Académique Documents
Professionnel Documents
Culture Documents
And if so, what happens when teachers are not meeting these time
lines? It is hoped that in any career, an employee remains passionate
about the field they are working in and committed to continually
improving their skill base to be the best in their field. The Standards do
not specify if one can expect to progress in their career in a specified
amount of years or what happens in situations where teachers are not
inspired to aim for higher levels of proficiencies. If the aim of the
Standards is to set out expectations and to articulate the role of the
teacher, it should also specify some realistic timeframes to encourage
teachers to achieve promotions, and at the same time, outlining
discipline for those teachers not meeting the Standards.
The development of the National Professional standards ensures that
the expectations of all teachers are explicitly outlined with the desired
outcome being that all teachers strive to become Lead Teachers.
Despite this document being in circulation, unfortunately it does not
guarantee teacher quality and therefore, it can be questioned how
much of an impact an investment into the development of such a
document actually has on student outcomes.
References:
Australian Institute for Teaching and School Leadership [AITSL]. (2001).
National professional
standards for teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/default-documentlibrary/aitsl_national_professional_standards_for_teachers
Hattie, J. (2003). Teachers make a difference: what is the research
evidence? Retrieved from
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs
[MCEETY]. (2008). Melbourne declaration on educational goals for
young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declarati
on_on_the_educational_goals_for_young_australians.pdf