Professional Knowledge

Standard 1 – Know students and how they learn

Focus Graduate Proficient Highly Accomplished Lead
1.1 Demonstrate knowledge Use teaching strategies Select from a flexible and Lead colleagues to select
Physical, social and understanding of based on knowledge of effective repertoire of and develop teaching
and intellectual physical, social and students’ physical, social and teaching strategies to suit strategies to improve student
development intellectual development and intellectual development and the physical, social and learning using knowledge
and characteristics of students characteristics to improve intellectual development and of the physical, social and
characteristics and how these may affect student learning. characteristics of students. intellectual development and
of students learning. characteristics of students.

1.2 Demonstrate knowledge and
Understand how understanding of research
students learn into how students learn and
the implications for teaching.
Structure teaching programs
using research and collegial
advice about how students
learn.
Expand understanding of how
students learn using research
and workplace knowledge.
Lead processes to evaluate
the effectiveness of teaching
programs using research and
workplace knowledge about
how students learn.

1.3 Demonstrate knowledge
Students with of teaching strategies
diverse linguistic, that are responsive to the
cultural, learning strengths and
religious and needs of students from
socioeconomic diverse linguistic, cultural,
backgrounds 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.
Support colleagues to
develop effective teaching
strategies that address
the learning strengths and
needs of students from
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.

National Professional Standards for Teachers 8.

Professional Knowledge

Standard 1 – Know students and how they learn

Focus Graduate Proficient Highly Accomplished Lead
1.4 Demonstrate broad Design and implement Provide advice and Develop teaching programs
Strategies knowledge and effective teaching strategies support colleagues in the that support equitable
for teaching understanding of the impact that are responsive to the implementation of effective and ongoing participation
Aboriginal and of culture, cultural identity local community and cultural teaching strategies for of Aboriginal and Torres
Torres Strait and linguistic background setting, linguistic background Aboriginal and Torres Strait Islander students by
Islander students on the education of students and histories of Aboriginal Strait Islander students engaging in collaborative
from Aboriginal and Torres and Torres Strait Islander using knowledge of and relationships with community
Strait Islander backgrounds. students. support from community representatives and parents/
representatives. carers.

1.5 Demonstrate knowledge and Develop teaching activities Evaluate learning and Lead colleagues to evaluate
Differentiate understanding of strategies that incorporate differentiated teaching programs, using the effectiveness of learning
teaching to meet for differentiating teaching strategies to meet the specific student assessment data, and teaching programs
the specific to meet the specific learning learning needs of students that are differentiated for the differentiated for the specific
learning needs needs of students across the across the full range of specific learning needs of learning needs of students
of students full range of abilities. abilities. students across the full range across the full range of
across the full of abilities. abilities.
range of abilities

1.6 Demonstrate broad
Strategies to knowledge and
support full understanding of legislative
participation of requirements and teaching
students with strategies that support
disability participation and learning 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.
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.
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.

National Professional Standards for Teachers 9.

Professional Knowledge

Standard 2 – Know the content and how to teach it

Focus Graduate Proficient Highly Accomplished Lead
2.1 Demonstrate knowledge Apply knowledge of the Support colleagues using Lead initiatives within the
Content and and understanding of the content and teaching current and comprehensive school to evaluate and
teaching concepts, substance and strategies of the teaching knowledge of content improve knowledge of
strategies of the structure of the content and area to develop engaging and teaching strategies to content and teaching
teaching area teaching strategies of the teaching activities. develop and implement strategies and demonstrate
teaching area. engaging learning and exemplary teaching of
teaching programs. subjects using effective,
research-based learning and
teaching programs.

2.2 Organise content into an Organise content into Exhibit innovative practice Lead initiatives that utilise
Content effective learning and coherent, well-sequenced in the selection and comprehensive content
selection and teaching sequence. learning and teaching organisation of content and knowledge to improve the
organisation programs. delivery of learning and selection and sequencing
teaching programs. of content into coherently
organised learning and
teaching programs.

2.3 Use curriculum, assessment Design and implement Support colleagues to plan Lead colleagues to
Curriculum, and reporting knowledge to learning and teaching and implement learning and develop learning and
assessment and design learning sequences programs using knowledge of teaching programs using teaching programs using
reporting and lesson plans. curriculum, assessment and contemporary knowledge comprehensive knowledge of
reporting requirements. and understanding of curriculum, assessment and
curriculum, assessment and reporting requirements.
reporting requirements.

National Professional Standards for Teachers 10.

Professional Knowledge

Standard 2 – Know the content and how to teach it

Focus Graduate Proficient Highly Accomplished Lead
2.4 Demonstrate broad Provide opportunities Support colleagues with Lead initiatives to assist
Understand knowledge of, understanding for students to develop providing opportunities colleagues with opportunities
and respect of and respect for Aboriginal understanding of and respect for students to develop for students to develop
Aboriginal and and Torres Strait Islander for Aboriginal and Torres Strait understanding of and respect understanding of and respect
Torres Strait histories, cultures and Islander histories, cultures and for Aboriginal and Torres Strait for Aboriginal and Torres Strait
Islander people languages. languages. Islander histories, cultures and Islander histories, cultures and
to promote languages. languages.
reconciliation
between
Indigenous and
non-Indigenous
Australians

2.5 Know and understand Apply knowledge and Support colleagues to Monitor and evaluate the
Literacy and literacy and numeracy understanding of effective implement effective teaching implementation of teaching
numeracy teaching strategies and teaching strategies to strategies to improve students’ strategies within the school
strategies their application in teaching support students’ literacy and literacy and numeracy to improve students’
areas. numeracy achievement. achievement. achievement in literacy and
numeracy using research-
based knowledge and
student data.

2.6 Implement teaching Use effective teaching Model high-level teaching Lead and support colleagues
Information and strategies for using ICT to strategies to integrate ICT knowledge and skills and within the school to select
Communication expand curriculum learning into learning and teaching work with colleagues to and use ICT with effective
Technology (ICT) opportunities for students. programs to make selected use current ICT to improve teaching strategies to expand
content relevant and their teaching practice and learning opportunities and
meaningful. make content relevant and content knowledge for all
meaningful. students.

National Professional Standards for Teachers 11.

Professional Practice

Standard 3 – Plan for and implement effective teaching and learning

Focus Graduate Proficient Highly Accomplished Lead
3.1 Set learning goals that Set explicit, challenging and Develop a culture of high Demonstrate exemplary
Establish provide achievable achievable learning goals for expectations for all students practice and high
challenging challenges for students all students. by modelling and setting expectations and lead
learning goals of varying abilities and challenging learning goals. colleagues to encourage
characteristics. students to pursue
challenging goals in all
aspects of their education.

3.2 Plan lesson sequences Plan and implement well Work with colleagues to plan, Exhibit exemplary practice
Plan, structure using knowledge of student structured learning and evaluate and modify learning and lead colleagues to plan,
and sequence learning, content and teaching programs or lesson and teaching programs to implement and review the
learning effective teaching strategies. sequences that engage create productive learning effectiveness of their learning
programs students and promote environments that engage all and teaching programs to
learning. students. develop students’ knowledge,
understanding and skills.

3.3 Include a range of teaching Select and use relevant Support colleagues to select Work with colleagues to
Use teaching strategies in teaching. teaching strategies to and apply effective teaching review, modify and expand
strategies develop knowledge, skills, strategies to develop their repertoire of teaching
problem solving and critical knowledge, skills, problem strategies to enable students
and creative thinking. solving and critical and to use knowledge, skills,
creative thinking. problem solving and critical
and creative thinking.

3.4 Demonstrate knowledge of a Select and/or create and Assist colleagues to create, Model exemplary skills and
Select and use range of resources, including use a range of resources, select and use a wide range lead colleagues in selecting,
resources ICT, that engage students in including ICT, to engage of resources, including ICT, creating and evaluating
their learning. students in their learning. to engage students in their resources, including ICT,
learning. for application by teachers
within or beyond the school.

National Professional Standards for Teachers 12.

Professional Practice

Standard 3 – Plan for and implement effective teaching and learning

Focus Graduate Proficient Highly Accomplished Lead
3.5 Demonstrate a range of Use effective verbal and Assist colleagues to select Demonstrate and lead by
Use effective verbal and non-verbal non-verbal communication a wide range of verbal and example inclusive verbal and
classroom communication strategies to strategies to support non-verbal communication non-verbal communication
communication support student engagement. student understanding, strategies to support students’ using collaborative strategies
participation, engagement understanding, engagement and contextual knowledge
and achievement. and achievement. to support students’
understanding, engagement
and achievement.

3.6 Demonstrate broad Evaluate personal teaching Work with colleagues to Conduct regular reviews
Evaluate knowledge of strategies that and learning programs using review current teaching and of teaching and learning
and improve can be used to evaluate evidence, including feedback learning programs using programs using multiple
teaching teaching programs to from students and student student feedback, student sources of evidence
programs improve student learning. assessment data, to inform assessment data, knowledge including: student assessment
planning. of curriculum and workplace data, curriculum documents,
practices. teaching practices and
feedback from parents/
carers, students and
colleagues.

3.7 Describe a broad range Plan for appropriate and Work with colleagues to Initiate contextually relevant
Engage parents/ of strategies for involving contextually relevant provide appropriate and processes to establish
carers in the parents/carers in the opportunities for parents/ contextually relevant programs that involve
educative educative process. carers to be involved in their opportunities for parents/ parents/carers in the
process children’s learning. carers to be involved in their education of their children
children’s learning. and broader school priorities
and activities.

National Professional Standards for Teachers 13.

Professional Practice

Standard 4 – Create and maintain supportive and safe learning environments

Focus Graduate Proficient Highly Accomplished Lead
4.1 Identify strategies to support Establish and implement Model effective practice Demonstrate and lead by
Support student inclusive student participation inclusive and positive and support colleagues to example the development
participation and engagement in interactions to engage implement inclusive strategies of productive and inclusive
classroom activities. and support all students in that engage and support all learning environments across
classroom activities. students. the school by reviewing
inclusive strategies and
exploring new approaches
to engage and support all
students.

4.2 Demonstrate the capacity to Establish and maintain orderly Model and share with Initiate strategies and lead
Manage organise classroom activities and workable routines to colleagues a flexible colleagues to implement
classroom and provide clear directions. create an environment where repertoire of strategies for effective classroom
activities student time is spent on classroom management management and promote
learning tasks. to ensure all students are student responsibility for
engaged in purposeful learning.
activities.

4.3 Demonstrate knowledge Manage challenging Develop and share with Lead and implement
Manage of practical approaches behaviour by establishing colleagues a flexible behaviour management
challenging to manage challenging and negotiating clear repertoire of behaviour initiatives to assist colleagues
behaviour behaviour. expectations with students management strategies to broaden their range of
and address discipline using expert knowledge and strategies.
issues promptly, fairly and workplace experience.
respectfully.

National Professional Standards for Teachers 14.

Professional Practice
Standard 4 – Create and maintain supportive and safe learning environments
Focus Graduate
4.4 Describe strategies that
Maintain student support students’ well-being
safety and safety working within
school and/or system,
curriculum and legislative
requirements.
4.5 Demonstrate an
Use ICT safely, understanding of the relevant
responsibly and issues and the strategies
ethically available to support the safe,
responsible and ethical use of
ICT in learning and teaching.
Proficient
Ensure students’ well-being
and safety within school by
implementing school and/
or system, curriculum and
legislative requirements.
Incorporate strategies to
promote the safe, responsible
and ethical use of ICT in
learning and teaching.
Highly Accomplished
Initiate and take responsibility
for implementing current
school and/or system,
curriculum and legislative
requirements to ensure
student well-being and safety.
Model, and support
colleagues to develop,
strategies to promote the
safe, responsible and ethical
use of ICT in learning and
teaching.
National Professional Standards for Teachers
Lead
Evaluate the effectiveness of
student well-being policies
and safe working practices
using current school and/
or system, curriculum and
legislative requirements and
assist colleagues to update
their practices.
Review or implement new
policies and strategies to
ensure the safe, responsible
and ethical use of ICT in
learning and teaching.
15.
Professional Practice
Standard 5 – Assess, provide feedback and report on student learning
Focus Graduate
5.1 Demonstrate understanding
Assess student of assessment strategies
learning including, informal and
formal, diagnostic, formative
and summative approaches
to assess student learning.
5.2 Demonstrate an
Provide understanding of the purpose
feedback to of providing timely and
students on their appropriate feedback to
learning students about their learning.
5.3 Demonstrate understanding
Make consistent of assessment moderation
and comparable and its application to support
judgements consistent and comparable
judgements of student
learning.
Proficient
Develop, select and use
informal and formal,
diagnostic, formative and
summative assessment
strategies to assess student
learning.
Provide timely, effective
and appropriate feedback
to students about their
achievement relative to their
learning goals.
Understand and participate
in assessment moderation
activities to support consistent
and comparable judgements
of student learning.
Highly Accomplished
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.
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.
Organise assessment
moderation activities that
support consistent and
comparable judgements of
student learning.
National Professional Standards for Teachers
Lead
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.
Model exemplary practice
and initiate programs to
support colleagues in
applying a range of timely,
effective and appropriate
feedback strategies.
Lead and evaluate
moderation activities that
ensure consistent and
comparable judgements
of student learning to meet
curriculum and school or
system requirements.
16.
Professional Practice
Standard 5 – Assess, provide feedback and report on student learning
Focus Graduate
5.4 Demonstrate the capacity to
Interpret student interpret student assessment
data data to evaluate student
learning and modify teaching
practice.
5.5 Demonstrate understanding
Report on of a range of strategies for
student reporting to students and
achievement parents/carers and the
purpose of keeping accurate
and reliable records of
student achievement.
Proficient
Use student assessment data
to analyse and evaluate
student understanding of
subject/content, identifying
interventions and modifying
teaching practice.
Report clearly, accurately
and respectfully to students
and parents/carers about
student achievement making
use of accurate and reliable
records.
Highly Accomplished
Work with colleagues to
use data from internal and
external student assessments
for evaluating learning
and teaching, identifying
interventions and modifying
teaching practice.
Work with colleagues
to construct accurate,
informative and timely reports
to students and parents/
carers about student learning
and achievement.
National Professional Standards for Teachers
Lead
Co-ordinate student
performance and program
evaluation using internal and
external student assessment
data to improve teaching
practice.
Evaluate and revise
reporting and accountability
mechanisms in the school
to meet the needs of
students, parents/carers and
colleagues.
17.
Professional Engagement

Standard 6 – Engage in professional learning

Focus Graduate Proficient Highly Accomplished Lead
6.1 Demonstrate an Use the National Professional Analyse the National Use comprehensive
Identify and plan understanding of the role Standards for Teachers and Professional Standards for knowledge of the National
professional of the National Professional advice from colleagues to Teachers to plan personal Professional Standards for
learning needs Standards for Teachers in identify and plan professional professional development Teachers to plan and lead the
identifying professional learning needs. goals, support colleagues to development of professional
learning needs. identify and achieve personal learning policies and
development goals and pre- programs that address the
service teachers to improve professional learning needs
classroom practice. of colleagues and pre-service
teachers.

6.2 Understand the relevant Participate in learning Plan for professional learning Initiate collaborative
Engage in and appropriate sources to update knowledge by accessing and critiquing relationships to expand
professional of professional learning for and practice, targeted to relevant research, engage professional learning
learning and teachers. professional needs and in high quality targeted opportunities, engage
improve practice school and/or system opportunities to improve in research, and provide
priorities. practice and offer quality quality opportunities and
placements for pre-service placements for pre-service
teachers where applicable. teachers.

6.3 Seek and apply constructive Contribute to collegial Initiate and engage in Implement professional
Engage with feedback from supervisors discussions and apply professional discussions with dialogue within the school
colleagues and and teachers to improve constructive feedback colleagues in a range of or professional learning
improve practice teaching practices. from colleagues to improve forums to evaluate practice network(s) that is informed
professional knowledge and directed at improving by feedback, analysis of
practice. professional knowledge current research and practice
and practice, and the to improve the educational
educational outcomes of outcomes of students.
students.

6.4 Demonstrate an Undertake professional Engage with colleagues to Advocate for, participate in
Apply understanding of the learning programs designed evaluate the effectiveness of and lead strategies to support
professional rationale for continued to address identified student teacher professional learning high-quality professional
learning and professional learning and learning needs. activities to address student learning opportunities for
improve student the implications for improved learning needs. colleagues that focus on
learning student learning. improved student learning.

National Professional Standards for Teachers 18.

Professional Engagement

Standard 7 – Engage professionally with colleagues, parents/carers and the

community
Focus Graduate Proficient Highly Accomplished Lead
7.1 Understand and apply the key Meet codes of ethics and Maintain high ethical Model exemplary ethical
Meet principles described in codes conduct established by standards and support behaviour and exercise
professional of ethics and conduct for the regulatory authorities, systems colleagues to interpret codes informed judgements in all
ethics and teaching profession. and schools. of ethics and exercise sound professional dealings with
responsibilities judgement in all school and students, colleagues and the
community contexts. community.

7.2 Understand the relevant Understand the implications Support colleagues to review Initiate, develop and
Comply with legislative, administrative of and comply with relevant and interpret legislative, implement relevant policies
legislative, and organisational polices legislative, administrative administrative, and and processes to support
administrative and processes required for and organisational and organisational requirements, colleagues’ compliance
and teachers according to school professional requirements, policies and processes. with and understanding of
organisational stage. polices and processes. existing and new legislative,
requirements administrative, organisational
and professional
responsibilities.

7.3 Understand strategies for Establish and maintain Demonstrate responsiveness Identify, initiate and build
Engage with the working effectively, sensitively respectful collaborative in all communications with on opportunities that
parents/carers and confidentially with relationships with parents/ parents/carers about their engage parents/carers in
parents/carers. carers regarding their children’s learning and well- both the progress of their
children’s learning and well- being. children’s learning and in the
being. educational priorities of the
school.

7.4 Understand the role of Participate in professional Contribute to professional Take a leadership role in
Engage with external professionals and and community networks and networks and associations professional and community
professional community representatives forums to broaden knowledge and build productive links networks and support the
teaching in broadening teachers’ and improve practice. with the wider community involvement of colleagues
networks professional knowledge and to improve teaching and in external learning
and broader practice. learning. opportunities.
communities

National Professional Standards for Teachers 19.