DEPARTMENT OF EDUCATION AND TRAINING
Professional Standards
for Assistant Teachers
KNOW THEIR STUDENTS AND
PROFESSIONAL KNOWLEDGE
HOW THEY LEARN
Through an understanding of their
own and students’ culture and first
language in conjunction with the
teaching learning program know
how to:
KNOW HOW TO ASSIST
TEACHERS TO TEACH
Through developing knowledge of
the curriculum and associated
documents know how to:
ASSIST THE TEACHER TO
PLAN FOR AND IMPLEMENT
EFFECTIVE TEACHING AND
LEARNING
Through actively participating in
team planning and implementation
of the teaching learning program
and with support from the team
teacher:
PROFESSIONAL PRACTICE
ASSIST THE TEACHER TO
MAINTAIN A SAFE AND
CHALLENGING LEARNING
ENVIRONMENT
Through active participation in the
learning environment be able to
support and assist:
ASSIST THE TEACHER TO
ASSESS, PROVICE FEEDBACK
AND REPORT ON STUDENT
LEARNING
Through knowledge of the
curriculum and associated
assessment tools is able to with
support:
PROFESSIONAL ENGAGEMENT
ENGAGE IN PROFESSIONAL
LEARNING
Through professional learning,
practice, team planning and
implementation of programs is able
to with support:
ENGAGE PROFESSIONALLY
WITH COLLEAGUES, PARENTS
AND CARERS AND THE
COMMUNITY
Through being active members of
their profession is able to:
LEVEL 1
No Qualifications - Recognises prior learning in Australian Indigenous Languages and Culture
1.1
• talk to children in their first language about their work
• assist with communication between the school and the community
• establish positive relationships with parents/carers and members of the broader community to support
student learning
• communicate effectively with . students to support their understanding of teacher directions and task
requirements
• support individual students in the appropriate use of resources to engage them in their learning
• provide advice on language and cultural learning activities and materials appropriate for the learning
levels of the students and in line with program/school directions.
1.2
• support the team teacher by assisting individual students to practise language, maths and other skills in
first and additional languages
• support the team teacher by working with students in one to one situations on class-based tasks within a
team - teaching context
• support the team teacher in providing students with extra practise on concepts that have not been
mastered, as identified with the team teacher
• assist with delivery of short activities as directed by the team teacher and discussed in team planning
• deliver prepared activities with individual students that have been developed by the team.
1.3
• identify some curriculum documents and materials associated with the content being taught in the
classroom
• participate in planning the first language program for language and culture programs
• participate in English language lesson planning sessions as per school policy
• participate in planning and developing cultural and language curriculum components.
• in developing a positive learning environment where respect for the individual is fostered
1.4
• the team teacher to prepare, organise and tidy the classroom or work area on a daily basis
• with supervision of classroom activities ensuring safety at all times
• the team teacher by monitoring student engagement in learning, and redirecting where required
• setting up activities and supervising some classroom activities with individual students
• individual students within the same space as the team teacher, using the program planned and shared in
team planning.
• assist with documenting student task completion
1.5
• assist the team teacher by maintaining basic records of student learning progress
• assist with assessing individual student work and providing input to the evaluation of student progress.
1.6 • attend recommended workshops/professional development when required
• identify own learning needs through discussion with the team teacher or teaching principal
• use knowledge and skills gained through professional learning to improve their classroom and team
effectiveness
• discuss with other assistant teachers and their team teacher about what they have learnt.
• begin to apply knowledge and skills learned in the classroom.
1.7 • reflect on their effectiveness as a team member
• manage their duties as a team member
• demonstrate an understanding of the need for professional conduct and confidentiality
• attend school meetings when required
• establish positive relationships with parents/carers and members of the broader community to
appropriately support cultural learning for students.
 DEPARTMENT OF EDUCATION AND TRAINING
Professional Standards
for Assistant Teachers
KNOW THEIR STUDENTS AND
PROFESSIONAL KNOWLEDGE
HOW THEY LEARN
Through an understanding of their
own and students’ culture and first
language in conjunction with the
teaching learning program know
how to:
KNOW HOW TO ASSIST
TEACHERS TO TEACH
Through developing knowledge of
the curriculum and associated
documents know how to:
ASSIST THE TEACHER TO
PLAN FOR AND IMPLEMENT
EFFECTIVE TEACHING AND
LEARNING
Through actively participating in
team planning and implementation
of the teaching learning program
and with support from the team
teacher:
PROFESSIONAL PRACTICE
ASSIST THE TEACHER TO
MAINTAIN A SAFE AND
CHALLENGING LEARNING
ENVIRONMENT
Through active participation in the
learning environment be able to
support and assist:
ASSIST THE TEACHER TO
ASSESS, PROVICE FEEDBACK
AND REPORT ON STUDENT
LEARNING
Through knowledge of the
curriculum and associated
assessment tools is able to with
support:
PROFESSIONAL ENGAGEMENT
ENGAGE IN PROFESSIONAL
LEARNING
Through professional learning,
practice, team planning and
implementation of programs is able
to with support:
ENGAGE PROFESSIONALLY
WITH COLLEAGUES, PARENTS
AND CARERS AND THE
COMMUNITY
Through being active members of
their profession is able to:
LEVEL 2
Successfully completed Certificate III (Indigenous Education Work/Community Services: Childcare); or
Equivalent qualification recognised by the CEO; or four years continuous service
2.1 • talk to children in their first language about their work
• assist with communication between the school and the community
• establish positive relationships with parents/carers and members of the broader community to support
student learning
• communicate effectively with students to support their understanding of teacher directions and task
.
requirements
• support individual students in the appropriate use of resources to engage them in their learning
• provide advice on language and cultural learning activities and materials appropriate for the learning levels
of the students and in line with program/school directions.
2.2 • support the team teacher by listening to small groups of students read and practise language, maths and
other skills in first and additional languages
• support the team teacher by working with students in small group situations on class-based tasks within a
team - teaching context
• support the team teacher in providing students with extra practise on concepts that have not been
mastered, as identified with the team teacher
• assist with delivery of curriculum and preparation of lessons and lesson plans in collaboration with the team
teacher and discussed in team planning
• deliver team prepared activities with small groups of students.
2.3 • identify and understand how to use some curriculum documents and materials associated with the content
being taught in the classroom
• actively participate in the planning and delivery of the first language and culture programs
• advise teacher/team on planning, developing and integrating cultural and language components into the
curriculum
• participate and provide input into English language lesson planning sessions as per school policy.
• a positive learning environment where respect for the individual is fostered
2.4 • prepare, organise and tidy the classroom or work area on a daily basis
• with the supervision of classroom activities ensuring safety at all times
• the team teacher by monitoring student engagement in learning, and redirecting where required
• setting up activities and supervising some classroom activities with small groups
• supervise and monitor small groups of students within the same space as the team teacher, using the
program planned and shared in team planning.
• assist with documenting student task completion correcting simple work tasks where required
2.5 • assist the team teacher by maintaining basic records of student learning progress to report to
parents/carers under the guidance of the team teacher
• assist with correcting individual student work and providing input to the evaluation of student progress.
2.6 • independently attend recommended workshops/professional development when required
• identify own professional learning needs by attending professional development
• identify own professional learning needs through discussion with the team teacher
• use knowledge and skills gained through professional learning to improve their classroom and team
effectiveness
• discuss with other assistant teachers and their team teacher about what they have learnt and with support
apply some of this learning in the classroom.
2.7 • reflect on their effectiveness as a member of the teaching team
• manage their responsibilities as a team member
• demonstrate an understanding of the need for professional conduct and commitment to the school at all
times
• attend and provide input during school meetings when required
• establish positive relationships with parents/carers and members of the broader community to support
cultural learning for students.
 DEPARTMENT OF EDUCATION AND TRAINING
Professional Standards
for Assistant Teachers
KNOW THEIR STUDENTS AND
PROFESSIONAL KNOWLEDGE
HOW THEY LEARN
Through an understanding of their
own and students’ culture and first
language in conjunction with the
teaching learning program know
how to:
KNOW HOW TO ASSIST
TEACHERS TO TEACH
Through developing knowledge of
the curriculum and associated
documents know how to:
ASSIST THE TEACHER TO
PLAN FOR AND IMPLEMENT
EFFECTIVE TEACHING AND
LEARNING
Through actively participating in
team planning and implementation
of the teaching learning program
and with support from the team
teacher:
PROFESSIONAL PRACTICE
ASSIST THE TEACHER TO
MAINTAIN A SAFE AND
CHALLENGING LEARNING
ENVIRONMENT
Through active participation in the
learning environment be able to
support and assist:
ASSIST THE TEACHER TO
ASSESS, PROVICE FEEDBACK
AND REPORT ON STUDENT
LEARNING
Through knowledge of the
curriculum and associated
assessment tools is able to with
support:
PROFESSIONAL ENGAGEMENT
ENGAGE IN PROFESSIONAL
LEARNING
Through professional learning,
practice, team planning and
implementation of programs is able
to with support:
ENGAGE PROFESSIONALLY
WITH COLLEAGUES, PARENTS
AND CARERS AND THE
COMMUNITY
Through being active members of
their profession is able to:
LEVEL 3
Successfully completed Certificate IV (Indigenous Education Work/Community Services: Childcare); or
Equivalent qualification recognised by the CEO
3.1 • talk to children in their first language about their learning
• support and assist the team teacher to communicate with parents explaining the team teacher and school's position
on various aspects of student learning, including their own child/ren’s progress
• maintain positive relationships with parents/carers and members of the broader community to support cultural learning
for students
• communicate effectively with . students and team teachers to support mutual understanding of directions and task
requirements
• identify and support students in the appropriate use of resources including ICT to engage students in their learning
• initiates and works with others in the development of language and cultural learning activities and materials,
appropriate for the learning levels of the students and in line with program/school policies.
3.2 • support the team teacher by listening to students read and practise language, maths and other skills in first and
additional languages
• support the team teacher by working with students in one to one situations on class-based tasks with limited
supervision
• support the team teacher in providing students with extra practise on concepts that have not been mastered, as
identified with the team teacher
• plan the delivery of curriculum and specific lessons as directed by the team teacher and discussed in team planning
• deliver team prepared activities with the whole class.
• understand and use some curriculum documents and materials associated with the content being taught in the
3.3
classroom
• initiate planning the first language programme for language and culture programs
• develop and implement with the teacher/team; planning, development and integration of cultural and language
components into the curriculum with the support of specialist and other local staff
• co-facilitate English language planning sessions as per school policy.
• a positive learning environment where respect for the individual is fostered
3.4 • the preparation, organisation and tidying of the classroom or work area daily
• with supervision of classroom activities ensuring safety at all times
• the team teacher by monitoring student engagement in learning, and redirecting where required
• independently set up activities and supervise a small range of classroom activities
• supervision and monitoring of students independently of the team teacher, using the program co planned.
• assist with documenting student task completion and correcting extended work tasks where required
3.5 • in association with the team teacher provide feedback to students and their families on student progress
• assist the team teacher by maintaining detailed records of student learning progress to report to parents/carers
independent of the team teacher
• independently correct individual student work in a limited range of tasks providing input to the evaluation of student
progress.
• seek out and attend workshops/professional development with team teacher
3.6
• identify own professional learning needs through discussion with the team teacher and other teaching professionals
• use knowledge and skills gained through professional learning to improve their classroom and team effectiveness
• discuss with their team teacher and other assistant teachers about what they have learnt and how to apply this
learning in the classroom.
3.7 • reflect on the effectiveness of their team teaching
• manage their responsibilities as a team member
• demonstrate an understanding of the need for professional conduct and loyalty to the school at all times
• attend, provide input and respond to questions during school meetings when required
• establish positive relationships with parents/carers and members of the broader community to support cultural
learning for students.
 DEPARTMENT OF EDUCATION AND TRAINING
Professional Standards
for Assistant Teachers
KNOW THEIR STUDENTS AND
PROFESSIONAL KNOWLEDGE
HOW THEY LEARN
Through an understanding of their
own and students’ culture and first
language in conjunction with the
teaching learning program know
how to:
KNOW HOW TO ASSIST
TEACHERS TO TEACH
Through developing knowledge of
the curriculum and associated
documents know how to:
ASSIST THE TEACHER TO
PLAN FOR AND IMPLEMENT
EFFECTIVE TEACHING AND
LEARNING
Through actively participating in
team planning and implementation
of the teaching learning program
and with support from the team
teacher:
PROFESSIONAL PRACTICE
ASSIST THE TEACHER TO
MAINTAIN A SAFE AND
CHALLENGING LEARNING
ENVIRONMENT
Through active participation in the
learning environment be able to
support and assist:
ASSIST THE TEACHER TO
ASSESS, PROVICE FEEDBACK
AND REPORT ON STUDENT
LEARNING
Through knowledge of the
curriculum and associated
assessment tools is able to with
support:
PROFESSIONAL ENGAGEMENT
ENGAGE IN PROFESSIONAL
LEARNING
Through professional learning,
practice, team planning and
implementation of programs is able
to with support:
ENGAGE PROFESSIONALLY
WITH COLLEAGUES, PARENTS
AND CARERS AND THE
COMMUNITY
Through being active members of
their profession is able to:
LEVEL 4
Successfully completed Diploma (Indigenous Education Work/Community Services: Childcare); or
Equivalent qualification recognised by the CEO
4.1
• talk to children in their first language about their work
• support the high level and ongoing communication between the school, community and parents
• build networks of positive relationships with parents/carers and members of the broader community to support cultural
learning for students
• communicate effectively with . students to support their understanding of the team teacher directions and task
requirements
• source and develop appropriate resources including ICT to engage and support students in their learning
• lead the development of language and cultural learning activities and materials, appropriate for the learning levels of
the students and in line with school strategic policy directions
4.2 • support the team teacher by listening to students read and practise language, maths and other skills in first and
additional languages
• support the team teacher by working with students in small group situations on class-based tasks with reduced
supervision
• support the team teacher in providing students with extra practise on concepts that have not been mastered, in
consultation with the team teacher
• plan the delivery of curriculum, lessons and lesson plans with limited support from the team teacher and discussed in
team planning
• deliver team prepared activities for their own class and other classes of similar level.
4.3
• understand and use most curriculum documents and materials associated with the content being taught in the
classroom
• lead and assist others to actively participate in planning the first language program for language
and culture programs
• lead the development and implementation with the teacher/team; planning, development and integration of cultural and
language components into the curriculum with the support of specialist and other local staff
• lead English language planning sessions as per school policy.
4.4 • a positive learning environment where respect for the individual is fostered
• take full responsibility to prepare, organise and tidy the classroom or work area on a daily basis
• the supervision of classroom activities ensuring safety at all times
• the team teacher by monitoring student engagement in learning, and redirecting where required
• by independently prepare activities and supervise a wide range of classroom activities
• the supervision and monitoring of individual students independently of the team teacher, using the program planned
and shared in team planning.
4.5
• take responsibility for documenting student task completion and correction of complex work tasks
• in association with the team teacher provide feedback to students and their families on student progress
• the team teacher by maintaining complex records of student learning progress to report to parents/carers independent
of the team teacher
• independently correct individual student work in a wide range of tasks and provide input into the evaluation of student
progress.
4.6
• seek out, enrol in and participate in workshops/professional development, with other assistant teachers
• identify own professional learning needs through discussion with the team teacher, learning professionals and other
assistant teachers
• use knowledge and skills gained through professional learning to improve their classroom and team effectiveness
• discuss with their team teacher and other assistant teachers about what they have learnt, how they apply this learning
in the classroom and support others to apply the same learning.
4.7
• reflect on the effectiveness of their team teaching
• manage their responsibilities as a team member
• demonstrate an understanding of the need for professional conduct and commitment to the school at all times
• lead discussion during meetings when required
• establish positive relationships with parents/carers and members of the broader community to support cultural learning
for students.