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TASS is an Australia-Indonesia Government Partnership
Managed by the Palladium Group
Management of Education Standards Across AustraliaA CASE STUDY OF NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS AND PRINCIPALS AND NATIONAL STANDARDS FOR TEACHER EDUCATION
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Looking at the management of
Educational Standards across Australia
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The Federal Government
The Federal or Commonwealth Government is responsible for the
conduct of national affairs. They fund the state education agenda
which must commit to national priorities including:
• Young people are meeting basic literacy and numeracy standards
• Australian students excel by international standards.
• Young people make a successful transition from school to work and
further study.
• Schooling promotes social inclusion and reduces the educational
disadvantage of children, especially Aboriginal and Torres Strait
Islander children.
• There is a suite of national partnerships associated with the funding
and implementation of specific programs including Improving
Teacher Quality for Literacy and Numeracy, Low Socio-Economic
Status School Communities, Early Childhood Education and Care,
Youth Attainment and Transitions.
State or Territory Government
Each state has its own constitution setting out its system of
government. They are responsible for education but must adhere to
the federal government tied funding requirements. They must comply
with ACARA (Curriculum, Assessment, and Reporting) and AITSL (the
Australian Institute for Teaching and School Leadership) requirements
Roles and Responsibilities of Federal and State
Governments
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Looking at Teacher and Principal Professional Standards
in Australia
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Introducing AITSL’s work
AITSL works with the education community to:
o Set and maintain standards for excellence in
preservice teaching, teaching and school leadership
o Lead and influence excellence in teaching and school
leadership
o Support and recognise excellence in teaching and
school leadership
o Provide current and significant research and
programs
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AITSL’s work
o Australian Charter for the Professional Learning of
Teachers and School Leaders
o National Professional Standards for Teachers
o National Professional Standard for Principals
o Professional Learning Flagship Programs
o Professional standards for Initial Teacher Education
(universities)
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The Standards:
• are a public statement of what constitutes quality teaching.
• define the work of teachers.
• make explicit the elements of high quality, effective teaching in 21st century schools.
• provide a framework that describes the knowledge, practice and professional engagement required across teachers’ careers.
• provide a common language between teachers, teacher educators, educational organisations and the public.
THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHING
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The four career stages in the Standards provide benchmarks to
recognise the professional growth of teachers throughout their careers.
Dual purpose:
• improvement
• career progression
Mandatory levels:
• Graduate Teacher
• Proficient Teacher
Voluntary levels:
• Highly Accomplished
• Lead Teacher
THE FOUR CAREER STAGES
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Professional Knowledge
Standard 1 Know students and how they learn
Standard 2 Know the content and how to teach it
Professional Practice
Standard 3 Plan and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments
Standard 5 Assess, provide feedback and report on student learning
Professional Engagement
Standard 6 Engage in professional learning
Standard 7 Engage professionally with colleagues, parents/carers and the community
SEVEN STANDARDS
www.nswteachers.nsw.edu.au
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ORGANISATION OF THE STANDARDS
Standard Descriptor/s
Career
Stage
Standard
Focus
www.nswteachers.nsw.edu.au
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Australian Professional Standards for Teachers Learning Tools
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Looking at Classroom
Practice
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The Australian Professional Standards for Teachers and their applications
Australian Professional Standards for
Teachers
Graduate ProficientHighly
AccomplishedLead
Accreditation of
Initial Teacher
Education
Programs
Accreditation of
Proficient
Teachers
(All Teachers)
Accreditation of
Highly
Accomplished
Teachers
Accreditation of
Lead Teachers
Australian Teacher Performance and Development Framework
Australian Charter for the Professional Learning of Teachers and School Leaders
Improvement
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The Australian Professional
Standard for Principals
o The Standard captures the crucial
elements of a principal’s role in:
raising student achievement
ensuring equity and excellence
creating a school where quality
teaching and learning thrive
meeting the needs of the
community
helping to shape the wider
education system.
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What is the Standard?
o The Standard is a public statement which sets out what
Principals are expected to know, understand and do.
o It is represented as an integrated model.
o The Standard aims to:
define the role and unify the profession nationally
describe professional practice in a common language
make explicit the role of quality school leadership in
raising standards for the 21st century
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The Australian Professional Standard for Principals
Vision
and
values
Knowledge
and
understanding
Personal
qualities,
social and
interpersonal
skills
Professionalpractices
Leading teaching and learning
Developing self and others
Leading improvement, innovation and change
Leading the management of the school
Engaging and working with the community
High quality
learning,
teaching
and
schooling
The standard for principals : The role in action
Leadership requirements
Successful
learners,
confident
creative
individuals
and active
informed
citizens*
Context: School, sector, community: socio-economic, geographic: and education
systems at local, regional, national and global levels
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Why is the Standard so important?
o To :
provide a framework for professional learning
attract, develop and support principals
guide self improvement and
assessment
guide the management of
self and others
communicate the role to
the wider community
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How can the Australian Standard for Principals be used to
support your professional growth?
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Where did the Leadership Profiles
come from?
Australian
Professional Standard
for Principals (2011)
360°Reflection Tool
(2013)
Leadership Profiles
(2014)
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Coaching and
mentoring
Talent development
and succession
Identifying professional
learning for self and
leadership teamSelf and
leadership team
reflection
For current and aspiring principals
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For system leaders
Identifying professional learning
for individuals and groups
Selection and
recruitment
Performance and
development
Talent development
and succession
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Model of Behaviour change
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Awareness
EXAMPLE
Ben has always struggled with giving feedback to under-
performing staff. He has become aware that, in his new role, he
will need to engage in these difficult conversations to embed
his leadership and bring about whole-school improvement.
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Attitude
EXAMPLEBen is determined to overcome his reluctance to say what
he is thinking and stop skirting around difficult issues. He
feels that, in the past, he has not been sufficiently honest
and direct with staff. His commitment to becoming an
effective leader has given him the drive and confidence to
believe he can tackle this reluctance.
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Knowledge
EXAMP
LE To build his knowledge about providing negative feedback, Ben
uses the online Leadership Profiles resources to explore how to
develop his interpersonal skills and relationships with others. In
his research, he comes across ‘Fierce Conversations’ by Susan
Scott and finds the case studies and exercises are really helpful
in planning what he is going to do.
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Action
EXAMPLEBen discusses the approach he plans to take with his mentor
and begins by tackling an issue that has been troubling him
since he arrived at the school – the lack of punctuality of two
members of staff.
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Behaviour change
EXAMPLEBen begins to realise that people expect him to be truly
authentic in his role. Far from ‘damaging’ those he has
robust conversations with, they start to respect him and take
on board his feedback.
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Principals promote the benefits of professional learning to all staff and make sure that their willingness and efforts to learn and improve are recognised. They develop and implement an organisational vision which links all learning and development activities to better student outcomes ………
Profiles: Progressive and increasing in proficiency
Principals create challenging roles, responsibilities and opportunities for senior leaders that leverage and grow the talents of others. They build and sustain a coaching and mentoring culture… and have a system of peer review and feedback in place ………
Statement of later proficiency
Statement of early proficiency
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Leadership through different lenses
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Model of professional practice
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Screengrab of Clearinghouse
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What makes great teachers and school leaders?
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