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.
- Updated !
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.
- Updated !
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
- A Reflective Journey ! Why the Study of Teacher Evaluation
2011; Sham Naidu. ‘This article presents the author's reflection on his experiences of teacher evaluation implemented in South Africa and his interest in researching this contentious topic in South Australia’.
- Conceptions of Good Teaching by Good Teachers
: Case Studies from an Australian University
2013; Fernanda P Duarte. ‘This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university’.
- Updated !
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’.
- Evaluation of the implementation of the
Australian Professional Standards for Teachers
Report II. 2015; Clinton, J., Dinham, S., et al. ‘The Evaluation aimed to assess the usefulness, effectiveness and impact of the implementation of the Standards. The purpose of this report is to provide more informative conclusions about the factors that drive, influence, and affect implementation in different contexts’. PDF download available.
- Guide to the Certification of Highly
Accomplished and Lead Teachers in Australia
2013; AITSL. ‘The paper outlines the purposes and principles underlying certification and the assessment process’.
- Professional Standards and Professional Learning : A Position
2010; Karen McDaid. Mathematics Education Research Group of Australasia. ‘This paper is an exploration of the relevant literature that focused on the professionalisation of the teaching profession in Australia and its potential impact on teaching in Australia’.
- Teacher Performance Appraisal : More about
Performance or Development ?
2015; Kerry Elliott. ‘This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are connected to bigger ideas’.
- A Coherent System of Teacher Evaluation for Quality Teaching
2016; Adams, Tammie; Aguilar, Elena; Berg, Ellen: et al. ‘The article, 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.
- Updated !
Assessing and Evaluating Teacher
2014; American Psychological Association. ‘We discuss the evaluation of teacher education programs using three methodologies, highlight the utility and limitations of each of these methodologies for evaluating teacher education programs, and provide a set of recommendations for their optimal use by teacher education programs and other stakeholders in teacher preparation’. USA.
- How Are Teacher Evaluation Data Used in Five Arizona Districts
2016; Makkonen, Reino; Tejwani, Jaclyn; Venkateswaran, Nitya. ‘This study describes how results from new multiple-measure teacher evaluations were being used in 2014/15 in five school districts in Arizona [according to interviews with district leaders and instructional coaches and surveys of school principals and teachers]’. USA.
- Measuring classroom management expertise of
teachers : …
A video-based assessment approach and statistical results. 2015; Johannes König. ‘The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise of teachers and for which statistical results are provided’. Germany.
- Problems with Value-Added Evaluations of
Teachers ? Let Me Count the Ways !
2015; David C. Berliner. ‘The movement to evaluate teachers based on student test scores has received powerful political and parental support. This simple and logical approach to teacher evaluation is, however, impossible to do fairly, reliably, and validly, but is nevertheless increasingly being used throughout the country. Here are my views on what is wrong with value-added models of teacher evaluation’. USA.
- Teacher Evaluations : Use or Misuse ?
2015; Douglas F Warring. ‘This manuscript identifies some of the factors usually not taken into account in teacher evaluations and suggests ways to improve the teacher evaluation process’. USA.
- What Do Value-Added Measures of Teacher Preparation
Programs Tell Us ?
2013; Dan Goldhaber. ‘Teacher training programs are increasingly being held under the microscope. The problem is that the scrutiny generally takes the form of input measures, such as minimal requirements for the length of student teaching and assessments of a program’s curriculum. Now the clear shift is toward measuring outcomes’. USA.
- What if teachers learn in the classroom ?
2016; Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. ‘The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work’. Finland.