The Standard is a public statement which sets out what Principals are expected to know, understand and do. It is represented as an integrated model. 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 21 st century
Vision and values Knowledge and understanding Personal qualities, social and interpersonal skills Professional practices 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
Developed to support the knowledge and skills of emerging, aspiring, practicing and experienced school leaders Includes two broad areas: research repository community resources database
recently upgraded advanced searching and browsing links from relevant research to the APSP monthly Reading Lists social media sharing clearinghouse.aitsl.edu.au
www.aitsl.edu.au/360 The 360 o Reflection Tool will provide principals opportunity to: reflect on their leadership capacity monitor change in their leadership behaviour and actions learn more about their strengths better understand and explore opportunities for improvement gather critical feedback on their performance use that feedback to reflect on their leadership and develop a leadership action plan use the feedback as one element of their professional appraisal plan professional learning and development opportunities for themselves.
Teaching quality is the most significant in-school factor affecting student outcomes Students with a highly effective teacher learn twice as much as students with a less effective teacher B Jensen, Better teacher appraisal and feedback, Grattan Institute, 2011
A week in the life of a teacher Lyndall is a primary school teacher working in the outer suburbs of Hobart. She has been a teacher for 7 years and has a range of leadership responsibilities.
Preparation and Selection Lyndall is preparing for a pre service teacher based in her classroom for six weeks as part of their practicum placement. This is a new experience for Lyndall and she is not familiar with the Graduate career stage of the Standards.
preparing to supervise a preservice teacher mapped to the Australian Professional Standards for Teachers free and open to any education professional complete anytime, anywhere Professional Learning
four modules, accessed in any order content is accessed through enquiry based questions film and audio resources support learning forums embedded to share learning
Induction and Personalised Support Lyndall is a mentor to a provisionally registered teacher in her school. The teacher is in their second year of teaching and is working towards full registration
Teachers situate themselves in the Standards Formative tool used by teachers considering Certification Professional Learning Planner Self Assessment Tool (SAT)
SAT Results supports the provisionally registered teacher to self identify areas for development required to meet the Proficient Career Stage
a professional learning planner to support teacher’s meet performance and development goals based on the Standards and aligned to school goals
bring the standards to life situate teachers within the Standards a resource to support professional learning basis for discussion and reflection Illustrations of Practice
Learning and Development Lyndall has a role to play in coordinating the professional learning program for her team. She has been made aware via her Twitter feed of resources to support implementing the Standards on the AITSL website.
Performance Management and Feedback Lyndall is working with the leadership team implementing the performance management framework within the school. Having found the resources page on the AITSL website she is keen to further explore what material is available.
Appraisal, feedback and professional learning are powerful drivers of improvement When done well teachers view appraisal and feedback positively and see it as fair and helpful BUT...
63% of teachers believe that appraisals are done purely to meet administrative requirements 61% of teachers believe that the review of teachers’ work has little impact on classroom teaching OECD Reviews of evaluation and assessment in education: Australia, 2009 99.8% of teachers had a satisfactory performance review, yet principals estimated 30% were underperformers Grattan Institute (Better Teacher Appraisal and Feedback): Australia, 2011
Recognition Reward and Career Growth Lyndall is continually improving and developing professionally and is looking towards career progression. She is thinking about pursuing certification at the Highly Accomplished or Lead career stage.
recognise and promote quality teaching opportunity for teachers to reflect on practice reliable indication of quality teaching used to identify, recognise and/or reward Highly Accomplished and Lead teachers Certification
Teacher Toolkit One place to locate all practical and interactive resources supporting teacher quality
Teacher Feature Great Teaching Ideas Student Voice Three places for teachers to join education conversations and share ideas
Based on the Australian Professional Standards for Teachers An important tool for ensuring an effective performance and development culture within schools Part of the Certification process
The Australian Professional Standards for Teachers available on mobiles and tablets A resource to collect and annotate evidence aligned to the Standards
A newly launched project focussing on student engagement in learning Developing professional practices to support the successful delivery of the Australian Curriculum in an increasingly digital and globalised environment