Teachers are assessed during training, when registered, during their probationary period and throughout the rest of their career. This is irrespective of whether they stay in the classroom or move into leadership positions.
They face varying types of assessment. Assessment types may include formal, structured assessment, peer assessment, self-assessment, teaching standards, the mentoring process and less formal types.
This page links to procedures and programs used in each state & territory, special reviews, reports and more. It includes aspects such as peer reviewing and self-assessment where used.
States & Territories
Australian Capital Territory
- Professional Conduct
Documents on Professional Practice and Ethics.
- School Improvement
Includes information and roles of all members of staff in achieving this.
- Self Assessment Matrix
Self assessment as part of the School Improvement Framework.
New South Wales
- Appraisal Services
‘The AIS provides staff appraisal services in the areas of : Teacher Appraisal, Principal Appraisal and Appraisal of non-teaching staff’.
Previously NSW Institute of Teachers. Initial and ongoing registration of all teachers.
- Independent Schools Teacher Accreditation
‘Responsible for the accreditation of teachers’. Covers teachers at various levels.
- BOSTES Teacher Accreditation - Policies
Includes policies for accreditation at different levels, e.g. Accreditation at Highly Accomplished and Lead Teacher level, assessing, professional learning, maintenance of levels, more. Now uses Australian Professional Teaching Standards.
- Promotion and Transfer
Merit Selection, Promotion & Transfer. Multiple documents. NSW Department of Education and Communities.
- Accountability and Performance Improvement
‘Provides a system of accountability for the whole department including schools, and allows us to monitor and improve the quality of services we provide’. Overview and Guide for Schools.
- Code of Ethics for Northern
‘Provides a means of clearly identifying and communicating the core values that underpin the professional standards for teaching’.
- Mapping of NT
Standards and Australian Standards
‘Provides a snapshot of the changes and how the Northern Territory Standards of Professional Practice for Teaching align to the Australian Professional Standards for Teachers by career stage and domain’.
- Teacher Registration Board
Involved in assessment prior to, and after, employment.
- Professional Standards and Ethics
You can also access the Australian Professional Standards for Teachers site and the Australian Professional Standards for Principals at these links.
- Australian Professional
Standards for Queensland Teachers
Information from Education Queensland and the Queensland College of Teachers.
- Develop our Workforce Capability
Information on multiple aspects of this area.
- Employee Professional Development Including Study and Research Assistance Scheme [SARAS]
Part of Department of Education Manual. Print a PDF copy.
- Frameworks and Standards
‘These frameworks articulate core values, knowledge, skills and attributes’.
- Guidelines for Professional Practice
Document that ‘Describe[s] the knowledge, skills and abilities that teachers demonstrate while providing relevant and worthwhile learning experiences for students’.
- School Planning, Reviewing and Reporting Framework. Find a copy of the 2011 Framework here.
- Australian Professional Standards for Teachers [DECD]
- Performance and Development
‘The performance and development cycle begins with induction and supports the ongoing learning, improvement and career aspirations’. The Performance and Development Policy and the New ! Performance and Development Guidelines are available from these links.
- Managing Unsatisfactory Performance - Teachers
- Merit Selection
Information and links to policy, procedures and instructions.
- Working as a Teacher
- Code of Professional Ethics
Teachers Registration Board.
- Discipline & Inquiries
Covers the relevant part of the Act as well as information on the conduct of investigations, hearings and inquiries.
- Professional Teaching Standards
Information. Downloads include Full and Provisional Registration information.
- Teachers Registration Board
‘As well as registering teachers, the Board promotes the teaching profession, takes action to improve professional teaching standards … and develops and maintains a code of professional ethics for the teaching profession’.
- Human Resources - Teacher Registration
Information including forms and resources.
- Promotions and Transfers
Select for a range of positions. Part of the Human Resources - Workforce Management site.
- Performance Management
- Workforce Management
Covers Planning, recruiting and selecting, appointing staff and staff management.
- Complaints, Unsatisfactory Performance and
Overview, policies, procedures, legislation, related topics.
Multiple areas, including Senior Teacher, Level 3 Classroom Teacher, National Teacher Certification, School Leaders, Women in Leadership.
- Competency Framework for Teachers
A PDF copy is found here.
- Employee Performance Policy
‘Policy Statement, procedural fairness’. Download the policy here.
- School Improvement and Accountability
‘Policy Statement, Background, Scope’. Download a copy of the School Improvement and Accountability Framework here.
- Staff Conduct and Discipline
Check the PDF version here.
- Teacher Registration Board of Western Australia
- New !
Adventurous Lives : Teacher Qualities for
21st Century Learning
2016; Julie Faulkner, Gloria Latham. ‘In this paper, the authors turn their attention to the importance of teachers’ lives and mindsets to meet current, emerging and future challenges. Using a narrative inquiry approach, they elicit and examine three of these essential qualities’.
- New !
A Common Language ?
The Use of Teaching Standards in the Assessment of Professional Experience : Teacher Education Students’ Perceptions. 2016; Tony Loughland, Neville Ellis. ‘This study sought to gather empirical data via a survey of 229 teacher education students followed by focus groups in an endeavour to record their perceptions on the use of the standards as assessment criteria for professional experience’.
- New !
Building quality in teaching and teacher
2016; Nan Bahr with Suzanne Mellor. ‘This review paper addresses conceptions of quality for teachers, teaching and teacher education. Quality teaching for every learner is an admirable goal, but it is not entirely clear what the key features of quality might be for teaching.’.
- New !
Classroom Management and National Professional
Standards for Teachers
A Review of the Literature on Theory and Practice. 2016; Helen M Egeberg, Andrew McConney, Anne Price. ‘This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management’.
- New !
Graduate Standards for Teachers : …
Final-year Preservice Teachers Potentially Identify the Gaps. 2016; Suzanne M Hudson, Peter Hudson, Noelene L Weatherby-Fell, Brad Shipway. ‘This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation’.
- New !
Let Them See It : …
A Project to Build Capacity by Raising Awareness of Teaching-Development Pathways. 2016; Susan Bolt, Jody Fenn, Christian Ohly. ‘This paper describes the steps taken to make teaching-development opportunities visible to staff. The focus was on creating visual artefacts underpinned by robust technology that users could navigate and interact with. The strategy also included a short video, an interactive map and a database’.
- New !
Mentoring Beginning Teachers and Goal Setting
2016; Peter Hudson, Sue Hudson. ‘This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools. Data were analysed from six mentors’ interviews using semi- structured questions and archival documents associated with the mentoring program’.
- New !
The Effectiveness of Peer Review of Teaching when
performed between Early-career Academics
2015; Richard J Woodman, Maria B.Parappilly. ‘This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants’.
- New !
The Gifted Dimension of the Australian Professional
Implications for Professional Learning. 2016; Lesley Henderson, Jane Jarvis. ‘This paper reviews the literature in the field to argue for consideration of a “gifted dimension” as an elaboration of the Australian Professional Standards for Teachers [AITSL, 2011]’.
- New !
Design Evaluation of a Simulation for Teacher
2015; Farnaz Badiee, David Kaufman. ‘Recent calls to improve the quality of education in schools have drawn attention to the importance of teachers’ preparation for work in classroom settings. This study evaluated the design of simSchool [v.1], an online simulation for pre-service teachers, using student teachers’ ratings of selected factors, including realism, appropriateness of content and curriculum, appropriateness for target users, and user interaction’. Canada.
- New !
How Teachers Experience Practical Reflectivity in Schools : A Case
2015; Alcina Oliveira Martins, Maria Nazaré Coimbra, Isabel P Pinto, Rosa Serradas. ‘The aim of this study is to analyse the essential capacities and attitudes of teachers concerning the concretization of teacher’s reflective practices, by considering potentialities and constraints through the perceptions of teachers and supervisors’.Portugal.
- New !
Listen to Us : Teacher Views and Voices
2016; Diane Stark Rentner, Nancy Kober, Matthew Frizzell, Maria Ferguson. ‘The survey focused on a strategic set of issues for policymakers, educators, business leaders, and the public, including teachers’ views on their profession, standards, testing, and evaluations’. USA.
- New !
The Opinions of Prospective Teachers on Peer Assessment
2016; Serpil Özdemir. ‘The findings of the study has indicated that peer evaluation is beneficial in providing affective and academic development, use of metacognitive strategies, and in the points of giving feedback’. Turkey.
- New !
What and How to Assess Teacher’s Performance ? …
A Proposal Based on the Factors That Support Learning. 2016; Jesús Carlos-Guzmán. ‘A proposal is presented to assess teacher’s performance based on the aspects that educational research has found as fundamental to achieve students’ learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs’. Peru.
- New !
What Makes a Good Teacher ?
2017; Zagyváné Szucs Ida. 2017; ‘This study presents the results of a research in which we explore the secondary school students’ expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects’. USA.