1. National Professional Standards
for Teachers
aitsl.edu.au

2. Organisation of Standards
• Professional Knowledge
• “...they are also able to use ICT to contextualise and expand their
http://mindmaps.wikispaces.com/file/view/pink5.JPG/35329087/pink5.JPG
Accessed on: 03/09/2012
students’ modes and breadth of learning.”
• Professional Practice
• “Teachers are able to make learning engaged and valued.”
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Accessed on: 03/09/2012
• Professional Engagement
• “Teachers model effective learning... identify their own needs and
analyse, evaluate and expad their professional learning both
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Accessed on: 03/09/2012
collegially and individually.”

3. http://youreducationdoctor.files.wordpress.com/
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The Standards
Accessed on: 03/09/2012
• 1: Know students and how they learn
Professional
Knowledge
• 2: Know the content and how to teach it
• 3: Plan for and implement effective teaching and learning
Professional
Practice
• 4: Create and maintain supportive and safe learning environments
• 5: Assess, provide feedback and report on student learning
• 6: Engage in professional learning
Engagement
Professional
• 7: Engage professionally with colleagues, parents/carers and the
community

4. Professional Capability
Graduate Teacher
Proficient Teacher
Highly Accomplished Teacher
Lead Teacher

5. How ICT Fits Across the Standards
Professional Knowledge Professional Practice Professional Engagement
3.2 Plan, structure and sequence learning programs
1.2 Understand how students learn 3.3 Use teaching strategies
1.5 Differentiate teaching to meet the specific 3.4 Select and use resources 6.1 Identify and plan professional learning needs
learning needs of students across the full range 3.5 Use effective classroom communication
of abilities 3.7 Engage parents/carers in the educative process 6.3 Engage with colleagues and improve practice
1.6 Strategies to support full participation of
students with disabilities
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.5 Use ICT safely, responsibly and ethically 7.2 Comply with legislative, administrative and organisational
2.1 Content and teaching strategies of the
requirements
teaching area
2.2 Content selection and organisation
7.3 Engage with parents/carers
2.3 Curriculum, assessment and reporting 5.1 Assess student learning
2.5 Literacy and Numeracy Strategies 5.2 Provide feedback to students on their learning 7.4 Engage with professional teaching networks and broader
2.6 Information and Communication Technology 5.3 Make consistent and comparable judgements communities
5.4 Interpret student data
5.5 Report on student achievement

6. Developmental Examples
Professional Knowledge
1.2 Understand how students learn Use a screen capturing app (eg ShowMe or Explain Everything) to have students talk through their understandings, for example have a
Mathematics sum where students solve it in written form on the app as well as talk through their processes and understandings.
1.5 Differentiate teaching to meet the specific Create small online groups with a varying tasks to complete (eg an Edmodo class that is broken into smaller groups and allocated
learning needs of students across the full range different tasks).
of abilities
1.6 Strategies to support full participation of Use accessibility features within the device’s system settings to allow for greater visibility, explanation, ease of typing/navigating etc.
students with disabilities
2.1 Content and teaching strategies of the Students engage with experts in the field of study (eg Skype, email, collaborate on a wiki) to ask questions, find out more information,
teaching area work on projects together.
2.2 Content selection and organisation Use online websites (eg Mathletics, StudyLadder, Khan Academy, JogTheWeb etc.) to plan sequential learning activities that students
work through.
2.3 Curriculum, assessment and reporting Use instant feedback for students, and result-generating apps for teacher feedback on student understanding and achievement eg
Socrative.com.
2.5 Literacy and Numeracy Strategies Use word processing features (eg text to speech, spell/grammar check) to allow students the ability of producing mistake-free texts.
Allow students to solve real-life Mathematics problems using digital resources eg use GoogleMaps for football oval length comparisons.
2.6 Information and Communication Technology Use a variety of ICT in the classroom, basing decisions on best use and most appropriate devices after focussing on curriculum.

7. How ICT Fits Across the Standards
Professional Practice
3.2 Plan, structure and sequence learning Prepare learning activities where students explore ideas and create solutions and examples of their understanding using presentation
programs websites and software.
3.3 Use teaching strategies Engage a small group of students at an interactive whiteboard to explore learning content.
3.4 Select and use resources Use Google to search for the best websites containing content that will engage students to enhance their learning and understanding.
3.5 Use effective classroom communication Pre-record verbal instructions to guide students’ participation and support students working independently from the teacher.
3.7 Engage parents/carers in the educative process Allow parents access to student Learning Management System. / Email parents or send attachments of current classroom activities.
4.1 Support student participation Convert a class discussion into an online chat (eg using todaysmeet.com) to allow online discussions.
4.2 Manage classroom activities Rework the daily workpad to a digital version using a shared calendar system (eg iCal, GoogleCalendar) that explains lesson objectives.
4.3 Manage challenging behaviour Integrate a behaviour management system for student/parent/teacher feedback (eg Class Dojo).
4.5 Use ICT safely, responsibly and ethically Guide students through online courses that explain concepts related to Digital Citizenship (eg CyberQuoll or CyberNetrix).
5.1 Assess student learning Create a spreadsheet with student results, automatically highlighting PBs or lower than expected results with ‘conditional formatting’.
5.2 Provide feedback to students on their learning Mark student work digitally using annotation apps, ‘written comments’ on digital documents, or verbal feedback in presentation software.
5.3 Make consistent and comparable judgements Use online websites, like wikis, to discuss anonymous students’ work, discussing reasons for judgements.
5.4 Interpret student data Create a spreadsheet with student results, automatically highlighting PBs or lower than expected results with ‘conditional formatting’.
5.5 Report on student achievement Allocate students digital file-storage (SkyDrive, iCloud) where assessment results can be collected and students can refer to for feedback.

8. How ICT Fits Across the Standards
Professional Engagement
6.1 Identify and plan professional learning needs Use online portals and message boards to investigate Professional Development activities to participate in.
6.3 Engage with colleagues and improve practice Create a Professional Learning Network on Twitter.com and other social networking sites.
7.2 Comply with legislative, administrative and Move policies to a secure online environment, where relevant people can create, edit and modify existing policies.
organisational requirements
7.3 Engage with parents/carers Create a school/class website that parents can view and interact with, raising awareness of events and activities at school.
7.4 Engage with professional teaching networks Use Skype to interact and collaborate with educators from around the globe, sharing best practice and exchanging ideas for learning
and broader communities activities.