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Apst Proficientstage

The Australian Professional Standards for Teachers outlines the knowledge, practice, and professional engagement expected of teachers at the Proficient Career Stage. It includes 7 standards addressing areas like knowledge of students and how they learn, content and pedagogy, planning and implementing effective teaching, creating supportive learning environments, assessing and reporting on student learning, engaging in professional learning, and engaging professionally with colleagues. For each standard, it provides descriptors of focus areas and expectations for teachers at the Proficient level.

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279 views1 page

Apst Proficientstage

The Australian Professional Standards for Teachers outlines the knowledge, practice, and professional engagement expected of teachers at the Proficient Career Stage. It includes 7 standards addressing areas like knowledge of students and how they learn, content and pedagogy, planning and implementing effective teaching, creating supportive learning environments, assessing and reporting on student learning, engaging in professional learning, and engaging professionally with colleagues. For each standard, it provides descriptors of focus areas and expectations for teachers at the Proficient level.

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© © All Rights Reserved
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Australian Professional Standards for Teachers (Extract) Proficient Career Stage

PROFESSIONAL KNOWLEDGE

PROFESSIONAL PRACTICE

Proficient
PROFESSIONAL ENGAGEMENT

STANDARD 1 - Know students


and how they learn

STANDARD 2 - Know the content


and how to teach it

STANDARD 3 - Plan for and


implement effective teaching and
learning

STANDARD 4 - Create and


maintain supportive and safe
learning environments

STANDARD 5 - Assess, provide


feedback and report on student
learning

STANDARD 6 - Engage in
professional learning

STANDARD 7 - Engage
professionally with colleagues,
parents/carers and the community

1.1 - Physical, social and intellectual


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

2.1 - Content and teaching strategies


of the teaching area

3.1 - Establish challenging learning


goals

4.1 - Support student participation

5.1 - Assess student learning

6.1 - Identify and plan professional


learning needs

7.1 - Meet professional ethics and


responsibilities

Apply knowledge of the content and


teaching strategies of the teaching
area to develop engaging teaching
activities.

Set explicit, challenging and


achievable learning goals for all
students.

Establish and implement inclusive


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

Develop, select and use informal and


formal, diagnostic, formative and
summative assessment strategies to
assess student learning.

Use the Australian Professional


Standards for Teachers and advice
from colleagues to identify and plan
professional learning needs.

Meet codes of ethics and conduct


established by regulatory authorities,
systems and schools.

Focus

1.2 - Understand how students learn

2.2 - Content selection and


organisation

3.2 - Plan, structure and sequence


learning programs

4.2 - Manage classroom activities

5.2 - Provide feedback to students


on their learning

6.2 - Engage in professional learning


and improve practice

Descriptor

Structure teaching programs using


research and collegial advice about
how students learn.

Organise content into coherent, wellsequenced learning and teaching


programs.

Plan and implement well-structured


learning and teaching programs
or lesson sequences that engage
students and promote learning.

Establish and maintain orderly and


workable routines to create an
environment where student time is
spent on learning tasks.

Provide timely, effective and


appropriate feedback to students
about their achievement relative to
their learning goals.

Participate in learning to update


knowledge and practice, targeted to
professional needs and school and/or
system priorities.

7.2 - Comply with legislative,


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

Focus

1.3 - Students with diverse


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

2.3 - Curriculum, assessment and


reporting

3.3 - Use teaching strategies

4.3 - Manage challenging behaviour

5.3 - Make consistent and


comparable judgements

6.3 - Engage with colleagues and


improve practice

7.3 - Engage with the parents/carers

Design and implement learning and


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

Select and use relevant teaching


strategies to develop knowledge,
skills, problem solving and critical and
creative thinking.

Manage challenging behaviour by


establishing and negotiating clear
expectations with students and
address discipline issues promptly,
fairly and respectfully.

Understand and participate in


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

Contribute to collegial discussions


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

Establish and maintain respectful


collaborative relationships with
parents/ carers regarding their
childrens learning and wellbeing.

Focus

1.4 - Strategies for teaching


Aboriginal and Torres Strait Islander
students

3.4 - Select and use resources

4.4 - Maintain student safety

5.4 - Interpret student data

6.4 - Apply professional learning and


improve student learning

7.4 - Engage with professional


teaching networks and broader
communities

Descriptor

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.

2.4 - Understand and respect


Aboriginal and Torres Strait Islander
people to promote reconciliation
between Indigenous and nonIndigenous Australians
Provide opportunities for students
to develop understanding of and
respect for Aboriginal and Torres
Strait Islander histories, cultures and
languages.

Select and/or create and use a range


of resources, including ICT, to engage
students in their learning.

Ensure students wellbeing and safety


within school by implementing school
and/ or system, curriculum and
legislative requirements.

Use student assessment data


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

Undertake professional learning


programs designed to address
identified student learning needs.

Participate in professional and


community networks and forums
to broaden knowledge and improve
practice.

Focus

1.5 - 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.

2.5 - Literacy and numeracy


strategies

3.5 - Use effective classroom


communication

4.5 - Use ICT safely, responsibly and


ethically

5.5 - Report on student achievement

Apply knowledge and understanding


of effective teaching strategies
to support students literacy and
numeracy achievement.

Use effective verbal and non-verbal


communication strategies to support
student understanding, participation,
engagement and achievement.

Incorporate strategies to promote the


safe, responsible and ethical use of
ICT in learning and teaching.

Report clearly, accurately and


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

1.6 - 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.

2.6 - Information and


Communication Technology (ICT)

3.6 - Evaluate and improve teaching


programs

Use effective teaching strategies


to integrate ICT into learning and
teaching programs to make selected
content relevant and meaningful.

Evaluate personal teaching and


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

Focus

Descriptor

Descriptor

Descriptor

Focus

Descriptor

Focus
Descriptor

3.7 - Engage parents/carers in the


educative process
Plan for appropriate and contextually
relevant opportunities for parents/
carers to be involved in their childrens
learning.

The Australian Professional Standards for Teachers were endorsed


by Australias Education Ministers in December 2010 and released by
Australian Institute for Teaching and School Leadership in February 2011.

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