Australian Professional Standards for Teachers

Professional Practice

3   Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

Graduate Proficient Highly Accomplished Lead
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Set explicit, challenging and achievable learning goals for all students. Develop a culture of high expectations for all students by modelling and setting 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.

3.2 Plan, structure and sequence learning programs

Graduate Proficient Highly Accomplished Lead
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. 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.

3.3 Use teaching strategies

Graduate Proficient Highly Accomplished Lead
Include a range of teaching strategies. Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. 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.

3.4 Select and use resources

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

3.5 Use effective classroom communication

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

3.6 Evaluate and improve teaching programs

Graduate Proficient Highly Accomplished Lead
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning. Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. 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.

3.7 Engage parents/ carers in the educative process

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