1. The draft Australian Teacher
Performance and Development
Framework: Consultation
proposal

6.  Creating a culture of improvement,
feedback and growth for all teachers
within all schools
 Recognises the entitlements of teachers
to receive feedback and support

8.  Focus on student outcomes
 Understanding of effective teaching based
on Standards
 Flexibility to respond to local needs
 Collective responsibility
 Support for teachers and school leaders
 Access to quality development opportunities
 Monitoring and evaluation of implementation

9.  Clear purpose
 Leadership
 Shared understanding of effective teaching
based on the Standards
 Supportive school structure

10.  Objectives
– Documented objectives agreed with
principal/delegate
– Objectives regularly reviewed
 Action and development
– Opportunity to deliver against objectives
– Opportunity to identify development needs and
negotiate support

11.  Evidence
– Derived from multiple sources and include as
a minimum:
» data showing impact on student outcomes
» information based on observation of
practice
» demonstration of teacher collaboration with
colleagues

12.  Feedback including formal review
– Receive regular formal and informal feedback
– Receive a formal review against objectives
annually by principal/delegate including written
feedback

13.  Improved:
– Student learning
– Teaching
– Teacher satisfaction
 Integration with other processes
– Promotion
– Registration and renewal of registration
– Certification of highly accomplished and lead
teachers
– Management of underperformance

14.  Advice and support
 Resources, tools and templates
 Stimulus materials and research
 Examples of effective practice
 Professional learning modules
 Web presence
 Online communities of practice

15. Focus questions
1. How do the proposed principles and Framework align with your current practices at the system or school
level?
2. What would need to change through implementation of the Framework to create genuine improvements in
teaching practice and student outcomes?
The Framework:
3. How adequately and clearly do components of the Framework; principles, supportive school context,
performance and development cycle, and outcomes of teacher performance and development, describe a
comprehensive teacher performance and development approach that supports ongoing teacher
improvement?
4. Do the essential elements adequately describe and encompass what should be present to best serve
students in all Australian schools?
Support to schools:
5. What are priorities for support, who needs support, and what forms of support should be available?
Additional:
6. How adequately and clearly does the structure and the language used make the Framework accessible to
the profession?
7. Are there any critical areas of teacher performance and developmentthat require further consideration or
elaboration?

16. 2012 Draft Framework for consultation (May - June)
National consultation around implementation (June -
September )
Presentation to Education Ministers for endorsement
(August)
Implementation of the Australian Teacher
2013
Performance and Development Framework
For more information visit www.aitsl.edu.au or email
performance@aitsl.edu.au