How the Standards were developed

The development of the Australian Professional Standards for Teachers was informed by extensive research, expert knowledge, an analysis and review of standards in use by teacher registration authorities, employers and professional associations across Australia, and significant consultation. The process built upon the work of previous national frameworks and agreements.

Stakeholder consultations were conducted within jurisdictions using the arrangements determined by jurisdictional authorities, major employing authorities and teacher regulatory authorities. In total, 120 single and consolidated submissions were received from the Federal, State and Territory governments and regulatory authorities, education unions, professional peak bodies and individual schools and teachers.

Following this, the Standards were tested across systems and sectors, school types, and geographical locations. The validation process involved two online surveys as well as focus group sessions held in every state and territory with nearly 6,000 teachers and principals from hundreds of schools around Australia involved.

How the Standards are organised

The Australian Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping. The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains. Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated into Descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead.