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
‘ISTAA is 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 Framework
‘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.
- Advanced Skills Teachers
Select from the listing under “Teachers” in the menu on the left.
- Creating and Sustaining a Performance Development Culture
Part of a range of performance and development areas. This specific section is now part of the Departmental Intranet and you need to be able to log in to access this. The Performance and Development Policy and the Partnerships for Performance are available from these links.
- Managing Underperformance Procedures -
In addition there are documents covering Natural Justice and Procedural Fairness and Natural Justice and Procedural Fairness [Checklist] available here.
- Merit Selection Policy, Procedures and
Information and documents.
- Workforce Development
Select from the options in the main section, or the menu on the left.
- 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 the Competence Standard.
- 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
- An investigation of
best practice in evidence-based assessment …
Within preservice teacher education programs and other professions. 2012; QCT. ‘This report was compiled primarily from a literature review of assessment practices in preservice teacher education in Australia and internationally’.
- Establishing a National
Certification System for Teachers : How are we doing ?
2013, Lawrence Ingvarson. ‘There are many aspects to this question, but, undoubtedly, building its own independent professional certification system would have to be one of the key strategies for strengthening teaching as a profession’.
- Study on
the Quality of Teaching in VET
2011; Leesa Wheelahan, Gavin Moodie. LH Martin Institute. ‘The purpose of this project is to research and make recommendations on the quality of vocational education and training teaching; teacher qualifications and continuing professional development; the impact teaching has on the quality of the student experience and student outcomes; and, how this can be evaluated’.
- Supervising Professional Experience Students
2012; Peter Renshaw. ‘A literature review on mentoring and supervision of pre-service teachers. The review looks at the current policies, procedures and practices that are designed to support pre-service teachers’ professional experience’. AITSL
- Standards for Beginning Teachers
2013; Lawrence Ingvarson. ‘As evidence mounts that the most important in-school influence on student achievement is teachers’ knowledge and skills, the need for teaching standards that describe what good teachers know and do has never been clearer’.
- A Coherent System of Teacher Evaluation for Quality Teaching
2015; Accomplished California Teachers. ‘Adapted from a report written by a group of accomplished California teachers, recommends seven core principles to develop a system of teacher evaluation that provides meaningful and ongoing inputs and moves teachers on a path of continuous improvement throughout their careers’. USA.
- Assessment and innovation in Education
2009; Janet Looney. ‘Do some forms of student and school assessment hinder the introduction of innovative educational practices and the development of innovation skills ?’ OECD.
- Building Teacher Evaluation Systems : Learning from Leading
2011; Aspen Institute. ‘The challenge is to document these lessons so school systems can determine their application in different contexts, and use them to accelerate the development and sophistication of teacher evaluation and performance management systems’. USA.
- Developing and Assessing Beginning
2013; Linda Darling-Hammond, Stephen P Newton, Ruth Chung Wei. ‘The Performance Assessment for California Teachers [PACT] is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice’. USA.
- Evaluating Teacher Effectiveness
2010; Linda Darling-Hammond. ‘How Teacher performance assessments can measure and improve teaching’. USA.
- Getting Teacher Evaluation Right : A Background Paper for
2014; Linda Darling-Hammond, et al. ‘There is a widespread consensus among practitioners, researchers, and policy makers that current teacher evaluation systems in most school districts do little to help teachers improve or to support personnel decision making. For this reason, new approaches to teacher evaluation are being developed and tested’. USA.
- Key Issue : Using Performance-Based Assessment to Identify and
Support High-Quality Teachers
2008; Jane Coggshall, Jeffrey Max, Katherine Bassett. ‘Performance-based assessment of teachers includes a class of measurement methods designed to assess the quality of teacher performance on one or two important aspects of teaching. This paper presents strategies for implementing performance-based assessment’. USA.
- Principals as Assessment Leaders in Rural Schools
2012; Patrick Renihan, Brian Noonan. ‘Reports a study of rural school principals’ assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems’. Canada.
- Principals’ Perceived Supervisory Behaviours Regarding Marginal
Teachers in Two States
2014; Bret Range, Paul Hewitt, Suzie Young. ‘This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers’. USA.
- Sorting out the Signal
2014; Katharine O Strunk, Tracey L Weinsten, Reino Makkonen. ‘Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals ?’. USA.