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.
- 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.
- 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. 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
- Best Practice
Teacher Education Programs and Australia’s Own Programs
2015, Lawrence C Ingvarson et al. ‘Prepared by ACER to support the work of the Teacher Education Ministerial Advisory Group [TEMAG]’.
- Drawing identity : Beginning pre-service teachers’
2015, Susan Beltman et al. ‘Developing a professional teacher identity can be complex as pre-service teachers engage with a process informed by their previous experiences of teachers … ’.
- Evaluation of the implementation of the Australian
Professional Standards for Teachers
2014, AITSL. ‘The Interim Report on Baseline Implementation highlights key findings from those who participated in the 2013 National Forum and National Survey’.
- Investigating First Year Education Students’ Stress
2015; Gretchen Geng, Richard Midford. ‘Findings provide greater understanding about the stressors experienced by first--year education students and usefully inform ways to help this group achieve their study and career goals’.
- How can preservice teachers be measured against advocated professional
teaching standards ?
2009, Peter B Hudson. ‘Understanding preservice teachers’ perceptions of their abilities to implement these standards may be a step towards the process of determining the achievement of teaching standards’.
- Professional Certification : Promoting, Recognising and
Rewarding Accomplished Teachers
2011, Lawrence Ingvarson. ‘Focuses on the challenge of developing a national system for recognising and rewarding accomplished teachers’.
- Teachers’ career decisions : Perspectives on choosing teaching
careers, and on staying or leaving
2015; Loene M Howes, Jane Goodman-Delahunty. ‘Providing a more holistic view of teacher attrition and retention in an Australian educational context by including the perspectives of a cross-section of current and former teachers with various lengths of teaching service’.
- Time for Teaching to
establish its own Professional Certification Authority
2015, Lawrence Ingvarson. ‘Argues that the teaching profession in Australia should work toward establishing its own blueprint for an Australian College of Teaching with similar functions’ of the one established in the UK.
- 2014 Teacher Prep Review
2015; Julie Greenberg, Kate Walsh, Arthur McKee. ‘The United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce’. USA.
- A Look at the Danielson Framework for Teacher Evaluation
2015; Brian R Evans, Fran Wills, Megan Moretti. ‘Background on the Danielson Framework and interviews with 12 alternative certification teachers in New York City to understand the perceptions of new alternative certification teachers’. USA.
- Alternative Student Growth Measures for Teacher Evaluation
2014; Brian Gill, Brittany English, Joshua Furgeson, Moira McCullough. ‘Profiles of Early-Adopting Districts. Summary’ USA.
- An Analysis of
Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries
2013; Lawrence Ingvarson et al. ‘Findings from the IEA Teacher Education and Development Study in Mathematics [TEDS-M]’. USA/Australia.
- A Playbill : Rethinking Assessment in Teacher Education
2015; Gina M Borgioli, Anne Ociepka, Kristie Coker. ‘We tell the story of inquiring about, designing, implementing and studying our enactment of non-traditional assessment practices in our elementary education university methods course’. USA.
- Assessing and Evaluating Teacher Preparation
2014, American Psychological Association, ‘ This report assumes the kinds of data and methods required to evaluate the effectiveness of teacher education programs ought to be informed by well-established scientific methods that have evolved in the science of psychology’. USA.
- Can Teacher Evaluation Improve Teaching ?
2012; Eric S Taylor, John H Tyler. ‘We study one approach to teacher evaluation: practice-based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators’. USA.
- E-Assessment of Student-Teachers’ Competence as New
2014; Wilfried Admiraal et al. ‘Four types of e-assessments were designed, implemented and evaluated in 27 interventions in 13 post-graduated teacher education programs in the Netherlands. Teacher educators reported positive outcomes of the interventions’. Netherlands.
- Evaluating the Validity of Portfolio Assessments for Licensure
2014; Mark Wilson, P J Hallam, Raymond Pecheone, Pamela A Moss. ‘Examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision’. USA.
- Getting Teacher Assessment Right
2010, Patricia H Hinchey. ‘What policymakers can learn from research’. USA.
- Guidelines for Evaluating Teaching
University of Michigan. ‘By thinking carefully about the purposes of evaluation, and by crafting multiple methods of evaluation that suit those purposes, one can devise evaluation systems that are reliable, valid, and fair’. USA.
- Performance descriptors risk undermining the benefits of teacher
2015, NFER. ‘Examines the implications of proposed performance descriptors, and argues that without revisions they risk undermining the benefits of teacher assessment’. UK.
- Supporting Teacher Competence Development
For better learning outcomes. 2013; European Commission.
- Using assessment data for improving teaching practice
2009, Helen Timperley. ‘the projects covered have led to the identification of a set of conditions necessary for assessment data to result in improved teaching practice’. New Zealand.
- When Intentions Meet Reality
2014, Ragnhild Sandvoll. ‘Consonance and Dissonance in Teacher Approaches to Peer Assessment’. Canada.