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
- Action Now : Classroom ready
2014; Teacher Education Ministerial Advisory Group. ‘Action to improve the quality of teachers in Australian schools must begin when they are first prepared for the profession’.
- Best practice in
evidence-based assessment within preservice teacher education programs …
2012; University of Queensland. ‘The product of research commissioned by QCT to conduct an “investigation of best practice in evidence-based assessment within preservice teacher education programs and other professions’.
- 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’.
- 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’.
Initial Teacher Education : Data Report 2014
2014; AITSL. ‘Builds on the collection of baseline data assembled for the initial report, bringing together nationally available data on initial teacher education in Australia’. Parts 1-4.
- Literature review : Learning leaders matter
2013; Dr Philip Riley. ‘Directed towards illustrating the professional practice of Developing Self and Others in the Australian Professional Standard for Principals, and focuses on how this practice is demonstrated in the experience of learning leaders’.
- TALIS 2013 - Australia
2013; OECD. Key findings covering teachers, including development and assessment.
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’.
- Building a
High-Quality Teaching Profession
2011; Andreas Schleicher, OECD. ‘Lessons from around the world’.
- Building Teacher Evaluation Systems : Learning from Leading
2011; The Aspen Institute. ‘School systems across the country are working hard to fix broken teacher evaluation systems. This work offers the promise of regular, meaningful assessment of teacher performance’. USA.
- Developing and Assessing Beginning Teacher
The Potential of Performance Assessments. 2011; Linda Darling-Hammond, Stephen P Newton, Ruth Chung Wei. ‘This article contributes to this needed body of research by reporting results of early predictive and consequential validity studies for the Performance Assessment for California Teachers [PACT]’. USA.
- E-Assessment Of Student-Teachers’ Competence as New
2014; Wilfried Admiraal, et al. ‘Multiple assessments should be used to provide a more valid assessment of student-teachers’ competence as new teachers. Technology can support this kind of multiple and flexible ways of assessment’. Netherlands.
- 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 Policy Makers
2011; Linda Darling-Hammond, et al. ‘Looks at the available research about teacher evaluation strategies and their impacts on teaching and learning’. USA.
- Getting Teacher Assessment Right : What Policymakers can Learn
2010; Patricia H. Hinchey. ‘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’. USA.
- Improving Teacher Quality Around the World
2011; Asia Society. Summary of findings from the International Summit on the Teaching Profession. USA.
- One Piece of the Whole
2014; Linda Darling-Hammond. ‘Teacher Evaluation as part of a comprehensive system for teaching and learning’. 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. Principals viewed assessment as a matter of teacher accountability and as a focus for the school professional team’. Canada.
- Professional Development : Designing Initiatives to Meet the
Needs of Online Faculty
2015; Marquita Elliott, Nicole Rhoades, Christina M. Jackson, B. Jean Mandernach. ‘With institutions facing increasingly limited resources, there is a need to prioritise faculty development initiatives that will encourage faculty participation ’. USA.
- Supporting Teacher Competence Development
For better learning outcomes. 2013; European Commission.
- Using Competency-Based Evaluation to
Drive Teacher Excellence
2010; Lucy Steiner. ‘Lessons from Singapore’.
- Using Teacher Evaluation Reform and Professional Development to
Support Common Core Assessments
2013; Peter Youngs. ‘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’. USA.