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

1.3 Demonstrate knowledge Design and implement Support colleagues to Evaluate and revise school
Students with of teaching strategies teaching strategies that develop effective teaching learning and teaching
diverse linguistic, that are responsive to the are responsive to the strategies that address programs, using expert
cultural, learning strengths and learning strengths and the learning strengths and and community knowledge
religious and needs of students from needs of students from needs of students from and experience, to meet
socioeconomic diverse linguistic, cultural, diverse linguistic, cultural, diverse linguistic, cultural, the needs of students with
backgrounds religious and socioeconomic religious and socioeconomic religious and socioeconomic diverse linguistic, cultural,
backgrounds. backgrounds. backgrounds. religious and socioeconomic

National Professional Standards for Teachers 8.

disability.6 Demonstrate broad Design and implement Work with colleagues to Initiate and lead the review Strategies to knowledge and teaching activities that access specialist knowledge. to develop participation of students students with strategies that support with disability and address teaching programs that with disability and ensure disability participation and learning of relevant policy and legislative support the participation compliance with legislative students with disability. cultural identity local community and cultural teaching strategies for of Aboriginal and Torres Torres Strait and linguistic background setting.Professional Knowledge Standard 1 – Know students and how they learn Focus Graduate Proficient Highly Accomplished Lead 1. range of abilities 1. and learning of students with and/or system policies. requirements. 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. National Professional Standards for Teachers 9. of school policies to support support full understanding of legislative support the participation and relevant policy and the engagement and full participation of requirements and teaching and learning of students legislation.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. carers. 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. abilities. 1. students across the full range across the full range of across the full of abilities.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. . support from community representatives and parents/ representatives.

and understanding of curriculum. assessment Design and implement Support colleagues to plan Lead colleagues to Curriculum. National Professional Standards for Teachers 10. assessment and curriculum. reporting requirements. curriculum. 2. 2.Professional Knowledge Standard 2 – Know the content and how to teach it Focus Graduate Proficient Highly Accomplished Lead 2. well-sequenced in the selection and comprehensive content selection and teaching sequence. 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. assessment and reporting requirements. engaging learning and exemplary teaching of teaching programs.3 Use curriculum. . research-based learning and teaching programs. assessment and contemporary knowledge comprehensive knowledge of reporting requirements. 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. learning and teaching organisation of content and knowledge to improve the organisation programs. delivery of learning and selection and sequencing teaching programs. subjects using effective.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. of content into coherently organised learning and teaching programs.2 Organise content into an Organise content into Exhibit innovative practice Lead initiatives that utilise Content effective learning and coherent.

achievement.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.4 Demonstrate broad Provide opportunities Support colleagues with Lead initiatives to assist Understand knowledge of. cultures and to promote languages. languages. cultures and for Aboriginal and Torres Strait for Aboriginal and Torres Strait Islander people languages. achievement in literacy and numeracy using research- based knowledge and student data. 2. languages. cultures and Islander histories. cultures and Islander histories. Islander histories. students. . National Professional Standards for Teachers 11. reconciliation between Indigenous and non-Indigenous Australians 2. programs to make selected use current ICT to improve teaching strategies to expand content relevant and their teaching practice and learning opportunities and meaningful. 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.Professional Knowledge Standard 2 – Know the content and how to teach it Focus Graduate Proficient Highly Accomplished Lead 2. make content relevant and content knowledge for all meaningful.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.

that engage students in including ICT. skills.Professional Practice Standard 3 – Plan for and implement effective teaching and learning Focus Graduate Proficient Highly Accomplished Lead 3. and sequence learning. skills. structure using knowledge of student structured learning and evaluate and modify learning and lead colleagues to plan. National Professional Standards for Teachers 12. including ICT. students in their learning. students. resources ICT. including use a range of resources. including ICT. 3.2 Plan lesson sequences Plan and implement well Work with colleagues to plan. 3. modify and expand strategies develop knowledge. sequences that engage create productive learning effectiveness of their learning programs students and promote environments that engage all and teaching programs to learning. students to pursue challenging goals in all aspects of their education. skills. content and teaching programs or lesson and teaching programs to implement and review the learning effective teaching strategies. Exhibit exemplary practice Plan. colleagues to encourage characteristics. teaching strategies to and apply effective teaching review. . to engage students in their resources.4 Demonstrate knowledge of a Select and/or create and Assist colleagues to create. 3. problem strategies to enable students and creative thinking. 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.1 Set learning goals that Set explicit. by modelling and setting expectations and lead learning goals of varying abilities and challenging learning goals. creating and evaluating their learning. for application by teachers within or beyond the school. to engage of resources. strategies to develop their repertoire of teaching problem solving and critical knowledge. problem solving and critical and creative thinking. develop students’ knowledge. understanding and skills. creative thinking. learning. solving and critical and to use knowledge.3 Include a range of teaching Select and use relevant Support colleagues to select Work with colleagues to Use teaching strategies in teaching. select and use a wide range lead colleagues in selecting. Model exemplary skills and Select and use range of resources.

knowledge including: student assessment planning. 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. of curriculum and workplace data. teaching practices and feedback from parents/ carers. and broader school priorities and activities. . to support students’ understanding. strategies to support students’ using collaborative strategies participation. practices.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. student understanding. engagement and achievement. assessment data. students and colleagues. student sources of evidence programs improve student learning. carers to be involved in their opportunities for parents/ parents/carers in the process children’s learning. National Professional Standards for Teachers 13. engagement understanding.Professional Practice Standard 3 – Plan for and implement effective teaching and learning Focus Graduate Proficient Highly Accomplished Lead 3. 3. engagement and contextual knowledge and achievement. to inform assessment data. carers to be involved in their education of their children children’s learning. including feedback learning programs using programs using multiple teaching teaching programs to from students and student student feedback.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. and achievement. curriculum documents.

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. issues promptly. expectations with students management strategies to broaden their range of and address discipline using expert knowledge and strategies. National Professional Standards for Teachers 14. students. to ensure all students are student responsibility for engaged in purposeful learning. respectfully.Professional Practice Standard 4 – Create and maintain supportive and safe learning environments Focus Graduate Proficient Highly Accomplished Lead 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. . 4. fairly and workplace experience. and support all students in that engage and support all learning environments across classroom activities.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. create an environment where repertoire of strategies for effective classroom activities student time is spent on classroom management management and promote learning tasks. activities. the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.

teaching. responsible ethically available to support the safe. learning and teaching. policies and strategies to responsibly and issues and the strategies and ethical use of ICT in strategies to promote the ensure the safe.4 Describe strategies that Ensure students’ well-being Initiate and take responsibility Evaluate the effectiveness of Maintain student support students’ well-being and safety within school by for implementing current student well-being policies safety and safety working within implementing school and/ school and/or system. 4. legislative requirements and assist colleagues to update their practices. or system. National Professional Standards for Teachers 15.Professional Practice Standard 4 – Create and maintain supportive and safe learning environments Focus Graduate Proficient Highly Accomplished Lead 4. curriculum and curriculum and legislative using current school and/ curriculum and legislative legislative requirements. and support Review or implement new Use ICT safely. requirements to ensure or system. . responsible and ethical and ethical use of ICT in responsible and ethical use of use of ICT in learning and learning and teaching.5 Demonstrate an Incorporate strategies to Model. safe. and safe working practices school and/or system. student well-being and safety. ICT in learning and teaching. curriculum and requirements. understanding of the relevant promote the safe. responsible colleagues to develop.

comprehensive range of policies and strategies to learning including. progress learning. learning students about their learning. 5. using assessment data to and summative approaches strategies to assess student comply with curriculum diagnose learning needs. judgements of each student’s effective and appropriate current needs in order to feedback strategies. formative summative assessment diagnose learning needs. learning. of student learning to meet learning. learning goals. informal and diagnostic. . curriculum and school or system requirements. 5.1 Demonstrate understanding Develop. formative and assessment strategies to support colleagues with: formal. to assess student learning. provide feedback and report on student learning Focus Graduate Proficient Highly Accomplished Lead 5.3 Demonstrate understanding Understand and participate Organise assessment Lead and evaluate Make consistent of assessment moderation in assessment moderation moderation activities that moderation activities that and comparable and its application to support activities to support consistent support consistent and ensure consistent and judgements consistent and comparable and comparable judgements comparable judgements of comparable judgements judgements of student of student learning. student learning. using a range of assessment strategies.Professional Practice Standard 5 – Assess. diagnostic. National Professional Standards for Teachers 16. select and use Develop and apply a Evaluate school assessment Assess student of assessment strategies informal and formal.2 Demonstrate an Provide timely. effective Select from an effective Model exemplary practice Provide understanding of the purpose and appropriate feedback range of strategies to provide and initiate programs to feedback to of providing timely and to students about their targeted feedback based support colleagues in students on their appropriate feedback to achievement relative to their on informed and timely applying a range of timely. requirements and support complying with curriculum. colleagues to evaluate system and/or school the effectiveness of their assessment requirements and approaches to assessment.

Professional Practice Standard 5 – Assess. National Professional Standards for Teachers 17. . reporting and accountability student reporting to students and and parents/carers about informative and timely reports mechanisms in the school achievement parents/carers and the student achievement making to students and parents/ to meet the needs of purpose of keeping accurate use of accurate and reliable carers about student learning students. interventions and modifying and teaching. student achievement.4 Demonstrate the capacity to Use student assessment data Work with colleagues to Co-ordinate student Interpret student interpret student assessment to analyse and evaluate use data from internal and performance and program data data to evaluate student student understanding of external student assessments evaluation using internal and learning and modify teaching subject/content. accurately Work with colleagues Evaluate and revise Report on of a range of strategies for and respectfully to students to construct accurate. identifying for evaluating learning external student assessment practice. colleagues. interventions and modifying practice. provide feedback and report on student learning Focus Graduate Proficient Highly Accomplished Lead 5. 5. parents/carers and and reliable records of records. and achievement.5 Demonstrate understanding Report clearly. teaching practice. identifying data to improve teaching teaching practice.

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. colleagues that focus on learning student learning. activities to address student learning opportunities for improve student the implications for improved learning needs. professional needs and in high quality targeted opportunities. students. 6. . support colleagues to development of professional learning needs. practice and offer quality quality opportunities and placements for pre-service placements for pre-service teachers where applicable. and provide priorities.4 Demonstrate an Undertake professional Engage with colleagues to Advocate for. identify and achieve personal learning policies and development goals and pre.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. goals. professional knowledge current research and practice and practice. 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. analysis of practice. 6. of colleagues and pre-service teachers. targeted to relevant research.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. and the to improve the educational educational outcomes of outcomes of students.Professional Engagement Standard 6 – Engage in professional learning Focus Graduate Proficient Highly Accomplished Lead 6. engage improve practice school and/or system opportunities to improve in research. National Professional Standards for Teachers 18. programs that address the service teachers to improve professional learning needs classroom practice. improved student learning. teachers. from colleagues to improve forums to evaluate practice network(s) that is informed professional knowledge and directed at improving by feedback. 6. engage professional learning learning and teachers.

communities National Professional Standards for Teachers 19. . community. parents/carers and the community Focus Graduate Proficient Highly Accomplished Lead 7.Professional Engagement Standard 7 – Engage professionally with colleagues. 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.2 Understand the relevant Understand the implications Support colleagues to review Initiate. colleagues and the community contexts. and schools. implement relevant policies legislative. organisational and professional responsibilities. administrative administrative. carers regarding their children’s learning and well. learning. existing and new legislative.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. polices and processes. of ethics and exercise sound professional dealings with responsibilities judgement in all school and students. with and understanding of organisational stage. children’s learning and in the being. with the wider community involvement of colleagues networks professional knowledge and to improve teaching and in external learning and broader practice. colleagues’ compliance and teachers according to school professional requirements. administrative of and comply with relevant and interpret legislative. and organisational polices legislative. 7. and and processes to support administrative and processes required for and organisational and organisational requirements. being. requirements administrative. systems colleagues to interpret codes informed judgements in all ethics and teaching profession. both the progress of their children’s learning and well. 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. develop and Comply with legislative. opportunities.3 Understand strategies for Establish and maintain Demonstrate responsiveness Identify. policies and processes. 7. educational priorities of the school. initiate and build Engage with the working effectively.