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NSW Institute of Teachers' Professional Teaching Standards

The NSW Institute of Teachers' Professional Teaching Standards (published February 2005) provide a common reference point to articulate, celebrate and support the complex and varied nature of teachers' work. They describe what teachers need to know, understand and be able to do as well as providing direction and structure to enhance the preparation, support and development of teachers.

Professional Teaching Standards - 444 KB

The standards were developed by the Institute in partnership with teachers from around NSW. They were validated in a study conducted by the University of New England.

Overall some 7000 teachers contributed to the development and validation of the standards.

The standards are mapped to four key stages in a teacher's career. These four stages were established as a foundation for the future accreditation of teachers. They are:

Graduate teacher

Graduate teachers are beginning their teaching career in NSW. They have undertaken an approved program of teacher preparation and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning.

These teachers are equipped to engage in and negotiate a process of ongoing professional learning. They identify their development needs and seek advice and support from colleagues. They have high expectations both of themselves as professional learners and for the learning of their students. Their commitment to students and student learning is reflected in their desire to support students' achievement of the highest possible education outcomes.

They have the commitment, enthusiasm and interpersonal skills to assume a professional role within schools and their broader communities and to contribute to the operations of a school as a whole.

Professional Competence

Professionally competent teachers have demonstrated successful teaching experience. They have successfully undertaken an induction program and have met the standards for professional competence. They effectively monitor, evaluate and plan for learning. They are able to tailor teaching programs to meet the needs of individuals and groups within the class.

These teachers have a record of effective and ongoing professional learning. They work collegially and in teams to further enhance their professional practice. They take responsibility for collaboration with others to identify and address their own learning needs.

They are effective members of a school and its broader community and interact effectively with stakeholders.

Professional Accomplishment

They are highly accomplished and successful practitioners. They are recognised by other teachers as having in-depth subject knowledge and pedagogy. They keep abreast of and contribute to professional learning and dialogue and contribute to the professional learning of others.

They engage in educational and professional discussions and debates. They recognise their role in contributing to the professional learning of others including mentoring beginning teachers.

These teachers are advocates for the profession and their school. They communicate effectively to diverse audiences. They interact professionally with the community.

Professional Leadership

These teachers have a record of outstanding teaching and are committed to enhancing the quality of teaching and learning. They are committed educators who can articulate a vision of education to their students, peers, the profession and the wider community.

They may be employed in formal leadership positions within schools.

They are knowledgeable about the latest developments in pedagogy and can apply those developments to unique student contexts. They have outstanding interpersonal and leadership skills. These skills are underpinned by principles of fairness, compassion and integrity.

They recognise the talents of others and promote and encourage those people to achieve their potential. They apply critical analysis and problem-solving skills to educational matters.

They engage in professional learning and facilitate and support the professional learning needs of others, particularly induction programs for beginning teachers. They communicate effectively with the community to support the development of the school and promote student learning.


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