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Mandated Standard Descriptors
There are 14 mandated Standard Descriptors at the Highly Accomplished and Lead Teacher accreditation level. When applying for Highly Accomplished or Lead Teacher accreditation, you must include these 14 in the 20 Standard Descriptors when you submit evidence of your practice and impact of your practice at these levels.
The 14 mandated Standard Descriptors are informed by evidence-based research as the most reliable indicator for assessing practice at the higher levels of the Standards. They are selected based on their ability to:
- represent the 7 Standards across the 3 domains of teaching
- cater for the different contexts of teachers in early childhood, primary and secondary settings
- cover government priority areas.
For your remaining 6 Standard Descriptors you should choose ones that reflect your teaching context, role and area of specialty.
Highly Accomplished Mandated Standard Descriptors
Teachers applying for Highly Accomplished accreditation must address the following 14 mandated Standard Descriptors.
1
Know students and how they learn
1.2.3 Expand understanding of how students learn using research and workplace knowledge.
1.6.3 Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
2
Know the content and how to teach it
2.1.3 Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.3.3 Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. (secondary teachers only)
2.4.3 Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.3 Support colleagues to implement effective teaching strategies to improve students' literacy and numeracy achievement. (early childhood/primary teachers only)
3
Plan for and implement effective teaching and learning
3.5.3 Assist colleagues in selecting a wide range of verbal and non-verbal communication strategies to support students' understanding, engagement and achievement.
3.6.3 Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
4
Create and maintain supportive and safe learning environments
4.1.3 Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
4.2.3 Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
5
Assess, provide feedback and report on student learning
5.1.3 Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.
5.4.3 Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
6
Engage in professional learning
6.4.3 Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
7
Engage professionally with colleagues, parents/carers and the community
7.1.3 Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all schools and community contexts.
7.2.3 Support colleagues to review and interpret legislative, administrative and organisational requirements, policies and processes.
Lead Teacher Mandated Standard Descriptors
Teachers applying for Lead Teacher accreditation must address the following 14 mandated Standard Descriptors.
1
Know students and how they learn
1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.6.4 Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
2
Know the content and how to teach it
2.1.4 Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.3.4 Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. (secondary teachers only)
2.4.4 Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.4 Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. (early childhood/primary teachers only)
3
Plan for and implement effective teaching and learning
3.5.4 Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
3.6.4 Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues.
4
Create and maintain supportive and safe learning environments
4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
4.2.4 Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
5
Assess, provide feedback and report on student learning
5.1.4 Evaluate school assessment policies and strategies to support colleagues in using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
5.4.4 Coordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
6
Engage in professional learning
6.4.4 Advocate for, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
7
Engage professionally with colleagues, parents/carers and the community
7.1.4 Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2.4 Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.