AITSL’s performance measures ensure it delivers on its priorities and has maximum impact. These performance measures for 2019–20 are:
AITSL plays a key role in successful delivery of programs of work, such as those delivering the Australian Government Response to the Teacher Education Ministerial Advisory Group, as measured through monitoring and evaluation of initiatives that sit within programs of work.
Awareness, positive attitudes toward, and use of the Australian Professional Standards for Teachers, the Australian Professional Standard for Principals, and other national frameworks, as measured through a stakeholder survey.
Awareness, use, and perceived usefulness of AITSL’s resources, as measured by traffic to and within the AITSL website, and through a stakeholder survey.
AITSL delivers its agreed work plan within the available budget, as measured through reporting against the Work Plan and budgetary reports.
1. AITSL plays a key role in successful delivery of programs of work, such as those delivering the Australian Government Response to the Teacher Education Ministerial Advisory Group (TEMAG), as measured through monitoring and evaluation of initiatives that sit within programs of work.
AITSL’s work related to the TEMAG covers six key reform areas: selection, quality assurance, robust assessment, induction, professional experience, and national research and workforce planning. Key progress against these programs of work includes:
As at 30 June 2020, all Australian ITE providers have updated their websites to include information on both academic and non-academic selection criteria in their selection processes. This is an increase from June 2019, when 37 out of 47 ITE providers had updated their websites to include this information.
AITSL established and convened a Standard Setting Advisory Group, to provide advice on the establishment of the Expert Advisory Group (EAG) and methodologies for accreditation, standard-setting, and teaching performance assessment (TPA) benchmarking.
These ongoing activities will result in revisions to the Guidelines for the accreditation of initial teacher education programs in Australia, and training of ITE accreditation panellists to ensure accreditation panels make more consistent decisions.
AITSL has also developed a methodology to investigate if the passing standard between different TPAs is comparable. This activity will commence in 2021 with TPAs that have been endorsed by the EAG.
AITSL convened the EAG to provide advice to teacher regulatory authorities on all TPAs used by ITE providers against the requirements of Program Standard 1.2 of the Accreditation of initial teacher education programs in Australia: Standards and Procedures.As of 30 June 2020, four providers have developed a TPA endorsed by the EAG, used by a total of 31 out of 47 ITE providers.
Data gathered through the 2019 AITSL Stakeholder Survey and reported on in the ITE Data Report 2019 show that induction practices continue to align with all four areas (Professional Practices, Professional Identity, Teacher Wellbeing and Orientation - as outlined in Graduate to Proficient: Australian guidelines for teacher induction into the profession), but support for teacher wellbeing needs to be strengthened.
AITSL produced two videos highlighting professional experience. The first focused on the partnerships between schools and ITE providers, and the second explored the mentoring relationship between a pre-service teacher and a supervising teacher. AITSL is also a member of two groups working to improve the quality of the delivery of professional experience: The Network of Academic Directors of Professional Experience and Transforming the Teaching Profession Taskforce.
Six jurisdictions provided data to the Australian Teacher Workforce Data (ATWD) initiative in 2019. The remaining two will submit data following the necessary legislative changes. AITSL is also progressing workforce planning work through the National Teacher Workforce Strategy (NTWS).
AITSL has also delivered other successful key programs of work throughout 2019–20. Indicators of success include:
Certification of Highly Accomplished and Lead Teachers
AITSL continued to work with jurisdictions to support national teacher certification which recognises expert teaching practice. As at 30 June 2020:
726 teachers have achieved national teacher certification
Catholic Education Melbourne began certifying teachers in 2020
Tasmania is planning to undertake a pilot in 2020.
Currently certification is available to teachers in all sectors in the Australian Capital Territory, New South Wales, Northern Territory, Queensland, and South Australia, the Catholic sector in Victoria, and the independent sector in Western Australia.
AITSL convened a School Leadership Roundtable in July 2019. The Roundtable explored issues relating to strengthening school leadership development and principal preparation, bringing together 58 school leadership experts, including:
practising school leaders
system and sector representatives
national principal associations, and
key academics and researchers.
AITSL used the outcomes from the Roundtable, together with findings from consultation activities and research, to develop a blueprint paper. The paper outlines a series of proposed reforms to enable high-impact school leadership across Australia.
Aboriginal and Torres Strait Islander Education
In February 2019, AITSL was instructed by the Hon. Dan Tehan MP, Minister for Education, to undertake a four-year project to support the improved cultural competency of the existing teacher workforce.
From August to December 2019, AITSL consulted with a range of stakeholders from all states and territories, systems and sectors, state and federal government agencies, Aboriginal education consultative groups, Indigenous education experts, and professional associations.
AITSL conducted an extensive desktop literature review to form a foundation and rationale for cultural competency in the Australian education context. A key part of this process was a thorough review of all jurisdictional policies and strategies to summarise relevant bodies of work currently underway or already embedded.
AITSL developed a research paper to better understand the current context of cultural competency within the Australian education landscape.
High-Quality Professional Learning
AITSL continued to promote its research into high-quality professional learning for teachers, with a particular focus on three cohorts of teachers who typically face challenges to accessing high-quality professional learning:
early childhood teacher
teachers working in regional, rural, and remote locations.
To track the success of the high-quality professional learning initiative as it progresses, AITSL developed a monitoring and evaluation framework.
AITSL has continued to promote supporting resources released in June 2019 via the ‘Improving Teacher Professional Learning’ web page. The web page received over 14,000 visits in 2019–20.
AITSL continued to consult with the profession about what additional resources they need to support access to and implement high-quality professional learning, including targeted consultation with the three cohorts of teachers. This led to:
the development of additional resources including short animations
‘how-to’ guides to support implementation
practical guides that explore professional learning approaches in greater depth.
AITSL undertook additional consultation on the proposed development of a technical solution to support high-quality professional learning. AITSL will further explore technical requirements in collaboration with jurisdictions in 2020–21.
In September 2019, the Hon. Dan Tehan MP, Minister for Education, requested AITSL lead the implementation of the election commitment to strengthen the capacity of graduate teachers to teach reading, including phonics. AITSL commenced this work in ITE, establishing a phonics and related reading skills expert group (Expert Group) to provide advice on possible changes to the ITE accreditation requirements.
In addition, and to complement input from the Expert Group, AITSL consulted with ITE providers to propose amendments to the current Program Standards within the Standards and Procedures. In December 2019, Education Council endorsed the proposed amendments to include explicit reference to reading instruction, including phonics, and an increase in the time component allocated to English and literacy within primary ITE programs.
Online Formative Assessment initiative
In December 2019, Education Council endorsed the recommendations from the discovery phase of this initiative and asked AITSL to continue the work alongside ACARA and ESA.
The project is in an ‘alpha’ phase. Prototyping and testing professional learning and technical solutions with teachers, school leaders, students, and parents has begun. The Teacher Practice Reference Group was reconvened in 2020 with 37 representatives from schools across Australia and has met to test prototypes, hold open discussions, and give feedback on content, design, and usability.
National Teacher Workforce Strategy
In June 2019, Education Council tasked AITSL with developing a national teacher workforce strategy in collaboration with the education sector. AITSL continues to progress this work to identify national workforce issues and develop national actions to address them.
Australian Teacher Response campaign
In April 2020, AITSL released an Australian Teacher Response campaign in response to the emergence of COVID-19 in Australia.
AITSL developed a Teacher Resource Hub which hosts over 170 curated online resources to support teachers during changing times. The Hub was accessed by over 5,000 unique users from April to June 2020. AITSL also created a Facebook group for teachers and school leaders to facilitate knowledge sharing. Over 3,000 members joined the group in the first three months of being established.
To translate best practice evidence on setting up online learning, and to provide advice for school leaders to share with teachers, and teachers to share with parents and carers, AITSL developed a research Spotlight titled What Works in Online/Distance Teaching and Learning?. The Spotlight included resources from across Australia, including links to jurisdictional advice. Readership of the Spotlight was extensive, with 90,000 views up to 30 June 2020.
2. Awareness, positive attitudes toward, and use of the Australian Professional Standards for Teachers, the Australian Professional Standard for Principals and other national frameworks, as measured through a stakeholder survey.
The 2019 AITSL Stakeholder Survey revealed an overall high awareness of AITSL’s national frameworks and AITSL was found to maintain high levels of engagement, satisfaction, and performance.
3. Awareness, use and perceived usefulness of AITSL resources, as measured by traffic to and within the AITSL website, and through a stakeholder survey.
Engagement with AITSL including traffic within the website and use of AITSL’s tools and resources remains high. The statistics below, unless indicated, are for all time.
4. AITSL delivers its agreed work plan within the available budget, as measured through reporting against the Work Plan and budgetary reports.
Agreed milestones within AITSL’s 2019–20 Work Plan were achieved, except for those delayed due to COVID-19 or where amended timelines have been otherwise agreed.