Resource information
The Classroom Practice Continuum brings the Australian Professional Standards for Teachers to life by building out the Professional Practice Domain and articulating what teachers at increasing levels of expertise do in the classroom.
By demonstrating progression along the Continuum, teachers can see what it looks like to improve their own classroom practice and the consequent impact of this improvement on student learning, student engagement in learning and student wellbeing.
Use the Continuum for self-reflection, or partner with a colleague or mentor and locate your practice on the Classroom Practice Continuum, along with how you can establish directions for continued learning and growth.
About the continuum
The classroom practices demonstrated within the Continuum are underpinned by evidence-informed teaching practices with a demonstrable impact on student learning.
The profiles in the Continuum show a holistic view of classroom practice. The profiles have been deliberately presented in prose that show classroom practice as an integrated performance, rather than as a checklist that could reduce classroom practice to discrete behaviours.
The Continuum supports teachers and school leaders to implement effective classroom observation. Increasing expertise in classroom practice is an ongoing process over time. The Continuum provides a shared language for describing classroom practice and a scaffold that supports improvement-focused feedback to teachers.
History of the continuum
The Continuum was first released in 2014 and has been updated to ensure that it continues to represent increasing levels of teacher expertise in the classroom.
An Expert Review Group of practising teachers worked with noted education academics Emeritus Professors Patrick Griffin and William Louden and Dr Helen Timperley to update the Continuum. Together, they ensured that the profiles complement a broad range of pedagogical approaches and are underpinned by practices that have impact on student learning.
