NESA Proficient Teacher - Evidence Guide

NSW Education Standards Authority
Proficient Teacher Evidence

Guide
Table of contents
Introduction ...........................................................................................................................4
Guide purpose and structure ..............................................................................................4
Becoming accredited at Proficient Teacher .......................................................................5
Accreditation timeframe .......................................................................................................5

Maximum timeframes to achieve Proficient Teacher accreditation .................................................... 5
Finalising accreditation ........................................................................................................5

Documentary evidence ........................................................................................................................ 6
Selecting documentary evidence ......................................................................................................... 6
Annotating documentary evidence ...................................................................................................... 6
Observing teacher practice .................................................................................................7
Categories of evidence ........................................................................................................7

Working with the categories ............................................................................................................... 11
Examples of practice and evidence ..................................................................................12

Standard 1 - Know students and how they learn. ............................................................................. 12
Standard Descriptor 1.1.2 ............................................................................................................. 12
Standard 2 - Know the content and how to teach it. ......................................................................... 20
Standard 3 - Plan for and implement effective teaching and learning.............................................. 28
Proficient Teacher Evidence Guide Page 2 of 55

Standard 4 - Create and maintain supportive and safe learning environments. .............................. 36
Standard 5 - Assess, provide feedback and report on student learning. ......................................... 42
Standard 6 - Engage in professional learning. .................................................................................. 48
Standard 7 - Engage professionally with colleagues, parents/carers and the community. ............. 52

*Current version published August 2020

Introduction
The path to Proficient Teacher is a structured induction into teaching that supports teachers’
development of practice against the Australian Professional Standards for Teachers (the
Standards).
Teachers who have achieved Proficient Teacher accreditation have demonstrated that their
practice meets the requirements for full accreditation in NSW. Teacher accreditation is the
structured process through which teachers are recognised as meeting the Standards.
Accreditation ensures the integrity and accountability of the profession. It also recognises the
significance of teaching as a profession, and the position of trust and responsibility that
teachers have in society.
The Proficient Teacher Evidence Guide (the Guide) is designed to support provisionally and
conditionally accredited teachers to select and annotate evidence as they work towards
achieving accreditation at Proficient Teacher. The Guide is also designed to assist supervising
teachers to support teachers to select appropriate and relevant evidence to demonstrate the
Standards at Proficient Teacher and to finalise their accreditation.
Guide purpose and structure

The Guide assists all teachers to confidently use and interpret the Standards by demonstrating
how they apply to teaching practice. The NSW Education Standards Authority (NESA) has also
developed tailored evidence guides for casual teachers and early childhood teachers.
The Guide has examples of teaching practice and examples of documentary evidence. The
examples of teaching practice link to suggested documentary and observation-based
evidence. These illustrate how the Proficient Teacher Standard Descriptors are demonstrated
and observed over time.
The examples of practice and suggested documentary evidence included in the Guide
are not definitive and should not be applied in a prescriptive way, used as a checklist or
as fixed examples.
The examples of teaching practice:
 help teachers and supervisors understand the skills and knowledge described by the
Standard Descriptors
 support a consistent view of effective teaching practice in different contexts
 provide a basis for discussion of effective teaching practice.
The examples of documentary evidence:
 describe items of evidence that teachers can use to demonstrate how their practice meets
specific Standard Descriptors
 identify types of evidence that could be used to demonstrate a teacher’s practice and
impact on student learning outcomes
 support teachers to choose documentary evidence that demonstrates their practice at
Proficient Teacher.
In addition, the examples of teaching practice and documentary evidence help supervisors and
Teacher Accreditation Authorities (TAAs) make fair and transparent judgements about
Proficient Teacher accreditation.

Becoming accredited at Proficient Teacher
Working towards accreditation at Proficient Teacher recognises a career stage where teachers
establish themselves in their teaching career and develop their practice.
Accreditation is a school-based, structured induction to the teaching profession, with supervisor

support, guidance and feedback. The emphasis on professional growth and learning provides
an opportunity to build expertise and confidence and encourages teachers to think
constructively about teaching and learning.
Accreditation timeframe
Provisionally and conditionally accredited teachers must be employed for a period long enough
to develop and demonstrate their practice at the Standards, and long enough for a TAA to
make a valid and reliable judgement about their practice. A minimum of 160 days of teaching
would enable a provisionally or conditionally accredited teacher to meet the requirements for
Proficient Teacher accreditation. For teachers employed on a casual basis, a continuous block
of six to ten weeks in a single school/service within the 160 days may assist the TAA in making
an accreditation decision.
The maximum timeframes for achieving Proficient Teacher accreditation are outlined in the
table below.
Maximum timeframes to achieve Proficient Teacher

accreditation
Provisionally accredited Conditionally accredited

teachers teachers
Full-time teachers 3 years 4 years
Casual or part-time teachers 5 years 6 years
Finalising accreditation
Teachers must initiate a discussion with their supervisor about finalising their accreditation no
later than three months before the end of their maximum accreditation timeframe. When the
teacher and their supervisor agree that the teacher’s practice meets all of the Standards for
Proficient Teacher, the teacher will start the process of finalising their accreditation.
To finalise accreditation the teacher needs to submit 5-8 items of annotated documentary
evidence and a report on an observation of practice completed by their supervisor.
Collectively, a teacher’s documentary evidence and observation report must:
 address at least one Proficient Teacher Standard Descriptor from each of the seven
Standards
 demonstrate their engagement in a range of professional activities.

Documentary evidence
Teachers need to address at least one Proficient Teacher Standard Descriptor from each of
the seven Standards in the evidence set submitted for accreditation at Proficient Teacher. They
do not need to submit evidence for every Standard Descriptor.
Teachers can submit evidence they have developed across a range of schools. They may
choose to have their evidence authenticated by a colleague accredited at Proficient Teacher or
above to confirm that the evidence is their own work.
Each item of annotated documentary evidence that a teacher submits to finalise accreditation
must not exceed 10MB in size. A teacher’s documentary evidence as a whole must not exceed
35 single-sided pages.
Selecting documentary evidence

Teachers should work with their supervisor to select 5-8 items of evidence that effectively
demonstrate the teacher’s practice at Proficient Teacher.
Evidence that is effective in demonstrating practice at Proficient Teacher can be defined by the
following characteristics.
 Each item of documentary evidence accurately reflects the practice described in the
selected Proficient Teacher Standard Descriptors.
For example, the evidence illustrates the teacher’s practice across the entirety of the
selected Standard Descriptors, ie the focus area and the actions identified by the verbs
in each of the selected Standard Descriptors.
 Application of the teacher’s practice at Proficient Teacher is visible in each item of

documentary evidence.
For example, plans/lesson notes where the teacher has evaluated the learning
experience/lesson based on the achievement of learning goals could effectively show
application of the teacher’s practice.
 Examples of the teacher’s impact on child/student learning are included in the teacher’s
collection of documentary evidence.
For example, work samples/assessment information demonstrating child/student

progress could show impact of the teacher’s practice on child/student learning.
 Examples of professional reflection are included in the teacher’s collection of

documentary evidence and/or the annotation.
For example, plans/lessons that have been modified to address specific

interests/needs of children/students could show that the teacher has engaged in
reflective practice.
Annotating documentary evidence

Effective annotations explain how the teacher used an item of evidence to demonstrate the
practice described in the selected Standard Descriptors at Proficient Teacher. While teachers
may collect a number of evidence items over the course of their accreditation period, they only
need to annotate and submit 5-8 items of evidence when finalising their accreditation.

The annotation should provide enough detail so that others outside of the teacher’s context can
understand the evidence and the teacher’s practice.
Annotations should:
 identify the 2-4 Standard Descriptors that the item of evidence demonstrates
 provide the context for the evidence and explain how it has been used; how, what, who,
when, why
 explain how the evidence demonstrates the practice described in the selected Standard
Descriptors
 explain the impact of the teacher’s practice on child/student learning, relevant to the
selected Standard Descriptors.
Teachers have flexibility in the way they write their annotations to address the advice above.
Annotations for each item of evidence should be between 100–500 words.
Observing teacher practice

In addition to the 5-8 items of documentary evidence, teachers submit a report on an
observation of their practice written by their supervisor to finalise their accreditation.
A teacher’s colleagues may observe their practice on a number of occasions during their
accreditation timeframe, however the supervisor must write the observation report that the
teacher submits to finalise their accreditation.
The observation report must include:
 a record of the discussion between the supervisor and teacher prior to the observation,
including details of the negotiated and agreed lesson/teaching and learning experience to
be observed
 the 2-4 Standard Descriptors the supervisor and teacher have agreed will be the focus of
the observation
 a written account by the supervisor on the observation of the teacher’s practice,
referencing the agreed Standard Descriptors
 the teacher’s reflection on their teaching practice
 the supervisor’s written feedback to the teacher following the observation.
NESA has published an observation report template that supervisors may use. The template is
not mandatory and a supervisor can write their report in another format if they prefer, provided
it includes everything described in the list above.
Categories of evidence
Teachers need to submit evidence that demonstrates their engagement in a range of
professional activities. The table below outlines categories of evidence that teachers can use to
ensure that the evidence they collect and submit demonstrates their practice across the
domains of Professional Knowledge, Professional Practice and Professional Engagement.
Included in the table are examples of the types of evidence in each category that may
demonstrate practice at Proficient Teacher.

Category Examples of evidence
1. Learning and teaching  term, semester or year curriculum programs
programs
 lesson plans/lesson sequences
 across year level subject planning documents
 resources, tasks and activities developed and
implemented into teaching and learning strategies
 use of models of learning to develop teaching and
learning programs and activities
 personalised plans
 annotated adjustments of lesson plans/programs for
differentiated teaching and learning
 use of data to inform differentiation in programming
and development of personalised plans
2. Observations of teaching  supervisor’s notes of lesson observation, with

children/students teacher reflection
 pre-/post-observation meeting and discussion record
 documented observations of specific teacher
practice/requirements
 documentation of observed student classroom
behaviours/expectations
 observation notes on a range of strategies used to
manage classroom behaviour
 reflection of lesson observations by other colleagues
and resulting planning of professional learning needs

3. Reflection and feedback  student conference outcomes
on teaching practice
 record of feedback given to students
 teacher records of feedback for specific students
over time
 parent/carer and teacher interview records including
preparation, outcomes and actions
 observation of teacher conducting parent/carer
meetings and/or other non-classroom practice
 meeting logs and notes
 notes of formal and informal communication with
parents/carers
 implementation of report writing procedures
 documentation of parent/carer feedback
 student survey and profile data
 student reflections and feedback
 analysis and evaluation of teaching and learning
programs and/or lesson plans
 analysis of effectiveness of assessment tools and
strategies
 audit of the physical classroom environment or
classroom layout modification
 reflection of student learning data and identified
needs and the impact on planning
4. Assessment and reporting  teacher records of student data

on child/student learning
 assessment plan/schedules demonstrating linkages
outcomes
to curriculum
 assessment tools, tests and strategies developed
and implemented
 student work samples demonstrating learning over
time
 student work samples related to teaching and
learning/assessment strategies
 documentation of observed student learning
 data demonstrating value adding to student learning
 student directed intentions
 mapping of student learning and growth data
 interpretation of data to inform differentiation of
assessment strategies

5. Collaboration and  documents outlining collaborative planning and
communication preparation
 team teaching planning documents
 resources developed collaboratively and/or shared
with colleagues
 evidence of participation in assessment moderation
activities
 documents relating to involvement in school policy
and strategy development and/or its implementation
 evidence of community contact and involvement
 development, organisation and implementation of
student wellbeing and safety specific programs
 contribution to development of policies and
procedures
 development records and risk assessment
implementation in planning internal/external school
activities
 implementation of school and system policies and
procedures with the use of information and
communications technology (ICT)
6. Professional learning  professional learning plan/journal

 review and reflection on completed professional
learning
 records of meetings/discussions with
supervisor/colleagues regarding professional
learning needs
 action research project plans or
outcomes/observation records from learning walks
 contribution to professional association activities
 presentations prepared and delivered for colleagues
 undergraduate and postgraduate studies relevant to
teaching
 professional reading log and reflections or record of
implementation which outlines the impact on
teaching and student learning
 completion and implementation of school/system
induction processes

Working with the categories
An item of evidence from one category can be used to represent more than one Standard
Descriptor across the Standards. One effective item of evidence could provide evidence for a
range of Standard Descriptors.
For example, excerpts from learning and teaching programs may demonstrate how the
teacher:
 organises content into coherent, well-sequenced teaching and learning programs

(Standard Descriptor 2.2.2)
 applies knowledge and understanding of effective teaching strategies to support students’
literacy and numeracy assessment (Standard Descriptor 2.5.2)
 uses effective teaching strategies to integrate ICT into teaching and learning programs to
make selected content relevant and meaningful (Standard Descriptor 2.6.2).
Likewise, a self-reflection and feedback document may show:
 participation in professional and community networks and forums to broaden knowledge

and improve practice (Standard Descriptor 7.4.2)
 participation in learning to update knowledge and practice targeted to professional needs
and school or system priorities (Standard Descriptor 6.2.2)
 evaluation of personal learning and teaching programs using evidence, including feedback
from students and student assessment data, to inform planning (Standard Descriptor
3.6.2).

Examples of practice and evidence
Standard 1 - Know students and how they learn.
Focus
Physical, social and intellectual development and characteristics of students
Standard Descriptor 1.1.2

Use teaching strategies based on knowledge of students’ physical, social and intellectual
development and characteristics to improve student learning.
Examples of teaching practice

A Proficient Teacher:
 selects teaching strategies appropriately for the level of development and characteristics
of students
 articulates the physical, social and intellectual characteristics of individual students and
groups of students
 differentiates teaching strategies that are most effective for individual students in the class
 seeks background information about students to identify their physical, social and
intellectual characteristics to adapt teaching strategies for students’ individual learning
needs
 identifies and implements appropriate teaching strategies using pre- and post-
assessments to determine the most effective strategies
 implements teaching and learning strategies that are age, stage or developmentally
appropriate and tracks student progress
 uses an appropriate level of language for students’ stages
 designs appropriate teaching and learning strategies for each cohort to meet learning
needs of students across the full range of abilities
 ensures content delivery is appropriate and not too dense or simplistic
 demonstrates understanding and recognition of individual students’ stages of development
by using appropriate teaching and learning strategies for different stages
 creates an inclusive climate to improve the effectiveness of teaching strategies by
demonstrating a professional attitude towards all students, with respect to their level of
physical, social and intellectual development and characteristics
 organises the classroom to accommodate students’ needs
 understands the physical, social and intellectual variations that exist within an age group
and adjusts their approach to suit the developmental stages of students
 works collaboratively with specialist personnel, such as counsellors, English as an
additional language or dialect (EAL/D) teachers, special education teachers and support
teachers to meet students’ learning needs
 sets up classrooms to accommodate the physical, social and intellectual needs of students
to make teaching strategies more effective
 seeks advice about appropriate teaching strategies for individual students or groups of
students from colleagues, where appropriate
 uses assessment data to make judgements about student development and

characteristics to improve student learning and inform planning and teaching.
Examples of evidence
 Differentiated teaching strategies and resources developed to support students’ physical,
social and intellectual development target to different areas of student learning.
 A personalised plan incorporating teaching strategies selected specifically to address the
student’s physical, social or intellectual needs.
 Units or lesson plans demonstrating use of teaching strategies modified to address
specific needs/interests of students in a class.
 Teaching and learning programs or lesson plans with a variety of teaching and learning
activities (e.g. differentiated activities, collaborative learning, ICT, higher-order thinking) for
specific syllabus outcomes or objectives.
 Analysis of student progress based on the evaluation of selected teaching strategies that
shows impact of the teacher’s practice on student learning.
 Records of student data tracking achievement from pre- and post-assessments to improve
knowledge of their physical, social and intellectual development and characteristics.
 Collaboration log or meeting agenda notes from working with specialist teachers, aides or
colleagues that have assisted the teacher to select teaching strategies appropriate to their
students’ physical, social or intellectual development and characteristics.
 Reflection and analysis on implementing personalised plans, that incorporates teaching
strategies selected to address student needs.
Classroom observation documents

 Lesson observation notes recording the teacher’s modifications to the manner and/or
appropriate level of language to suit the developmental stages of students.
 Lesson observation notes and discussion about lesson content and structure that
demonstrate the link to identified students’ physical, social and intellectual development
and characteristics.
Focus
Understand how students learn

Structure teaching programs using research and collegial advice about how students learn.

 uses a wide range of researched pedagogies to develop teaching programs that are
appropriately structured
 develops teaching programs based on students’ prior learning
 ensures teaching programs build on prior learning through discussion with colleagues
 develops teaching programs that include relevant learning experiences
 displays awareness of and caters to different student learning needs using different
learning materials presented in a variety of ways and allowing for learning to be
demonstrated using different modes of communication
 relates choice of programmed activities to research-based knowledge of subject
pedagogies
 clarifies purpose, aims and objectives of teaching programs

 adapts and adjusts teaching programs to meet the learning needs of students
 communicates effectively with colleagues when developing teaching programs, seeking
advice about the specific learning needs of students
 consults with colleagues and other professionals to ensure that all student learning needs
are met
 researches, selects and applies appropriate pedagogy to meet the identified learning
needs of students and explains to colleagues the rationale for programming decisions
 adopts a flexible approach and uses a variety of teaching and learning strategies
 modifies or adapts teaching programs based on formal and informal student feedback
 builds a network of colleagues who can provide programming advice
 develops collaborative skills for working with a range of colleagues to review the
effectiveness of teaching programs.
 Teaching and learning programs, units of work or lesson plans, which demonstrate
reflection on research and collegial advice about how students learn.
 Planning documents that reference professional reading and reflections that demonstrate
research into how students learn.
 Teaching and learning programs or sequences of lesson plans that demonstrate
implementation of a wide range of pedagogy, such as connected lesson delivery, inclusive
or differentiated design, higher-order thinking skills or appropriate practical activities.
 Meeting logs or documented reflections in relation to meetings with a mentor, supervisor
or colleagues who have provided advice about developing effective teaching programs
based on the colleague’s research.
 Logs of meetings with a mentor, supervisor or colleagues who provided research-based
feedback on a teacher’s program which resulted in changes to the program.
Focus
Students with diverse linguistic, cultural, religious and socio-economic backgrounds

Design and implement teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

 demonstrates flexibility in the design and implementation of teaching strategies in

response to student learning strengths and needs
 knows their students and demonstrates knowledge of their linguistic, cultural, religious and
socio-economic backgrounds
 discusses the linguistic, cultural, religious and socio-economic backgrounds of students as
a rationale for designing and implementing specific teaching strategies
 acknowledges, considers and articulates knowledge of student diversity and demonstrates
this through selected teaching strategies and learning sequences, lesson plans and
teaching observations
 acknowledges cultural sensitivities and recognises diverse religious and cultural practices
 uses sensitive and inclusive language and resources

 designs and uses teaching strategies and resources that consider and acknowledge
student diversity and are sensitive and inclusive of different linguistic, cultural, religious
and socio-economic backgrounds
 recognises student’s proficiency in English language and adapts teaching and learning
activities to accommodate this.
 Teaching and learning programs or lesson plans with teaching strategies and resources
designed for the learning strengths and needs of students from diverse linguistic, cultural,
religious or socio-economic backgrounds.
 Personalised plans for students from diverse linguistic, cultural, religious or socio-
economic backgrounds that include teacher reflections and teaching strategies based on
information gathered about students’ learning strengths and needs.
 Information presented to colleagues about teaching and learning strategies designed and
implemented by the teacher that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socio-economic backgrounds and
that have had an impact on student learning.
 Teaching and learning activities designed to celebrate and build students’ knowledge
about the particular range of linguistic, cultural and religious diversity in the classroom.
 Work samples that demonstrate the implementation and impact of activities designed to
celebrate and build students’ knowledge about the particular range of linguistic, cultural
and religious diversity in the classroom.
 Lesson observation notes that describe the impact of activities designed to celebrate and
build students’ knowledge about the particular range of linguistic, cultural and religious
diversity in the classroom.
 Teaching and learning programs or scope and sequence that promote student learning
aligned with awareness of the school/sector/community policies or values regarding
inclusion.
 Teaching and learning activities that recognise and develop English language proficiency.

 Demonstrated use of teaching resources that are sensitive to and inclusive of different
linguistic, cultural, religious and socio-economic backgrounds.
 Lesson observation notes or documented reflections that record how the teaching
strategies designed and implemented by the teacher have assisted students to meet the
learning goals of the lesson.
 Lesson observation notes and discussion about lesson content and structure that
demonstrate strategies appropriate for the linguistic, cultural, religious and socio-economic
backgrounds of students.
 Post-observation meeting notes that include discussions on how the teacher has used
knowledge of the learning strengths and needs of students to inform the design of
teaching strategies to promote student learning with an awareness of linguistic, cultural,
religious and socio-economic diversity.
Focus
Strategies for teaching Aboriginal and Torres Strait Islander students

Design and implement effective teaching strategies that are responsive to the local community
and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander

students.

 seeks background information about Aboriginal and Torres Strait Islander students to
identify their physical, social and intellectual characteristics to develop teaching strategies
responsive to students’ individual learning needs
 supports and expects all students to succeed
 includes explicit teaching strategies in programming appropriate to the needs of Aboriginal
and Torres Strait Islander students in the class or in anticipation of Aboriginal or Torres
Strait Islander students in the class in the event of no currently identified students
 designs, develops and uses personalised plans, as appropriate
 uses a variety of resources appropriate to the needs of Aboriginal and Torres Strait
Islander students
 uses a range of current, research-based and appropriate teaching strategies to support
Aboriginal and Torres Strait Islander student learning
 uses feedback from students and student assessment results to assess effectiveness of
teaching strategies for Aboriginal and Torres Strait Islander students
 seeks advice, assistance and guidance from supervisors, colleagues, Aboriginal
Education Assistants and Aboriginal community elders
 demonstrates a professional attitude in designing teaching strategies inclusive of and in
collaboration with the local Aboriginal and Torres Strait Islander community
 demonstrates knowledge of syllabus perspectives, exhibits adaptability and accepts
collegial support
 assesses student needs to determine content and activities and uses and builds upon
students’ prior knowledge and skills
 explicitly and effectively encourages Aboriginal and Torres Strait Islander students to
discuss topics in their first language, if appropriate
 works with support teachers and staff (e.g. Special Education Teacher, EAL/D teacher,
Reading Recovery Teacher, Aboriginal Education Officer, integration aide) where
appropriate and/or necessary
 understands the composition of the class and differentiates teaching and learning to meet
the needs of individual students
 understands cultural sensitivities and ensures students have opportunities to respond in
culturally appropriate ways
 presents a range of diverse perspectives in teaching and learning.
 Teaching and learning programs or lesson plans that include teaching strategies designed
and implemented by the teacher based on the local community and cultural setting,
linguistic background and histories of Aboriginal and Torres Strait Islander students.
 Personalised plans for Aboriginal and Torres Strait Islander students that include teaching
strategies based on information gathered about students’ prior learning, learning strengths
and needs, and teacher notes about the impact of the teaching strategies on student
learning.
 Lesson plans, notes or communications documenting team teaching and collaborative
planning with Aboriginal School Liaison Officers or local community representatives that
identify effective teaching strategies for Aboriginal and Torres Strait Islander students.

 Teaching programs, lesson plans or lesson observation notes that demonstrate the
application of specific and appropriate literacy and numeracy strategies for Aboriginal and
Torres Strait Islander students and the impact these strategies have had on student
learning.
Classroom observation documents:

 Lesson observation notes and discussion about effective teaching strategies that have
been modified to reflect the learning needs, histories and cultures of Aboriginal and Torres
Strait Islander students.
 Lesson observation notes and discussions about management of student behaviour that is
sensitive to Aboriginal and Torres Strait Islander students and communities.
 Evidence of seeking advice, assistance and guidance from supervisors, colleagues,
Aboriginal Education Officers/Liaisons, itinerant teachers, Aboriginal community elders,
counsellors and other relevant professionals. Evidence may include emails, conversation
records, file notes, participation in blogs about teaching strategies that are responsive to
the local community, cultural setting and linguistic background and histories of Aboriginal
and Torres Strait Islander students.
Focus
Differentiate teaching to meet the specific learning needs of students across the full range of
abilities

Develop teaching activities that incorporate differentiated strategies to meet the specific
learning needs of students across the full range of abilities.

 plans teaching activities that give students opportunities to participate in a variety of

experiences that reflect their individual learning needs
 develops personalised plans where required
 develops or modifies teaching activities or resources in consultation with specialist
colleagues (e.g. Special Education Teacher, gifted and talented teacher, EAL/D teacher)
 differentiates teaching and learning to meet the learning needs of individual students or
groups of students
 modifies teaching practice to meet the learning needs of individual students or groups of
students through multilevel instruction, content, process or product adjustments, provision
of modified tasks or enrichment and acceleration, where appropriate
 assesses student needs to determine appropriate content and activities differentiated to
meet each student’s specific learning needs
 uses and builds on students’ prior content knowledge, skills and capabilities
 uses external assessments and assessments provided by specialist colleagues, such as a
Special Education Teacher, gifted and talented teacher, EAL/D teacher, where relevant
 uses a range of activities to support student learning through a variety of instructional
approaches
 uses modelling and small group instruction and modifies activities or resources for
individual students or groups of students
 understands students’ learning needs and groups students according to their learning

needs
 completes appropriate student pre- and post-assessments to modify teaching activities
 engages in collaborative planning and team teaching with specialist teachers and
colleagues, where appropriate
 ensures students are provided with equitable opportunities to use their knowledge and
skills to express their understanding of content or explain a skill they have learned
 uses specialist personnel effectively and, where appropriate, seeks advice from or follows
recommendations from specialist personnel
 sequences lessons according to students’ individual learning needs and organises
students into small groups according to their learning needs at the time
 explicitly teaches skills and strategies using direct instruction, demonstration and guided
lessons and allows students to have regular opportunities to work independently.
 Teaching and learning programs or lesson plans including a variety of teaching and
learning activities and resources linked to syllabus outcomes or objectives, that are
differentiated to meet the needs of students with diverse learning needs.
 Teaching and learning programs or lesson plans with differentiated tasks to meet the
diverse learning needs of individual students or groups of students.
 Teaching and learning planning documents that include the outcomes of student-led
conferences that focus on meeting specific learning needs.
 Personalised plans developed using specific teaching activities, strategies and resources
selected to meet the individual needs and strengths of students across the full range of
abilities. These may include teacher notes.
 Differentiated learning strategies and resources where content is adapted to meet the
specific learning needs of students across the full range of abilities.
 Teaching strategies and resources developed through collaborative planning or
consultation with specialist teachers (e.g. EAL/D teacher, School Counsellor, Aboriginal
Education Officer, gifted and talented teacher, Special Education Teacher).
 Teaching and learning programs or lesson plans, which include a rationale for the
differentiation of lesson content and structure based on the needs of diverse learners and
evaluation notes that explain how the specific learning needs of students have been met.
 Work samples or annotated authentic assessment tasks from students across the full
range of abilities that demonstrate their learning and the impact of the teacher’s practice.
 Evidence of team teaching that supports specific learning needs with specialist teachers
(e.g. EAL/D teacher, School Counsellor, Aboriginal Education Officer, gifted and talented
teacher, Special Education Teacher).
Classroom observation documents:

 Lesson observation notes and discussions about the use of a variety of appropriate
resources that address and support different learning needs.
 Lesson observation notes and discussions about management of student behaviour that
show awareness of the specific learning needs across the full range of abilities.
 Observation notes and discussion on a range of teaching strategies, pedagogical
approaches and adaptations used to meet the diversity of learning needs in the class.

Focus
Strategies to support full participation of students with disability

Design and implement teaching activities that support the participation and learning of students
with disability and address relevant policy and legislative requirements.

 displays a respectful, inclusive attitude towards students with disability by designing and
implementing teaching activities that are appropriate for their needs and enable equitable
participation
 gives students an appropriate amount of time to respond or contribute
 acknowledges all students, establishes shared interaction and models respectful inclusive
behaviour to all students
 displays awareness of the specific needs of students with disability through learning
activity design, seating plans, room layout and displays
 ensures that students with disability have equitable access to resources
 knows and applies relevant school/sector and legislative requirements related to students
with disability
 establishes clear routines and guidelines in the classroom, with specific reference to the
needs of students with disability
 seeks to clarify guidelines for interactions with students with disability, if required
 communicates effectively with colleagues to seek advice about the specific learning needs
of students with disability
 consults a range of colleagues to ensure that the learning needs of students with disability
are met
 communicates effectively with parents/carers to provide for the needs of students with
disability and works with external consultants, where relevant
 ensures that teaching activities are inclusive of students with disability and where required,
makes appropriate adjustments to learning activities for individual students
 seeks advice and support from colleagues to ensure that any adjustments to teaching and
learning programs and activities are appropriate, effective and meet relevant policy and
legislative requirements
 develops strategies for identifying and managing the individual needs of students with
disability
 ensures that other students in the class learn to develop inclusive behaviours and deals
quickly with any inappropriate behaviour that disrupts the learning of other students,
including bullying or students criticising other students
 communicates directly and effectively with parents/carers.
activities that link to syllabus outcomes or objectives and incorporate specific strategies to
support students with disability in accordance with policy and legislative requirements.
 Teaching and learning programs or lesson plans with differentiated tasks to inclusively
meet the learning needs of students with disability.

 Personalised plans developed for students with disability that include teacher notes
describing how the participation and learning of students has been supported.
 Annotated teaching and learning programs or lesson plans that evaluate the effectiveness
of the rationale and learning goals applied to lesson content and structure designed to
support the specific learning needs of students with disability.
 Notes of meetings with parents/carers, specialists, support teams and services that assist
with the design and implementation of inclusive teaching and learning programs, units of
work or lesson plans that support the learning needs of students with disability.
 Teacher’s notes or annotations indicating strategies that address disability policy or
legislation in programs and lessons.

 Lesson observation notes that record how the teaching strategies designed and
implemented by the teacher were adjusted to support the learning needs of students with
disability.
 Lesson observation notes that record the use of appropriate resources and adaptive and
assistive technologies to support participation and learning of students with disability.
Standard 2 - Know the content and how to teach it.
Focus
Content and teaching strategies of the teaching area

Apply knowledge of the content and teaching strategies of the teaching area to develop
engaging teaching activities.

 devises programs/units of work to deliver content effectively through appropriately

selected teaching strategies
 presents content based lessons
 answers content based questions from students accurately and explicitly explains
concepts and checks for student understanding
 engages students through substantive, meaningful and connected activities to deepen
their understanding of content knowledge
 promotes sound content delivery and avoids incorrect or inappropriate content and
misinformation
 demonstrates a deep understanding of content and avoids exclusive use of a single
information source
 develops a variety of learning and assessment activities that engage students in their
learning
 uses NESA syllabuses and documents to develop approaches to content and teaching
and learning strategies that engage students and are relevant to syllabus requirements
 uses Key Learning Area (KLA) documents for the teaching area to develop engaging
teaching activities
 prepares effective lessons and programs using content knowledge of the teaching area

 relates lesson and program content to outcomes and ensures a range of content delivery
strategies are used to engage students
 creates opportunities for students to demonstrate evidence of engagement with the
content
 demonstrates increasing depth of knowledge relevant to teaching area content focused on
improving student learning outcomes
 checks for and corrects students’ misconceptions and misunderstandings
 plans for greater engagement and depth of student understanding through relevant
teaching strategies using high-level activities, where applicable or making appropriate
adjustments to provide for student learning needs, interests and prior learning
 promotes student engagement through effective delivery of teaching area content.
 Teaching and learning programs or lesson plans including learning activities designed to
engage the students in learning.
 Evaluations of teaching and learning programs or lesson plans annotated to show
modifications to activities designed to increase student engagement in learning.
 Teaching and learning programs or lesson plans aligned with curriculum documents and
indicating subject specific pedagogies where appropriate.
strategies that link to syllabus outcomes and objectives (e.g. differentiated curriculum,
collaborative learning, ICT, higher-order thinking).
 Relevant resources customised to suit the learning needs, interests and prior learning of
students.
 Annotated student work samples that show engagement in learning content and the
impact of the teacher’s practice.
 Meeting notes demonstrating the teacher’s contribution to collegial planning and
preparation of teaching and learning programs or lesson plans.
 Teacher notes reflecting on and evaluating units of work and lesson plans examining the
quality of student engagement and learning including modifications to enhance teaching
and learning.

 Lesson observation notes about lesson content, structure and teaching strategies that
demonstrate teacher knowledge and student engagement.
 Lesson observation notes or documented reflections about content, teaching strategies
and activities developed and used specific to the learning context.
 Teacher reflections on lesson observation notes examining the quality of student
engagement and learning.
Focus
Content selection and organisation

Organise content into coherent, well-sequenced learning and teaching programs.


 develops teaching programs that clearly reflect syllabus requirements and outcomes
 delivers lessons that develop student knowledge of curriculum content
 writes lesson outcomes that are syllabus referenced and ensures lessons meet practical
learning requirements of syllabus documents such as experiments and fieldwork
 writes programs that reflect school requirements
 designs programs that display logical sequencing of activities using appropriate program
and lesson structure
 includes opportunities for students to practise skills within the timelines and sequence of
the program
 delivers coherent well-structured programs linked to outcomes and syllabus content
 designs scope and sequence ensuring the appropriate length of time is provided for
content delivery and teaching and learning activities
 plans sequential teaching and learning activities that allow for the appropriate assessment
of knowledge, skills and understanding for individual students, groups of students or the
whole class
 ensures programs reflect syllabus requirements
 gives priority to essential elements and components of the syllabus with opportunities for
extended learning
 varies types of assessment in the teaching program to allow all students to demonstrate
knowledge, skills and understanding.
 Teaching and learning programs or lesson plans that reflect curriculum requirements and
are sequenced to develop understanding of content.
 Programs or lesson plans that illustrate connections between content of teaching areas
and development of subject-specific literacy and numeracy skills.
 Teacher notes demonstrating the selection and organisation of content.
 Analysis and reflection on the teaching and learning program or lesson plans for
coherence between content delivery and student learning demonstrated through
assessment.
 Meeting notes demonstrating the teacher’s contribution to collegial planning and
preparation of coherent and well-sequenced teaching and learning programs or lesson
plans.

 Lesson observation notes of the teacher presenting content in a coherent, well-sequenced
teaching and learning program.
 Lesson observation or discussion notes which show the teacher manages content related
to timelines and the sequence of the learning program.
Focus
Curriculum, assessment and reporting

Design and implement learning and teaching programs using knowledge of curriculum,
assessment and reporting requirements.

 demonstrates knowledge of NESA syllabus and assessment requirements

 devises units of work that incorporate a range of assessment instruments, including pre-
and post-assessments and formative and summative assessments
 ensures learning and teaching programs comply with NESA syllabus requirements
 approaches the design and implementation of teaching and learning programs using all
relevant KLA documents
 demonstrates knowledge of student learning to inform assessment and reporting
requirements (e.g. annotated student work samples, annotated class lists, notes about
individual student achievement levels and areas for improvement) and uses this
information to evaluate and modify teaching, learning and assessment programs
 prepares effective lessons based on teaching programs and ensures appropriate use of
resources
 describes clear learning goals, content and purpose of lesson activities and assessment
activities in teaching and learning programs
 uses teaching and learning programs to relate assessment tasks or activities to course
outcomes ensuring diversity in delivery
 focuses teaching, learning and assessment programs on course outcomes
 designs teaching and learning programs, sequence of lessons or lesson plans with a
variety of learning activities and assessment tasks related to assessing student
achievement of course outcomes.
 Teaching and learning programs or lesson plans using appropriate knowledge of
curriculum, assessment and reporting requirements.
 Evidence of the teacher’s record keeping system, such as assessment records or program
registration.
 Assessment plan that shows clear links to the learning and teaching program and
reporting cycle.
 Assessment activities, criteria and marking guidelines that illustrate how an assessment
relates to syllabus requirements.
 Teacher records of feedback for learning given to students demonstrating knowledge of
 Examples of student assessment responses and teacher feedback demonstrating
achievement of student learning outcomes and the impact of teacher practice.
 Written reports to parents/carers demonstrating effective feedback about student learning
achievement linked to curriculum, assessment and reporting requirements.
 Written reflection on and analysis of programs and lessons that show the teacher has
read, knows and understands all relevant curriculum, assessment and reporting policies
and support documents.
 Written reflection on programs and lesson plans for the purpose of refining curriculum
delivery and improving student outcomes.
 Evidence of professional learning in curriculum, assessment or reporting.

 Lesson observation notes and discussion that shows that the teacher conforms to

Focus
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians

Provide opportunities for students to develop understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.1

 uses a range of learning activities and strategies to support student understanding of

Aboriginal and Torres Strait Islander histories and cultures, including classroom activities,
incursions, excursions, individual, group, class, year or whole school activities
 plans for student participation in activities that promote respect for Aboriginal and Torres
Strait Islander histories, cultures and languages by building relationships with local
communities
 develops teaching and learning programs that authentically embed learning about
Aboriginal and Torres Strait Islander histories, cultures and languages
 ensures students develop an understanding of Aboriginal and Torres Strait Islander
languages by referencing a range of examples, including texts, literacy activities, films,
presentations, performances, case studies, artworks, performances and images
 works with members of the local community to provide opportunities for students to build
engagement between Indigenous and non-Indigenous people
 collaborates with colleagues to develop school-based approaches to student engagement
with Aboriginal and Torres Strait Islander histories, cultures and languages through school
assemblies, ceremonies, interdisciplinary teaching and learning approaches and National
Reconciliation Week activities.
 Teaching and learning programs or lesson plans with a range of teaching and learning
activities to support student understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
 Lesson plans, notes or communications documenting team teaching and collaborative
planning with an Aboriginal Education Officer or local community representatives.
 Student work samples that display understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages and the impact of teacher practice on
student learning.
 Records of participation in fieldwork or community involvement to develop understanding
of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
 Discussion and planning notes for excursions which develop students’ respect for and
understanding of Aboriginal and Torres Strait Islander histories, cultures and languages.

 Lesson observation notes and discussion about lesson content and structure where the
aim of the lesson was to develop student understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.
1
For further examples, refer to https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/

Focus
Literacy and numeracy strategies

Apply knowledge and understanding of effective teaching strategies to support students’
literacy and numeracy achievement.

 plans literacy sessions that provide opportunities for students to speak, listen, read and
write as appropriate
 ensures students explore, read and are exposed to a range of types of text including
factual and fictional texts
 uses a range of activities to support literacy and ensures students have sufficient time for
speaking and listening
 implements a variety of instruction types and uses modelling and small group instruction
 uses a range of activities to support students’ numeracy
 ensures students see connections between content and numeracy skills to support
learning using graphs and tables, statistics, symbols or analytical processes
 ensures literacy and numeracy instruction is explicit, well-structured and where relevant,
subject specific
 sequences lessons flexibly according to students’ learning needs and organises students
into small groups according to their literacy or numeracy needs
 teaches literacy and numeracy skills and strategies during frequent modelled and guided
lessons
 plans for students to have regular opportunities for independent reading and writing
 assesses student literacy and numeracy needs to determine content and activities
 uses and builds on students’ prior knowledge and encourages students to discuss topics
and share understandings (in their first language if appropriate)
 understands students’ literacy and numeracy needs in relation to their subject/KLA
 undertakes appropriate assessment of student literacy and numeracy levels and uses
assessment data to tailor teaching to meet individual learning needs
 ensures students use their literacy and numeracy knowledge and skills to show their
understanding of content or explain a skill they have learned
 explicitly facilitates transfer of literacy and numeracy learning across subjects/KLAs so that
students make connections
 uses support teachers effectively and where appropriate seeks out advice or follows
recommendations of support personnel.
 Teaching and learning programs or lesson plans which show the application of explicit and
structured literacy and numeracy strategies informed by student data.
 Student work samples linked to excerpts from program or lesson plans demonstrating
literacy or numeracy strategies and the impact of teacher practice on student learning.
 Data walls recording achievement of stage based outcomes for literacy and numeracy
progression indicating planning for individual student learning development.

 Lesson observation notes and discussion about lesson content and structure that show
the teacher’s knowledge, understanding and use of teaching strategies to support
students’ literacy or numeracy achievements.
 Lesson observation notes, emails, records of discussion, file notes or participation in blogs
indicating where the teacher has worked collaboratively with support teachers and staff,
such as EAL/D teachers and Special Education Teachers to meet student literacy or
numeracy needs.
Focus
ICT

Use effective teaching strategies to integrate ICT into learning and teaching programs to make
selected content relevant and meaningful.2

 uses ICT effectively to engage students and support their learning needs to develop
knowledge, skills and understanding in ICT related to course content and requirements
 ensures ICT resources are relevant and meaningful to students’ learning needs
 teaches ICT skills to support student-centred learning and self-directed work
 knows syllabus ICT requirements and can use ICT to enhance learning opportunities
through access to a range of resources, stimulus materials and learning tools when
teaching
 ensures students can confidently use ICT (e.g. knowing how to navigate websites and use
relevant software) and incorporates ICT appropriately into everyday classroom practice to
increase opportunities for student engagement and motivation
 maintains student learning focus while using ICT when investigating, creating and
communicating ideas and information
 integrates ICT into lesson content appropriately using explicit terminology to enable
students to adapt to and manage developments in ICT related technologies, expanded
access to digital information and increased connectedness to data and information
 emphasises ICT skills and establishes students’ prior knowledge of content and skills
using ICT
 recognises and uses student expertise in ICT and authentically integrates explicit teaching
of research skills, and processes for gathering information from a variety of sources and
identifying new paths of inquiry
 teaches ICT skills authentically connected to lesson content, context for learning and the
learning needs of students
 improves own use of ICT and supports use of ICT in teaching and learning programs
 recognises the relevance of ICT to teaching and learning and understands the scope and
breadth of ICT
 uses pedagogies that reflect effective and appropriate use of ICT, including multimedia
2
For further examples, refer to http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/programming/integrating-ict-capability

creation tools, programming tools, online collaborative tools, productivity tools including
word processors, databases and spread sheets when investigating, creating and
communicating ideas and information
 encourages students to develop analytical, organisational and problem solving skills using
ICT for different purposes within a range of lessons
 uses a range of ICT to support students to respect and value individual responsibility and
the social and ethical protocols and practices that underpin the responsible use of ICT
 integrates ICT into teaching and learning programs and assessment of student learning.
 Teaching and learning programs or lesson plans that use a variety of ICT teaching and
learning resources that link to syllabus outcomes or objectives. For example, multimedia
creation tools, programming tools, online collaborative tools, productivity tools including
word processors, databases and spreadsheets, game-based learning, web 2.0 and web
3.0 tools.
 Teaching and learning programs or lesson plans that show the integration of ICT
resources into teaching and learning activities to encourage student engagement and
motivation and develop confidence in the use of ICT.
 Evidence of students using ICT to generate ideas, plans and processes to create solutions
and apply understanding across a range of contexts relevant to their learning needs and
interests.
 Evidence of working collaboratively with an ICT integrator or support staff and the impact
that this has had on student learning. For example, lesson observation notes, work
samples, emails, records of discussion, file notes, participation in blogs and online
communities.
 Evidence of the implementation of professional learning in use of ICT skills and resources
adapted to teaching context, teaching and learning programs and activities.
 Evidence of teaching and learning programs and assessment strategies designed to
support students to manage and operate ICT ethically and appropriately to investigate,
create and communicate.
 Evidence of teaching and learning activities that acknowledge the prior knowledge and
transferability of student skills and understanding from one learning environment or
context to another.

 Lesson observation notes, reflection and discussion about the integration of ICT into
lesson content and structure designed to address syllabus learning outcomes.
 Lesson observation notes, reflection and discussion on the accessibility of materials
including the range of devices and ICT applications available to meet the learning needs,
interests and prior learning of all students.
 Lesson observation, notes, reflections and discussion on the explicit teaching of a range of
ICT skills and/or applications to enhance teaching and learning.

Standard 3 - Plan for and implement effective teaching and
learning.
Focus
Establish challenging learning goals

Set explicit, challenging and achievable learning goals for all students.

 sets realistic and measurable goals so students understand the direction of lessons and
expectations
 explains to students what the learning intentions for the lesson or unit of work are and the
steps to achieve them
 relates goals to the curriculum
 describes and documents what is being taught and why
 writes lesson plans that detail learning intentions and goals and relates goal setting and
assessment
 writes lesson plans that support and challenge all students to achieve learning goals
 ensures that lesson plans and goals reflect the learning needs, interests and prior learning
of individual students
 plans effectively for students to achieve learning goals and evaluates the lesson based on
the achievement of intended learning goals
 identifies and articulates an overview of learning intentions (e.g. students are aware of the
sequence or coherence of learning goals, know the teacher’s expectations and
understand the relevance of the teaching/learning activities to the learning intentions and
goals)
 ensures a balance of formative and summative assessment
 uses well-structured assessment tasks and activities that reflect purpose and outcomes
and where appropriate, carries out pre-testing to facilitate goal setting
 assesses student achievement against learning goals to determine next steps in individual
student learning pathways.
 Teaching and learning programs or lesson plans with analyses or reflections that articulate
explicit, challenging and achievable learning goals for all students during the teaching and
learning cycle.
 Teaching and learning programs or lesson plans with analysis or reflections that relate
teaching and learning goals to the curriculum.
 Student work samples linked to teaching and learning programs or lesson plans to
demonstrate the link between goals set, assessment and student learning.
 Discussion or meeting records that outline the development of personalised plans for
students through collaboration with support staff, colleagues and parents/carers.

 Lesson observation notes or discussion where the teacher articulates realistic and

measurable goals and what steps to take so students understand the direction and
expectations of the lesson and how to achieve their learning goals.
 Lesson evaluation notes where the teacher evaluates the lesson based on the level of
achievement of goals.
Focus
Plan, structure and sequence learning programs

Plan and implement well-structured learning and teaching programs or lesson sequences that
engage students and promote learning.

 develops appropriate and documented lesson plans where planning and evaluation are
evident
 prepares clear plans for teaching, learning and assessing that reflect an understanding of
lesson scope and sequencing and the planning, teaching, learning, assessment and
feedback cycle
 ensures lesson plans are content based and incorporate learning development and
learning activities that require students to apply their learning
 displays flexibility within lesson plans to engage student interest
 ensures students know what they are learning and why
 includes a range of learning activities within lessons to allow students to access learning at
a variety of levels and cater for different student learning needs
 plans and implements effective transitions between activities
 designs lessons that build on prior learning and that challenge students
 uses student work samples to demonstrate student learning outcomes and expectations
 promotes learning by ensuring students achieve learning intentions for each lesson and
celebrate successes
 evaluates teaching in terms of student learning and engagement
 allocates lesson time to review achievement of student learning goals for the lesson and to
set goals for the next lesson
 sets independent home learning tasks that are relevant, engaging and address diverse
learning needs
 develops well-structured, coherent lesson plans to ensure sustained student engagement
and learning
 ensures students know the learning expectations for each lesson and supports student
involvement in the lesson
 avoids limited student progress and frustration resulting from inadequate lesson
preparation, inappropriate content or poor lesson delivery.
 Teaching and learning programs, lesson plans, analyses or reflections that reference the
teaching and learning cycle and use different models of learning to promote student
learning.
 Lesson plans that display flexibility, logic, sequencing and a variety of strategies and

resources.
 Sample independent home learning tasks that are relevant to the lesson assessment
items and indicate student understanding and achievement of stated outcomes.
 Student work samples linked to teaching and learning programs or lesson plans that
demonstrate the impact of the teacher’s practice on student engagement and learning.

 Lesson observation notes or discussion records of lesson content and structure which
show planning and implementation of well-structured learning and teaching programs or
lesson sequences.
 Lesson observation notes or discussion records of lesson content and structure that show
student engagement in lessons.
Focus
Use teaching strategies

Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and
critical and creative thinking.3

 responds to the interests of students and ensures teaching strategies are relevant and
meaningful to students’ learning needs and interests
 promotes student-centred learning and problem-solving
 encourages critical and creative thinking through engaging students in higher-order
thinking and risk taking within the learning
 uses teaching strategies that require students to develop arguments, draw reasoned
conclusions and solve problems
 uses teaching strategies that challenge students to select appropriate thinking strategies
for learning that enable them to work independently
 uses varied teaching strategies when implementing lessons for groups, the whole class
and individuals
 promotes critical and creative thinking through inquiry learning, problem-based learning,
debate, hands-on activities, role playing, practical activities, frequent opportunities for skills
practice, relevant projects, site studies and incursions or excursions
 plans effectively and implements a range of teaching strategies to develop student
knowledge and skills supporting self-directed work
 understands different levels of student cognition, knowledge, skills, experience and
interest so that all students can demonstrate creative thinking through generating and
applying new ideas in specific contexts
 uses teaching strategies that are appropriate for age, individual, group, stage and the
ethos of the school/system/sector to encourage critical and creative thinking
 uses a variety of teaching strategies to develop students’ skills in critical and creative
3
For more information about critical and creative thinking and specific examples, refer to https://www.australiancurriculum.edu.au/f-
10-curriculum/cross-curriculum-priorities/

thinking.
 Teaching and learning programs or lesson plans which show implementation of a variety
of teaching and learning activities that include problem-solving, critical thinking and
creative thinking linked to syllabus objectives and outcomes.
 Teaching and learning programs or lesson plans which show implementation of a variety
of teaching and learning activities including debate, hands-on activities, role playing,
practical activities, frequent opportunities for skills practice, relevant projects, site studies
and excursions.
 Lesson plans which show the selection and use of appropriate ICT based strategies to
develop knowledge, skills, problem-solving and critical and creative thinking. For example,
multimedia, creation tools, programming tools, online collaborative tools, productivity tools
including word processing databases and spreadsheets, game-based learning, web 2.0
and web 3.0 tools.
 Student work samples that show the impact of the teacher’s practice in promoting self-
directed student learning.

 Lesson observation notes and discussion records of lesson content and structure that
show the teacher has selected a range of teaching strategies to support knowledge and
skills development, problem-solving and critical and creative thinking.
 Lesson observation notes and discussion records that show how the teacher has used a
variety of group structures to develop knowledge, skills, problem-solving, creative and
critical thinking and collaboration.
 Teacher’s written reflection on lesson observation, based on choice and effectiveness of
chosen strategies.
Focus
Select and use resources

Select and/or create and use a range of resources, including ICT, to engage students in their
learning.

 responds to the interests of students by ensuring resources are relevant and meaningful to
students’ learning needs, interests and developmental levels
 selects or creates resources that support student-centred learning and self-directed work
 uses a variety of resources suitable for groups, the whole class or individuals
 includes selective use of ICT resources to deliver content
 plans for effective use of resources
 identifies learning outcomes for the lesson prior to determining the supporting ICT
resources
 takes available resources into account when developing teaching programs
 seeks help from colleagues in selecting or creating new teaching and learning resources,
especially the use of new ICT

 develops a variety of resources as necessary, building a professional resource library
 uses relevant existing resources and encourages students to provide resources
 uses students as resources and engages parents/carers as resources
 ensures their selection of resources supports effective practical learning experiences and
engagement
 adapts resources to meet the needs and interests of individual students and groups of
students
 deconstructs resources for students to access
 changes resources according to the activity
 trials the use of resources
 supports students’ critical and creative thinking in use of resources
 ensures that students use resources, including ICT, appropriately and ethically
 manages resources professionally
 demonstrates familiarity with existing resources
 shares resources with colleagues and critically evaluates the resources used relevant to
intended student learning outcomes
 incorporates resources into the classroom environment to enhance student engagement
 adapts and uses syllabus support materials effectively
 develops reusable resources.
 Teaching and learning programs or lesson plans which show a variety of teaching and
learning resources, including ICT, which link to syllabus objectives and outcomes.
 Teaching and learning programs or lesson plans that show the teacher has used
curriculum support materials and/or designed resources effectively to enable students to
access the curriculum.
 Lesson plans, analyses and reflections that show how the teacher has mapped resources,
including ICT, to support the learning program and students’ learning needs.
 Student work samples that show students are engaged in their learning and the use of a
variety of resources in the creation and development of their work including ICT.

 Lesson observation notes and discussion records that show that the teacher has selected,
created and used a range of resources, including ICT, to support and engage students in
their learning.
 Written reflection on lesson observation based on the choice and effectiveness of chosen
resources.
Focus
Use effective classroom communication

Use effective verbal and non-verbal communication strategies to support student
understanding, participation, engagement and achievement.

 uses effective verbal communication skills and grammatically correct English

 uses explicit vocabulary and technical terms
 explains and uses appropriate terms for the students’ level or stage
 uses voice effectively with respect to pitch, strength, speed and confidence and ensures
all students can hear
 understands how to effectively use non-verbal communication to positively impact student
engagement
 communicates learning intentions and lesson goals verbally and visually, using resources
such as an interactive whiteboard or wall display
 uses graphic organisers for lessons such as concept maps
 uses verbal and non-verbal cues to direct the classroom
 maximises contributions from all students, controls questioning and is actively involved
 focuses and sustains interaction on the topic using a mixture of verbal and non-verbal
communication strategies
 acknowledges and values student responses and provides opportunities for all students to
respond
 gives sufficient waiting time for students to answer questions, reflect on prompts and
provocations and provides students with learning opportunities to develop the language of
questioning
 demonstrates capacity to manage classroom discussion effectively
 recognises different communication strategies used by students and plans lessons
accordingly.
 Teaching and learning programs or lesson plans that demonstrate personal literacy and
attention to the development of literacy skills of students to enable understanding,
participation, engagement and achievement.
 Lesson plans that use graphic organisers, such as concept maps, visual learning aids and
thinking routines.
 Student work samples that demonstrate the impact of the teacher’s effective instructional
communication strategies.

 Lesson observation notes or discussion records about the teacher’s interaction with
students that show the teacher has used effective verbal and non-verbal communication
strategies in the classroom to support student understanding, participation, engagement
and achievement, including evidence of the teacher responding positively and inclusively
to all students.
 Lesson observation notes which show the teacher uses grammatically correct and explicit
language, explains and uses appropriate terms for the student level and stage, uses voice
effectively and uses a mixture of verbal and visual communication strategies.
 Lesson observations confirm the teacher uses effective questioning or discussion
techniques, including asking a variety of questions at appropriate levels, encouraging risk-
taking, preparing students for discussion and providing opportunities that include all
students.
 Lesson observations confirming that the teacher models respect, responds positively and

praises contributions.
Focus
Evaluate and improve teaching programs

Evaluate personal teaching and learning programs using evidence, including feedback from
students and student assessment data, to inform planning.

 revises teaching and learning programs based on assessment data and modifies
programs based on evaluation of evidence
 collaborates on evaluation of own practice and discusses the effectiveness of teaching
and learning programs with colleagues and their supervisor
 attends meetings with colleagues to contribute to planned evaluation and evidence-based
program development
 responds to advice from their supervisor or colleagues when discussing programming and
assessment and contributes to improvements in programming and teaching strategies
 practises self-assessment through discussion with colleagues and their supervisor and
personal reflection/analysis
 displays diligent evaluation practices and gathers a variety of evidence to inform program
evaluation
 evaluates individual activities, resources, student achievement of learning outcomes and
whole units of work to inform program review and planning, including how students
performed, what worked, what did not work and why, what to do differently in future
 evaluates topics promptly after completion and uses formative assessment strategies
during the unit of work to inform planning and evaluation
 gathers evidence regularly to inform evaluation and reflection including evidence of
student learning, engagement and achievement
 uses self-evaluation and supervisor/colleague feedback to modify programs and units of
work
 develops ongoing processes for gathering evaluative data, including feedback from
students and parents/carers, where relevant
 updates resources in light of evaluation and feedback
 builds in reflection time, responds positively to change, listens to students, understands
and responds to indicators of learning.
 Modified teaching and learning programs or lesson plans based on evaluation of evidence,
including student assessment data to show the impact of teaching.
 Program registration forms completed promptly at the conclusion of the unit that include
evaluation and review to inform future planning.
 Records of meetings with supervisor regarding teaching observed, lesson planning and
student learning, including feedback based on student assessment data.
 Ongoing evaluation of teaching and learning programs or lesson plans, based on
evidence, including student assessment data to improve teaching and learning, scope,
sequences and programs.

Focus
Engage parents/carers in the educative process

Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in
their children’s learning.

 uses parent/carer skills, knowledge and expertise in accordance with school protocols to
enhance teaching and learning programs
 uses established structures and protocols in the school (e.g. emails, newsletters, school
websites) to encourage parent/carer involvement in school or classroom activities
 follows school procedures to provide opportunities for two-way written and verbal
communication and offers opportunities for parents/carers to give feedback at parent/carer
and teacher meetings and on homework activities and class newsletters
 plans opportunities for parents/carers to be involved in planning student learning activities
 participates effectively in opportunities to collaborate and engage with parents/carers
 encourages parents/carers to participate in teaching and learning activities
 acknowledges the contributions or help given by parents/carers
 provides an open, positive, collaborative and professional image to parents/carers in
interactions.
 Lesson plans that show how parent/carer skills, knowledge and expertise were used in
accordance with school protocols to enhance teaching and learning programs.
 Interview plan and discussion points from scheduled parent/carer and teacher interviews.
 Emails, letters and other records of individualised communications between the teacher
and parents/carers to encourage parents/carers to be involved in school or classroom
activities.
 Samples of two-way communication between the teacher and parents/carers, including
use of online portals and forums, feedback on independent home learning tasks and
online survey data.
 Records of participation in and preparation for parent/carer and teacher meetings.

 Lesson observations confirming how the teacher used parent/carer skills, knowledge and
expertise in accordance with school protocols to enhance teaching and learning programs.

Standard 4 - Create and maintain supportive and safe learning
environments.
Focus
Support student participation

Establish and implement inclusive and positive interactions to engage and support all students
in classroom activities.

 develops appropriate formal and informal relationships, uses students’ names and is
respectful of significant events in students’ lives
 listens positively to students, acknowledges students’ contributions, allows students to
respond in an appropriate manner and is accessible to students
 displays equitable amounts of time/engagement to support individual students and deals
with issues/problems promptly and fairly
 shows a caring attitude and interest in all students
 acknowledges and values student responses and provides opportunities inclusive of all
students to respond
 distributes opportunities for student participation in discussion around the class and
manages classroom discussion to support inclusivity and student engagement
 establishes clear routines and guidelines for the classroom so that all students understand
protocols and expectations and can participate effectively
 clarifies guidelines for group work, using clear instructions about role taking and interaction
between group members so that all students are involved
 exhibits a positive attitude, publicly acknowledges or praises student effort and displays
and celebrates students’ work
 offers constructive feedback, encourages and acknowledges individual student talents and
offers students extra help, time, support or explanation as required
 recognises and acknowledges achievement according to school policy.
 Learning programs or lesson plans that demonstrate planning for classroom discussion
and group work to promote student engagement and facilitate understanding of content.
 Documented management of student behaviour including implementation of clear
expectations, protocols or rules and consequences according to school/system processes
and the impact of this on student participation and engagement.

 Observed implementation of clear expectations, protocols or rules and consequences.
 Lesson observation notes and discussion about interactions with students, the
classroom/learning environment, lesson content and structure and communication
strategies.
 Lesson observation notes and discussion detailing the teacher’s modelling of respect,
rapport, work ethic, politeness and positive language and tone when dealing with students,

colleagues and parents/carers.
 Lesson observation notes or annotated class roll recording awareness of students’ needs
and backgrounds.
 Lesson observation notes that show acknowledgement and value for student responses
and inclusive distribution of questions around the class to support the participation of all
students. This may include the use of further questions to draw out answers from reluctant
students.
Focus
Manage classroom activities

Establish and maintain orderly and workable routines to create an environment where student
time is spent on learning tasks.

 establishes explicit routines that are consistently reinforced and implemented (e.g. roles
and responsibilities, entry and exit of classrooms)
 explains tasks clearly so students know how they should behave and interact during
activities and informs students of changes to routines
 uses well organised time management, sets realistic timeframes and a workable timetable
to support effective teaching and learning
 delivers well-paced and timed lessons that move through a variety of tasks and allows for
varying time on tasks according to the learning needs of different students
 ensures that the timetable is reflective of curriculum requirements (e.g. ensures
appropriate amount of time is allocated to each KLA in primary schools)
 implements clearly articulated and negotiated classroom routines
 plans the opening and closing of the lesson, provides students with an outline of the
lesson and ensures students understand expectations and consequences
 ensures that students are on task and engaged in learning activities
 ensures that learning environments, both online and physical, are conducive to learning
 establishes clear expectations by developing and consistently applying routines, structure
and planning including the preparation of learning activities
 ensures rules are appropriate and students are aware of what is expected
 adopts a fair and consistent approach to the management of student behaviour in a
supportive and safe learning environment consistent with relevant school policy
 checks for understanding at the end of the lesson and makes good use of time
 organises resources prior to lessons so that students spend more time on learning
 ensures that equipment is available (booked, if necessary), ready and working before
lessons start.
 Curriculum planning documents, lesson plans and resources that include notes/reflections
showing effective time management and lesson flow.
 Lesson plans that show classroom routines are clearly articulated, negotiated,
implemented and monitored consistently.

 Lesson plans and evaluation notes that reflect on the impact of consistent routines and
expectations on student learning and engagement.
 Classroom management documentation that shows application, including copies of school
behaviour management forms that have been used to support student learning and
engagement.

 Lesson observation of the teacher promoting student responsibility for learning and self-
regulation.
 Lesson observations, notes and discussion of observed routines.
 Lesson observations, notes, analysis and discussion of student time spent on learning
tasks.
 Observed implementation of classroom management strategies.
Focus
Manage challenging behaviour

Manage challenging behaviour by establishing and negotiating clear expectations with
students, and address discipline issues promptly, fairly and respectfully.

 models and articulates expected behaviours and uses positive language and tone to
engage and support all students in classroom activities
 communicates clear expectations about student behaviour providing explicit instruction
about protocols, rules and consequences
 ensures students understand the goals and consequences of classroom behaviour
protocols and can articulate the rules
 encourages student voice in setting expectations
 uses effective disciplinary practices and displays a firm and consistent approach to
classroom management
 sets clear parameters, remains calm and focuses on the behaviour rather than the student
 explicitly teaches students their rights and responsibilities
 listens and moves effectively and purposefully around the classroom
 engages consistently and effectively with school/system/sector policies and procedures
regarding student behaviour management
 treats students equitably and reasonably and encourages them to take responsibility for
their own actions
 puts explicit disciplinary strategies in place
 demonstrates proactive classroom management, addresses issues before they escalate
and practises vigilance
 understands school discipline and welfare policies and implements positive classroom
discipline practices that reflect school/system/sector policies
 follows up and refers consistently to class agreements, rules, guidelines and school policy
 displays positive approaches to discipline and treats all students equitably

 responds quickly and effectively to inappropriate behaviour
 liaises with school welfare personnel, systems and structures to achieve positive
disciplinary outcomes that meet student welfare needs and parent expectations.
 Lesson plans, notes, correspondence or reflections that show implementation of school
welfare policies and the impact on student learning and engagement.
 Documents, such as emails, letters or notes from conversations and meetings, that show
how the teacher follows up on agreed actions with individual students and the impact on
student learning and engagement.
 Reflective notes and programs that show the teacher’s use of school policies and
guidelines to develop behavioural expectations for their classroom.

 Observation notes of positive classroom practices that reflect school policies on strategies
to manage classroom behaviour.
 Lesson observations, notes and discussion that confirm clear evidence of student
understanding of expectations and consequences.
 Lesson observations and discussion notes recording interactions with students.
 Lesson observation of content and structure demonstrating proactive classroom
management that addresses issues quickly, fairly and respectfully.
 Lesson observation of strategies for managing student behaviour.
Focus
Maintain student safety

Ensure students’ wellbeing and safety within school by implementing school and/or system,
curriculum and legislative requirements.

 knows, understands and observes documentation on mandatory policies such as Child

Protection, the Disability Standards for Education 2005 and Workplace Health and Safety
(WHS)
 implements appropriate safety procedures that demonstrate an understanding of
mandatory policies and constantly reinforces safe student behaviour
 knows and understands the concept and implications of risk assessment
 identifies and minimises risks and reports them promptly
 establishes clear classroom safety rules and guidelines and ensures these are enacted
 realises some students need risk assessment before undertaking certain activities and
refers students for assessment in such cases
 displays positive teaching practice and is the first person into a classroom and the last
person to leave
 chooses teaching practices that ensure eye contact with students
 creates and maintains a physically safe classroom and reports issues or incidents to
appropriate personnel

 keeps documentation such as rolls, and reports issues or incidents
 ensures student safety while engaged in duties outside the classroom, including during
excursions, supervision during recess, lunch and before and after school
 immediately addresses unsafe behaviour and situations and students who are in distress
or danger
 implements strategies to minimise accidents or incidents and develops appropriate
consequences for students who do not comply with safety rules
 avoids using inappropriate materials or resources that could be a safety risk, such as
dangerous chemicals, electrical apparatus and sharp instruments
 knows and adheres to mandatory policies and school guidelines and reports incidents or
accidents as per WHS requirements.
 Lesson plans, notes, correspondence or reflections that show implementation of school
discipline and wellbeing protocols and classroom practices that reflect school and system
policies and the impact of these on student engagement and learning.
 Risk assessment plans that show the teacher knows and understands the concept and
implications of risk management and can clearly identify risks.
 Documentation recording student safety concerns or records of incident management.

 Lesson observations confirming that the teacher implements safety procedures in the
classroom.
 Lesson observation notes confirming implementation of school discipline and welfare
policies and positive welfare and classroom practices that reflect school policies and
legislative requirements.
 Lesson observation notes that confirm awareness of school or system requirements in
terms of bullying and reporting.
 Lesson observation notes and discussions about management of student behaviour in
accordance with mandatory policies such as Child Protection and WHS, as well as
implementation of appropriate safety procedures that demonstrate an understanding of
mandatory policies.
Focus
Use ICT safely, responsibly and ethically

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and
teaching.

 knows, understands and implements safe, ethical procedures for students using ICT that
demonstrate an understanding of school, system or sector ICT policies
 reinforces safe online behaviour continually
 provides students with explicit strategies for evaluating the appropriateness and reliability
of digital resources and websites
 identifies risks in student use of ICT and implements strategies to minimise risk

 recognises and reports inappropriate online behaviour promptly and appropriately
 establishes clear ICT and cyber safety rules and guidelines for students that are
consistently implemented and monitored
 models and explicitly demonstrates safe, responsible and ethical use of ICT, such as
acknowledging digital sources in presentations and resources and protecting online
identities
 knows and adheres to mandatory policies and school guidelines by reporting incidents
such as online bullying, student access to inappropriate websites and students
inappropriately accessing other student’s digital devices
 promotes student stewardship in their use of digital devices
 uses digital and online resources to authenticate student work and check for plagiarism,
where appropriate
 applies appropriate consequences for student breaches of academic honesty in relation to
ICT
 applies school assessment policy equitably in cases of breach of rules and demonstrates
awareness of NESA requirements for reporting ethical breaches, such as malpractice or
plagiarism, during assessments and examinations.
 Teaching and learning programs, lesson plans or classroom observation notes which
show implementation of explicit teaching and learning strategies to promote safe,
responsible and ethical use of ICT in learning and teaching activities. This may include
awareness of cyber bullying, harassment, appropriate use of text messaging, plagiarism,
referencing conventions and academic integrity.
 Samples of assessment tasks completed by students that include clear guidelines to
students about plagiarism, referencing conventions and academic integrity.
 Samples of emails and online communications (e.g. blogs and online forum posts)
between the teacher and students that model responsible and ethical use of ICT.
 Printed excerpts of student online communications with each other in response to
identified learning and teaching strategies that demonstrate their responsible and ethical
use of ICT and the impact of the teacher’s practice (e.g. comments on a student’s public
blog post or class wiki).
 Lesson observation notes, program evaluation or discussion notes about management of
student online behaviour in accordance with school policies such as cyber safety and anti-
bullying and implementation of appropriate safety procedures that demonstrate an
understanding of mandatory policies.

 Lesson observations confirm that the teacher explicitly teaches and models safe,
responsible and ethical use of ICT to students.
 Lesson observations and notes that confirm how the teacher has implemented cyber
safety requirements in response to school, system and legislative policies.

Standard 5 - Assess, provide feedback and report on student
learning.
Focus
Assess student learning

Develop, select and use informal and formal, diagnostic, formative and summative assessment
strategies to assess student learning.

 develops assessments that are clear and coherent to all students and ensures students
understand the purpose of the assessment, the learning they will be required to
demonstrate, what the task entails and what is required of them
 develops well-designed assessments using a variety of assessment strategies and styles
that cater for different learning needs
 develops differentiated assessments to address a range of abilities, learning needs and
styles, preferences and interests while providing opportunities that challenge and support
student learning and understanding
 uses formative and summative assessment
 ensures assessment meets relevant syllabus requirements linked to outcomes
 ensures students are provided with learning opportunities through frequent and varied
assessments
 provides effective feedback to students to support their improvement including teacher
observation, peer and self-assessment and/or parent feedback
 develops an assessment plan, organises assessment, and uses a range of formal and
informal assessment
 ensures assessment is an integral part of the teaching and learning cycle allowing
students to regularly demonstrate achievement of syllabus outcomes
 maintains a program of planned assessment and selects appropriate assessment
strategies to suit the student learning outcome assessed
 uses assessments to diagnose individual student learning needs and plan next steps
 provides for effective feedback about student learning integral to assessment task
planning
 ensures assessment of knowledge, skills and understanding is efficient and effective and
allows thinking skills to be demonstrated where appropriate
 ensures assessment tasks are authentic in relation to learning
 follows school/faculty assessment policy and promotes ongoing assessment as, of and for
learning as part of student learning and development
 prepares students for external tests and examinations including NAPLAN and the HSC
and meets related administrative requirements.

 Lesson plans or excerpts from a teaching and learning program showing implementation
of a range of planned assessments and strategies used to assess student learning.
 Teacher’s formal class assessment plan or schedule showing implementation of a range
of assessment strategies with analysis of intended outcomes, purpose and links to
assessment as, of and for learning.
 Assessment rubrics developed and used by the teacher as part of a teaching program to
assess student achievement of learning goals and/or syllabus outcomes.
 Assessment plans, tasks, marking criteria or rubrics, student work samples and examples
of formal and informal feedback that reference learning outcomes, objectives and links to
student growth data demonstrating impact of teacher practice on student learning.
 Teacher’s analysis of student work samples that recognises diagnostic data used and
linked to differentiation and future assessment strategies and tasks.
 Teacher’s notes from lesson analysis and evaluation showing assessment information
gathered to inform and refine future lessons.

 Lesson observation notes showing implementation of a range of assessment strategies
with students.
Focus
Provide feedback to students on their learning

Provide timely, effective and appropriate feedback to students about their achievement relative
to their learning goals.

 ensures prompt assessment of student work and returns work with feedback to students
within a timeframe that is appropriate to the type and purpose of the assessment
 ensures that each student knows the specific next steps about how to improve their
learning and achievement of syllabus outcomes
 uses feedback effectively to inform the planning, teaching, learning, assessment and
feedback cycle
 gives constructive and justifiable feedback with specific, thoughtful and meaningful
comments on positive achievement and strategies for areas requiring improvement
 ensures students understand why and how to achieve learning goals
 gives feedback that is learning focused and linked to outcomes ensuring students know
how to improve their work and develop their learning
 assesses student work in line with consistent use of marking criteria and gives feedback
that acknowledges level of achievement and how to improve
 understands the importance of feedback and has a plan to deliver feedback, including use
of various forms of feedback (e.g. marks, grades, comments, verbal feedback, peer
feedback, self-reflection)
 implements school and/or system policy regarding recognition of achievement and
addresses instances of underperformance with support and guidance for improvement

 provides time to support individual students to address identified areas for improvement
 communicates expectations to students, provides constructive and positive comments and
documents feedback
 ensures feedback is contextualised, detailed and specific to the student’s needs
 indicates the level of student achievement and ensures students are provided with
strategic feedback to improve
 ensures appropriate follow-up on home tasks and develops support structures for students
who are having difficulties in meeting learning outcomes.
 Teaching and learning programs or lesson plans personalised for students to address
specific learning needs identified by assessment data.
 Feedback scaffold and resources developed to allow students to engage with feedback on
their learning, including positive achievement and areas for improvement. It may also
include why and how students can achieve goals and how to move forward.
 Examples of student work showing teacher feedback about their achievement relative to
their learning goals and syllabus outcomes and the impact of teacher practice on student
learning.
 Logs of student conferences outlining feedback given to students on progress and
achievement against their learning goals and planning for future learning.
 Record of moderation of common assessment tasks between teaching colleagues to
demonstrate students are receiving timely, consistent and efficient feedback aligned with
their learning goals.

 Lesson observation notes showing implementation of a range of feedback strategies with
students.
 Records of student work where the teacher provided feedback for learning resulting in
improved student achievement of learning outcomes.
 Lesson observation notes where the teacher provided timely and effective feedback to
students and encouraged students to reflect on or respond to the feedback.
Focus
Make consistent and comparable judgements

Understand and participate in assessment moderation activities to support consistent and
comparable judgements of student learning.

 designs assessments with marking criteria for use by all teachers implementing a common
assessment task
 includes sample responses to assessments, or ‘answers could include’ responses, where
appropriate, to support teacher judgement and student learning
 makes accurate judgements about student work samples that are consistent with agreed
marking criteria and selected benchmarks, and are comparable with colleagues
 works collaboratively to develop a shared understanding of benchmarks to ensure marking

criteria are applied fairly to all student work samples
 provides a rationale or reasons for their judgement in relation to the assessment of
individual student responses based on the marking criteria and benchmark works, if
required
 listens to colleagues and works collaboratively to develop shared understandings in
relation to the standard of student work
 engages in discussions with colleagues to ensure that assessment criteria and identified
standards are equitably applied and that any bias in the assessment of student work is
addressed, if required
 contributes to the development of appropriate benchmarks by participating in discussions
about individual student work samples
 participates in pilot marking processes to ensure an accurate understanding and
consistent application of the marking criteria for assessment tasks
 engages professionally in collaborative assessment processes and implements school
and/or system policy regarding moderation of assessment
 uses feedback from moderation activities effectively to improve student learning.
 Annotated student work samples that reflect the common assessment criteria or rubric.
 Assessment rubrics developed and implemented as part of a teaching program to assess
student achievement of learning goals.
 Assessment plans, tasks, marking criteria or rubrics, or student work samples showing
feedback provided that demonstrate the school and/or system policy regarding the
moderation of assessment activities.
 Team moderation report produced following moderation of student assessment with
adjusted assessment judgements to improve consistency and comparability.

 Lesson observation notes showing implementation of a range of feedback strategies with
students based on moderation.
Focus
Interpret student data

Use student assessment data to analyse and evaluate student understanding of
subject/content, identifying interventions and modifying teaching practice.

 uses a range of assessment data for each student to analyse their understanding,
knowledge and skills in relation to learning outcomes
 uses analysis of assessment data to identify modifications to teaching practice for
individual students and groups of students
 revises teaching programs and personalised plans based on student assessment data
 modifies lessons and programs based on analysis of evidence of student learning
outcomes
 records feedback from assessments in general terms to evaluate programs or lessons and

identify areas for further development
 uses feedback for future revision, and extends and consolidates tasks as a result
 collaborates on evaluating the effectiveness of teaching practice
 discusses with colleagues and their supervisor the effectiveness of programs in achieving
intended student learning outcomes
 attends faculty, staff and stage meetings and contributes to program evaluation
 responds to advice from their supervisor or colleagues when discussing assessment
issues and contributes to improvements in programming and teaching strategies
 practises self-assessment through discussion with colleagues and their supervisor
 informs the analysis of student assessment data by gathering a variety of evidence of
student learning
 includes evaluation of student learning in lesson plan evaluations
 uses assessment as, of and for learning during the unit of work to identify student learning
 implements school/system/sector processes for analysing data on student learning
outcomes and updates programs and resources in light of evaluation
 listens to students, and understands and responds to indicators of learning
 collaborates and seeks help or advice if needed
 attends professional learning opportunities about the analysis of assessment data to
inform assessment practices and modify teaching and learning programs.
 Teaching and learning programs or lesson plans annotated to show modifications to
differentiate for individual students or groups of students based on student assessment
data.
 Analysis of student assessment data identifying strengths and weaknesses in student
understanding of core concepts and essential skills in learning areas.
 Notes regarding the impact of intervention techniques for individual students or groups of
students informed by assessment data.
 Analysis of a sample of student work that links to assessment for learning.
 Notes on comparison and evaluation of assessment data demonstrating understanding of
student growth, value added measures and teacher impact.
 Notes that assess personalised plans in relation to the implementation of selected
interventions, the impact of modifications made to teaching practice and achievement of
learning outcomes.
 Records of meetings with supervisor and colleagues regarding student achievement
based on the analysis of assessment data, including evidence that the teacher has
responded to advice from their supervisor or colleagues.
 Evaluation of teaching and learning programs or lesson plans with specific reference to
student assessment data, used to identify appropriate interventions and modifications to
teaching practice.

 Lesson observation notes showing how the teacher has used formative assessment in the
classroom to identify interventions and/or modify teaching practices.

Focus
Report on student achievement

Report clearly, accurately and respectfully to students and parents/carers about student
achievement, making use of accurate and reliable records.

 writes reports that use appropriate language and terminology and are easily understood
by the audience
 ensures that the purpose of the report is clear to the intended audience
 takes care with the structure of reports ensuring correct grammar and spelling
 ensures sensitive communication with parents/carers
 prepares reports that focus on learning outcomes
 bases reports on assessment that accurately reflects student achievement and identifies
how students can improve their learning in a supportive manner
 makes constructive, accurate and appropriate comments in reports
 behaves professionally, meets report deadlines, follows agreed assessment plans and
schedules, keeps accurate records of student achievement and uses these as the basis
for feedback at parent/carer interviews
 documents issues of behaviour and student welfare or discipline affecting student learning
and achievement
 documents student achievement and learning systematically and keeps records that can
be readily located
 collects student work samples and keeps a record of report data and comments which are
readily understood by others (e.g. use of coding is explained)
 ensures monitoring is student-oriented and learning focused
 uses a range of assessment feedback strategies including comments, informal verbal
feedback and class discussion, written feedback, annotations and formal reports
 keeps records diligently, relates records to reporting and tracking of student progress and
annotates student work samples to highlight achievement of outcomes
 knows and observes school policies, contributes to a centralised record of assessment
tasks and completes assessment records.
 Clear, accurate and respectfully worded student progress or summative assessment
reports.
 Assessment records maintained for each student linked to formal and informal reporting
that show student progress.
 Record of conferences conducted to discuss student achievement involving students and
parents/carers and specialist support in accordance with school policy and practice.
 Record of engagement with parents/carers through phone, email, parent portal and
meetings, demonstrating regular updates and contact about student achievement and
learning.
 Notes prepared for parent/carer and teacher interviews demonstrating accurate and

respectful reporting of student strengths, achievement of learning goals and areas for
further development to identify future learning goals and areas for improvement.
* De-identify all student and parent/carer reports, records and assessment data before
using them as documentary evidence for accreditation.
Standard 6 - Engage in professional learning.

Focus
Identify and plan professional learning needs

Use the Australian Professional Standards for Teachers and advice from colleagues to identify
and plan professional learning needs.

 identifies specific Standard Descriptors in relation to professional learning goals and

professional learning needs
 identifies appropriate professional learning activities and professional development
courses to address professional goals and Standard Descriptors
 develops a personal professional learning plan that includes clearly articulated learning
goals
 develops professional learning goals that relate to the Standards
 evaluates and keeps records of professional development and the particular Standard
Descriptors addressed through professional development activities
 participates in a range of professional learning opportunities
 listens to and learns from colleagues, engages in relevant professional reading and
participates in mentoring activities
 develops effective relationships with colleagues to support their professional learning
 shows interest and initiative and demonstrates awareness of the Standards when planning
professional development
 indicates active professional interest to improve teaching practice in relation to the
Standards
 applies new knowledge and skills to professional practice and accepts suggestions from
supervisors and colleagues for improvements to practice.
 Records of meetings with supervisor or colleagues regarding observed teaching, lesson
planning and a reflection on student achievement linked to the Standards, Focus Areas
and Standard Descriptors.
 Professional learning plan and reflection notes linked to the Standards, Focus Areas and
Standard Descriptors.
 Record of engagement in professional development courses and professional learning
activities. For example, listening to and learning from colleagues, professional reading,
working with a mentor or coach, undertaking postgraduate study, participating in school or
system based professional learning projects such as lesson study and other forms of
action research. Records should include reflection notes linked to the Standards, Focus

Areas and Standard Descriptors.
 Performance appraisal documents and reflection notes that identify goals for learning in
relation to the Standards.
 Lesson observation notes and records of discussions with colleagues about their practice
in relation to the Standards.

 Lesson observation notes regarding the implementation of teaching strategies, learning
frameworks, classroom feedback and assessment tools, new resources and/or
professional learning in relation to teaching practice demonstrated in the classroom.
Focus
Engage in professional learning and improve practice

Participate in learning to update knowledge and practice targeted to professional needs and
school and/or system priorities.

 articulates their own professional priorities targeted to school, system and sector priorities
 participates actively in professional learning and professional development activities, such
as staff/stage/faculty meetings, school development days, school-based performance and
development processes, professional teaching association meetings, networking
opportunities and professional reading
 incorporates professional learning into teaching practice, such as through program
evaluation, lesson plans, teaching, assessing, providing feedback, analysing
assessments, classroom management practices, effective use of ICT and resource design
 engages in professional discussion with colleagues to establish rapport and share
knowledge and information about professional learning activities
 attends professional learning and professional development activities that address
teacher, school, system or sector goals and priorities
 actively participates in and reflects on professional development activities
 incorporates professional learning into teaching practice to demonstrate professional
growth.
 Evidence of participation in professional learning activities to update knowledge and
develop practice targeted to school and/or system priorities.
 Professional learning plan that contains self-analysis and reflection relating professional
learning to knowledge and practice, targeted professional learning needs and school
and/or system priorities.
 Notes from shared group discussion of professional reading that include reflection on what
has been learnt in relation to the Standards.
 Annotated articles or professional reading logs with implementation notes for classroom
practice.
 Notes from observations of others or feedback from others on implementing shared
professional learning and the impact that the practice has on student learning.

Focus
Engage with colleagues and improve practice

Contribute to collegial discussions and apply constructive feedback from colleagues to improve
professional knowledge and practice.

 demonstrates willingness to work collaboratively and constructively with colleagues as part

of a team
 applies feedback from colleagues when planning, reviewing and evaluating teaching
strategies and programs
 participates in team teaching and collaborates with a range of colleagues (e.g. EAL/D
teacher, gifted and talented teacher, Special Education Teacher and Aboriginal Education
Officer)
 demonstrates willingness to participate in professional committees and engage in school
activities
 contributes to KLA/stage/wellbeing/learning support meetings
 participates in writing, evaluating and reflecting on programs and units of work
 applies feedback from meetings to improve professional knowledge and practice
 participates in and displays a positive attitude towards professional learning communities
to increase knowledge and understanding
 participates in collegial interaction and shows respect for individual personalities
 seeks opportunities to access best practice internally, externally and online
 contributes to staff meetings on broader educational issues and contributes to stage/KLA
meetings on pedagogical or content issues based on knowledge.
 acknowledges and responds to constructive feedback on a professional rather than
personal level and applies feedback from colleagues to improve practice
 completes all required professional tasks (e.g. meets deadlines and responds to surveys
and evaluation forms)
 demonstrates willingness to participate in collaborative activities and takes either a lead or
support role as appropriate
 participates actively in discussions and generates ideas and questions
 assists in planning and contributes own learning and thoughts relevant to focus matters
 contributes positively to discussions with colleagues, including in online forums/networks,
and offers constructive and informed suggestions
 communicates effectively in parent/carer groups, school council meetings and school
assemblies.
 Documented reflection on practice arising from a professional discussion with a colleague.
 Minutes of professional team or committee meetings in which the teacher actively
participated. The minutes should detail the involvement of the teacher in collaborative
discussion, evaluation and reflection.
 Evidence of participation in professional online discussions, online courses, blogs and

other virtual professional learning communities. Evidence can include an excerpt of the
online discussion showing the teacher’s participation with colleagues.
 Evidence of engagement in regular constructive discussion with colleagues including
feedback aimed at supporting improvement in professional practice and annotation of
teaching and learning programs or unit/lesson plans.
 Evidence of applying feedback from colleagues to improve professional knowledge and
practice and the impact of this on student learning.
Focus
Apply professional learning and improve student learning

Undertake professional learning programs designed to address identified student learning
needs.

 develops and reflects on an accurate analysis of student learning needs

 seeks appropriate professional learning to improve teaching practice and student learning
outcomes
 seeks professional development courses designed to address identified student learning
needs, such as literacy, numeracy, critical and creative thinking and use of ICT
 seeks assistance and advice from colleagues and their supervisor about appropriate
professional learning to address issues of equity and inclusion in relation to student
learning needs and is willing to act in response to the advice, assistance or professional
learning
 participates in regular shared discussions with colleagues, their supervisor, staff and
faculty to identify student learning needs
 participates positively in professional discussions with their supervisor and colleagues,
about performance and development processes to improve student learning needs
 demonstrates willingness to change or adapt and dispenses with ineffective current
practices
 acknowledges and draws on the expertise of other teachers to inform their learning and
development of skills in identified areas of practice to address student learning needs
 reflects upon or critically evaluates effectiveness of teaching by assessing student learning
outcomes
 uses assessment data effectively to identify professional learning needs.
 Modified teaching and learning programs or lesson plans in response to specific
professional learning programs that address identified student learning needs.
 Student learning and assessment data that informs the choice of professional learning to
be sourced and undertaken.
 Professional learning plan that shows a selection of professional development courses
and other professional learning activities based on student learning needs.
 Professional reading log that includes a reflection on how the new learning may be
implemented to address student learning needs.
 Action research with a focus on improved teaching practice that demonstrates how

student learning needs have been addressed.
 Observation notes and records of discussions about participation in professional learning
that has been applied in the classroom to address student learning needs.
Standard 7 - Engage professionally with colleagues,

parents/carers and the community.
Focus
Meet professional ethics and responsibilities

Meet codes of ethics and conduct established by regulatory authorities, systems and schools.

 knows the code/s of ethics that apply to their teaching context

 knows and understands legislation regarding privacy of student information and is
discerning about with whom and where they discuss confidential issues
 seeks permission from students and their parents/carers before disclosing any student
information
 knows or seeks advice relating to critical incident reporting and the media
 keeps confidential records and relevant documentation secure and organised
 uses appropriate, well-reasoned and justifiable comments in all record keeping
 understands mandatory reporting requirements and immediately reports issues/incidents
such as critical incidents and child protection concerns to relevant personnel
 refers confidential issues relating to students to supervisors promptly
 adheres to legislation and procedures for disclosure of student data and child protection
protocols
 seeks permission from parents/carers before identifying students or permitting
photographing of students
 follows correct processes when allowing access to students and student data
 avoids inappropriate disclosure or public discussion of private information and does not
relate confidential information to others
 maintains professionalism when discussing students
 maintains confidentiality during processes related to implementation of the Performance
and Development Framework, such as classroom observations and professional
discussions
 prepares accreditation evidence ethically and with respect to student confidentiality
 de-identifies documents to ensure student privacy and where appropriate, obtains
permission to use colleagues’ work.
 Annotated teaching and learning programs, lesson plans, teaching materials, resources or
assessments that abide by copyright laws and appropriately credit sources, including
colleagues, websites, books and journal articles.
 Communication notes which show permission being sought and obtained for the use of

intellectual property, where required.
 Reference or endorsement of the teacher from their principal or employer.
 Meeting records, emails and other communications that show an understanding of
mandatory reporting requirements. If necessary, records should be de-identified.
 Examples of communications with parents/carers regarding the use of student work
samples and images of individual students.
Focus
Comply with legislative, administrative and organisational requirements

Understand the implications of and comply with relevant legislative, administrative,
organisational and professional requirements, policies and processes.

 incorporates mandatory school and system procedures and policy documents in teaching
and learning programs and class organisation
 complies with school, system, sector and legislative professional requirements and
policies, such as teacher accreditation policies and processes
 implements relevant policy documents in classroom practice such as, conflict resolution
strategies, administration, mandatory reporting, WHS and inclusive education legislation
 meets deadlines for key administrative tasks and prepares student reports based on
legislative and administrative requirements
 displays evidence of having read and understood relevant policy and process documents
 evaluates school policies and is able to contextualise and implement policy documents
 demonstrates understanding of the implications of policy documents for teaching and
learning programs and classroom practice.
 Teaching and learning programs or lesson plans which show evidence of implementation
of mandatory policy documents.
 Classroom/student management plan that shows the implementation of school and
system policies and procedures.
 Communication demonstrating compliance with relevant legislative, administrative,
organisational and professional requirements.
 Meeting records, emails and other communications that show an understanding of
mandatory reporting requirements.
 Professional learning regarding relevant legislative, administrative, organisational and
professional requirements and teacher accountability.

Focus
Engage with the parents/carers

Establish and maintain respectful collaborative relationships with parents/carers regarding their
children’s learning and wellbeing.

 understands and follows established school protocols for communicating with

parents/carers and ensures newsletters and parent/carer notes adhere to the guidelines
 communicates with and behaves professionally towards parents/carers
 documents all communication with parents/carers
 refers sensitive issues to their supervisor and demonstrates sensitivity to the different
backgrounds of parents/carers
 displays empathy with parents/carers and where appropriate, informs them about changes
in regard to their child’s learning and wellbeing in relation to relevant policy, rules and
regulations
 prepares for meetings with parents/carers, ensuring they have knowledge and
understanding of the learning and wellbeing issues to be addressed
 listens to parent/carer feedback and takes a collaborative approach to discussions
 knows and understands the cultural and socio-economic backgrounds of students and
their parents/carers
 works with interpreters, Community Liaison Officers and Aboriginal Education Officers,
where required
 communicates sensitively and accesses appropriate information on parent/carer
backgrounds
 takes additional commitments of parents/carers into account when making judgements or
decisions and shows awareness of differing attitudes of parents/carers
 follows school procedures to provide opportunities for two-way written and verbal
communication
 offers the opportunity for parent/carer feedback on homework activities, class newsletters
and at formal parent/carer interview.
Examples of practice
 Notes from observations by supervisor/mentor showing that the teacher establishes and
maintains respectful collaborative relationships with parents/carers using appropriate
language, tone and body language and the impact of this on student learning and
engagement. Notes can be from observations in meetings, during assemblies and
community meetings, on excursions or in parent/carer and teacher meetings.
 Written reports and records of student progress, letters home and other written
communications with parents/carers that follow school protocols and demonstrate respect
and collaboration regarding the child’s learning and wellbeing.
 Planning documents for meetings with parents/carers regarding their child’s learning and
wellbeing.
 Examples of opportunities for parent/carer contributions to homework activities,
newsletters and other school community activities.

Focus
Engage with professional teaching networks and broader communities

Participate in professional and community networks and forums to broaden knowledge and
improve practice.

 uses knowledge gained from participation in professional and community networks to

improve practice
 seeks out opportunities to network and attends professional networking meetings,
including online educational forums, to improve practice
 organises and engages in excursions and incursions involving community groups, in line
with school and/or system policies
 engages with a professional association linked with a subject, stage or KLA, and
participates in relevant professional networking opportunities
 engages in activities that link their school to the broader local community such as
environmental action groups, charities and businesses.
 Validated attendance at school-based induction programs, teacher and professional
networking meetings, including online educational forums, with reflections that show how
the teacher has broadened and applied their knowledge to improve practice.
 Excerpts from online professional or community networks that show participation to
broaden knowledge and improve practice.
 Communication that shows participation in professional and community networks and
forums to broaden knowledge and improve practice.
 Record of activities undertaken in a professional network with notes to explain the impact
of the activities on student learning.

NESA Proficient Teacher - Evidence Guide

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NESA Proficient Teacher - Evidence Guide

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NSW Education Standards Authority

Proficient Teacher Evidence

Guide purpose and structure ..............................................................................................4

Becoming accredited at Proficient Teacher .......................................................................5

Accreditation timeframe .......................................................................................................5

Finalising accreditation ........................................................................................................5

Selecting documentary evidence ......................................................................................................... 6

Annotating documentary evidence ...................................................................................................... 6

Observing teacher practice .................................................................................................7

Categories of evidence ........................................................................................................7

Examples of practice and evidence ..................................................................................12

Standard Descriptor 1.1.2 ............................................................................................................. 12

Standard Descriptor 1.2.2 ............................................................................................................. 13

Standard Descriptor 1.3.2 ............................................................................................................. 14

Standard Descriptor 1.4.2 ............................................................................................................. 15

Standard Descriptor 1.5.2 ............................................................................................................. 17

Standard Descriptor 1.6.2 ............................................................................................................. 19

Standard 2 - Know the content and how to teach it. ......................................................................... 20

Standard Descriptor 2.1.2 ............................................................................................................. 20

Standard Descriptor 2.2.2 ............................................................................................................. 21

Standard Descriptor 2.3.2 ............................................................................................................. 22

Standard Descriptor 2.4.2 ............................................................................................................. 24

Standard Descriptor 2.5.2 ............................................................................................................. 25

Standard Descriptor 2.6.2 ............................................................................................................. 26

Standard 3 - Plan for and implement effective teaching and learning.............................................. 28

Standard Descriptor 3.1.2 ............................................................................................................. 28

Standard Descriptor 3.2.2 ............................................................................................................. 29

Standard Descriptor 3.3.2 ............................................................................................................. 30

Proficient Teacher Evidence Guide Page 2 of 55

Standard Descriptor 3.5.2 ............................................................................................................. 32

Standard Descriptor 3.6.2 ............................................................................................................. 34

Standard Descriptor 3.7.2 ............................................................................................................. 35

Standard Descriptor 4.1.2 ............................................................................................................. 36

Standard Descriptor 4.2.2 ............................................................................................................. 37

Standard Descriptor 4.3.2 ............................................................................................................. 38

Standard Descriptor 4.4.2 ............................................................................................................. 39

Standard Descriptor 4.5.2 ............................................................................................................. 40

Standard 5 - Assess, provide feedback and report on student learning. ......................................... 42

Standard Descriptor 5.1.2 ............................................................................................................. 42

Standard Descriptor 5.2.2 ............................................................................................................. 43

Standard Descriptor 5.3.2 ............................................................................................................. 44

Standard Descriptor 5.4.2 ............................................................................................................. 45

Standard Descriptor 5.5.2 ............................................................................................................. 47

Standard 6 - Engage in professional learning. .................................................................................. 48

Standard Descriptor 6.1.2 ............................................................................................................. 48

Standard Descriptor 6.2.2 ............................................................................................................. 49

Standard Descriptor 6.3.2 ............................................................................................................. 50

Standard Descriptor 6.4.2 ............................................................................................................. 51

Standard Descriptor 7.1.2 ............................................................................................................. 52

Standard Descriptor 7.2.2 ............................................................................................................. 53

Standard Descriptor 7.3.2 ............................................................................................................. 54

Standard Descriptor 7.4.2 ............................................................................................................. 55

Proficient Teacher Evidence Guide Page 3 of 55

Guide purpose and structure

The examples of teaching practice:

Proficient Teacher Evidence Guide Page 4 of 55

Accreditation is a school-based, structured induction to the teaching profession, with supervisor

Maximum timeframes to achieve Proficient Teacher

Provisionally accredited Conditionally accredited

Full-time teachers 3 years 4 years

Casual or part-time teachers 5 years 6 years

Collectively, a teacher’s documentary evidence and observation report must:

Proficient Teacher Evidence Guide Page 5 of 55