The Australian Charter for the Professional Learning of Teachers and School Leaders Understanding the Charter

What is the Charter? Why develop a Charter? Where does it fit? Purpose Key features A professional learning culture Charter in action

Companion document to the Australian Professional Standards for Teachers, the Australian Professional Standard for Principals and the Australian Teacher Performance and Development Framework A resource for planning, design and evaluation of professional learning For more information and resources

Dual purpose: improvement career progression Map progression: Graduate Proficient Highly Accomplished Lead

Affirms the importance of learning in improving the professional knowledge, practice and engagement of all teachers and school leaders to achieve improvement in student outcomes Articulates the expectation that all teachers and school leaders actively engage in professional learning throughout their careers Describes the characteristics of a high quality professional learning culture and of effective professional learning

Articulates the central importance of professional learning to teacher quality and student learning. Three key characteristics: Relevant Collaborative Futures Focused Crucial role of evaluation of professional learning

Relevant current research new solutions timely identified student needs school goals matched to learner View the video for this example online: s/Details/IOP00017

Collaborative observe reflect coach interact with experts create learning communities seek feedback mentor View the video for this example online: strations/Details/IOP00079

Future Focused future needs theorise high-level skills change explore research innovate challenge View the video for this example online: rations/Details/IOP00046

sophisticated, robust, multi-method built in at the start focuses on changes in teacher and leader practice tracks change over the short, medium and long term

Is there a professional learning culture? Is there: data and evidence of student work underpinning professional learning evaluation of professional learning occurring leaders supporting ongoing adult learning and risk taking collective responsibility for improving practice disciplined collaboration high levels of trust, interaction and inter-dependence structures, explicit planning and time; and alignment between performance, development and professional learning activities?

Select the most relevant card, or combination of cards, to meet a particular need for development within your professional learning context