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Management of Education Standards Across Australia

A CASE STUDY OF NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS AND PRINCIPALS AND NATIONAL STANDARDS FOR TEACHER EDUCATION

Looking at the management of Educational Standards across Australia

The Federal Government The Federal or Commonwealth Government is responsible for the conduct of national affairs. They fund the state education agenda which must commit to national priorities including:

• Young people are meeting basic literacy and numeracy standards
• Australian students excel by international standards.
• Young people make a successful transition from school to work and

further study.

• Schooling promotes social inclusion and reduces the educational

disadvantage of children, especially Aboriginal and Torres Strait Islander children.

• There is a suite of national partnerships associated with the funding

and implementation of specific programs including Improving Teacher Quality for Literacy and Numeracy, Low Socio-Economic Status School Communities, Early Childhood Education and Care, Youth Attainment and Transitions. State or Territory Government Each state has its own constitution setting out its system of

• government. They are responsible for education but must adhere to

the federal government tied funding requirements. They must comply with ACARA (Curriculum, Assessment, and Reporting) and AITSL (the Australian Institute for Teaching and School Leadership) requirements

Roles and Responsibilities of Federal and State Governments

Looking at Teacher and Principal Professional Standards in Australia

Introducing AITSL’s work

AITSL works with the education community to:

• Set and maintain standards for excellence in

preservice teaching, teaching and school leadership

• Lead and influence excellence in teaching and school

leadership

• Support and recognise excellence in teaching and

school leadership

• Provide current and significant research and

programs

AITSL’s work

• Australian Charter for the Professional Learning of

Teachers and School Leaders

• National Professional Standards for Teachers
• National Professional Standard for Principals
• Professional Learning Flagship Programs
• Professional standards for Initial Teacher Education

(universities)

The Standards:

• are a public statement of what constitutes quality

teaching.

• define the work of teachers.
• make explicit the elements of high quality, effective

teaching in 21st century schools.

• provide a framework that describes the knowledge,

practice and professional engagement required across teachers’ careers.

• provide a common language between teachers, teacher

educators, educational organisations and the public.

THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHING

The four career stages in the Standards provide benchmarks to recognise the professional growth of teachers throughout their careers. Dual purpose:

• improvement
• career progression

Mandatory levels:

• Graduate Teacher
• Proficient Teacher

Voluntary levels:

• Highly Accomplished
• Lead Teacher

THE FOUR CAREER STAGES

Professional Knowledge Standard 1 Know students and how they learn Standard 2 Know the content and how to teach it Professional Practice Standard 3 Plan and implement effective teaching and learning Standard 4 Create and maintain supportive and safe learning environments Standard 5 Assess, provide feedback and report on student learning Professional Engagement Standard 6 Engage in professional learning Standard 7 Engage professionally with colleagues, parents/carers and the community

SEVEN STANDARDS

www.nswteachers.nsw.edu.au

ORGANISATION OF THE STANDARDS

Standard Descriptor/s

Career Stage

Standard

Focus

www.nswteachers.nsw.edu.au

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Australian Professional Standards for Teachers Learning Tools

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Looking at Classroom Practice

The Australian Professional Standards for Teachers and their applications

Australian Professional Standards for Teachers

Graduate Proficient Highly Accomplished Lead

Accreditation of Initial Teacher Education Programs Accreditation of Proficient Teachers (All Teachers) Accreditation of Highly Accomplished Teachers Accreditation of Lead Teachers Australian Teacher Performance and Development Framework Australian Charter for the Professional Learning of Teachers and School Leaders

Improvement

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The Australian Professional Standard for Principals

• The Standard captures the crucial

elements of a principal’s role in:

• raising student achievement
• ensuring equity and excellence
• creating a school where quality

teaching and learning thrive

• meeting the needs of the

community

• helping to shape the wider

education system.

What is the Standard?

• The Standard is a public statement which sets out what

Principals are expected to know, understand and do.

• It is represented as an integrated model.
• The Standard aims to:
• define the role and unify the profession nationally
• describe professional practice in a common language
• make explicit the role of quality school leadership in

raising standards for the 21st century

The Australian Professional Standard for Principals

Vision and values Knowledge and understanding Personal qualities, social and interpersonal skills

Professional practices

Leading teaching and learning Developing self and others Leading improvement, innovation and change Leading the management of the school Engaging and working with the community

High quality learning, teaching and schooling

The standard for principals : The role in action Leadership requirements

Successful learners, confident creative individuals and active informed citizens*

Context: School, sector, community: socio-economic, geographic: and education systems at local, regional, national and global levels

Why is the Standard so important?

• To :
• provide a framework for professional learning
• attract, develop and support principals
• guide self improvement and

assessment

• guide the management of

self and others

• communicate the role to

the wider community

How can the Australian Standard for Principals be used to support your professional growth? 22

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Where did the Leadership Profiles come from?

Australian Professional Standard for Principals (2011) 360°Reflection Tool (2013) Leadership Profiles (2014)

Coaching and mentoring Talent development and succession Identifying professional learning for self and leadership team Self and leadership team reflection

For current and aspiring principals

For system leaders

Identifying professional learning for individuals and groups Selection and recruitment Performance and development Talent development and succession

Model of Behaviour change

Awareness

EXAMPLE

Ben has always struggled with giving feedback to under- performing staff. He has become aware that, in his new role, he will need to engage in these difficult conversations to embed his leadership and bring about whole-school improvement.

Attitude

EXAMPLE

Ben is determined to overcome his reluctance to say what he is thinking and stop skirting around difficult issues. He feels that, in the past, he has not been sufficiently honest and direct with staff. His commitment to becoming an effective leader has given him the drive and confidence to believe he can tackle this reluctance.

Knowledge

EXAMP LE

To build his knowledge about providing negative feedback, Ben uses the online Leadership Profiles resources to explore how to develop his interpersonal skills and relationships with others. In his research, he comes across ‘Fierce Conversations’ by Susan Scott and finds the case studies and exercises are really helpful in planning what he is going to do.

Action

EXAMPLE

Ben discusses the approach he plans to take with his mentor and begins by tackling an issue that has been troubling him since he arrived at the school – the lack of punctuality of two members of staff.

Behaviour change

EXAMPLE

Ben begins to realise that people expect him to be truly authentic in his role. Far from ‘damaging’ those he has robust conversations with, they start to respect him and take

• n board his feedback.

Principals promote the benefits of professional learning to all staff and make sure that their willingness and efforts to learn and improve are recognised. They develop and implement an organisational vision which links all learning and development activities to better student outcomes ………

Profiles: Progressive and increasing in proficiency

Principals create challenging roles, responsibilities and opportunities for senior leaders that leverage and grow the talents of others. They build and sustain a coaching and mentoring culture… and have a system of peer review and feedback in place ………

Stateme tement nt of later er profi ficie ciency cy Stateme tement nt of early y profici iciency ncy

Leadership through different lenses

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Model of professional practice

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Screengrab of Clearinghouse

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What makes great teachers and school leaders?

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