Key actions: No national regulator, but AITSL to drive improvement Provisional and full accreditation Clear and explicit instructions for providing evidence of impact Work with jurisdictional accreditation panels to improve the rigour of the accreditation process Establish a closer working relationship with TEQSA Ongoing monitoring and revision of the accreditation standards Key actions: Identify best practices in sophisticated selection processes Develop criteria to assist universities select the right applicants, making clear the academic qualities expected of teachers Identify examples of selection tools which examine the personal attributes of candidates Universities to publish information on selection processes All graduates must pass a literacy and numeracy test Key actions: Professional experience to occur early in programs Identify best practice examples of practical experience in Australia Develop essential requirements of effective practical experience Develop model partnership agreements and other supporting materials Outline and publish clear expectations of teachers supervising practical experience Key actions: Develop a framework for the assessment of teacher education students Provide guidance to universities and schools in how teacher education students should be supported including collection of evidence of classroom readiness Require universities to make sure every new primary teacher graduates with a subject specialisation Develop a consistent national approach to induction Key actions: Establish a national focus on research into teacher education effectiveness and teaching practice Coordinate existing data sources, to support managing workforce needs Review the Graduate level of the Teacher Standards Focus on demonstrating program impact Focus on assessment of graduates Commitment to generating an evidence base Stage One Stage Two Annual Reporting Rationale for course design Evidence against program standards Evidence against graduate standards Plan for demonstrating impact Analysis of evidence of impact Graduate performance Graduate outcomes Plan for evidence collection Ongoing adherence to program standards Data collected against the plan for demonstrating impact Standard data Significant changes and their rationale Providers select, interpret and act on evidence Should be: Relevant Fair Authentic Formative Contributes to a national evidence base Graduate performance Assessment of all the teacher standards Formative assessment of classroom performance observation Summative assessment of classroom performance reliable, valid, authentic and moderated Includes impact on student learning Graduate outcomes Participate in national or jurisdictional collections Follow up issues of interest to the provider May include: Employment Graduate and employer satisfaction Registration Teaching performance Literacy and numeracy National test Assessment of other aspects Develop your own plan, in discussion with colleagues. What could you use as evidence: Now? In the future? Now share your plans. Are they convincing? Would you accredit this program? What additional information would you need? Keep up to date with AITSLs work on the reform agenda Follow our social media channels