AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

ASSESSING PRE-SERVICE TEACHER DEVELOPMENT

NOVICE TO GRADUATE
Copyright, School of Education, Flinders University 2014.
All rights reserved.
 HANNAH MORONEY

PROFESSIONAL STANDARDS FOR TEACHERS: A PRE-SERVICE TEACHER DEVELOPMENTAL CONTINUUM

DOMAIN 1: PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

Focus Novice Emerging Graduate Proficient

1.1Physical, Communicates an Realises that physical, social Demonstrate knowledge Use teaching strategies
understanding of child and intellectual development and understanding of based on knowledge of
social and development and and characteristics of physical, social and students physical, social
intellectual infrequently relates this students may affect learning intellectual development and intellectual
developmen knowledge to planning for and attempts to apply this and characteristics of development
t and and facilitating learning. understanding when planning students and how these and characteristics to
for and facilitating learning. may affect learning. improve student learning
characteristi
cs of
students

1.2 Sees learning as an
Understand expected outcome of
how
teaching: not yet able to
students
plan teaching based on an
learn
understanding of research
into how students learn.
Begins to draw on knowledge
of current research into how
students learn when planning
for teaching.
Demonstrate knowledge Structure teaching
and understanding of programs
using research and
research into how
collegial
students learn and the advice about how
implications for teaching. students
learn.

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1.3 Students Discusses the diverse Begins to plan teaching Demonstrate knowledge Design and implement
with diverse linguistic, cultural, religious strategies that will meet the of teaching strategies teaching strategies that
linguistic, are
and socioeconomic need of students with that are responsive to the
cultural, responsive to the
backgrounds that students diverse linguistic, cultural, learning strengths and learning
religious may have and seeks to religious and socio economic needs of students from strengths and needs of
and socio
understand the implications backgrounds. diverse linguistic, cultural, students from diverse
economic linguistic, cultural,
for their learning. religious and
backgroun religious
socioeconomic
ds backgrounds.
and socioeconomic
backgrounds.

1.4 Able to verbalise that Can discuss the impact of Demonstrate broad Design and implement
Strategies Aboriginal and Torres Strait culture, cultural identity and knowledge and effective teaching
for teaching strategies
Islander students need linguistic background on the understanding of the
Aboriginal that are responsive to
teachers with a deep education of students from impact of culture, cultural the
and Torres
understanding of the Aboriginal and Torres Strait identity and linguistic local community and
Strait
impact of their Islander backgrounds and background on the cultural
Islander
backgrounds on their attempts to address such education of students setting, linguistic
students background and histories
educational needs. issues when planning for from Aboriginal and Torres
of
learning. Strait Islander
Aboriginal and Torres
backgrounds. Strait
Islander students.

1.5 Demonstrates knowledge of Seeks guidance and help in Demonstrate knowledge Develop teaching activities
Differentiate a variety of strategies for differentiating teaching to and understanding of that incorporate
teaching to differentiated strategies to
teaching a particular year meet the specific learning strategies for
meet the meet the specific learning
level but not yet able to needs of the students in a differentiating teaching to needs of students across
specific
plan to meet the needs of particular class. meet the specific learning the full range of abilities.
learning
students with differing needs of students across
needs of
learning needs. the full range of abilities.
students
across the
full range of
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abilities

1.6 Awareness of disability and Shows awareness of Demonstrate broad Design and implement
Strategies to response to students with legislation about students knowledge and teaching activities that
support full support the participation
disability depends largely on with disabilities in Australian understanding of
participation and
personal experience. schools. Asks for help in legislative requirements learning of students with
of students
selecting teaching strategies and teaching strategies disability and address
with
that support the participation that support participation relevant policy and
disability
and learning of students with and learning of students legislative requirements.
disability in a particular class. with disability.

Standard 2 Know the content and how to teach it

Focus Novice Emerging Graduate Proficient

2.1 Content Content knowledge and Applies and adapts teaching Demonstrates knowledge Apply knowledge of the
and teaching teaching largely influenced strategies appropriate to the and understanding of the content and teaching
strategies of strategies of the teaching
by imitation and guidance curriculum content. concepts, substance and
the teaching area to develop engaging
of the teacher mentor. structure of the content teaching activities.
area
and teaching strategies of
the teaching area.

2.2 Content Dependent on the guidance of Able to organise a series of Organises content into an Organise content into
selection a mentor teacher in selecting lessons for the content of a effective learning and coherent, well-sequenced
and learning and teaching
and organising content. particular teaching area. teaching sequence.
organisation programs.

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2.3 Assessment is treated as a Attempts to plan assessment Uses curriculum, Design and implement
Curriculum, postscript activity in the as an integral component of assessment and reporting learning and teaching
assessment the teaching and learning knowledge to design
programs using
teaching learning process. knowledge of
and process and to gather data for learning sequences and
reporting curriculum, assessment
reporting purposes. lesson plans. and
reporting requirements.

2.4 Expresses respect for Looks for opportunities to Demonstrates broad Provide opportunities for
Understand Aboriginal and Torres include notions of knowledge of, students to develop
and respect understanding of and
Strait Islander people and indigenous culture and understanding of and
Aboriginal respect
understanding that reconciliation between respect for Aboriginal and for Aboriginal and Torres
and Torres
reconciliation between indigenous and non- Torres Strait Islander Strait Islander histories,
Strait
Indigenous and non- indigenous Australian into histories, cultures and cultures and languages.
Islander
Indigenous Australians is teaching plans and teaching languages.
people to
promote an important attitude to content
reconciliatio inculcate in the
n between curriculum.
Indigenous
and non-
Indigenous
Australians

2.5 Literacy Reliant on guidance from
and the teacher mentor to
numeracy
include formal activities that
strategies
support and develop literacy
and numeracy skills across
the curriculum.
Intentionally selects teaching
strategies that enhance
literacy and numeracy
development across teaching
areas, and begins to use
incidental teachable
moments as opportunities to
further enhance students
literacy and numeracy.
Know and understand
literacy and numeracy
teaching strategies and
their application in
teaching areas.
Apply knowledge and
understanding of effective
teaching strategies to
support
students literacy and
numeracy achievement.

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2.6 Under direction employs Looks for opportunities to Implement teaching Use effective teaching
Information some basic ICTs in employ ICTs to enhance strategies for using ICT to strategies to integrate ICT
and into learning and teaching
teaching and learning learning across the expand curriculum
Communicati programs to make selected
activities. curriculum and for learning opportunities for content relevant and
on
developing ICT literacy and students. meaningful.
Technology
etiquette.
(ICT)

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Domain 2 Professional Practice
Standard 3 Plan for and implement effective teaching and learning
Focus Novice
3.1 Establish Sets student activities
challenging without awareness of
learning
learning goals that provide
goals
achievable challenge.
3.2 Plan, Planning largely focuses on
structure the delivery of content and
and
providing activities for
sequence
students. Reliant on
learning
guidance to structure and
programs
sequence an effective
learning program.
3.3 Use Largely imitates the
teaching teaching strategies of the
strategies
mentor. Dependent on
guidance in selecting and
trying new or different
strategies.
3.4 Select Requires ongoing guidance
and use to find and choose
resources
resources appropriate to
the teaching context and
Emerging
Establishes learning goals
that provide achievable
challenge for some but not all
students.
Able to plan effective lesson
sequences that will scaffold
student learning in a topic or
teaching area.
Aware of a range of teaching
strategies and shows
increasing independence in
selecting and trying new
teaching strategies from a
limited, but growing
repertoire.
Shows increasing
independence in locating and
selecting resources appropriate
for the context and the content.
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Graduate Proficient
Set learning goals that Set explicit, challenging
provide achievable and
achievable learning goals
challenges for students
for
of varying abilities and all students.
characteristics.
Plan lesson sequences Plan and implement
using knowledge of well-structured learning
and
student learning, content
teaching programs or
and effective teaching lesson
strategies. sequences that engage
students and promote
learning.
Include a range of Select and use relevant
teaching strategies. teaching strategies to
develop
knowledge, skills, problem
solving and critical and
creative thinking.
Demonstrate knowledge Select and/or create and
of a range of resources, use
a range of resources,
including ICT, that
including ICT, to engage
engage students in their students in their learning.
 area. Seeks resources, including ICT learning.
resources, that will engage and
motivate student learning.

3.5 Use
effective Largely imitates the Uses a growing range of Demonstrate a range of Use effective verbal and
classroom non-verbal communication
classroom teacher and communication styles and verbal and non-verbal
communicati strategies to support
practices a limited variety techniques in the classroom communication student
on
of communication styles that reflect their own strategies to support understanding,
and techniques in the personality and teaching student engagement. participation,
classroom. style. engagement and
achievement.

3.6 Evaluate
and improve Limited understanding of the
teaching
role of evaluation for
programs
improving teaching
effectiveness. Views
effectiveness as largely a
matter of completion of
teaching tasks and student
compliance.
Considers and applies a
limited but growing range of
evaluation strategies that
consider both personal
teaching performance and
student learning
achievements as indicators
of teaching effectiveness.
Demonstrate broad Evaluate personal
teaching
knowledge of strategies
and learning programs
that can be used to using
evaluate teaching evidence, including
programs to improve feedback
student learning. from students and student
assessment data, to
inform
planning.

3.7 Engage
parents/ Discusses the involvement Describes a growing range of Describe a broad range of Plan for appropriate and
carers in the contextually relevant
of parents/carers in the strategies for engagement strategies for involving
educative opportunities for
educative process. with or contributions from parents/carers in the parents/carers to be
process
parents and carers. educative process. involved
in their childrens learning.

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9
Standard 4 Create and maintain supportive and safe learning environments
Focus Novice Emerging Graduate Proficient
4.1 Support
student
Beginning to identify and plan Identify strategies to Establish and implement
participation Focuses mostly on personal
inclusive and positive
performance rather than on for inclusive learning events support inclusive student
interactions to engage and
what the student will do. that will engage and motivate participation and support all students in
Looking for compliance rather student participation and engagement in classroom classroom activities.
than engagement. learning. activities.

4.2 Manage
classroom Establish and maintain
activities Dependent on mentor support Beginning to demonstrate the Demonstrate the capacity
orderly
in organizing and managing capacity to independently to organize classroom
and workable routines to
classroom activities. organize classroom activities activities and provide clear create
and is developing the skill of directions. an environment where
giving clear directions. student
time is spent on learning
tasks.
4.3
Manage
Attempts to apply existing Beginning to practice Demonstrate knowledge of Manage challenging
challenging behaviour
classroom rules or school- proactive, ethical and practical approaches to
behaviour by establishing and
based behaviour management pedagogical strategies for manage challenging negotiating
policies. Will need support in preventing challenging behaviour. clear expectations with
managing challenging behaviour amongst students students and address
behaviours. and can apply a growing range discipline
of strategies to manage issues promptly, fairly and
respectfully.
challenging behaviour.

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4.4 Maintain Shows awareness of school, Describe strategies that Ensure students well-being
Requires support to
student and safety within school by
implement practices that system, curriculum and support students'
safety implementing school and/or
maintain student safety, legislative requirements and wellbeing and safety system, curriculum and
may not always respond is increasingly able to working within school legislative requirements.
quickly when students are maintain student safety and and/or system, curriculum
at risk. support for student well- and
being. Legislative requirements.

4.5 Use ICT

safely,
Follows established school
responsibly
and ethically protocols for the safe,
responsible and ethical use
of ICT. May need advice on
the appropriate and ethical
use of ICT when planning
teaching.
Recognises the need to
practice safe, responsible
and ethical use of ICT in
learning and teaching.
Demonstrate an Incorporate strategies to
promote the safe,
understanding of the
responsible
relevant issues and the and ethical use of ICT in
strategies available to learning and
support the safe, teaching.
responsible and ethical
use of ICT in learning and
teaching.

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Standard 5 Assess provide feedback and report on student learning

Focus Novice Emerging Graduate Proficient

5.1 Assess
student Able to use assessment
learning
protocols which are
assessment of (rather
than for) learning.
Uses an array of formative and
summative assessment
strategies, including informal
and formal approaches.
Demonstrate Develop, select and use
informal and formal,
understanding of
diagnostic, formative and
assessment strategies, summative assessment
including informal and strategies to assess
formal, diagnostic, student
formative and summative learning.
approaches to assess
student learning.

5.2 Provide
feedback to Feedback to students is largely Shows increasing ability to Demonstrate an Provide timely, effective
students on and
summative in nature rather provide constructive and understanding of the
their appropriate feedback to
than a guide for future timely feedback that is linked purpose of providing students about their
learning
learning. to the students ongoing timely and appropriate achievement relative to
development. feedback to students their
about their learning. learning goals.

5.3 Make
consistent Reliant on mentor guidance to Beginning to use protocols to Demonstrate Understand and participate
and in assessment moderation
make judgments about independently assess, understanding of
comparable activities to support
student learning interpret, and moderate assessment moderation consistent and comparable
judgements
achievements. student learning products and its application to judgements
and performances, in order support consistent and of student learning.
to make consistent, comparable judgments of
comparable and reasonable student learning.
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5.4 Interpret
student data Dependent on guidance in
order to interpret and
evaluate student learning
outcome data and to use it
as a basis for planning
future teaching and
learning activities.
5.5 Report
on student Requires expert guidance
achievement
to interpret and understand
the student achievement.
judgments regarding
students achievements.
Able to modify teaching plans
after reflection on student
assessment data, both formal
and informal.
Demonstrates ability to keep
accurate and reliable records
of student achievement,
understanding the value of
using these in reporting to
students, parents/carers.
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Demonstrate the capacity
to interpret student
assessment data to
evaluate student learning
and modify teaching
practice.
Demonstrate
understanding of a range
of strategies for reporting
to students and
parents/carers and the
purpose of keeping
accurate and reliable
records of student
achievement.
Use student assessment
data to analyse and
evaluate
student understanding of
subject/content,
identifying
interventions and
modifying
teaching practice.
Report clearly, accurately
and
respectfully to students
and
parents/carers about
student
achievement, making use
of
accurate and reliable
records.
Domain 3 Professional Engagement

Standard 6 Engage in professional learning

Focus Novice Emerging Graduate Proficient

6.1 Identify
Attempts to relate their Is aware of the Australian Demonstrate an Use the National
and plan
Professional Standards for understanding of the role Professional
professional university studies to their
Standards for Teachers
learning professional experiences. Teachers as a way of of the Australian
and
needs identifying professional Professional Standards advice from colleagues to
learning needs. for Teachers in identifying identify and plan
professional learning professional
needs. learning needs.
6.2 Engage
Relies on university studies Is aware of multiple sources Understand the relevant Participate in learning to
in
to improve practice and meet and appropriate sources update knowledge and
professional as the source of
practice, targeted to
learning and professional learning. professional learning needs. of professional learning
professional needs and
improve for teachers. school and/or system
practice priorities.

6.3 Engage
Able to discuss aspects of Able to identify major areas Seek and apply Contribute to collegial
with
of practice where constructive feedback discussions and apply
colleagues their teaching practice with
constructive feedback
and improve a supervising improvement is needed and from supervisors and
from
practice teacher/mentor. discuss these with a teachers to improve colleagues to improve
supervisor/mentor. teaching practices. professional knowledge
and
practice.
6.4 Apply
Needs support to identify Identifies professional Demonstrate an Undertake professional
professional
learning needs to improve understanding of the learning programs
learning and personal learning needs and
designed
improve help in applying professional personal teaching practices rationale for continued
to address identified
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 learning to improve student that could lead to improved professional learning and student
student
learning. student learning. the implications for learning needs.
learning
improved student
learning.

Standard 7: Engage professionally with colleagues, parents/carers and the community

Focus Novice Emerging Graduate Proficient

7.1 Meet Aware of the existence of a Is bunderstanding of the Understand and apply the Meet codes of ethics and
professional code of ethics, but adopts a ethical expectations of the key principles described in conduct established by
ethics and regulatory authorities,
rule driven approach to teaching profession. and codes of ethics and conduct
responsibiliti systems and
choices of action. making decisions. for the teaching profession.
es schools

7.2 Comply Gains required certification Considers the implications of Understand the relevant Understand the implications
with of minimum legislative relevant legislati, legislative, administrative of and comply with relevant
legislative, legislative, administrative,
requirements to work with administrative and and organizational policies
administrati organisational and
students. organizational policies and and processes required for professional requirements,
ve and
processes, particularly when teachers according to policies and processes.
organisation
planning student activities. school stage.
al
requirement
s

7.3 Engage Establishes rapport with Communicates with Understand strategies for Establish and maintain
with the parents/carers with the parents/carers in relation to working effectively, respectful collaborative
parents/care relationships with
guidance of supervising childrens issues or learning, sensitively and
rs parents/carers regarding
teachers. seeking guidance if needed. confidentially with their
parents/carers. childrens learning and
well-being.

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7.4 Engage Initiates engagement with Seeks relevant sources of Understand the role of Participate in professional
with peers, mentors and information and support external professionals and and community networks
professional and
university staff. related to their teaching. community representatives
teaching forums to broaden
in broadening teachers' knowledge
networks
professional knowledge and improve practice.
and broader
and practice.
communities

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 PRE-SERVICE TEACHER DEVELOPMENTAL ASSESSMENT GUIDE
PURPOSES
To develop guidelines for use by mentor teachers, school coordinators and university liaisons in the assessment of a pre-
service teacher undertaking professional experiences in schools while studying for a degree that leads to registration as a
teacher in South Australia.
To increase pre-service teachers understanding of their own learning through the provision of illustrations of teacher
knowledge, practice and professional engagement leading up to the Graduate stage.

BACKROUND
This document has been written to demonstrate the developmental process expected of pre-service student teachers at Flinders
University as they develop the knowledge, skills and attributes that have been defined as the core or essential attributes of a
graduating teacher. In a sense it completes a developmental continuum for our pre-service teachers from their entry into a
teaching degree at Flinders University through to graduation and beyond.

CONSIDERATIONS
These assessment guidelines have been developed with the following in mind:

Students will be at different stages of development across the years of their pre-service courses of study as they prepare for
a teaching career;

Novice level is the point where they demonstrate a beginning development in the knowledge, skills and attitudes
expected of a graduate teacher, and this stage should be reached at some time during the first two years of the four year
double degrees;

Emerging is the level of performance expected by the end of the block of professional experience in the 3 rd year
undergraduate or 1st year MTeach degrees;

Graduate is the level expected at the end of this experience.

The descriptors have been developed with the academic program as well as the professional experience components of the
degrees in mind, and

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 The attributes are written so that mentor teachers, school coordinators and university liaisons can use this guide in making
their individual judgements about the development of pre-service teachers while on professional experience: to help those
judgements have validity and reliability across the many different sites and assessors.

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