2. 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

3. 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

4. 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

5. 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

6. 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

7.  Focus on demonstrating program impact  Focus on assessment of graduates  Commitment to generating an evidence base

8.  Stage One  Stage Two  Annual Reporting

9.  Rationale for course design  Evidence against program standards  Evidence against graduate standards  Plan for demonstrating impact

10.  Analysis of evidence of impact  Graduate performance  Graduate outcomes  Plan for evidence collection  Ongoing adherence to program standards

11.  Data collected against the plan for demonstrating impact  Standard data  Significant changes and their rationale

12.  Providers select, interpret and act on evidence  Should be:  Relevant  Fair  Authentic  Formative  Contributes to a national evidence base

13.  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

14.  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

15.  Literacy and numeracy  National test  Assessment of other aspects

16.  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?

17.  Keep up to date with AITSL’s work on the reform agenda http://www.aitsl.edu.au/ite-reform http://www.aitsl.edu.au/ite-reform  Follow our social media channels