National Professional Standards for Teachers

Focus Role of the Australian Institute for Teaching and School Leadership Background on the National Professional Standards for Teachers Application of the Standards in schools to enhance professional practice

Australian Institute for Teaching and School Leadership Not big Not government Not commercial provider Not a regulator Have a remit from all state and territory Education Ministers to improve the quality of teaching and school leadership

AITSL works with the education community to: Set and maintain standards for excellence in teaching and school leadership Lead and influence excellence in teaching and school leadership Support and recognise excellence in teaching and school leadership

Excellence in teaching and school leadership: A learning system National professional standards for teachers and principals National professional standards for teachers and principals Preparation, induction and personalised support at every stage Recognition, reward and career growth Recruiting and selecting the best Performance management and feedback Learning opportunities, time and resources

Focus National professional standards for teachers and principals Preparatio n, induction and personalis ed support at every stage Recogniti on, reward and career growth Recruiting and selecting the best Performance management and feedback Learning opportunities, time and resources

National Professional Standards for Teachers

Public statement of what constitutes teacher quality Define the work of teachers and make explicit the elements of high quality, effective teaching in 21st Century schools Provide a framework which makes explicit the knowledge, practice and professional engagement required across teachers’ careers Present a common understanding and language for discourse between teachers, teacher educators, teacher organisations, principal and professional associations and the public

Extensive national process drawing on research, expert knowledge and consultation with the profession and key educationalists and validation by teachers Responses contributed to the reshaping and refining of the Standards The Standards and descriptors represent an analysis of effective, contemporary practice of teachers and informed by teachers’ understanding of what it required at different career stages Standards have been shaped by the profession Development of the National Professional Standards for Teachers

National Professional Standards for Teachers Used well have potential to: attract prepare develop support teachers

The National Professional Standards for Teachers

Descriptors

National Professional Standards for Teachers and professional learning

Use of Standards for planning professional learning Provide the foundation for reflective teacher practice and self assessment and the basis for planning targeted professional development Recognise current and developing capabilities, professional aspirations and achievements Spark dialogue among teachers and school leaders on what is expected of effective teachers A common language for classroom observations as a valuable way for teachers to learn from each Inform whole-school professional development and strategic planning

Draft Australian Charter for the Professional Learning of Teachers and School Leaders The Australian Charter for the Professional Learning of Teachers and School Leaders articulates the central importance of ongoing professional learning to achievement, development and progression against the National Professional Standards for Teachers and the National Professional Standard for Principals. A resource to inform and influence the planning, design and evaluation of those who use, provide and fund professional learning.

Draft Australian Charter for the Professional Learning of Teachers and School Leaders Characteristics of professional learning Professional learning activities and experiences that work Evaluation is crucial

Draft Australian Charter for the Professional Learning of Teachers and School Leaders AITSL is seeking feedback on the Charter and advice from the profession, interested stakeholders and the broader community about how best it can support the establishment of a vibrant national professional learning culture Specific consultation and engagement opportunities and activities will be advertised broadly Feedback to

Use of the Standards for professional learning Discuss In your role as a school leader and/or teacher: What do you do to support teacher development and reflection on teaching practice in your school? How do you think you will engage in Standards-referenced professional learning?

National Professional Standards for Teachers - supporting documentation

Situating the Standards in practice

Standard in practice

National Professional Standards for Teachers Discuss How might supporting documentation be useful in enhancing teacher professional practice? What do you think will support principals to implement the Standards in local school contexts?

National Professional Standards for Teachers Pilots

Pilots – Use of Standards Purpose: To pilot the use of the Standards within existing systems and structures to provide AITSL with advice about what further support is required for implementation of the Standards University of New England have been engaged as AITSL’s research partner

Groupings of pilot projects Professional Development: support structures and processes at the individual teacher, network and system levels Teacher self-reflection: developing professional growth plans using the Standards as a framework Initial Teacher Education and Registration the importance of partnerships and mentoring Parents and Community – Students: identifying key teacher attributes and building on feedback

Pilots – key preliminary findings Use of Standards and professional development Standards are being successfully used as a framework to guide professional learning across career stages Links between planned professional learning and available professional development courses Mapping currently available professional development courses to the Standards in order to clarify the processes that support teacher professional learning at the proficient career stage

Pilots – preliminary findings Importance of having a culture of professional conversations about teaching within a school Use of an online platform to facilitate conversations around a professional learning focus when groups of teachers are geographically separated Use of Standards and professional learning

Pilots – preliminary findings Use of Standards and teacher self-reflection Use of an observation tool provided a common language for discussion and reflection Processes undertaken by teachers as they engaged with Standards provided an affirmation of practice Benefits of self-reflection to inform the direction of professional learning were further reinforced

Pilots – preliminary findings Use of Standards and mentoring in initial teacher education and registration Importance of necessary organisational structures and processes that strengthen the partnership between universities, mentor teachers and pre-service teachers Benefits that early career teachers gain from collaborative discussions with mentors about the Standards and gathering evidence from daily work that exemplify the descriptors

Pilots – preliminary findings Use of Standards and parent communities and building on feedback Distinct differences that parents identified in teacher attributes at different career stages Question raised about their existing notions of what ‘lead’ teacher is – leadership role or lead teacher in a classroom who may not be a ‘visible teacher’

Pilots – preliminary findings Use of Standards and parent communities and building on feedback Importance of establishing authentic and respectful relationships with Aboriginal and Torres Strait Islander communities has been emphasised More productive communication with parents about student learning

o Make explicit the role of quality school leadership in raising standards for the 21st century o Unify the profession nationally National Professional Standard for Principals

“Having been through school education, most of us can remember the teacher who inspired us and who was fundamental to our learning and development. And for many of us, there were also experiences with less effective teachers. So it is not surprising that research consistently shows that quality teachers are the most significant influence on student performance.” Dr Ben Jensen, (2010). What Teachers Want: Better Teacher Management. Grattan Institute

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