Professional Teaching Standards Guide

Professional
Teaching Standards

Professional
Teaching Standards

A
NSW INSTITUTE OF TEACHERS

Professional
Teaching Standards

CONTENTS

Professional Teaching Standards .................................................................. 2

Professional Knowledge
ELEMENT 1 ...................................................................................................... 4
ELEMENT 2 ...................................................................................................... 5

Professional Practice
ELEMENT 3 ...................................................................................................... 7
ELEMENT 4 ...................................................................................................... 9
ELEMENT 5 .................................................................................................... 10

Professional Commitment
ELEMENT 6 ................................................................................................... 12
ELEMENT 7 .................................................................................................... 14

1

Professional
Teaching Standards

The Framework of Professional Teaching Standards provides a common
reference point to describe, celebrate and support the complex and
varied nature of teachers’ work. The Professional Teaching Standards
describe what teachers need to know, understand and be able to do
as well as providing direction and structure to support the preparation
and development of teachers.

Application of the Standards will knowledge, skills, values and attitudes to successful practitioners. They are
sustain and stimulate teachers in their plan for and manage successful learning. recognised by other teachers as having
professional practice and support quality in-depth subject knowledge and pedagogy.
These teachers are equipped to engage
learning opportunities for all students. They keep abreast of and contribute to
in and negotiate a process of ongoing
Improving student learning is the central professional learning and educational
professional learning. They identify their
purpose of teaching. The Standards discussions as well as contributing to
development needs and seek advice
articulate the link between the quality of the professional learning of others.
and support from colleagues. They have
teachers’ practice and student learning.
high expectations of themselves as They engage in educational and
All the standards are described in a
professional learners and for the learning professional discussions and debates.
context of improving student learning by
of their students. Their commitment They recognise their role in contributing
either directly focusing on quality
to students and student learning is to the professional learning of others
teaching practices or indirectly by
reﬂected in their desire to support including mentoring beginning teachers.
focusing on the knowledge and skills
students’ achievement of the highest
of teachers.
possible education outcomes. These teachers are advocates for
the profession and their school. They
The Framework describes clear
They have the commitment, enthusiasm communicate effectively to diverse
benchmarks for identifying and
and interpersonal skills to assume a audiences. They interact professionally
describing effective teaching. The
professional role within schools and their with the community.
Standards provide a language that can
broader communities and to contribute
be used by teachers to communicate Professional Leadership
to the operations of a school as a whole.
with the community about their profession These teachers have a record of
and in so doing advance the status and Professional Competence outstanding teaching and are committed
standing of the profession. Professionally competent teachers to enhancing the quality of teaching and
have demonstrated successful teaching learning. They are committed educators
THE STRUCTURE experience. They have met the who can articulate a vision of education
OF THE FRAMEWORK standards for professional competence. to their students, peers, the profession
The Framework of Professional and the wider community.
They effectively monitor, evaluate and
Teaching Standards comprises four plan for learning. They are able to tailor They may be employed in formal
key stages, three teaching domains teaching programs to meet the needs of leadership positions within schools.
and seven elements. individuals and groups within the class.
They are knowledgeable about the
These teachers have a record of effective
KEY STAGES latest developments in pedagogy
and ongoing professional learning. They
The four key stages are designed as and can apply those developments to
work collegially and in teams to further
a foundation for the future accreditation improve student learning. They have
enhance their professional practice. They
of teachers. outstanding interpersonal and leadership
take responsibility for collaboration with
skills. These skills are underpinned by
others to identify and address their own
The key stages are: principles of fairness, compassion
learning needs.
and integrity.
Graduate teacher
They are effective members of a school
Graduate teachers are beginning their They recognise the talents of others and
and its broader community and interact
teaching career in NSW. They have promote and encourage those people
effectively with all those involved.
undertaken an approved program of to achieve their potential. They apply
teacher preparation or its equivalent Professional Accomplishment critical analysis and problem-solving
elsewhere, and possess the requisite They are highly accomplished and skills to educational matters. They

2

Professional
Teaching Standards

engage in professional learning and technologies; capacity to apply effective This domain describes also the
assist and support the professional strategies for teaching Aboriginal and relationship of teachers to the wider
learning needs of others, particularly Torres Strait Islander students, students community. Teachers do not operate in
induction programs for beginning with special education needs, students isolation but rather value opportunities
teachers. They communicate effectively from non-English speaking backgrounds, to engage actively with other members
with the community to support the students with challenging behaviour; of their profession and their school
development of the school and promote and literacy education. communities. They understand and
student learning. value the importance of close links
Professional Practice between the school, home and
This domain focuses on the action or community in the social and intellectual
DOMAINS
process of teaching as well as the development of their students.
The Standards within each key stage knowledge and skills gained through
are intended to describe the nature of experience as a teacher. It encompasses Finally, this domain is concerned with
teachers’ work in three domains: the effective development of teaching and ensuring teachers adopt professional
learning programs and the appropriate ethics with regard to their own conduct
They are:
organisation, selection, development and that of others. This includes the
Professional Knowledge and use of materials and resources. capacity to act professionally at all times
Professional Practice in their dealings with students, peers,
The domain includes the ability to colleagues and the community.
Professional Commitment.
communicate effectively with students.
Professional Knowledge Effective communication includes a
ELEMENTS
This domain encompasses knowledge repertoire of inquiry techniques and
teaching strategies as well as the ability The elements describe the areas
and understanding of the fundamental
to use a range of tools, activities, and encompassed within the domains. They
ideas, principles and structure of the
resources to engage their students in give a logical organisational structure
subject/disciplines taught by teachers.
learning. It includes the capacity to for consistent presentation
It includes knowledge and understanding
communicate the essential concepts and of the standards within each key stage.
of the links to other content areas as well
as integration of that learning across relationships of the teaching area as well
The seven elements are:
and between content areas. This as relating to students and assisting
their emotional and social development. Teachers know their subject/content
knowledge includes the application
and how to teach that content to
of content to curriculum requirements
The importance of effective planning, their students
as they apply in the school.
assessment and reporting is also Teachers know their students and
For teachers, knowledge of subject essential to a teacher’s practice. This how students learn
content is inextricably linked to the incorporates the ability to plan for
Teachers plan, assess and report
need to know and understand what learning, use a range of formative and
for effective learning
constitutes effective pedagogy in the summative assessment techniques and
learning area. All teachers, both primary report on learning. Underpinning this Teachers communicate effectively
and secondary, must both know their component of teaching practice is the with their students
subject/content and how to teach it. provision of both formal and informal Teachers create and maintain
feedback to students as a stimulus safe and challenging learning
The domain also includes in-depth to learning. environments through the use of
knowledge of the characteristics classroom management skills
of students and their implications Fundamental to this domain is the
Teachers continually improve their
for teaching and learning. These capacity of teachers to establish a
professional knowledge and practice
characteristics include the diverse climate where learning is valued and
social, cultural, ethnic, religious and fostered. This climate is established Teachers are actively engaged
special-learning-needs background of largely by managing the range of members of their profession and
students and the inﬂuences these have behaviours and situations that can the wider community.
on teaching and learning. It includes occur in the classroom.
knowledge of varied approaches to
learning and how students’ skills, Professional Commitment
interests and prior learning affect The commitment domain encompasses
learning. In addition, it incorporates the capacity of teachers to reﬂect critically
knowledge of typical physical and on their own practice accompanied by a
intellectual development characteristics commitment to their own development.
of students. A major component of this is the ability
to engage in personal and collegial
The mandatory components of teacher professional learning including
education are also incorporated into contributing to professional communities.
this domain. They include knowledge
of information and communication

3


ELEMENT 1
TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

KEY STAGE
ASPECT GRADUATE TEACHER PROFESSIONAL PROFESSIONAL PROFESSIONAL
COMPETENCE ACCOMPLISHMENT LEADERSHIP

Knowledge of 1.1.1 1.2.1 1.3.1 1.4.1
subject content Demonstrate relevant Apply and use Exhibit and share Initiate or lead the
knowledge of the central knowledge of the comprehensive development of policies,
concepts, modes of content/discipline(s) knowledge of the programs and processes
enquiry and structure of through effective, content/discipline(s) that advance students’
the content/discipline(s). content-rich, teaching with other teachers to learning through the use
activities and programs develop exemplary, of high-level knowledge
relevant to the stage. content-rich, teaching of the content/
activities and programs. discipline(s) taught.

Knowledge of 1.1.2 1.2.2 1.3.2 1.4.2
pedagogy Demonstrate research- Apply research-based, Mentor colleagues to Initiate or lead the
based knowledge of practical and theoretical ensure that classroom development of
the pedagogies of the knowledge of the programs and pedagogically-sound,
content/discipline(s) pedagogies of the teaching strategies are research-based and
taught. content/discipline(s) pedagogically sound effective policies,
taught to meet learning and research-based. programs and
needs of students. processes.

Knowledge of 1.1.3 1.2.3 1.3.3 1.4.3
NSW curriculum Design and implement Design and implement Assist and advise on Evaluate existing
requirements lesson sequences using contextually relevant the implementation of teaching and learning
knowledge of the NSW teaching and learning contextually relevant, programs and lead
syllabus documents sequences using high quality teaching further development by
or other curriculum knowledge of the NSW and learning programs using expert knowledge
requirements of the syllabus documents and activities using of NSW syllabus
Education Act. or other curriculum expert knowledge of documents or other
requirements of the the NSW syllabus curriculum requirements
Education Act. documents or other of the Education Act.
curriculum requirements
of the Education Act.

Knowledge of 1.1.4 1.2.4 1.3.4 1.4.4
information and Demonstrate current Apply current knowledge Exhibit and share Initiate or lead the
communication knowledge and and skills in the use of current implementation of
technologies proﬁciency in the use ICT in the classroom to skills in the use of ICT in policies and processes
(ICT) in the of the following: meet syllabus outcomes the classroom to meet to integrate ICT into the
following areas: • Basic operational in the following: syllabus outcomes in learning environment.
skills • Basic operational the following:

• Information skills • Operational skills
technology skills • Information • Information
• Software evaluation technology skills technology skills
skills • Software evaluation • Software evaluation
• Effective use of skills skills
the internet • Effective use of • Effective use of
• Pedagogical skills the internet the internet
for classroom • Pedagogical skills • Pedagogical skills
management. for classroom for classroom
management. management.

4


ELEMENT 2
TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

KEY STAGE

Knowledge of 2.1.1 2.2.1 2.3.1 2.4.1
and respect Demonstrate Apply knowledge of the Exhibit and share Use expert theoretical
for the diverse knowledge, respect impact of social, ethnic, theoretical and practical knowledge of student
social, cultural, and understanding cultural and religious knowledge of the diversity to develop
ethnic and of the social, ethnic, background factors to effects of social, ethnic, effective and practical
religious cultural and religious meet the learning needs cultural and religious policies, programs and
backgrounds of backgrounds of students of all students. background factors to teaching strategies that
students, and and how these factors meet the learning needs address students’ social,
the effects of may affect learning. of all students. ethnic, cultural and
these factors religious backgrounds.
on learning

Knowledge of 2.1.2 2.2.2 2.3.2 2.4.2
the physical, Demonstrate knowledge Apply knowledge of Exhibit and share Monitor and evaluate
social and of the typical stages the typical stages of theoretical and teaching and learning
intellectual of students’ physical, students’ physical, practical knowledge using expert knowledge
developmental social and intellectual social and intellectual of typical stages of of typical stages of
characteristics development as well development as well students’ physical, students’ physical,
of the age as an awareness of as an awareness of social and intellectual social and intellectual
group(s) of exceptions to general exceptions to general development, as well development, as well
students patterns. patterns. as an awareness of as an awareness of
exceptions to general exceptions to general
patterns. patterns.

Knowledge of 2.1.3 2.2.3 2.3.3 2.4.3
students’ varied Demonstrate knowledge Apply practical and Share practical and Evaluate and monitor
approaches to of students’ different theoretical knowledge theoretical knowledge of teaching and learning by
learning approaches to learning. and understanding of the different approaches using expert knowledge
the different approaches to learning to enhance of the different
to learning to enhance learning outcomes. approaches to learning
student outcomes. to enhance student
learning outcomes.

Knowledge of 2.1.4 2.2.4 2.3.4 2.4.4
how students’ Demonstrate knowledge Apply knowledge Exhibit and facilitate the Evaluate and monitor
skills, interests and understanding of and understanding of sharing of knowledge teaching and learning
and prior students’ skills, interests students’ skills, interests and understanding of practices by using
achievements and prior achievements and prior achievements the skills, interests and expert knowledge of the
affect learning and their impact on and their impact on prior achievements of value and signiﬁcance
learning. learning. students and the impact of the skills, interests
of these factors for and prior achievements
learning. of students.

5


ELEMENT 2
TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

KEY STAGE

Knowledge of 2.1.5 2.2.5 2.3.5 2.4.5
strategies for Demonstrate knowledge Demonstrate the As appropriate, provide As appropriate,
addressing and understanding of capacity to apply informed advice and evaluate and monitor
student needs speciﬁc strategies for effective strategies support to colleagues in the implementation of
teaching: for teaching: the design of effective effective policies and
• Aboriginal and • Aboriginal and strategies for teaching: processes for teaching:
Torres Strait Islander Torres Strait Islander • Aboriginal and • Aboriginal and
students students Torres Strait Islander Torres Strait Islander
• Students with Special • Students with Special students students
Education Needs Education Needs • Students with Special • Students with Special
• Non-English Speaking • Non-English Speaking Education Needs Education Needs
Background students Background students • Non-English Speaking • Non-English Speaking
• Students with • Students with Background students Background students
Challenging Challenging • Students with • Students with
Behaviours. Behaviours. Challenging Challenging
Behaviours. Behaviours.

2.1.6 2.2.6 2.3.6 2.4.6
Demonstrate knowledge Apply a range of literacy Provide advice and Evaluate and monitor
of a range of literacy strategies to meet the support to colleagues the implementation
strategies to the meet needs of all students to implement a range of effective literacy
the needs of all students including: of literacy strategies to strategies to meet the
including: • Aboriginal and meet the needs of all needs of all students
• Aboriginal and Torres Strait Islander students including: including:
Torres Strait Islander students • Aboriginal and • Aboriginal and
students • Students with Special Torres Strait Islander Torres Strait Islander
• Students with Special Education Needs students students
Education Needs • Non-English Speaking • Students with Special • Students with Special
• Non-English Speaking Background students Education Needs Education Needs
Background students • Students with • Non-English Speaking • Non-English Speaking
• Students with Challenging Background students Background students
Challenging Behaviours. • Students with • Students with
Behaviours. Challenging Challenging
Behaviours. Behaviours.

6


ELEMENT 3
TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING

KEY STAGE

Planning 3.1.1 3.2.1 3.3.1 3.4.1
Teaching and Demonstrate the Identify and articulate Set challenging learning Use high-level practical
learning goals capacity to identify clear learning goals for all students, and theoretical
and articulate clear goals that reflect and assist other knowledge to establish
and appropriate important conceptual teachers to develop challenging learning
learning goals in lesson understandings of the and articulate clear and goals to inform teaching
preparation. content/discipline(s) valuable learning goals. and learning programs
taught. for all students.

Teaching 3.1.2 3.2.2 3.3.2 3.4.2
and learning Plan and implement Design and implement Advise and assist Initiate or lead
programs coherent lessons and coherent, well structured colleagues to design processes to develop
lesson sequences that lessons and lesson and implement exemplary teaching
are designed to engage sequences that engage high-quality teaching and learning programs
students and address students and enhance and learning programs to enhance learning
learning outcomes. student learning that enhance learning outcomes.
outcomes. outcomes through
innovative, engaging
learning opportunities.

Selection and 3.1.3 3.2.3 3.3.3 3.4.3
organisation Select and organise Select and organise Assist colleagues Lead and advise
of content subject/content in subject/content in to apply high-level colleagues to select and
logical, sequential and structured teaching and theoretical and practical organise subject content
structured ways to learning programs that knowledge of teaching by using high-level
address student learning reflect sound knowledge and learning practices to knowledge of subject
outcomes. of subject content/ organise subject content content and expert
discipline(s) taught. in logical and structured teaching and learning
ways as appropriate to practices.
learning goals.

Selection, 3.1.4 3.2.4 3.3.4 3.4.4
development Demonstrate knowledge Select, develop and use Advise and assist Initiate or lead
and use of of a range of appropriate a variety of appropriate colleagues to use, select the identification,
materials and and engaging resources resources and materials and develop resources development,
resources and materials to support that engage students and materials to engage acquisition and
students’ learning. and support their students’ learning. allocation of teaching
learning. resources to maximise
student learning.

Assessment 3.1.5 3.2.5 3.3.5 3.4.5
Linking Demonstrate knowledge Use a broad range of Design and use highly Use specialist
assessment and use of a range of effective strategies effective assessment knowledge in the area
to learning strategies to assess to assess student strategies that link to of student assessment
student achievement achievement of learning the learning outcomes to lead and inform
of learning outcomes. outcomes. articulated in syllabus planning and program
documents. development.

7


ELEMENT 3
TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING

KEY STAGE

3.1.6 3.2.6 3.3.6 3.4.6
Demonstrate knowledge Communicate to Advise and assist Manage the evaluation
of the link between students the link colleagues in the of assessment policies
outcomes and between their planning and use of and strategies to ensure
assessment strategies. achievement and the effective assessment consistency across the
outcomes set out in strategies designed to school in meeting Board
the syllabus. meet syllabus outcomes. of Studies, systemic and/or
school requirements.

Providing 3.1.7 3.2.7 3.3.7 3.4.7
feedback to Give helpful and Provide timely, effective Model effective and Evaluate and monitor
students timely oral and written and consistent oral consistent oral and the effectiveness of
feedback to students. and written feedback to written feedback to student oral and written
students to encourage ensure that reflection feedback mechanisms
them to reflect on and and encouragement are across the school.
monitor their learning. integral to all students’
learning.

Assessment 3.1.8 3.2.8 3.3.8 3.4.8
Monitoring Demonstrate knowledge Use and maintain Advise and assist Lead the high-level
of students’ and a rationale for effective and efficient colleagues to design, analysis of student
progress and keeping accurate record-keeping systems use and maintain progress through the
record keeping and reliable records to monitor students’ effective and efficient application of record
to monitor students’ learning progress. record-keeping systems keeping systems.
progress. that monitor students’
learning progress.

Reporting 3.1.9 3.2.9 3.3.9 3.4.9
Demonstrate an Report effectively to Advise and assist Evaluate and monitor
understanding of the students, parents and colleagues to develop the extent to which
principles and practices caregivers about policies, guidelines school reporting
of reporting to students, student learning. and reporting systems and accountability
parents and caregivers. that comply with and mechanisms
respond to changes (a) comply with and
in Board of Studies, respond to changes
systemic and/or school in Board of Studies,
based policies. systemic and/or
school based
policies and
(b) meet the information
needs of students,
parents and caregivers.

Program 3.1.10 3.2.10 3.3.10 3.4.10
evaluation Demonstrate an Use student assessment Advise and assist Integrate an analysis
understanding of the results to evaluate colleagues to use of student assessment
principles and practices teaching and learning the results of student results into overall
for using student programs and inform assessments as well as program evaluation to
assessment results further planning. practical and theoretical improve teaching and
to reflect on lesson knowledge to evaluate learning programs.
sequences and inform teaching and learning
further planning of programs.
teaching and learning.

8


ELEMENT 4
TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

KEY STAGE

Effective 4.1.1 4.2.1 4.3.1 4.4.1
communication Communicate clear Explain goals, content, Select and use effective Model and communicate
and classroom directions to students concepts and ideas forms of explanation the most appropriate
discussion about learning goals. clearly and accurately to to support student forms of explanation
students. understanding of their among staff to maximise
learning goals. understanding of the
learning goals for
students.

4.1.2 4.2.2 4.3.2 4.4.2
Demonstrate a range of Use questions and Use effective Build communication
questioning techniques classroom discussion questioning techniques and classroom
designed to support effectively to probe to engage students discussion skills
student learning. students’ understanding in lively, sustained among staff through
of the content. discussion structured collaborative programs
around key content and strategies, including
and ideas. team teaching and
classroom observations.

4.1.3 4.2.3 4.3.3 4.4.3
Listen to students Respond to student Engage students in Model exemplary
and engage them in discussion to promote discussion that enables discussion techniques
classroom discussion. learning and encourage them to synthesise a for colleagues and
other students to range of views and assist them to develop
contribute. ideas to develop deeper their own skills and
understandings and knowledge in this area.
different viewpoints.

Student 4.1.4 4.2.4 4.3.4 4.4.4
grouping Use student group Design and facilitate Assist colleagues to Use theoretical and
structures as appropriate a variety of purposeful design and facilitate practical expertise in the
to address teaching and group structures that a wide variety of area of student group
learning goals. facilitate student purposeful group management to lead
engagement to make structures that support and inform planning
content meaningful. student engagement to enhance student
to make content learning.
meaningful.

Teaching 4.1.5 4.2.5 4.3.5 4.4.5
strategies Use a range of teaching Create, select and use Assist colleagues to Mentor teachers through
strategies and resources a variety of appropriate create, select and use sharing ideas about
including ICT and other teaching strategies and a repertoire of teaching the creation, selection
technologies to foster resources including ICT strategies and resources and use of appropriate
interest and support and other technologies including ICT and other teaching strategies and
learning. to make content technologies to make resources including ICT
meaningful to students. content meaningful to and other technologies
individuals or groups to make content
of students. meaningful to individuals
or groups of students.

9


ELEMENT 5
TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS
THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS

KEY STAGE

Create an 5.1.1 5.2.1 5.3.1 5.4.1
environment Demonstrate a variety Maintain consistent, Model for colleagues Use expert theoretical
of respect and of strategies to develop fair and equitable inclusive strategies that and practical knowledge
rapport rapport with all students. interactions with ensure students are to promote and lead
students to establish valued and treated with the development of
rapport and lead them respect. contextually relevant,
to display these same inclusive teaching
characteristics in their strategies.
interactions with one
another.

5.1.2 5.2.2 5.3.2 5.4.2
Establish supportive Ensure equitable Model and share with Evaluate and monitor
learning environments student participation colleagues teaching teaching and learning
where students feel safe in classroom activities and learning practices practices to ensure
to risk full participation. by establishing safe that value students’ students’ experiences,
and supportive learning experiences, including including their home
environments. their home culture. culture, are valued and
respected.

Establish a 5.1.3 5.2.3 5.3.3 5.4.3
climate where Demonstrate strategies Implement strategies Assist colleagues Promote and model to
learning is to create a positive to establish a positive to develop positive colleagues classroom
valued and environment supporting environment supporting learning environments strategies that
students’ ideas student effort and student effort and that encompass open- emphasise student
are respected learning. learning. mindedness, curiosity commitment to learning.
and honesty.

Manage 5.1.4 5.2.4 5.3.4 5.4.4
classroom Provide clear directions Establish orderly and Employ a variety of Promote and model
activities for classroom activities workable learning classroom management classroom strategies
smoothly and and engage students routines that ensure strategies to maximise that maximise student
efﬁciently in purposeful learning substantial student time the use of classroom learning.
activities. on learning tasks. time for productive
learning.

Manage student 5.1.5 5.2.5 5.3.5 5.4.5
behaviour and Demonstrate knowledge Manage student Develop, apply and Initiate strategies and
promote student of practical approaches behaviour through share with others a lead others in designing
responsibility to managing student engaging students ﬂexible repertoire of responses to managing
for learning behaviour and their in purposeful and strategies for managing challenging student
applications in the worthwhile learning student behaviour behaviours.
classroom. activities. and promoting
student responsibility
for learning and for
appropriate conduct.

10


ELEMENT 5
TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS
THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS

KEY STAGE

5.1.6 5.2.6 5.3.6 5.4.6
Demonstrate knowledge Handle classroom Use expert knowledge Provide leadership
of principles and discipline problems of student behaviour and encouragement to
practices for managing quickly, fairly and management to colleagues in support of
classroom discipline. respectfully. develop and share with innovation to broaden
colleagues a flexible the range of behaviour
repertoire of classroom management strategies.
management strategies.

Assure the 5.1.7 5.2.7 5.3.7 5.4.7
safety of Understand specific Apply specific Assist in the Undertake analyses
students requirements for requirements to ensure development and to ensure the safety of
ensuring student safety student safety in implementation of safe students in the school
in schools. classrooms. working practices to is not compromised.
ensure student safety.

11


ELEMENT 6
TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

KEY STAGE

Capacity to 6.1.1 6.2.1 6.3.1 6.4.1
analyse and Demonstrate a capacity Reflect critically on Model effective practices Consistently,
reflect on to reflect critically on teaching and learning for systematically systematically and
practice and improve teaching practice to enhance analysing and reflecting critically review all
practice. student learning on individual teaching aspects of practice
outcomes. practice in relation to to improve student
student learning learning.
outcomes.

Engagement 6.1.2 6.2.2 6.3.2 6.4.2
in personal Demonstrate knowledge Use the professional Assist colleagues to Evaluate and address
and collegial of the professional standards to identify identify and implement the professional learning
professional standards framework personal professional strategies to address needs of colleagues
development and its impact on the development needs and their professional with reference to the
professional life of plan accordingly. learning needs based professional standards
a teacher. on the professional framework.
standards.

6.1.3 6.2.3 6.3.3 6.4.3
Demonstrate Engage in professional Assist colleagues to Identify, promote
knowledge of the development to extend plan their professional and evaluate
available professional and refine teaching and development to enhance personal professional
development learning practices. knowledge of subject/ development
opportunities and the content and classroom opportunities for
importance of personal skills. colleagues to ensure
planning to ongoing engagement in
professional growth. purposeful and ongoing
professional learning.

Capacity to 6.1.4 6.2.4 6.3.4 6.4.4
contribute to Demonstrate knowledge Work productively and Model collegial practices Critically review
a professional of the importance openly with colleagues for evaluating and research on best
community of teamwork in an in reviewing teaching sharing best practice in practice in teaching
educational context. strategies and refining teaching strategies and and learning to assist
professional knowledge professional knowledge colleagues to further
and practice. and practice. develop their teaching
expertise.

6.1.5 6.2.5 6.3.5 6.4.5
Accept constructive Accept and offer Create and utilise Initiate or lead strategies
feedback to improve constructive feedback to networks to support for developing a
and refine teaching and support a professional constructive climate for accepting
learning practices. learning community. professional discussion. and providing
constructive feedback
and recognition of
achievement.

12


ELEMENT 6
TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

KEY STAGE

6.1.6 6.2.6 6.3.6 6.4.6
Prepare for and Participate Actively utilise and Organise, promote and
contribute to discussions constructively in maintain professional deliver professional
about the teaching formal and informal networks such as development through
profession or subject/ professional discussions professional associations participation in
content. with colleagues. to access information professional networks
that supports or associations.
professional learning.

6.1.7 6.2.7 6.3.7 6.4.7
Explore educational Demonstrate a Build sustained Take a leadership
ideas and issues commitment to contributions to role in professional
through research. continuous professional developing effective networks or associations
learning by exploring teaching, curriculum, and enhance the
educational ideas, and assessment professional learning
issues and research. practices by accessing of teachers.
and critiquing relevant
research.

6.1.8 6.2.8 6.3.8 6.4.8
Recognise the range Demonstrate knowledge Assist and advise Make signiﬁcant
of policies and policy of the application colleagues in the contributions to
documents that teachers of relevant policy formation of effective educational policy
in NSW may need to documents in schools. school policy and and practice at the
comply with following practice. school and in wider
employment in a school. professional contexts.

13


ELEMENT 7
TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY

KEY STAGE

Communicating 7.1.1 7.2.1 7.3.1 7.4.1
with parents and Demonstrate the Communicate regularly Develop and implement Initiate processes to
caregivers capacity to communicate and effectively with communication identify, understand
effectively with parents parents and caregivers, strategies that foster and address parent
and caregivers. and other colleagues positive school- and caregiver concerns
about students’ learning community relationships. about student learning
and wellbeing. and curriculum content.

7.1.2 7.2.2 7.3.2 7.4.2
Demonstrate an Demonstrate empathy Monitor and evaluate Initiate processes to
understanding of the and understanding in all the effectiveness of establish two-way
importance of effective communication including communication between communication with
home-school links and reporting student school and home. parents and caregivers
processes for reporting achievement to parents about school issues and
student progress to and caregivers. student learning.
parents and caregivers.

Engaging 7.1.3 7.2.3 7.3.3 7.4.3
parents and Demonstrate the Provide opportunities for Regularly provide Draw upon the wider
caregivers in importance of involving parents and caregivers opportunities for parents community for resources
the educative parents and caregivers to be involved in the and caregivers to be and materials to
process in the educative process teaching program where involved in teaching increase the relevance
and the use of a limited appropriate. and learning to support of teaching and learning
number of strategies to their children’s learning across the school.
seek that involvement. where appropriate.

Contributing to 7.1.4 7.2.4 7.3.4 7.4.4
the school and Demonstrate the Interact and network Provide opportunities Take a leadership
wider community capacity to work with colleagues and for the development role in enhancing
effectively with external community stakeholders of quality relationships teacher knowledge and
professionals, teachers’ in educational forums. between students, understanding about
aides and community- colleagues and the the school and local
based personnel to community. community.
enhance student
learning opportunities.

Professional 7.1.5 7.2.5 7.3.5 7.4.5
ethics and Understand regulations Demonstrate ethical Ensure that all contact Articulate and model
conduct and statutes related to behaviour by respecting with the educational ethical behaviour
teachers’ responsibilities the privacy of students and wider community is in all professional
and students’ rights. and conﬁdentiality of professional and ethical. communication
student information. particularly in relation
to conﬁdentiality of
student information.

7.1.6 7.2.6 7.3.6 7.4.6
Demonstrate the Present a professional Model and present a Take a leadership role
capacity to liaise, image in all professional image in presenting a positive
communicate and communication and in all communication image of the school
interact effectively interactions with and interactions with in all communication
and appropriately with parents, caregivers, parents, caregivers, and interactions with
parents, caregivers, colleagues, industry and colleagues, industry and parents, caregivers,
colleagues, industry and the local community. the local community. colleagues, industry and
the local community. the local community.

14

Professional Teaching Standards Guide

Professional Teaching Standards Guide

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