Australian Professional Standards for Teachers

Language development

About this Illustration of Practice

A deputy principal observes an early career teacher in her language development class. The observation is designed to evaluate how school-wide strategies are being implemented in individual classrooms. Following the observation, she describes how she formed the program and team after attending a range of professional activities. Finally, the teacher and the deputy principal reflect on the skills and knowledge that the former has developed since graduating as a teacher.

Standard 1
Know students and how they learn
Focus area 1.6
Strategies to support full participation of students with disability
Career stage
Highly Accomplished
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.
Other descriptors
Standard 2
Know the content and how to teach it
Focus area 2.5
Literacy and numeracy strategies
Career stage
Highly Accomplished
Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
  1. What indicators can you look for in the classroom of the effectiveness of school-wide strategies?
  2. What innovations can you help to drive in your school’s literacy and numeracy programs?
  3. How can classroom observation contribute to the teaching of literacy and numeracy in your school?
Peel Language Development Primary School
Western Australia
Year level
Year 1
Related subject
Stage of schooling
School type
School location
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Peel Language Development School opened in February 2002 and was the first purpose built specialist facility for early language intervention in Western Australia. The school places students K–3 who meet the entrance criteria set by the Department of Education. Staff members are specially trained and work collaboratively with school based speech pathologists. Staff participate in on-going professional learning to keep abreast of current research and educational practice.

Content provider
AITSL Australian Institute for Teaching and School Leadership

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.