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
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A professional learning culture
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Charter in action
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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
www.aitsl.edu.au/professionallearning
Dual purpose:
•
improvement
•
career progression
Map progression:
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Graduate
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Proficient
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Highly Accomplished
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Lead
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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:
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Relevant
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Collaborative
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Futures Focused
Crucial role of evaluation of professional learning
Relevant
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current research
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new solutions
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timely
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identified student
needs
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school goals
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matched to learner
View the video for this example online:
http://www.teacherstandards.aitsl.edu.au/Illustration
s/Details/IOP00017
Collaborative
•
observe
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reflect
•
coach
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interact with experts
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create learning
communities
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seek feedback
•
mentor
View the video for this example online:
http://www.teacherstandards.aitsl.edu.au/Illu
strations/Details/IOP00079
Future Focused
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future needs
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theorise
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high-level skills
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change
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explore research
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innovate
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challenge
View the video for this example online:
http://www.teacherstandards.aitsl.edu.au/Illust
rations/Details/IOP00046
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sophisticated, robust, multi-method
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built in at the start
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focuses on changes in teacher and leader practice
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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