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’.
Board of Studies Teaching and Educational Standards NSW [previously NSW Institute of Teachers]. Initial and ongoing registration of all teachers.
- Case Studies For Early Career Teachers
Induction Programs. ‘They are working examples of quality induction’.
- Independent Schools Teacher Accreditation
‘ISTAA is responsible for the accreditation of teachers’. Covers teachers at various levels.
NSW Professional Teaching Standards
‘Accreditation at Proficient Teacher / Professional Competence’. Download the Professional Teaching Standards here.
- 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
Covers a range of performance and development areas. 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 Instructions
Information and documents.
- Workforce Development
Select from the options in the main section, or the menu on the left.
- Code of Professional
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
- Australian Professional Standards for Teachers
Find all details at the Australian Institute for Teaching and School Leadership.
- How and Why has Teacher Quality Changed in
2006; Andrew Leigh, Chris Ryan. ‘Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decade’.
- Implementing a performance and development framework
2012; Ben Jensen, Julian Reichl. ‘This paper is intended to inform the development of the teacher performance and development framework. It draws heavily on information gathered for two previous Grattan Institute report’.
- Schools Workforce
2012; Productivity Commission. ‘This report, the final in a series on the education and training workforces, is concerned with the schools workforce’.
- TALIS 2013 - Australia
2013; OECD. Key findings covering teachers, including development and assessment.
- Teacher Performance and Development in Australia
2012; Graham Marshall, Peter Cole, Vic Zbar. ‘A mapping and analysis of current practice’.
- Teaching Standards
and MESH Guides
2014, Lawrence Ingvarson. ‘Professional standards for teachers and the MESH [Mapping Educational Specialist knowHow] have similar objectives’.
importance of leadership in high-performing Schools
2012; ISQ. ‘There is a growing body of evidence that school leadership has an impact on student outcomes second only to the influence of teachers in the classroom’.
- Assessing the Effectiveness of School Leaders
2009; Wallace Foundation. USA. ‘How can we expect school leaders to improve if we aren’t gathering, and acting on, the right information about their effectiveness as leaders of learning ?’
- Beyond Assessment : Performance Assessments in Teacher
2008; Ruth R. Chung. USA. ‘Examines the impact of a performance assessment on preservice teacher learning and teaching practice as well as the assessment’scontribution teacher education programs’.
- Building a
High-Quality Teaching Profession
2011; Andreas Schleicher, OECD. ‘Lessons from around the world’.
Developing and Sustaining a High-Quality Teacher Force
2013, Linda Darling-Hammond. USA. ‘Describes, in brief, the strategies used to develop and support high-quality teaching in three cities from different nations on three separate continents’.
- Getting Teacher Assessment Right : What Policymakers can Learn
2010; Patricia H. Hinchey. USA. ‘ Despite decades of research on how best to assess teacher performance, however, no consensus has evolved on any single assessment strategy or collection of strategies’.
- Getting Teacher Evaluation Right : A Background
Paper for Policy Makers
2011; Linda Darling-Hammond, et al. USA. ‘Looks at the available research about teacher evaluation strategies and their impacts on teaching and learning’.
- Improving Teacher Quality Around the World
2011; Asia Society. USA. Summary of findings from the International Summit on the Teaching Profession,.
- Learning is the Work
2011; Michael Fullan. Canada. ‘In the past few years is that we are moving from research to improved practice. In this article I will examine the nature of this work, what results it gets, and what the implications are for the future’.
- One Piece of the Whole
Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning. 2014, Linda Darling-Hammond, USA. ‘Evaluation in its current form often contributes little either to teacher learning or to accurate, timely information for personnel decisions’.
- Preparing Teachers and Developing School Leaders for the 21st
2012; Andreas Schleicher, OECD. ‘Lessons from around the world’.
- Teacher Assessment and Development
Use the Content Type links to get Blog Entries, Projects, Products and Publications on this topic. USA.
- Teaching Assessment for Teacher Human Capital Management :
Learning From the Current State of the Art 2011; Anthony T Milanowski, Herbert G Heneman III, Steven M Kimball. USA. ‘This paper reports on a study of the current state of the art in teaching assessment’.
- Teaching Quality : Policy Papers
2011; Greater Tecahing Council for England. UK. Document available in PDF format.
- Using Performance-Based Assessment to Identify and Support
2008; Jane Coggshall, Jeffrey Max, Katherine Bassett. USA. ‘Performance-based assessment of teachers includes a class of measurement methods designed to assess the quality of teacher performance on one or more important aspects of teaching’.
- Using Teacher Evaluation Reform and Professional Development to
Support Common Core Assessments
2013; Peter Youngs. USA. ‘Several new approaches to evaluating teachers hold promise for promoting the type of ongoing teacher learning and changes in instruction that would be associated with a professional standard of care in K-12 teaching’.