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.
Includes information and roles of all members of staff in achieving this.
Self assessment as part of the School Improvement Framework.
New South Wales
- Independent Schools Teacher Accreditation
‘Responsible for the accreditation of teachers’. Covers teachers at various levels.
- NSW Education Standards Authority
Previously BOSTES and NSW Institute of Teachers. Initial and ongoing accreditation of all teachers.
NSW Education Standards Authority 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.
- Teacher Performance and Development
‘The AIS. Our role is to assist you to develop a strategic and comprehensive approach to performance and development processes; the aim is to support the growth of a cohesive professional learning culture that enhances professional capacity’.
Teacher Promotion and Transfer
Merit Selection, Promotion & Transfer. Multiple documents. NSW Department of Education.
- Accountability and Performance
‘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 Territory Teachers
‘Provides a means of clearly identifying and communicating the core values that underpin the professional standards for teaching’.
- 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 Improve leadership with the Principal Standard here.
- 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
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
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.
- Updated ! Australian Professional Standards for Teachers [DECD]
Managing Unsatisfactory Performance - Teachers
Performance and Development Guidelines are available from this link.
- Updated !
Information and links to policy, procedures and instructions.
- Working as a Teacher
- Code of Professional Ethics
Teachers Registration Board.
- Discipline &
Covers the relevant part of the Act as well as information on the conduct of investigations, hearings and inquiries.
- Professional Teaching
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
Information including forms and resources.
- Promotions and Transfers
Select for a range of positions. Part of the Human Resources - Workforce Management site.
- Performance Management
Covers Planning, recruiting and selecting, appointing staff and staff management.
- Complaints, Unsatisfactory
Performance and Misconduct
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
Building quality in Teaching and Teacher Education
2016; Nan Bahr, with Suzanne Mellor. ‘This review paper addresses conceptions of quality for teachers, teaching and teacher education’.
- 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’.
of the Australian Professional Standards for Teachers
2016; AITSL ‘In order to assess the usefulness, effectiveness and impact of the Standards since implementation, AITSL collaborated with the Centre for Program Evaluation at Melbourne University and their partner, the Australian College of Educators to conduct a three-year evaluation, from 2013 to 2015, of the implementation of the Standards’.
- Graduate Standards for Teachers
Final-year Preservice Teachers Potentially Identify the Gaps. 2016; Suzanne M Hudson, Peter Hudson, Noelene L Weatherby-Fell, Brad Shipway. ‘This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation’.
- OECD Reviews of Evaluation and Assessment in
Education - Australia
2011; Paul Santiago, Graham Donaldson, Joan Herman, Claire Shewbridge. ‘It provides, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework in Australia, current policy initiatives, and possible future approaches’.
- Teacher Effectiveness
Systems, Frameworks and Measures : a Review
2017; Janet Clinton, et al. ‘The report presents the findings of research on international approaches to measuring teacher effectiveness and their applicability to Australia. Measures of teacher effectiveness are vital for understanding what impact teachers have on student outcomes and how to build teachers- capacity to use that information to improve their teaching’.
- 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 Viable Solution to Implementing
Effective Instructional Supervision
2016; Stephen Benigno. ‘The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilised in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience’. Canada.
- Getting teacher assessment right : What
policymakers can learn from research
2010; Patricia H Hinchey. ‘Everyone agrees that teacher quality makes a big difference in student learning. The practical puzzle facing policymakers is, what’s the best way to determine who’s a high-quality teacher?’. 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.
- 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.
- Teachers for the 21st
Using Evaluation to improve Teaching. 2013; OECD. ‘Developing teacher-appraisal systems may be costly and challenging to implement, but it is critical to reconcile the demands for educational quality, the enhancement of teaching practices through professional development, and the recognition of teacher knowledge, skills and competencies’. International
- The Use and Misuse of Teacher
An overview of cases in the developed world. 2013; Laura Figazzolo. ‘The evidence from this study is that for every jurisdiction which sees appraisal as developmental, there is another which sees appraisal as coercive. Education International believes that it is vital that, within teacher policies, appraisal is developed in collaboration with teachers and their organisations and that all involved in appraisal agree on its purpose’. International
- The Wicked Problem of the Intersection between
Supervision and Evaluation
2017; Ian M Mette, et al. ‘Overall, this study points toward the importance of elementary principals having the instructional leadership skills to differentiate supervision and professional development need for teachers, which in turn influences the evaluation of a teacher is in her/his respective career’. USA.
- What is the Teaching Excellence
Framework in the United Kingdom, and Will it Work ?
2017; Paul Ashwin. ‘In this article Ashwin discusses the Teaching Excellence Framework that is being introduced in England. He examines why it is being introduced, how it will work, whether it will meet its aims and how it might develop in the future’. UK.