from diverse linguistic, cultural, religious diverse linguistic, cultural, religious and from diverse linguistic, cultural, religious to meet the needs of students with
and socioeconomic backgrounds. socioeconomic backgrounds. and socioeconomic backgrounds. diverse linguistic, cultural, religious and
socioeconomic backgrounds.
10 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and Design and implement effective teaching Provide advice and support colleagues in Develop teaching programs that support
understanding of the impact of culture, strategies that are responsive to the local the implementation of effective teaching equitable and ongoing participation of
cultural identity and linguistic background community and cultural setting, linguistic strategies for Aboriginal and Torres Strait Aboriginal and Torres Strait Islander students
on the education of students from background and histories of Aboriginal Islander students using knowledge of and by engaging in collaborative relationships
Aboriginal and Torres Strait Islander and Torres Strait Islander students. support from community representatives. with community representatives and parents/
backgrounds. carers.
Focus area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and Develop teaching activities that Evaluate learning and teaching Lead colleagues to evaluate the
understanding of strategies for incorporate differentiated strategies programs, using student assessment effectiveness of learning and teaching
differentiating teaching to meet the to meet the specific learning needs data, that are differentiated for the programs differentiated for the specific
specific learning needs of students of students across the full range of specific learning needs of students learning needs of students across the full
across the full range of abilities. abilities. across the full range of abilities. range of abilities.
Focus area 1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge Design and implement teaching Work with colleagues to access Initiate and lead the review of school
and understanding of legislative activities that support the participation specialist knowledge, and relevant policies to support the engagement and
requirements and teaching strategies and learning of students with disability policy and legislation, to develop full participation of students with disability
that support participation and learning and address relevant policy and teaching programs that support the and ensure compliance with legislative
of students with disability. legislative requirements. participation and learning of students and/or system policies.
with disability.
Australian Professional Standards for Teachers, AITSL 11Contents
Professional Knowledge
Standard 2: Know the content and how to teach it
Graduate Proficient Highly Accomplished Lead
Focus area 2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and Apply knowledge of the content and Support colleagues using current and Lead initiatives within the school to
understanding of the concepts, teaching strategies of the teaching area comprehensive knowledge of content evaluate and improve knowledge of
substance and structure of the content to develop engaging teaching activities. and teaching strategies to develop content and teaching strategies and
and teaching strategies of the teaching and implement engaging learning and demonstrate exemplary teaching of
area. teaching programs. subjects using effective, research-based
learning and teaching programs.
Focus area 2.2 Content selection and organisation
Organise content into an effective Organise content into coherent, well- Exhibit innovative practice in the Lead initiatives that utilise comprehensive
learning and teaching sequence. sequenced learning and teaching selection and organisation of content content knowledge to improve the
programs. and delivery of learning and teaching selection and sequencing of content
programs. into coherently organised learning and
teaching programs.
Focus area 2.3 Curriculum, assessment and reporting
Use curriculum, assessment and Design and implement learning and Support colleagues to plan and Lead colleagues to develop learning and
reporting knowledge to design learning teaching programs using knowledge of implement learning and teaching teaching programs using comprehensive
sequences and lesson plans. curriculum, assessment and reporting programs using contemporary knowledge of curriculum, assessment and
requirements. knowledge and understanding of reporting requirements.
curriculum, assessment and reporting
requirements.
12 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous
and non-Indigenous Australians
Demonstrate broad knowledge of, Provide opportunities for students to Support colleagues with providing Lead initiatives to assist colleagues
understanding of and respect for develop understanding of and respect opportunities for students to develop with opportunities for students to
Aboriginal and Torres Strait Islander for Aboriginal and Torres Strait Islander understanding of and respect for develop understanding of and respect
histories, cultures and languages. histories, cultures and languages. Aboriginal and Torres Strait Islander for Aboriginal and Torres Strait Islander
histories, cultures and languages. histories, cultures and languages.
Focus area 2.5 Literacy and numeracy strategies
Know and understand literacy and Apply knowledge and understanding of Support colleagues to implement Monitor and evaluate the implementation
numeracy teaching strategies and their effective teaching strategies to support effective teaching strategies to improve of teaching strategies within the school to
application in teaching areas. students’ literacy and numeracy students’ literacy and numeracy improve students’ achievement in literacy
achievement. achievement. and numeracy using research-based
knowledge and student data.
Focus area 2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using Use effective teaching strategies to Model high-level teaching knowledge Lead and support colleagues within the
ICT to expand curriculum learning integrate ICT into learning and teaching and skills and work with colleagues school to select and use ICT with effective
opportunities for students. programs to make selected content to use current ICT to improve their teaching strategies to expand learning
relevant and meaningful. teaching practice and make content opportunities and content knowledge for
relevant and meaningful. all students.
Australian Professional Standards for Teachers, AITSL 13Contents
Professional Practice
Standard 3: Plan for and implement effective teaching and learning
Graduate Proficient Highly Accomplished Lead
Focus area 3.1 Establish challenging learning goals
Set learning goals that provide Set explicit, challenging and achievable Develop a culture of high expectations Demonstrate exemplary practice and
achievable challenges for students of learning goals for all students. for all students by modelling and setting high expectations and lead colleagues to
varying abilities and characteristics. challenging learning goals. encourage students to pursue challenging
goals in all aspects of their education.
Focus area 3.2 Plan, structure and sequence learning programs
Plan lesson sequences using Plan and implement well-structured Work with colleagues to plan, evaluate Exhibit exemplary practice and lead
knowledge of student learning, content learning and teaching programs or and modify learning and teaching colleagues to plan, implement and review
and effective teaching strategies. lesson sequences that engage students programs to create productive learning the effectiveness of their learning and
and promote learning. environments that engage all students. teaching programs to develop students’
knowledge, understanding and skills.
Focus area 3.3 Use teaching strategies
Include a range of teaching strategies. Select and use relevant teaching Support colleagues to select and apply Work with colleagues to review, modify
strategies to develop knowledge, effective teaching strategies to develop and expand their repertoire of teaching
skills, problem solving and critical and knowledge, skills, problem solving and strategies to enable students to use
creative thinking. critical and creative thinking. knowledge, skills, problem solving and
critical and creative thinking.
Focus area 3.4 Select and use resources
Demonstrate knowledge of a range of Select and/or create and use a range Assist colleagues to create, select Model exemplary skills and lead
resources, including ICT, that engage of resources, including ICT, to engage and use a wide range of resources, colleagues in selecting, creating and
students in their learning. students in their learning. including ICT, to engage students in evaluating resources, including ICT, for
their learning. application by teachers within or beyond
the school.
14 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 3.5 Use effective classroom communication
Demonstrate a range of verbal and Use effective verbal and non-verbal Assist colleagues to select a wide Demonstrate and lead by example
non-verbal communication strategies to communication strategies to support range of verbal and non-verbal inclusive verbal and non-verbal
support student engagement. student understanding, participation, communication strategies to support communication using collaborative
engagement and achievement. students’ understanding, engagement strategies and contextual knowledge
and achievement. to support students’ understanding,
engagement and achievement.
Focus area 3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of Evaluate personal teaching and Work with colleagues to review current Conduct regular reviews of teaching and
strategies that can be used to evaluate learning programs using evidence, teaching and learning programs using learning programs using multiple sources
teaching programs to improve student including feedback from students and student feedback, student assessment of evidence including: student assessment
learning. student assessment data, to inform data, knowledge of curriculum and data, curriculum documents, teaching
planning. workplace practices. practices and feedback from parents/
carers, students and colleagues.
Focus area 3.7 Engage parents/carers in the educative process
Describe a broad range of strategies Plan for appropriate and contextually Work with colleagues to provide Initiate contextually relevant processes to
for involving parents/carers in the relevant opportunities for parents/ appropriate and contextually relevant establish programs that involve parents/
educative process. carers to be involved in their children’s opportunities for parents/carers to be carers in the education of their children
learning. involved in their children’s learning. and broader school priorities and activities.
Australian Professional Standards for Teachers, AITSL 15Contents
Professional Practice
Standard 4: Create and maintain supportive and safe learning environments
Graduate Proficient Highly Accomplished Lead
Focus area 4.1 Support student participation
Identify strategies to support inclusive Establish and implement inclusive Model effective practice and support Demonstrate and lead by example the
student participation and engagement and positive interactions to engage colleagues to implement inclusive development of productive and inclusive
in classroom activities. and support all students in classroom strategies that engage and support all learning environments across the school
activities. students. by reviewing inclusive strategies and
exploring new approaches to engage and
support all students.
Focus area 4.2 Manage classroom activities
Demonstrate the capacity to organise Establish and maintain orderly Model and share with colleagues a Initiate strategies and lead colleagues
classroom activities and provide clear and workable routines to create an flexible repertoire of strategies for to implement effective classroom
directions. environment where student time is classroom management to ensure all management and promote student
spent on learning tasks. students are engaged in purposeful responsibility for learning.
activities.
Focus area 4.3 Manage challenging behaviour
Demonstrate knowledge of practical Manage challenging behaviour by Develop and share with colleagues Lead and implement behaviour
approaches to manage challenging establishing and negotiating clear a flexible repertoire of behaviour management initiatives to assist
behaviour. expectations with students and address management strategies using expert colleagues to broaden their range of
discipline issues promptly, fairly and knowledge and workplace experience. strategies.
respectfully.
16 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 4.4 Maintain student safety
Describe strategies that support students’ Ensure students’ wellbeing and safety Initiate and take responsibility for Evaluate the effectiveness of student
wellbeing and safety working within school within school by implementing school implementing current school and/ wellbeing policies and safe working
and/or system, curriculum and legislative and/ or system, curriculum and legislative or system, curriculum and legislative practices using current school and/
requirements. requirements. requirements to ensure student wellbeing or system, curriculum and legislative
and safety. requirements and assist colleagues to
update their practices.
Focus area 4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the Incorporate strategies to promote the Model, and support colleagues to develop, Review or implement new policies and
relevant issues and the strategies available safe, responsible and ethical use of ICT in strategies to promote the safe, responsible strategies to ensure the safe, responsible
to support the safe, responsible and learning and teaching. and ethical use of ICT in learning and and ethical use of ICT in learning and
ethical use of ICT in learning and teaching. teaching. teaching.
Australian Professional Standards for Teachers, AITSL 17Contents
Professional Practice
Standard 5: Assess, provide feedback and report on student learning
Graduate Proficient Highly Accomplished Lead
Focus area 5.1 Assess student learning
Demonstrate understanding of Develop, select and use informal and Develop and apply a comprehensive Evaluate school assessment policies
assessment strategies, including formal, diagnostic, formative and range of assessment strategies to and strategies to support colleagues
informal and formal, diagnostic, summative assessment strategies to diagnose learning needs, comply with with: using assessment data to diagnose
formative and summative approaches assess student learning. curriculum requirements and support learning needs, complying with curriculum,
to assess student learning. colleagues to evaluate the effectiveness system and/or school assessment
of their approaches to assessment. requirements and using a range of
assessment strategies.
Focus area 5.2 Provide feedback to students on their learning
Demonstrate an understanding of Provide timely, effective and appropriate Select from an effective range of Model exemplary practice and initiate
the purpose of providing timely and feedback to students about their strategies to provide targeted feedback programs to support colleagues in
appropriate feedback to students about achievement relative to their learning based on informed and timely applying a range of timely, effective and
their learning. goals. judgements of each student’s current appropriate feedback strategies.
needs in order to progress learning.
Focus area 5.3 Make consistent and comparable judgements
Demonstrate understanding of Understand and participate in Organise assessment moderation Lead and evaluate moderation activities
assessment moderation and its assessment moderation activities to activities that support consistent and that ensure consistent and comparable
application to support consistent and support consistent and comparable comparable judgements of student judgements of student learning to
comparable judgements of student judgements of student learning. learning. meet curriculum and school or system
learning. requirements.
18 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 5.4 Interpret student data
Demonstrate the capacity to interpret Use student assessment data Work with colleagues to use data Coordinate student performance and
student assessment data to evaluate to analyse and evaluate student from internal and external student program evaluation using internal and
student learning and modify teaching understanding of subject/content, assessments for evaluating learning external student assessment data to
practice. identifying interventions and modifying and teaching, identifying interventions improve teaching practice.
teaching practice. and modifying teaching practice.
Focus area 5.5 Report on student achievement
Demonstrate understanding of a range Report clearly, accurately and Work with colleagues to construct Evaluate and revise reporting and
of strategies for reporting to students respectfully to students and parents/ accurate, informative and timely reports accountability mechanisms in the school
and parents/carers and the purpose of carers about student achievement, to students and parents/carers about to meet the needs of students, parents/
keeping accurate and reliable records making use of accurate and reliable student learning and achievement. carers and colleagues.
of student achievement. records.
Australian Professional Standards for Teachers, AITSL 19Contents
Professional Engagement
Standard 6: Engage in professional learning
Graduate Proficient Highly Accomplished Lead
Focus area 6.1 Identify and plan professional learning needs
Demonstrate an understanding of Use the Australian Professional Analyse the Australian Professional Use comprehensive knowledge of
the role of the Australian Professional Standards for Teachers and advice Standards for Teachers to plan personal the Australian Professional Standards
Standards for Teachers in identifying from colleagues to identify and plan professional development goals, for Teachers to plan and lead the
professional learning needs. professional learning needs. support colleagues to identify and development of professional learning
achieve personal development goals policies and programs that address the
and pre-service teachers to improve professional learning needs of colleagues
classroom practice. and pre-service teachers.
Focus area 6.2 Engage in professional learning and improve practice
Understand the relevant and Participate in learning to update Plan for professional learning by Initiate collaborative relationships
appropriate sources of professional knowledge and practice, targeted to accessing and critiquing relevant to expand professional learning
learning for teachers. professional needs and school and/or research, engage in high quality opportunities, engage in research,
system priorities. targeted opportunities to improve and provide quality opportunities and
practice and offer quality placements placements for pre-service teachers.
for pre-service teachers where
applicable.
Focus area 6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback Contribute to collegial discussions Initiate and engage in professional Implement professional dialogue within the
from supervisors and teachers to and apply constructive feedback from discussions with colleagues in a range school or professional learning network(s)
improve teaching practices. colleagues to improve professional of forums to evaluate practice directed that is informed by feedback, analysis of
knowledge and practice. at improving professional knowledge current research and practice to improve
and practice, and the educational the educational outcomes of students.
outcomes of students.
20 Australian Professional Standards for Teachers, AITSLContents
Graduate Proficient Highly Accomplished Lead
Focus area 6.4 Apply professional learning and improve student learning
Demonstrate an understanding of the Undertake professional learning Engage with colleagues to evaluate the Advocate, participate in and lead
rationale for continued professional programs designed to address effectiveness of teacher professional strategies to support high-quality
learning and the implications for identified student learning needs. learning activities to address student professional learning opportunities for
improved student learning. learning needs. colleagues that focus on improved student
learning.
Australian Professional Standards for Teachers, AITSL 21Contents
Professional Engagement
Standard 7: Engage professionally with colleagues, parents/carers and the community
Graduate Proficient Highly Accomplished Lead
Focus area 7.1 Meet professional ethics and responsibilities
Understand and apply the key Meet codes of ethics and conduct Maintain high ethical standards and Model exemplary ethical behaviour
principles described in codes of established by regulatory authorities, support colleagues to interpret codes of and exercise informed judgements in
ethics and conduct for the teaching systems and schools. ethics and exercise sound judgement in all professional dealings with students,
profession. all school and community contexts. colleagues and the community.
Focus area 7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, Understand the implications of and Support colleagues to review and Initiate, develop and implement relevant
administrative and organisational comply with relevant legislative, interpret legislative, administrative, and policies and processes to support
policies and processes required for administrative, organisational and organisational requirements, policies colleagues’ compliance with and
teachers according to school stage. professional requirements, policies and and processes. understanding of existing and new
processes. legislative, administrative, organisational
and professional responsibilities.
Focus area 7.3 Engage with the parents/carers
Understand strategies for working Establish and maintain respectful Demonstrate responsiveness in all Identify, initiate and build on opportunities
effectively, sensitively and confidentially collaborative relationships with parents/ communications with parents/carers that engage parents/carers in both the
with parents/carers. carers regarding their children’s about their children’s learning and progress of their children’s learning and in
learning and wellbeing. wellbeing. the educational priorities of the school.
Focus area 7.4 Engage with professional teaching networks and broader communities
Understand the role of external Participate in professional and Contribute to professional networks and Take a leadership role in professional
professionals and community community networks and forums to associations and build productive links and community networks and support
representatives in broadening teachers’ broaden knowledge and improve with the wider community to improve the involvement of colleagues in external
professional knowledge and practice. practice. teaching and learning. learning opportunities.
22 Australian Professional Standards for Teachers, AITSLContents
Glossary
Item AITSL
Accreditation Endorsement that a program meets approved standards.
Advocate Promote a view or position or provide support to others.
Assessment – formal Evaluating student performance through a structured (often written) assessment.
Assessment – formative Evaluating student learning to provide feedback to students and devise/change teaching and learning programs.
Assessment – informal Evaluating student performance through techniques such as observation and anecdotal records
Assessment – summative Evaluating student achievement of learning goals at a point in time.
Broad Ensuring variety, not narrow or limited; i.e. comprehensive in content, knowledge, experience, ability, or application.
Career stage Benchmarks which recognise the professional growth of teachers throughout their careers, represented by increasing levels of knowledge, practice and
professional engagement.
Certification Credential attained by teachers who have met specified requirements.
Classroom Physical environment where learning takes place, including:
• classrooms in schools
• rooms in early childhood education and care services
• other areas where teaching and learning occurs.
Collaboration Working with one or more colleagues to achieve a common goal.
Colleague Other professionals and paraprofessionals (inside and outside the school) including but not limited to, teachers, principals, specialist teachers, pre-service
teachers, industry partners, education assistants, teachers’ aides.
Context The set of circumstances or facts that surround a particular event, situation or environment.
Australian Professional Standards for Teachers, AITSL 23Contents
Glossary
Item AITSL
Curriculum content What teachers are expected to teach and students are expected to learn. Curriculum content includes knowledge, skills and understanding that students
are expected to learn and is usually described for a particular learning area at a particular year level.
Demonstrate To show or make evident knowledge and/or understanding.
Effective teaching strategies Strategies which research and workplace knowledge suggests contribute to successful learning outcomes for students.
Evidence Data that is considered reliable and valid which can be used to support a particular idea, conclusion or decision.
Exemplary A high standard of practice, serving as a model or example for students, colleagues and the community
ICT Information and Communication Technology; the generation and application of knowledge and processes to develop devices, methods and systems.
Learning and teaching program An organised and sequenced program of teaching activities and strategies; assessment strategies and resources.
Learning goals The specific, measurable, attainable, realistic and time-targeted (SMART) objectives set with, by and for students.
Mentor A more experienced person who supports and assists another person to grow and learn in their role.
Lesson Learning, including:
• lessons taught by a teacher in a school
• learning opportunities taught by a teacher in an early childhood setting
• lessons or learning opportunities taught by a teacher in other education settings.
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.
Pre-service teachers Students in initial teacher education programs provided by higher education institutions.
24 Australian Professional Standards for Teachers, AITSLContents
Item AITSL
Range The set of available strategies or tools that can be used in different situations.
Registration Regulatory processes for entry and continued employment in the teaching profession.
School Education settings, including:
• schools
• early childhood education and care services
• other locations where teaching and learning occurs.
Stages of learning Levels of learning aligned to the age or development of students.
Student Learners, including:
• students taught by a teacher in a school
• children taught by a teacher in an early childhood setting
• students / children taught by a teacher in other education settings.
Subject Specific, recognised body of learning that is described in a curriculum document or is the focus of undergraduate studies.
Teaching area The curriculum and learning area/s in which the teacher provides instruction.
Workplace knowledge Knowledge of learning and teaching developed by practitioners within the context of their work environment.
Australian Professional Standards for Teachers, AITSL 25Contents
Notes
1. J Hattie, ‘Teachers make a difference: what is the research 8. Ministerial Council for Education, Employment, Training
evidence?’ Paper presented to Australian Council for and Youth Affairs, Melbourne declaration on educational
Educational Research Annual Conference, Melbourne, goals for young Australians, Melbourne, 2008, viewed
19 – 21 October 2003. 24 November 2010, http://www.curriculum.edu.au/verve/_
resources/National_Declaration_on_the_Educational_
2. Organisation for Economic Co-operation and Development
Goals_for_Young_Australians.pdf
(OECD), Teachers matter: Attracting, developing and
retaining effective teachers, 6th edn, Paris, OECD 9 Although Australian education systems perform strongly
Publishing, 2005. against other OECD countries, low equity is still a
significant issue. In response to this, the Melbourne
3. Council of Australian Governments (COAG), National
Declaration commits to specific actions such as improving
partnership on improving teacher quality, Canberra,
educational outcomes for Indigenous youth and students
2008, viewed 31 January 2011, http://www.coag.gov.au/
with disability.
intergov_agreements/federal_financial_relations/docs/
national_partnership/national_partnership_on_improving_ 10. The terminology ‘initial teacher education’ has replaced the
teacher_quality.pdf term pre-service teacher education.
4. Ministerial Council for Education, Employment, Training 11. Ministerial Council for Education, Employment, Training
and Youth Affairs, Melbourne declaration on educational and Youth Affairs, Melbourne declaration on educational
goals for young Australians, Melbourne, 2008, viewed goals for young Australians, Melbourne, 2008, viewed 31
31 January 2011, http://www.curriculum.edu.au/verve/_ January 2011, p. 11. http://www.curriculum.edu.au/verve/_
resources/National_Declaration_on_the_Educational_ resources/National_Declaration_on_the_Educational_
Goals_for_Young_Australians.pdf Goals_for_Young_Australians.pdf
5. B Jensen, What teachers want: Better teacher 12. RJ Yinger & MS Hendricks-Lee, The language of standards
management, Melbourne, Grattan Institute, 2010, p. 5. and teacher education reform, Educational Policy, 14(1),
2000, 94–106, viewed 18 January 2011,
6. OECD, ‘Teacher evaluation: a conceptual framework and
http://epx.sagepub.com/content/14/1/94
examples of country practice’, paper presented at the
OECD-Mexico workshop, Towards a teacher evaluation 13. ibid.
framework in Mexico: international practices, criteria and
14. In New South Wales (NSW) “accreditation” is the
mechanisms, Mexico City, 1-2 December 2009.
equivalent of “registration”.
7. M Barber & M Mourshed, How the world’s best-performing
15. “Accreditation” in NSW.
school systems come out on top, London, McKinsey &
Company, 2007, p. 13.
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