Aussie Educator

Teacher Assessment

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.

Other information is found on the Professional Development pages and the Teacher Employment pages.

States & Territories

Australian Capital Territory

New South Wales

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Northern Territory

Queensland

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South Australia

Tasmania

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Victoria

Western Australia

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Other Information

Australian Research

  • New ! 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’.
  • New ! Classroom Observation for Teacher Improvement
    2016; Christine Cawsey, Tony Loughland. ‘The responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools’.
  • New ! Developing teaching best practice --pedagogy, preferences, and professional development
    2017; Jenny Hall. ‘This column will consider both internal and external professional development activities that are accessible to librarians and other staff at some Australian tertiary institutions’.
  • New ! Evaluating your Principal Preparation Programs : A Practical Guide
    AITSL. ‘The Practical Guide introduces a framework that professional learning providers, schools and education systems in Australia can use to assess and improve their principal preparation programs. It provides background to the development of the framework and advice that providers can consider when reviewing their program-s goals, processes and outcomes’.
  • New ! Reflection : A Renewed and Practical Focus for an Existing Problem in Teacher Education
    2016; Pauline Roberts. ‘Reflection has been a component of teacher education programs for many years. The question remains, however, how to effectively do this. This paper provides a practical focus to developing reflection by outlining strategies that address this issue’.
  • New ! 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’.
  • New ! The Teaching Discipline Doesn’t Matter ?
    An Assessment of Preservice Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies. 2016; Peter Howley, Ruth Reynolds, Erica Southgate. ‘This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education [ITE]’.

International

  • New ! 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.
  • New ! Early Childhood Teacher Candidates’ Perception of Their Support and Readiness for a Teacher Performance Assessment
    2016; Carmen Sherry Brown. ‘The purpose of this study was to examine the degree to which teacher candidates felt their early childhood coursework prepared them for the teacher performance assessment [edTPA]’. USA.
  • 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.
  • New ! The Five Types of School Leaders
    Podcast/Transcript. 2017; ACER. ‘What kind of leader are you, and is your leadership style truly effective ? The team studied over 400 leaders from schools in the UK - the results of which have been published in the Harvard Business Review. In doing so, the team identified that there are five different types of leaders : surgeons, soldiers, accountants, philosophers and architects’. UK.
  • What and How to Assess Teacher’s Performance ? …
    A Proposal Based on the Factors That Support Learning. 2016; Jesús Carlos-Guzmán. ‘A proposal is presented to assess teacher’s performance based on the aspects that educational research has found as fundamental to achieve students’ learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs’. Peru.
  • New ! 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.
  • New ! What Makes a Good Teacher ?
    2017; Zagyváné Szűcs Ida. ‘This study presents the results of a research in which we explore the secondary school students- expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects’. Hungary.

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