Australian Professional Standards for Teachers …

1 Domains of Teaching Professional Engagement Australian Professional Standards for Teachers (Extract). The Standards are grouped into three domains of teaching: Teachers model effective learning. They identify their own Professional Knowledge, Professional Practice and learning needs and analyse, evaluate and expand their Professional Engagement. In practice, teaching draws on Professional learning both collegially and individually. aspects of all three domains. Teachers demonstrate respect and professionalism in all Proficient Career Stage Professional Knowledge their interactions with students, colleagues, parents/carers and the community. They are sensitive to the needs of Teachers draw on a body of Professional knowledge and parents/carers and can communicate effectively with them research to respond to the needs of their students within about their children's learning.

2 Their educational contexts. Teachers value opportunities to engage with their school Teachers know their students well, including their diverse communities within and beyond the classroom to enrich the linguistic, cultural and religious backgrounds. They know educational context for students. They understand the links The Crucial Role of the teacher Purpose of the Standards how the experiences that students bring to their classroom between school, home and community in the social and Teachers share a significant responsibility in preparing The Australian Professional Standards for Teachers is a affect their continued learning. They know how to structure intellectual development of their students. young people to lead successful and productive lives. public statement of what constitutes teacher quality. They their lessons to meet the physical, social and intellectual The Australian Professional Standards for Teachers (the define the work of Teachers and make explicit the elements development and characteristics of their students.)

3 Proficient Teachers Standards ) reflect and build on national and international of high-quality, effective teaching in 21st century schools Teachers know the content of their subjects and curriculum. Proficient Teachers meet the requirements for full registration evidence that a teacher 's effectiveness has a powerful that will improve educational outcomes for students. The They know and understand the fundamental concepts, through demonstrating achievement of the seven Standards impact on students, with broad consensus that teacher Standards do this by providing a framework which makes structure and enquiry processes relevant to programs they at this level. quality is the single most important in-school factor clear the knowledge, practice and Professional engagement teach. Teachers understand what constitutes effective, influencing student achievement. Effective Teachers can be required across Teachers ' careers.

4 They present a common developmentally appropriate strategies in their learning and These Teachers create effective teaching and learning a source of inspiration and, equally importantly, provide a understanding and language for discourse between teaching programs and use this knowledge to make the experiences for their students. They know the unique dependable and consistent influence on young people as Teachers , teacher educators, teacher organisations, content meaningful to students. backgrounds of their students and adjust their teaching to they make choices about further education, work and life. Professional associations and the public. meet their individual needs and diverse cultural, social and Through their teaching practice, Teachers develop students' linguistic characteristics. They develop safe, positive and The greatest resource in Australian schools is our Teachers .

5 teacher Standards also inform the development of literacy and numeracy within their subject areas. They are productive learning environments where all students are They account for the vast majority of expenditure in Professional learning goals, provide a framework by which also able to use Information and Communication Technology encouraged to participate. school education and have the greatest impact on student Teachers can judge the success of their learning and assist to contextualise and expand their students' modes and learning, far outweighing the impact of any other education self-reflection and self-assessment. Teachers can use breadth of learning. They design and implement engaging teaching programs program or policy'.i the Standards to recognise their current and developing that meet curriculum, assessment and reporting capabilities, Professional aspirations and achievements.

6 Professional Practice requirements. They use feedback and assessment to Internationally and locally, education systems are developing analyse and support their students' knowledge and Professional Standards for Teachers to attract, develop, The Standards could also be used as the basis for a Teachers are able to make learning engaging and valued. Professional accountability model, helping to ensure that understanding. Proficient Teachers use a range of sources, recognise and retain quality Teachers . They are able to create and maintain safe, inclusive and Teachers can demonstrate appropriate levels of Professional including student results, to evaluate their teaching and to challenging learning environments and implement fair and equitable behaviour management plans. They use adjust their programs to better meet student needs. Professional Standards for Teachers knowledge, Professional practice and Professional engagement.

7 Sophisticated communication techniques. Proficient Teachers are active participants in their profession Developing Professional Standards for Teachers that can and with advice from colleagues identify, plan and evaluate guide Professional learning, practice and engagement The Australian Professional Standards for Teachers are Teachers have a repertoire of effective teaching strategies organised into four career stages and guide the preparation, their own Professional learning needs. facilitates the improvement of teacher quality and contributes and use them to implement well-designed teaching support and development of Teachers . The stages reflect positively to the public standing of the profession. The key programs and lessons. They regularly evaluate all aspects Proficient Teachers are team members. They work the continuum of a teacher 's developing Professional elements of quality teaching are described in the Standards .

8 Of their teaching practice to ensure they are meeting the collaboratively with colleagues; they seek out and are expertise from undergraduate preparation through to being They articulate what Teachers are expected to know and be learning needs of their students. They interpret and use responsive to advice about educational issues affecting an exemplary classroom practitioner and a leader in the able to do at four career stages: Graduate, Proficient, Highly student assessment data to diagnose barriers to learning their teaching practice. They communicate effectively with profession. Accomplished and Lead. and to challenge students to improve their performance. their students, colleagues, parents/carers and community members. They behave professionally and ethically in all The Standards and their descriptors represent an analysis The Graduate Standards underpin the accreditation of initial They operate effectively at all stages of the teaching teacher education programs.

9 Graduates from accredited forums. of effective, contemporary practice by Teachers throughout and learning cycle, including planning for learning and programs qualify for registration in each state and territory. Australia. assessment, developing learning programs, teaching, assessing, providing feedback on student learning and The Standards support the Melbourne Declaration, which The Proficient Standards underpin processes for full reporting to parents/carers. describes aspirations for all young Australians for the next registration as a teacher and support the requirements of decade. This commits Australian Education Ministers to the nationally consistent teacher registration. specific educational goals that Australian schooling promotes The Standards at the career stages of Highly Accomplished equity and excellence and that all young Australians and Lead will inform voluntary certification.

10 Will become successful learners, confident and creative individuals, and active and informed citizens. All Australian governments, universities, school sectors and individual Focus Areas and Descriptors schools have a responsibility to work together to support The focus areas and descriptors identify the components high-quality teaching and school leadership, including by of quality teaching at each career stage. They constitute enhancing pre-service teacher education'.ii agreed characteristics of the complex process of teaching. An effective teacher is able to integrate and apply knowledge, practice and Professional engagement as Notes: outlined in the descriptors to create teaching environments in i. B Jensen, What Teachers want: Better teacher management, Melbourne, which learning is valued. The Australian Professional Standards for Teachers were endorsed Grattan Institute, 2010, p.