The National Agenda, Standards
for Teachers & School Leaders.
 New Federalism & AiTSL & Possible future directions.
 The movement from professional guidance to professional
assessment.
 An evidence based approach.
 Increased expectations and school’s preparedness to manage.
Written & compiled by Claire Howard, SSTUWA, with reference to AiTSL documents.
Presented 27th August, 2012
School Leaders’ Council Professional Development
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National Professional Standards for
Principals
Certification of Highly Accomplished and
Lead Teachers
Australian Teacher Performance and
Development Framework
Australian Charter for the Professional
Learning of Teachers and School Leaders.
National Professional Standards for
Teachers
Melbourne Declaration on Educational Goals for
Young Australians December 2008
 The Educational Goals for Young Australians
Goal 1: Australian schooling promotes equity and
excellence
Goal 2: All young Australians become:
I. – Successful learners
II. – Confident and creative individuals
III. – Active and informed citizens
Defining teachersthrough new Federalism
Council of Australian Governments (COAG)
 Standing Council on School Education
and Early Childhood
( the former Ministerial Council for Education, Early Childhood Development
and Youth Affairs (MCEECDYA)
# Priority 2. Promoting Quality teaching and school
leadership
 http://www.mceecdya.edu.au/mceecdya/school_education,27018.html
Teacher classification
 In WA we have long accepted that teachers move from
graduate to senior teacher, with the potential to
become Level 3 teacher.
The new standard now clearly articulate this process
with new definitions.
 Graduate teacher
 Proficient teacher
 Highly Accomplished teacher
 Lead teacher
 3rd August, Minister Garrett as per National Standards for Teachers
Commitment in place
 National Standards for Teachers, February 2011
 Ministers signed off on 3rd August, 2012 Sydney
 In place as of 2013
Recruitment : already utilising National Standards
 Professional knowledge
 Professional practice
 Professional engagement
National Professional Standards
for Teachers - 7 standards
 Standard 1: Know students and how they learn
 Standard 2: Know the content and how to teach it
 Standard 3: Plan for and implement effective teaching and
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learning.
Standard 4: Create and maintain supportive and safe learning
environments.
Standard 5: Assess, provide feedback and report on student
learning.
Standard 6: Engage in professional learning.
Standard 7: Engage professionally with colleagues, parents/carers
and the community.
Teachers: Australian Teacher Performance and
Development Framework
1. Process appraisal based- no longer collaborative
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guidance as per former model- now evidence based
Annual basis – for all teachers
Principals or delegated authority including external
assessors possible particularly with highly accomplished
and lead teachers
Integrated and supported process, with opportunity for
professional development
based on evidence
Evidence based approach to promotion
and or renewal of registration
Every teacher every year
 Performance and development processes may assist teachers to
decide whether they are ready to apply for promotion,
 or for certification as a Highly Accomplished or Lead teacher, and
produce evidence that can be used to support such an application.
 Participation in performance and development processes will also
support beginning teachers move to full registration, and already
registered teachers to renew their registration.
 Performance and development processes will also identify
underperformance, and must relate to processes designed to
manage underperformance.
Supported by access to quality development
opportunities EVIDENCE
> Focus on student outcomes
 > Clear understanding of effective teaching
 > Flexibility to respond to local needs
 > Collective responsibility
 > Support for teachers and school leaders
 > Access to quality development opportunities
 > Monitoring and evaluation of implementation
Not limited to this, templates to be developed.
National professional Standard for
Principals
 It is un clear at this stage how this will mesh with Principal
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Performance Review (PPR) in Local Public Schools and Delivery
and Performance Agreement & Business Plan in IPS.
Principals manage through
-vision & values
-knowledge & understanding
-personal qualities & social & interpersonal skills
 Professor Stephen Dinham OAM
Chair of Teacher Education and Director of Learning and Teaching,
Melbourne Graduate School of Education, University of Melbourne
 “I think we really do need in the standard to spell out why we’re talking
about content standards and not performance standards and what the
distinction actually is.
 The other part of the standard not being a performance standard is
the notion that just because something’s not measured or assessed
doesn’t mean it isn’t important.
 In fact some of the most important aspects of leadership are the
hardest to measure.
 There’s a challenge about the human side of leadership, and
capturing that; passion, social justice, care for the well-being of others
and self, resilience. Doesn’t mean you can’t do it though.
These requirements are enacted through the following
five key professional practices:
Five Key Professional Practices
1.
• leading teaching and learning
2. • developing self and others
3. • leading improvement, innovation and change
4. • leading the management of the school
5. • engaging and working with the community.
Cyclical process
 Involves the principal working collaboratively with
others
Plan and Act
Respond
Review
Evidence based?
 Plan and Act: Assess and diagnose a given situation
develop a plan, allocate resources and implement the
plan consistent with the vision and values of the
school.
 Review: Collect and analyse data and make decisions.
 Respond: Consider how to consolidate the
implementation or determine what to change or alter
how decisions are made.
Neoliberalism & public education
 Neoliberalism is a label for economic liberalization,
free trade, and open markets.
 Neoliberalism supports privatization of state owned
enterprises,
 deregulation of markets, and promotion of the private
sector's role in society.
 In the 1980s, much of neoliberal theory was
incorporated into mainstream economics
Neoliberal frame work
 Autonomy & accountability, marketisation of public sector education
 Based on premise of better results Indentified through PISA results & academic research reference
Barry Mc Gaw,
 High quality school education but low equity - (20/25% accounted for by
social disadvantage) ( Range of 2years difference by grade 3 and 6years difference by Yr
10)
 Richard Teese, reference to starting gate inequity, making the
comment that, when students of the same economic status are
compared, public schools do as well as, if not better than private
schools. 7.30 report ABC, August, 2012
 Are Government agendas to change-Rhetoric of soft liberalism _talk
of equity. The measure of actual commitments ?
Recommendations & findings
Productivity Commission Report, 2012
 Recommendation 6.2- Reward payments for high performing teachers
 Allow schools to tailor teacher performance appraisals to local level ...
 Recommendation 10.3 -talks of a review to help ameliorate educational
disadvantage.
 FINDING 11.1 Centralised industrial relations arrangements, which apply to the
schools workforce to varying degrees across different jurisdictions and sectors,
can be a source of inflexibility that hinders efforts to respond to changing
imperatives and impedes a range of beneficial reforms. Awards and enterprise
agreements need to be structured to:
 accommodate school-level variation in workplace arrangements, including in
relation to remuneration, conditions and job design
 support changes in governance, procedure and organisational culture to
promote quality teaching and related schools workforce support, and to
improve the management of poor workplace performance.