Professional learning: Strengthen your understanding and application of the Teacher Standards

Module 2a

Introducing the Australian Teacher Performance and Development Framework


Section 2a introduces the Australian Teacher Performance and Development Framework (the Framework). After completing this professional learning, you should be able to:

  • understand the purpose and benefits of the Framework
  • describe the components of effective development
  • describe the development cycle
  • understand the links and differences between the Framework and other national frameworks
  • consider the challenges of implementing effective development practices within your school service or setting.

Estimated duration

XX minutes

How to use this web page

You can work through the learning on the page or download to complete offline. The download will capture any text you have entered on the page so you can save your answers.

Work through the learning below then Print to PDF. The download will capture any text you have entered on the page.

Download as Microsoft Word Print as PDF

Let’s begin


What impact would implementing effective performance and development practices have on your education setting?

What is the Australian Teacher Performance and Development Framework?

The Framework is a document that outlines a national approach to support teacher performance and development. It looks at how to build a culture of development – comprised of five components – and the continuous cycle of development, comprised of three components.


The Framework was developed in collaboration between AITSL and education stakeholders, and is based on research, national mapping and extensive consultation.

In this section we will look at what the Framework says about effective performance and development and how it applies to your education setting.

What makes effective performance and development?

The Framework outlines the performance and development cycle, and how it sits within a wider performance and development culture. Watch this animation for an overview.

Video notes

What current development practices are working well in your education setting? What practices could be strengthened?

What parts of the Framework can you already see in action in your education setting?

Why build a performance and development cycle & culture?

  • Improve teacher effectiveness, which leads to improved student outcomes
  • Promote teacher access to effective, continuous and constructive feedback throughout their careers
  • Focus all schools, services or settings on continuous teacher performance feedback, growth and improvement.

Benefits for teachers and leaders

Benefits for teachersBenefits for leaders
  • structure to support teacher improvement, leading to improved student outcomes
  • flexibility to align with improvement goals of education setting
  • increased professional growth through coaching
  • increase in professional satisfaction
  • access to networks through system-wide collaboration
  • Access to and participation in:
    • relevant professional learning
    • targeted career goal setting
    • effective reflection and feedback
    • collegial networks.
  • structure to drive teacher improvement
    • structure to drive improvement in education settings
  • flexibility to align with goals aimed at improving student outcomes
  • promotes collaboration and collegial endeavour
  • encourages leadership at all levels
  • promotes a shared commitment to excellence
  • shared understanding of effective teaching.

Performance and development culture


You’ll go into more detail in unpacking Performance and development culture in Module 3.x – this is an introduction to the concept.

Research shows that a successful approach to effective performance and development relies on creating a strong and supportive culture in an education setting. The five components of a successful approach to development culture are outlined in dark green here:


Focus on student outcomes, instead of improving teaching as an end in itself. ‘Student outcomes’ may include learning, engagement, and wellbeing.

Clear understanding of effective teaching, using the Australian Professional Standards for Teachers as a basis and common language.

Leadership, as leaders have a critical and central role in creating the culture. With that said, a truly effective approach has a shared commitment from teachers for their own – and their colleagues’ – development.

Flexiblity, because all education settings have different contexts and histories, and there isn’t a one size fits all approach.

Coherence, as new goals and processes should be consistent with the education setting’s plans and existing approaches.


Identify existing processes within your education setting that support the five development culture components.

Focus on student outcomes
Clear understanding of effective teaching

Performance and development cycle


You’ll go into more detail in unpacking the Performance and development cycle in Module 3.x – this is an introduction to the concept.

A teacher performance and development cycle provides a structure for developing and refining teaching practice. The three components are interdependent and may not necessarily occur in a set order or take equal time, but the cycle provides a useful way to structure your thinking about it. The components are highlighted in light green here:


Reflection and goal setting, with regular reviews of measurable goals. Goals should align to an education setting’s shared view on effective teaching and should take teacher reflection into account.

Professional practice and learning, meaning teachers will make a conscious effort to collect and reflect on evidence. It should occur in a context of frequent formal and informal feedback.

Feedback and review, with feedback being timely, frequent and improvement focused. There should also be a formal annual performance and development review, including a full reflection on a teacher’s performance against their goals using multiple sources of evidence.


Identify existing processes within your education setting that support the three performance and development cycle practices outlined in the Framework.

Reflection and goal setting
Professional practice and learning
Feedback and review

Implementing a performance and development culture and cycle

Education settings operate in different contexts and will be at different starting points, with differing implementation.

It is in the ongoing work of implementation and culture change that the real challenge lies. A strong commitment from – and extensive support for – education settings, groups of education settings, and teachers and leaders is critical.

Monitoring and evaluation are also essential to sustained and successful implementation.


What benefits can you see in implementing the performance and development culture and cycle within your education setting?

What challenges and opportunities can you see in implementing the performance and development culture and cycle within your education setting?

After learning more, is there anything you think would strengthen about your education setting development practices?

Professional Conversations

After spending time reflecting individually, seek out a colleague, mentor or leader to discuss your thoughts. Use the above questions and your responses to help structure the conversation.

Performance and development from multiple perspectives

Watch the video below to hear about the elements of the Framework through the eyes of students, teachers and leaders.

Video notes

How the national frameworks work together to achieve improved student outcomes

Video intro text, video intro text, video intro text, video intro text


Video notes

If you haven’t already completed Module 1 on Understanding the Australian Professional Standards for Teachers, and want to learn more about the Standards, view Module 1.

Resource for leaders

Access videos and stories about real leaders developing leadership using both the Teacher Standards and Principal Standard.

Next steps

Deepen your understanding with 2b: What is high quality professional learning, and how can it support the development of effective teaching?

Alternatively, return to the professional learning overview page to select another module.