Comparison
Northern Territory Standards of Professional Practice
For Teaching
&
National Professional Standards For Teachers
By
Career Dimension and Standards
Comparison of Standards by Career Dimension
Northern Territory Standards of Professional Practice for
Teaching
Graduate
Competent
Accomplished
National Professional Standards for Teachers
Graduate
Proficient
Highly
Accomplished
Lead
Career Dimension
Teaching
Northern Territory
National
Standards of
Professional Standards for
Professional Practice for
Teachers
Graduate
The Professional Standards for Graduate Teachers in the Northern Territory reflect the National Framework in acknowledging that a graduate
teacher is not yet recognised as a competent and capable practitioner with full professional standing. The National Framework describes this
level thus:
The National Framework allows the identification of the specific attribute of individual teacher education graduates. This dimension is distinct
because their essential qualification lies predominantly in study rather than professional practice. While practice is an essential component of
theoretical investigation, reflection and learning in preparation for teaching, a graduate is not yet recognised as a competent and capable
practitioner with full professional standing. Graduate teachers are about to begin their teaching careers. They have undertaken endorsed
programs of teacher preparation and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning
Effective graduate teachers are equipped to engage in and negotiate a process of on-going professional learning. They identify their
development needs and seek advice and support from colleagues. They have high expectations of themselves as professional learners and for
the learning of their students. Their commitment to students and student learning is reflected in their desire to support students’ achievement
of the highest possible education outcomes. They have the commitment, enthusiasm and interpersonal skills to assume a professional role
within their school and its broader communities and to contribute to the operations of a school as a whole.
Graduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education.
The award of this qualification means that they have met the Graduate Standards. On successful completion of their initial teacher education,
graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate
knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics.
They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full
range of abilities.
Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that
meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data to
evaluate student learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve
students' learning.
Graduate teachers demonstrate knowledge of practical strategies for creating rapport with students and managing student behaviour. They
know how to support students' wellbeing and safety working within school and system curriculum and legislative requirements.
They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and
contributing to the life of the school. Teachers understand strategies for working effectively, sensitively and confidentially with parents/carers
and recognise their role in their children's education.
NT Standard
Professional
Engagement
Standard 1
Teachers
are active
members of
their
Profession
DESCRIPTORS
Graduate
1.1
•
1.2
•
1.3
1.4
Professional
Engagement
Standard 2
Teachers
reflect on,
evaluate
and improve
their
professional
knowledge
and practice
•
•
1.5
•
2.1
•
2.2
•
2.3
•
2.4
•
2.5
•
Graduate teachers can contribute to the development of
school communities that support the learning and
wellbeing of both students and fellow teachers.
Graduate teachers can develop and maintain positive
relationships with other professionals, parents/carers
and members of the broader community to provide
effective learning for students.
Graduate teachers begin to share responsibility for the
integrity of the profession by promoting learning, the
value of education and the profession in the wider
community.
Graduate teachers act with dignity, courtesy and
empathy in their relationships with all staff, students,
parents/carers and the education community.
Graduate teachers understand
Graduate teachers can reflect on and critically evaluate
their professional knowledge and the effectiveness of
their teaching.
Graduate teachers begin to work collaboratively with
others to discuss contemporary issues and research to
improve professional practice.
Graduate teachers identify their own professional
learning needs with assistance, and plan for and engage
in professional development activities as identified in
consultation with colleagues.
Graduate teachers have a repertoire of organisational,
technological and administrative skills to help manage
their duties effectively.
Graduate teachers acknowledge and engage critically
with change to maintain relevance in their teaching and
to clarify educational priorities in negotiation with their
workplace.
National
Standard
Professional
Engagement
Standard 7
Engage
professionally
with
colleagues,
parents/carers
and the
community
DESCRIPTORS
Graduate
7.1
7.2
7.3
7.4
Professional
Engagement
Standard 6
Engage in
professional
learning
6.1
6.2
6.3
6.4
Meet professional ethics and responsibilities
Understand and apply the key principles described in
codes of ethics and conduct for the teaching
profession.
Comply with legislative, administrative and
organisational requirements
Understand the relevant legislative, administrative
and organisational policies and processes required
for teachers according to school stage.
Engage with the parents/carers
Understand strategies for working effectively,
sensitively and confidentially with parents/carers.
Engage with professional teaching networks and
broader communities
Understand the role of external professionals and
community representatives in broadening teachers’
professional knowledge and practice
Identify and plan professional learning needs
Demonstrate an understanding of the role of the
National Professional Standards for Teachers in
identifying professional learning needs.
Engage in professional learning and improve
practice
Understand the relevant and appropriate sources of
professional learning for teachers.
Engage with colleagues and improve practice
Seek and apply constructive feedback from
supervisors and teachers to improve teaching
practices.
Apply professional learning and improve student
learning
Demonstrate an understanding of the rationale for
continued professional learning and the implications
for improved student learning.
NT Standard
Professional
Knowledge
Standard 3
Teachers
know their
students
DESCRIPTORS
Graduate
3.1
•
3.2
•
3.3
•
3.4
•
Graduate teachers know how to assess the learning
capabilities of their students and are aware of the factors
that can influence their learning.
Graduate teachers recognise and are responsive to the
social, cultural, historical and religious backgrounds of
the students they teach, and value their diversity.
Graduate teachers develop an understanding and
respect for students as individuals, and are sensitive to
their social needs and learning styles and the ways they
interact with others.
Graduate teachers know the importance of working with
and communicating regularly with students’ families to
support their learning.
National
Standard
Professional
Knowledge
Standard 1
Know students
and how they
learn
DESCRIPTORS
Graduate
1.1
1.2
1.3
1.4
Professional
Knowledge
Standard 4
Teachers
know how
students
learn and
how to
teach them
effectively
4.1
•
4.2
•
4.3
•
4.4
•
4.5
•
Graduate teachers know that relationships form the
basis of all teaching and learning.
Graduate teachers draw on the body of knowledge about
learning and contemporary research into teaching and
learning to support their developing practice.
Graduate teachers know the importance of prior
knowledge and language for learning, and the impact of
discussion, group interaction and reflection in the
learning process.
Graduate teachers know how to engage students in
active learning.
Graduate teachers know how learning environments,
program design, use of materials and resources,
assessment and the structure of activities impact on
learning.
1.5
1.6
Physical, social and intellectual development and
characteristics of students
Demonstrate knowledge and understanding of
physical, social and intellectual development and
characteristics of students and how these may affect
learning.
Understand how students learn
Demonstrate knowledge and understanding of
research into how students learn and the implications
for teaching.
Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that
are responsive to the learning strengths and needs
of students from diverse linguistic, cultural, religious
and socioeconomic backgrounds.
Strategies for teaching Aboriginal and Torres
Strait Islander students
Demonstrate broad knowledge and understanding of
the impact of culture, cultural identity and linguistic
background on the education of students from
Aboriginal and Torres Strait Islander backgrounds.
Differentiate teaching to meet the specific
learning needs of students across the full range
of abilities
Demonstrate knowledge and understanding of
strategies for differentiating teaching to meet the
specific learning needs of students across the full
range of abilities.
Strategies to support full participation of
students with disability
Demonstrate broad knowledge and understanding of
legislative requirements and teaching strategies that
support participation and learning of students with
disability.
NT Standard
Professional
Knowledge
Standard 5
Teachers
know the
content they
teach
DESCRIPTORS
Graduate
5.1.
•
•
5.2
•
5.3
•
5.4
Graduate teachers have a sound, critical understanding
of the content, processes and skills they teach.
Graduate teachers can articulate the key concepts, skills
and content of the curriculum and can demonstrate how
they are applied.
Graduate teachers know the methodologies, resources
and technologies that support learning of the content,
processes and skills they teach.
Graduate teachers have knowledge of approved
curriculum frameworks, policies, materials and programs
appropriate to the context in which they teach.
National
Standard
Professional
Knowledge
Standard 2
Know the
content and
how to teach it
DESCRIPTORS
Graduate
2.1
2.2
2.3
2.4
2.5
2.6
Content and teaching strategies of the teaching
area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.
Content selection and organisation
Organise content into an effective learning and
teaching sequence.
Curriculum, assessment and reporting
Use curriculum, assessment and reporting
knowledge to design learning sequences and lesson
plans.
Understand and respect Aboriginal and Torres
Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous
Australians
Demonstrate broad knowledge of, understanding of
and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages.
Literacy and numeracy strategies
Know and understand literacy and numeracy
teaching strategies and their application in teaching
areas.
Information and Communication Technology
(ICT)
Implement teaching strategies for using ICT to
expand curriculum learning opportunities for students
NT Standard
Professional
Practice
Standard 6
Teachers
plan,
program,
assess and
report for
effective
learning.
DESCRIPTORS
Graduate
6.1
•
6.2
•
6.3
6.4
•
•
Graduate teachers use their developing knowledge of
students, content and pedagogy to establish clear and
achievable learning goals for their students.
Graduate teachers plan and document the use of a
range of activities, resources and materials to provide
meaningful learning opportunities for students.
Graduate teachers know how to monitor student
engagement in learning and begin to maintain records
and report on student learning.
Graduate teachers can select, document and implement
the approved curriculum to assess student learning
effectively, to provide feedback to students and to inform
further planning of teaching and learning.
National
Standard
Professional
Practice
Standard 3
Plan for and
implement
effective
teaching and
learning
DESCRIPTORS
Graduate
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Establish challenging learning goals
Set learning goals that provide achievable
challenges for students of varying abilities and
characteristics.
Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student
learning, content and effective teaching strategies.
Use teaching strategies
Include a range of teaching strategies.
Select and use resources
Demonstrate knowledge of a range of resources,
including ICT, that engage students in their learning.
Use effective classroom communication
Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.
Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can
be used to evaluate teaching programs to improve
student learning.
Engage parents/ carers in the educative process
Describe a broad range of strategies for involving
parents/carers in the educative process.
NT Standard
Professional
Practice
Standard 7
Teachers
create and
maintain safe
and
challenging
learning
environments
DESCRIPTORS
Graduate
7.1
•
7.2
•
7.3
7.4
7.5
•
•
•
Graduate teachers develop relationships within
classrooms, the school and the wider community that
promote a sense of belonging.
Graduate teachers begin to build and maintain a positive
learning environment where respect for the individual
and for group dynamics is fostered, and where learning
is the focus.
Graduate teachers know how to establish a learning
environment that engages and challenges students, and
encourages them to take responsibility for their own
learning.
Graduate teachers can use and manage the materials,
technologies, resources and physical space of the
learning environment to create a stimulating and safe
learning space.
Graduate teachers know how to establish and maintain
clear and consistent expectations for students as
learners and for their behaviour in the learning
environment.
National
Standard
Professional
Practice
DESCRIPTORS
Graduate
4.1
4.2
Standard 4
Create and
maintain
supportive
and safe
learning
environments
4.3
4.4
4.5
Support student participation
Identify strategies to support inclusive student
participation and engagement in classroom activities.
Manage classroom activities
Demonstrate the capacity to organise classroom
activities and provide clear directions.
Manage challenging behaviour
Demonstrate knowledge of practical approaches to
manage challenging behaviour.
Maintain student safety
Describe strategies that support students’ wellbeing
and safety working within school and/or system,
curriculum and legislative requirements.
Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues
and the strategies available to support the safe,
responsible and ethical use of ICT in learning and
teaching.
NT Standard
Professional
Practice
Standard 8
Teachers
use a range
of teaching
practices
and
resources
to engage
students in
effective
learning
DESCRIPTORS
Graduate
8.1
•
8.2
•
8.3
•
8.4
•
Graduate teachers can communicate effectively with
students to make their learning programs explicit, to
build rapport and to support their learning.
Graduate teachers can provide and manage
opportunities for students to explore ideas and develop
knowledge and skills through discussion and group
activities.
Graduate teachers use and manage a range of teaching
and learning strategies, technologies, activities and
resources.
Graduate teachers provide meaningful and constructive
feedback to students about their learning.
National
Standard
Professional
Practice
Standard 5
Assess,
provide
feedback and
report on
student
learning
DESCRIPTORS
Graduate
5.1
5.2
5.3
5.4
5.5
Assess student learning
Demonstrate understanding of assessment
strategies, including informal and formal, diagnostic,
formative and summative approaches to assess
student learning.
Provide feedback to students on their learning
Demonstrate an understanding of the purpose of
providing timely and appropriate feedback to
students about their learning.
Make consistent and comparable judgements
Demonstrate understanding of assessment
moderation and its application to support consistent
and comparable judgements of student learning.
Interpret student data
Demonstrate the capacity to interpret student
assessment data to evaluate student learning and
modify teaching practice.
Report on student achievement
Demonstrate understanding of a range of strategies
for reporting to students and parents/carers and the
purpose of keeping accurate and reliable records of
student achievement.
Career Dimension
National
Northern Territory
Professional Standards
Standards of
for Teachers
Professional Practice
for Teaching
Competent/Proficient
Competent
Competent teachers have demonstrated successful teaching experience and have a record of effective and ongoing professional learning. They
work collegially and in teams to further enhance their professional practice, and take greater responsibility in collaboration with others for
identifying and addressing their own learning needs. They are effective members of a school and its broader community and interact effectively
with stakeholders.
Proficient
Proficient teachers meet the requirements for full registration through demonstrating achievement of the seven Standards at this level. These
teachers create effective teaching and learning experiences for their students. They know the unique backgrounds of their students and adjust
their teaching to meet their individual needs and diverse cultural, social and linguistic characteristics. They develop safe, positive and
productive learning environments where all students are encouraged to participate. They design and implement engaging teaching programs
that meet curriculum, assessment and reporting requirements. They use feedback and assessment to analyse and support their students'
knowledge and understanding. Proficient teachers use a range of sources, including student results, to evaluate their teaching and to adjust
their programs to better meet student needs. Proficient teachers are active participants in their profession and with advice from colleagues,
identify, plan and evaluate their own professional learning needs.
Proficient teachers are team members. They work collaboratively with colleagues; they seek out and are responsive to advice about
educational issues affecting their teaching practice. They communicate effectively with their students, colleagues, parents/carers and
community members. They behave professionally and ethically in all forums.
NT Standard
Professional
Engagement
Standard 1
Teachers
are active
members of
their
Profession
Professional
Engagement
Standard 2
Teachers
reflect on,
evaluate
and improve
their
professional
knowledge
and practice
DESCRIPTORS
Competent
1.1
•
1.2
•
1.3
•
1.4
•
1.5
•
2.1
•
2.2
•
2.3
•
2.4
•
2.5
•
National
Standard
DESCRIPTORS
Proficient
Teachers contribute to the development of school
communities that support the learning and wellbeing of
both students and fellow teachers.
Teachers develop and maintain positive relationships
with other professionals, parents/carers and members
of the broader community to provide effective learning
for students.
Teachers share responsibility for the integrity of the
profession by promoting learning, the value of education
and the profession in the wider community.
Teachers act with dignity, courtesy and empathy in their
relationships with all staff, students, carers and the
education community.
Teachers understand and fulfil their legal and ethical
responsibilities.
Professional
Engagement
7.1
Standard 7
Engage
professionally
with
colleagues,
parents/carers
and the
community
7.2
Teachers regularly reflect on and critically evaluate their
professional knowledge and the effectiveness of their
teaching.
Teachers work collaboratively with others to discuss
contemporary issues and research to improve
professional practice.
Teachers identify their own professional learning needs
and plan for and engage in professional development
activities.
Teachers develop organisational, technological and
administrative skills to manage their duties effectively.
Teachers acknowledge and engage critically with
change to maintain relevance in their teaching and to
clarify educational priorities.
Professional
Engagement
6.1
Standard 6
Engage in
professional
learning
6.2
7.3
7.4
6.3
6.4
Meet professional ethics and responsibilities
Meet codes of ethics and conduct established by
regulatory authorities, systems and schools
Comply with legislative, administrative and
organisational requirements
Understand the implications of and comply with
relevant legislative, administrative, organisational
and professional requirements, policies and
processes
Engage with the parents/carers
Establish and maintain respectful collaborative
relationships with parents/ carers regarding their
children’s learning and wellbeing
Engage with professional teaching networks and
broader communities
Participate in professional and community networks
and forums to broaden knowledge and improve
practice
Identify and plan professional learning needs
Use the National Professional Standards for
Teachers and advice from colleagues to identify and
plan professional learning needs.
Engage in professional learning and improve
practice
Participate in learning to update knowledge and
practice, targeted to professional needs and school
and/or system priorities.
Engage with colleagues and improve practice
Contribute to collegial discussions and apply
constructive feedback from colleagues to improve
professional knowledge and practice
Apply professional learning and improve student
learning
Undertake professional learning programs designed
to address identified student learning needs
NT Standard
Professional
Knowledge
Standard 3
Teachers
know their
students
DESCRIPTORS
Competent
3.1
•
3.2
•
3.3
3.4
•
•
Teachers know the learning capabilities of their students
and are aware of the factors that influence their learning.
Teachers are responsive to the social, cultural, historical
and religious backgrounds of the students they teach
and value their diversity.
Teachers develop an understanding and respect for their
students as individuals, and are sensitive to their social
needs and learning styles and the ways they interact
with others.
Teachers know the importance of working with and
communicating regularly with students’ families to
support their learning
National
Standard
Professional
Knowledge
Standard 1
Know
students and
how they
learn
DESCRIPTORS
Proficient
1.1
1.2
1.3
1.4
Professional
Knowledge
Standard 4
Teachers
know how
students
learn and
how to
teach them
effectively
4.1
•
4.2
•
4.3
•
4.4
•
4.5
•
Teachers know that relationships form the basis of all
teaching and learning.
Teachers draw on the body of knowledge about learning
and contemporary research into teaching and learning
to support their practice.
Teachers know the importance of prior knowledge and
language for learning, and the impact of discussion,
group interaction and reflection in the learning process.
Teachers know how to engage their students in active
learning.
Teachers know how learning environments, program
design, use of materials and resources, assessment and
the structure of activities impact on learning
1.5
1.6
Physical, social and intellectual development and
characteristics of students
Use teaching strategies based on knowledge of
students’ physical, social and intellectual
development and characteristics to improve student
learning
Understand how students learn
Structure teaching programs using research and
collegial advice about how students learn.
Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Design and implement teaching strategies that are
responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious
and socioeconomic backgrounds
Strategies for teaching Aboriginal and Torres
Strait Islander students
Design and implement effective teaching strategies
that are responsive to the local community and
cultural setting, linguistic background and histories of
Aboriginal and Torres Strait Islander students
Differentiate teaching to meet the specific
learning needs of students across the full range
of abilities
Develop teaching activities that incorporate
differentiated strategies to meet the specific learning
needs of students across the full range of abilities.
Strategies to support full participation of
students with disability
Design and implement teaching activities that
support the participation and learning of students
with disability and address relevant policy and
legislative requirements.
NT Standard
Professional
Knowledge
Standard 5
Teachers
know the
content they
teach
DESCRIPTORS
Competent
5.1
•
5.2
•
5.3
•
5.4
•
5.5
•
Teachers contribute to the development of school
communities that support the learning and wellbeing of
both students and fellow teachers.
Teachers develop and maintain positive relationships
with other professionals, parents/carers and members
of the broader community to provide effective learning
for students.
Teachers share responsibility for the integrity of the
profession by promoting learning, the value of education
and the profession in the wider community.
Teachers act with dignity, courtesy and empathy in their
relationships with all staff, students, carers and the
education community.
Teachers understand and fulfil their legal and ethical
responsibilities.
National
Standard
Professional
Knowledge
Standard 2
Know the
content and
how to teach it
DESCRIPTORS
Proficient
2.1
2.2
2.3
2.4
2.5
2.6
Content and teaching strategies of the teaching
area
Apply knowledge of the content and teaching
strategies of the teaching area to develop engaging
teaching activities
Content selection and organisation
Organise content into coherent, well-sequenced
learning and teaching programs
Curriculum, assessment and reporting
Design and implement learning and teaching
programs using knowledge of curriculum,
assessment and reporting requirements.
Understand and respect Aboriginal and Torres
Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous
Australians
Provide opportunities for students to develop
understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and
languages.
Literacy and numeracy strategies
Apply knowledge and understanding of effective
teaching strategies to support students’ literacy and
numeracy achievement
Information and Communication Technology
(ICT)
Use effective teaching strategies to integrate ICT into
learning and teaching programs to make selected
content relevant and meaningful.
NT Standard
Professional
Knowledge
Standard 6
Teachers
plan,
program,
assess and
report for
effective
learning
DESCRIPTORS
Competent
6.1
•
6.2
•
6.3
•
6.4
•
Teachers use their knowledge of students, content and
pedagogy to establish clear and achievable learning
goals for their students.
Teachers plan and document the use of a range of
activities, resources and materials to provide meaningful
learning opportunities for all their students.
Teachers monitor student engagement in learning, and
maintain records of their learning progress and report
regularly to parents/carers.
Teachers select, document and implement the approved
curriculum to assess student learning effectively, to
provide feedback to students and their families and to
inform further planning of teaching and learning.
National
Standard
DESCRIPTORS
Proficient
Professional
Knowledge
3.1
Standard 3
Plan for and
implement
effective
teaching and
learning
3.2
3.3
3.4
3.5
3.6
3.7
Establish challenging learning goals
Set explicit, challenging and achievable learning
goals for all students
Plan, structure and sequence learning programs
Plan and implement well-structured learning and
teaching programs or lesson sequences that engage
students and promote learning.
Use teaching strategies
Select and use relevant teaching strategies to
develop knowledge, skills, problem solving and
critical and creative thinking.
Select and use resources
Select and/or create and use a range of resources,
including ICT, to engage students in their learning
Use effective classroom communication
Use effective verbal and non-verbal communication
strategies to support student understanding,
participation, engagement and achievement
Evaluate and improve teaching programs
Evaluate personal teaching and learning programs
using evidence, including feedback from students
and student assessment data, to inform planning
Engage parents/ carers in the educative process
Plan for appropriate and contextually relevant
opportunities for parents/ carers to be involved in
their children’s learning.
NT Standard
Professional
Practice
Standard 7
Teachers
create and
maintain safe
and
challenging
learning
environments
DESCRIPTORS
Competent
7.1
•
7.2
•
7.3
•
7.4
•
7.5
•
Teachers contribute to the development of school
communities that support the learning and wellbeing of
both students and fellow teachers.
Teachers develop and maintain positive relationships
with other professionals, parents/carers and members
of the broader community to provide effective learning
for students.
Teachers share responsibility for the integrity of the
profession by promoting learning, the value of education
and the profession in the wider community.
Teachers act with dignity, courtesy and empathy in their
relationships with all staff, students, carers and the
education community.
Teachers understand and fulfil their legal and ethical
responsibilities.
National
Standard
Professional
Practice
Standard 4
Create and
maintain
supportive
and
safe learning
environments
DESCRIPTORS
Proficient
4.1
4.2
4.3
4.4
4.5
Support student participation
Establish and implement inclusive and positive
interactions to engage and support all students in
classroom activities
Manage classroom activities
Establish and maintain orderly and workable routines
to create an environment where student time is spent
on learning tasks.
Manage challenging behaviour
Manage challenging behaviour by establishing and
negotiating clear expectations with students and
address discipline issues promptly, fairly and
respectfully
Maintain student safety
Ensure students’ wellbeing and safety within school
by implementing school and/ or system, curriculum
and legislative requirements.
Use ICT safely, responsibly and ethically
Incorporate strategies to promote the safe,
responsible and ethical use of ICT in learning and
teaching
NT Standard
Professional
Practice
Standard 8
Teachers
use a range
of teaching
practices
and
resources
to engage
students in
effective
learning
DESCRIPTORS
Competent
8.1
•
8.2
•
8.3
•
8.4
•
Teachers communicate effectively with students to make
their learning programs explicit, to build rapport and to
support their learning.
Teachers provide and manage opportunities for students
to explore ideas and develop knowledge and skills
through discussion and group activities.
Teachers use and manage a range of teaching and
learning strategies, technologies, activities and
resources.
Teachers provide meaningful, constructive and regular
feedback to students and their parents/carers about their
learning.
National
Standard
Professional
Practice
Standard 5
Assess,
provide
feedback and
report on
student
learning
DESCRIPTORS
Proficient
5.1
5.2
5.3
5.4
5.5
Assess student learning
Develop, select and use informal and formal,
diagnostic, formative and summative assessment
strategies to assess student learning.
Provide feedback to students on their learning
Provide timely, effective and appropriate feedback to
students about their achievement relative to their
learning goals
Make consistent and comparable judgements
Understand and participate in assessment
moderation activities to support consistent and
comparable judgements of student learning
Interpret student data
Use student assessment data to analyse and
evaluate student understanding of subject/content,
identifying interventions and modifying teaching
practice
Report on student achievement
Report clearly, accurately and respectfully to
students and parents/carers about student
achievement, making use of accurate and reliable
records
Certification of Highly Accomplished & Lead Teachers
The National Partnership on Improving Teacher Quality commits all governments to national consistency in certification of Highly Accomplished ad Lead Teachers. The National
Professional Standards for Teachers’ describe what teachers should know and be able to do at these career stages.
Certification of Highly Accomplished and Lead teachers is an important element in a broader teacher quality strategy that develops, recognises and supports excellent practitioners.
Formal recognition of exemplary teachers can make an important contribution to the quality teaching and leadership in schools. Certification will benefit all those involved in the
process, including teachers, school leaders and education systems. The recognition and certification of excellence aims to encourage teachers to engage in a process aimed at
developing ongoing, collaborative learning professionals who strive to reflect upon and improve their practice.
Those who apply for certification will closely examine their own practice and receive comprehensive feedback against professional teacher standards. Teachers committed to
improving their practice are vital to student success. As well, they contribute to the advancement of their schools through modelling and leading others to improve practice.
Certification at the higher career stages enhances the professionalism of teachers, enabling them to gain recognition for the quality of their teaching and progress their careers while
remaining in the classroom.
Much research has concluded that participation in standards-based certification processes accompanied by the appropriate feedback can improve teacher practice. ‘A reliable and
valid system of performance assessment based on common standards would provide consistency in gauging teacher effectiveness...and anchor a continuum of performance
throughout a teaching career.’ 2
Purposes
Certification of Highly Accomplished and Lead teachers has three primary purposes:
> to recognise and promote quality teaching
> to provide an opportunity for teachers to reflect on their practice
> to provide a reliable indication of quality teaching that can be used to identify, recognise and/or reward Highly Accomplished and Lead teachers.
By contributing to teacher quality, a nationally consistent approach to certification of Highly Accomplished and Lead teachers will help to achieve the national goals for schooling
expressed in the Melbourne Declaration on Educational Goals for Young Australians.3
____________________________________________________________________________________________________________________________________________
2 L. Darling-Hammond 2010, Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching, Washington, Center for American Progress,
pg. 3
3 Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) 2008, Melbourne declaration on educational goals for young Australians, viewed 28 July 2011,
http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Certification of Highly Accomplished & Lead Teachers cont’
Principles
The proposed approach to the certification of Highly Accomplished and Lead teachers is informed by the
following principles:
Standards-based:
Certification is awarded against the National Professional Standards for Teachers. It represents an assessment against the Standards, independent of any use it might then
be put to by teachers, their employers, or others. It is not proposed to limit the number of teachers who can be certified as Highly Accomplished and Lead teachers,
provided they meet the Standards.
Student-improvement focused: Certification recognises those teachers who are highly effective in improving student outcomes. Evidence of student outcomes is central to
the certification process. Student outcomes are broadly defined and include student learning, engagement in learning and wellbeing.
Development driven:
Certification is part of a wider career development approach that includes professional learning, performance assessment and development. Participation in the certification
process should be a positive experience for participants and provide useful feedback that further enhances development and learning, including for those teachers who do
not achieve certification.
Credible:
Certification is credible when assessments of teacher performance are based on rigorous, valid, reliable, fair and transparent measures and processes. The evaluation of
teacher practice will be based on consistent application and moderation of these processes by trained assessors, and multiple methods and sources of evidence. Consistency
of judgements will be maintained across the diverse contexts where teachers work, so that context does not disadvantage any applicant.
Evidence-based:
Certification must be built on nationally and internationally recognised best practice and contribute to the development of evidence about what works in promoting and
recognising teacher quality. The operation of the certification process will be evaluated and the results used to further improve
Certification of Highly Accomplished & Lead Teachers cont’
A nationally consistent approach
A nationally consistent approach to certification must maintain consistency of standards and judgements across the nation, while being able to be implemented at scale in
the diverse contexts in which Australian teachers work. There will be a nationally consistent approach to certification, where a common process is applied by the appropriate
bodies in each jurisdiction.
In each jurisdiction, there will be one or more bodies managing the certification process referred to as the certifying authority. Arrangements will be negotiated in each
jurisdiction.
To ensure national consistency, rigour and quality of certification, certifying authorities will agree to certify teachers against the National Professional
Standards for Teachers, using a common national process and quality assurance measures. These bodies will participate in, and in turn conduct training
to implement nationally consistent processes; undertake monitoring and moderation; provide summary data on certification decisions; and participate in evaluation, review
and improvement of the certification process.
Certification will be portable, allowing teachers to maintain their status as a Highly Accomplished or Lead teacher if they move between jurisdictions and sectors. This does
not mean that any industrial arrangements attached to certification, such as a particular rate of pay, are automatically transferable. The way in which certified teachers are
recognised or rewarded is an employment matter.
• Eligibility
• Self-assessment
Preassessment • Professional discussion
• Submission of evidence, decision making and feedback
Assessment • Successful applicants progress to Stage 2
Stage 1
Assessment
Stage 2
• Site visit including direct observation of practice and professional discussion
Certification
Decision making and recommendation
For further details, go to www.aitsl.edu.au
Career Dimension
National
Professional Standards for
Teachers
Northern
Territory
Standards of
Professional
Practice for
Teaching
Accomplished/Highly Accomplished
Accomplished teachers will be recognised by their peers as highly proficient and successful practitioners, able to guide and
support
others in the teaching and learning process. They are recognised by other teachers as having in-depth subject knowledge and
pedagogical expertise. They keep abreast of and contribute to professional learning and contribute to the professional learning
of others. These teachers are advocates for the profession and their schools. They communicate effectively to diverse
audiences
and interact professionally with the community.
Highly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work
independently and collaboratively to improve their own practice and the practice of colleagues. They are knowledgeable and
active members of the school.
Highly Accomplished teachers contribute to their colleagues' learning. They may also take on roles that guide, advise or lead
others. They regularly initiate and engage in educational discussions about effective teaching to improve the educational
outcomes for their students.
They maximise learning opportunities for their students by understanding their backgrounds and diverse individual
characteristics and the impact of those factors on their learning. They provide colleagues, including pre-service teachers, with
support and strategies to create positive and productive learning environments.
Highly Accomplished teachers have in-depth knowledge of subjects and curriculum content within their sphere of
responsibility. They model sound teaching practices in their teaching areas. They work with colleagues to plan, evaluate and
modify teaching programs to improve student learning. They keep abreast of the latest developments in their specialist content
area or across a range of content areas for generalist teachers.
Highly Accomplished teachers are skilled in analysing student assessment data and use it to improve teaching and learning.
They are active in establishing an environment that maximises professional learning and practice opportunities for colleagues.
They monitor their own professional learning needs and align them to the learning needs of students.
They behave ethically at all times. Their interpersonal and presentation skills are highly developed. They communicate
effectively and respectfully with students, colleagues, parents/carers and community members.
NT Standard
Professional
Engagement
Standard 1
Accomplished
teachers are
active
members
of their
profession
DESCRIPTORS
Accomplished
1.1
•
1.2
•
1.3
•
1.4
•
1.5
•
Accomplished teachers actively contribute to and
promote programs, policies and practices that support
the well-being of all members of the schools community.
Accomplished teachers actively participate in strong
educational networks through professional associations,
system activities and professional relationships.
Accomplished teachers build networks, partnerships and
working relationships to enhance the community’s
knowledge about, and are advocates for, the status of
the profession.
Accomplished teachers model and actively encourage
professional integrity and empathy in diverse educational
contexts.
Accomplished teachers model and mentor others in the
legal and ethical obligations of the profession.
National
Standard
Professional
Engagement
Standard 7
Engage
professionally
with
colleagues,
parents/carers
and the
community
DESCRIPTORS
Highly Accomplished
7.1
7.2
7.3
7.4
Meet professional ethics and responsibilities
Maintain high ethical standards and support
colleagues to interpret codes of ethics and exercise
sound judgement in all school and community
contexts.
Comply with legislative, administrative and
organisational requirements
Support colleagues to review and interpret
legislative, administrative, and organisational
requirements, policies and processes.
Engage with the parents/carers
Demonstrate responsiveness in all communications
with parents/carers about their children’s learning
and wellbeing.
Engage with professional teaching networks and
broader communities
Contribute to professional networks and associations
and build productive links with the wider community
to improve teaching and learning
NT Standard
Professional
Engagement
Standard 2
Accomplished
teachers
reflect
on, evaluate
and
improve their
professional
knowledge
and practice
DESCRIPTORS
Accomplished
2.1
•
2.2
•
2.3
•
2.4
•
2.5
•
Accomplished teachers actively seek and act upon
explicit feedback on their practice from a range of
sources.
Accomplished teachers use high level communication
skills to strategically think about and respond to issues
challenging the profession.
Accomplished teachers engage and lead professional
learning that is embedded in the needs of the individual,
the school and the system.
Accomplished teachers seek opportunities to build
dynamic learning communities that engage in high level
dialogue, interaction and collaboration.
Accomplished teachers take a leading role in debate,
discussion, implementation and review of educational
change.
National
Standard
Professional
Engagement
Standard 6
Engage in
professional
learning
DESCRIPTORS
Highly Accomplished
6.1
6.2
6.3
6.4
Identify and plan professional learning needs
Analyse the National Professional Standards for
Teachers to plan personal professional development
goals, support colleagues to identify and achieve
personal development goals and pre-service
teachers to improve classroom practice.
Engage in professional learning and improve
practice
Plan for professional learning by accessing and
critiquing relevant research, engage in high quality
targeted opportunities to improve practice and offer
quality placements for pre-service teachers where
applicable.
Engage with colleagues and improve practice
Initiate and engage in professional discussions with
colleagues in a range of forums to evaluate practice
directed at improving professional knowledge and
practice, and the educational outcomes of students.
Apply professional learning and improve student
learning
Engage with colleagues to evaluate the effectiveness
of teacher professional learning activities to address
student learning needs.
NT Standard
Professional
Knowledge
Standard 3
Accomplished
teachers know
their students
Professional
Knowledge
Standard 4
Accomplished
teachers know
how students
Learn and how
to teach them
effectively
DESCRIPTORS
Accomplished
3.1
•
3.2
•
3.3
•
3.4
•
4.1
•
4.2
•
4.3
•
4.4
•
4.5
•
Accomplished teachers understand the influences that
have developed their own values and culture and
harness this self-awareness to enhance relationships
with their students.
Accomplished teachers critically select, use and model
a range of learning diagnostics and collaborate to
develop programs and assessment strategies that allow
for greatest achievement and enjoyment by individual
learners.
Accomplished teachers critically select and share
readings, resources and strategies that enhance social
interactions, group dynamics and essential learnings.
Accomplished teachers contribute significantly to
building dynamic partnerships with parents, carers and
the community to enhance student learning.
Accomplished teachers understand the personal, social,
cultural and economic characteristics and aspirations of
learners to personalise learning experiences and
opportunities.
Accomplished teachers use and initiate opportunities for
professional discussion about a range of contemporary
evidence-based theories and/or practices to inform
curriculum, pedagogy and assessment.
Accomplished teachers use a range of effective
practices in language, multiple literacies and numeracies
and technologies that underpin learning and assist
colleagues to review and reconstruct practices.
Accomplished teachers plan, implement and review
intellectually challenging learning experiences that
engage students in using their learning in new or
unfamiliar contexts.
Accomplished teachers design, evaluate and redesign
and share programs and teaching sequences based on
authentic assessment of learner achievement and
engagement.
National
Standard
Professional
Knowledge
Standard 1
Know students
and how they
learn
DESCRIPTORS
Highly Accomplished
1.1
1.2
1.3
1.4
1.5
1.6
Physical, social and intellectual development and
characteristics of students
Select from a flexible and effective repertoire of
teaching strategies to suit the physical, social and
intellectual development and characteristics of
students.
Understand how students learn
Expand understanding of how students learn using
research and workplace knowledge
Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Support colleagues to develop effective teaching
strategies that address the learning strengths and
needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.
Strategies for teaching Aboriginal and Torres
Strait Islander students
Provide advice and support colleagues in the
implementation of effective teaching strategies for
Aboriginal and Torres Strait Islander students using
knowledge of and support from community
representatives.
Differentiate teaching to meet the specific
learning needs of students across the full range
of abilities
Evaluate learning and teaching programs, using
student assessment data, that are differentiated for
the specific learning needs of students across the full
range of abilities.
Strategies to support full participation of
students with disability
Work with colleagues to access specialist
knowledge, and relevant policy and legislation, to
develop teaching programs that support the
participation and learning of students with disability.
NT Standard
Professional
Knowledge
Standard 5
Accomplished
teachers know
the content
they teach
DESCRIPTORS
Accomplished
5.1
•
5.2
•
5.3
•
5.4
•
5.5
•
Accomplished teachers demonstrate deep and critical
content knowledge and conceptual and essential
understandings in learning areas.
Accomplished teachers design and share authenticated,
sequenced learning based on thorough understanding of
the curriculum in the learner’s context and culture.
Accomplished teachers critically select and share
professional reading and can articulate the research
base in which teaching decisions are grounded.
Accomplished teachers are proactive in developing
knowledge of student pathways into and beyond their
current learning situations and demonstrate an
awareness of whole school curriculum.
Accomplished teachers demonstrate willingness and
ability to assist and support colleagues in the
development of programs and the interpretation of
curriculum.
National
Standard
Professional
Knowledge
Standard 2
Know the
content and
how to teach it
DESCRIPTORS
Highly Accomplished
2.1
2.2
2.3
2.4
2.5
2.6
Content and teaching strategies of the teaching
area
Support colleagues using current and
comprehensive knowledge of content and teaching
strategies to develop and implement engaging
learning and teaching programs.
Content selection and organisation
Exhibit innovative practice in the selection and
organisation of content and delivery of learning and
teaching programs.
Curriculum, assessment and reporting
Support colleagues to plan and implement learning
and teaching programs using contemporary
knowledge and understanding of curriculum,
assessment and reporting requirements.
Understand and respect Aboriginal and Torres
Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous
Australians
Support colleagues with providing opportunities for
students to develop understanding of and respect for
Aboriginal and Torres Strait Islander histories,
cultures and languages.
Literacy and numeracy strategies
Support colleagues to implement effective teaching
strategies to improve students’ literacy and
numeracy achievement.
Information and Communication Technology
(ICT)
Model high-level teaching knowledge and skills and
work with colleagues to use current ICT to improve
their teaching practice and make content relevant
and meaningful
NT Standard
Professional
Practice
Standard 7
Accomplished
teachers
create and
maintain safe
and
challenging
work
environments
DESCRIPTORS
Accomplished
7.1
•
7.2
•
7.3
•
7.4
•
7.5
•
Accomplished teachers have the policy, systems, local
knowledge, personal insight and resilience to manage
the challenges to their own and others sense of
belonging.
Accomplished teachers establish and sustain collegial
relationships and teams in the professional community to
create an intellectually challenging and rewarding
professional culture.
Accomplished teachers explore, construct, know and
share self-management strategies and techniques for
maintaining challenging learning environments.
Accomplished teachers work in partnership with
students, families, colleagues and professionals to
proactively monitor, assess and educate others and
develop practices to enhance the safety and well-being
of learners within various physical and IT environments.
Accomplished teachers contribute to a professional
learning culture that develops shared accountability with
colleagues for the establishment and maintenance of
clear and consistent expectations of behaviour for all in
the learning environments. Accomplished teachers use a
range of teaching practices AND resources to engage
students in effective learning.
National
Standard
Professional
Practice
Standard 4
Create and
maintain
supportive and
safe learning
environments
DESCRIPTORS
Highly Accomplished
4.1
4.2
4.3
4.4
4.5
Support student participation
Model effective practice and support colleagues to
implement inclusive strategies that engage and
support all students.
Manage classroom activities
Model and share with colleagues a flexible repertoire
of strategies for classroom management to ensure all
students are engaged in purposeful activities.
Manage challenging behaviour
Develop and share with colleagues a flexible
repertoire of behaviour management strategies using
expert knowledge and workplace experience.
Maintain student safety
Initiate and take responsibility for implementing
current school and/or system, curriculum and
legislative requirements to ensure student wellbeing
and safety.
Use ICT safely, responsibly and ethically
Model, and support colleagues to develop, strategies
to promote the safe, responsible and ethical use of
ICT in learning and teaching.
NT Standard
Professional
Practice
Standard 8
Accomplished
teachers use a
range of
teaching
practices and
resources to
engage
students
in effective
learning
DESCRIPTORS
Accomplished
8.1
•
8.2
•
8.3
•
8.4
•
Accomplished teachers use and model strategies to
build rapport with learners in order to develop tailored,
targeted, explicit instruction that meets learner needs.
Accomplished teachers encourage the learning
community to collaborate in constructing innovative
approaches to learning.
Accomplished teachers broaden colleagues’ skills and
knowledge in using a wide range of teaching and
learning resources and strategies that actively engage
and build success for learners
Accomplished teachers model a range of strategies and
support colleagues in providing meaningful, respectful
and explicit feedback to learners and about learners
National
Standard
Professional
Practice
Standard 5
Assess,
provide
feedback and
report on
student
learning
DESCRIPTORS
Highly Accomplished
5.1
5.2
5.3
5.4
5.5
Assess student learning
Develop and apply a comprehensive range of
assessment strategies to diagnose learning needs,
comply with curriculum requirements and support
colleagues to evaluate the effectiveness of their
approaches to assessment.
Provide feedback to students on their learning
Select from an effective range of strategies to
provide targeted feedback based on informed and
timely judgements of each student’s current needs in
order to progress learning.
Make consistent and comparable judgements
Organise assessment moderation activities that
support consistent and comparable judgements of
student learning.
Interpret student data
Work with colleagues to use data from internal and
external student assessments for evaluating learning
and teaching, identifying interventions and modifying
teaching practice.
Report on student achievement
Work with colleagues to construct accurate,
informative and timely reports to students and
parents/carers about student learning and
achievement.
Career Dimension
National
Professional
Standards for
Teachers
Northern
Territory
Standards of
Professional
Practice for
Teaching
Lead
Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have
demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities
that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs
of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their
own practice and to share their experience with colleagues.
They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional
engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and
understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service
teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve
their own professional practice. They lead processes to improve student performance by evaluating and revising programs, analysing
student assessment data and taking account of feedback from parents/carers. This is combined with a synthesis of current research on
effective teaching and learning. They represent the school and the teaching profession in the community. They are professional,
ethical and respected individuals within and outside the school.
NT Standard
DESCRIPTORS
National
Standard
Professional
Knowledge
Standard 1
Know
students and
how they
learn
DESCRIPTORS
Lead
1.1
1.2
1.3
1.4
1.5
1.6
Physical, social and intellectual development
and characteristics of students
Lead colleagues to select and develop teaching
strategies to improve student learning using
knowledge of the physical, social and intellectual
development and characteristics of students.
Understand how students learn
Lead processes to evaluate the effectiveness of
teaching programs using research and workplace
knowledge about how students learn.
Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Evaluate and revise school learning and teaching
programs, using expert and community knowledge
and experience, to meet the needs of students with
diverse linguistic, cultural, religious and
socioeconomic backgrounds.
Strategies for teaching Aboriginal and Torres
Strait Islander students
Develop teaching programs that support equitable
and ongoing participation of Aboriginal and Torres
Strait Islander students by engaging in collaborative
relationships with community representatives and
parents/carers.
Differentiate teaching to meet the specific
learning needs of students across the full range
of abilities
Lead colleagues to evaluate the effectiveness of
learning and teaching programs differentiated for the
specific learning needs of students across the full
range of abilities.
Strategies to support full participation of
students with disability
Initiate and lead the review of school policies to
support the engagement and full participation of
students with disability and ensure compliance with
legislative and/or system policies.
NT Standard
DESCRIPTORS
National
Standard
Professional
Knowledge
DESCRIPTORS
Lead
2.1
Standard 2
Know the
content and
how to teach it
2.2
2.3
2.4
2.5
2.6
Content and teaching strategies of the teaching
area
Lead initiatives within the school to evaluate and
improve knowledge of content and teaching
strategies and demonstrate exemplary teaching of
subjects using effective, research-based learning
and teaching programs.
Content selection and organisation
Lead initiatives that utilise comprehensive content
knowledge to improve the selection and sequencing
of content into coherently organised learning and
teaching programs.
Curriculum, assessment and reporting
Lead colleagues to develop learning and teaching
programs using comprehensive knowledge of
curriculum, assessment and reporting requirements.
Understand and respect Aboriginal and Torres
Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous
Australians
Lead initiatives to assist colleagues with
opportunities for students to develop understanding
of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
Literacy and numeracy strategies
Monitor and evaluate the implementation of teaching
strategies within the school to improve students’
achievement in literacy and numeracy using
research based knowledge and student data
Information and Communication Technology
(ICT)
Lead and support colleagues within the school to
select and use ICT with effective teaching strategies
to expand learning opportunities and content
knowledge for all students.
NT Standard
DESCRIPTORS
National
Standard
Professional
Practice
Standard 3
Plan for and
implement
effective
teaching and
learning
DESCRIPTORS
Lead
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Establish challenging learning goals
Demonstrate exemplary practice and high
expectations and lead colleagues to encourage
students to pursue challenging goals in all aspects of
their education.
Plan, structure and sequence learning programs
Exhibit exemplary practice and lead colleagues to
plan, implement and review the effectiveness of their
learning and teaching programs to develop students’
knowledge, understanding and skills.
Use teaching strategies
Work with colleagues to review, modify and expand
their repertoire of teaching strategies to enable
students to use knowledge, skills, problem solving
and critical and creative thinking.
Select and use resources
Model exemplary skills and lead colleagues in
selecting, creating and evaluating resources,
including ICT, for application by teachers within or
beyond the school.
Use effective classroom communication
Demonstrate and lead by example inclusive verbal
and non-verbal communication using collaborative
strategies and contextual knowledge to support
students’ understanding, engagement and
achievement.
Evaluate and improve teaching programs
Conduct regular reviews of teaching and learning
programs using multiple sources of evidence
including: student assessment data, curriculum
documents, teaching practices and feedback from
parents/ carers, students and colleagues.
Engage parents/ carers in the educative process
Initiate contextually relevant processes to establish
programs that involve parents/carers in the education
of their children and broader school priorities and
activities.
NT Standard
DESCRIPTORS
National
Standard
Professional
Practice
Standard 4
Create and
maintain
supportive and
safe learning
environments
DESCRIPTORS
Lead
4.1
4.2
4.3
4.4
4.5
Support student participation
Demonstrate and lead by example the development
of productive and inclusive learning environments
across the school by reviewing inclusive strategies
and exploring new approaches to engage and
support all students.
Manage classroom activities
Initiate strategies and lead colleagues to implement
effective classroom management and promote
student responsibility for learning.
Manage challenging behaviour
Lead and implement behaviour management
initiatives to assist colleagues to broaden their range
of strategies.
Maintain student safety
Evaluate the effectiveness of student wellbeing
policies and safe working practices using current
school and/or system, curriculum and legislative
requirements and assist colleagues to update their
practices.
Use ICT safely, responsibly and ethically
Review or implement new policies and strategies to
ensure the safe, responsible and ethical use of ICT
in learning and teaching.
NT Standard
Northern Territory Standards of Professional Teaching
DESCRIPTORS
National
Standard
Professional
Practice
Standard 5
Assess,
provide
feedback and
report on
student
learning
National Professional Standards for Teachers
DESCRIPTORS
Lead
5.1
5.2
5.3
5.4
5.5
Assess student learning
Evaluate school assessment policies and strategies
to support colleagues with: using assessment data to
diagnose learning needs, complying with curriculum,
system and/or school assessment requirements and
using a range of assessment strategies.
Provide feedback to students on their learning
Model exemplary practice and initiate programs to
support colleagues in applying a range of timely,
effective and appropriate feedback strategies.
Make consistent and comparable judgements
Lead and evaluate moderation activities that ensure
consistent and comparable judgements of student
learning to meet curriculum and school or system
requirements
Interpret student data
Co-ordinate student performance and program
evaluation using internal and external student
assessment data to improve teaching practice.
Report on student achievement
Evaluate and revise reporting and accountability
mechanisms in the school to meet the needs of
students, parents/carers and colleagues.
NT Standard
DESCRIPTORS
National
Standard
Professional
Engagement
DESCRIPTORS
Lead
6.1
Standard 6
Engage in
professional
learning
6.2
6.3
6.4
Identify and plan professional learning needs
Use comprehensive knowledge of the National
Professional Standards for Teachers to plan and
lead the development of professional learning
policies and programs that address the professional
learning needs of colleagues and pre-service
teachers.
Engage in professional learning and improve
practice
Initiate collaborative relationships to expand
professional learning opportunities, engage in
research, and provide quality opportunities and
placements for pre-service teachers.
Engage with colleagues and improve practice
Implement professional dialogue within the school or
professional learning network(s) that is informed by
feedback, analysis of current research and practice
to improve the educational outcomes of students.
Apply professional learning and improve student
learning
Advocate, participate in and lead strategies to
support high-quality professional learning
opportunities for colleagues that focus on improved
student learning.
NT Standard
DESCRIPTORS
National
Standard
Professional
Practice
Standard 7
Engage
professionally
with
colleagues,
parents/carers
and the
community
DESCRIPTORS
Lead
7.1
7.2
7.3
7.4
Meet professional ethics and responsibilities
Model exemplary ethical behaviour and exercise
informed judgements in all professional dealings with
students, colleagues and the community.
Comply with legislative, administrative and
organisational requirements
Initiate, develop and implement relevant policies and
processes to support colleagues’ compliance with
and understanding of existing and new legislative,
administrative, organisational and professional
responsibilities.
Engage with the parents/carers
Identify, initiate and build on opportunities that
engage parents/carers in both the progress of their
children’s learning and in the educational priorities of
the school.
Engage with professional teaching networks and
broader communities
Take a leadership role in professional and
community networks and support the involvement of
colleagues in external learning opportunities
Sources:
TRB – NT:
Standards of Professional Practice for Teaching
November 2006
AITSL:
National Professional Standards for Teachers
April 2012
AITSL:
Certification of Highly Accomplished and Lead Teachers – Principles
and Procedures
April 2012
For further assistance, please contact:
Janine Matheson
Manager Professional Learning and Standards
janine.matheson1@nt.gov.au
89449382