Teacher Performance

Through the ‘Smarter Schools National Partnership for Improving Teacher Quality’, the Federal Government is providing funds to improve the quality of the Australian teaching workforce.

The Australian Institute for Teaching and School Leadership (AITSL) has been established to develop and implement several initiatives, including

  • National Professional Standards for Teachers and
  • Australian Teacher Performance and Development Framework.

Consultation on the Standards took place in 2010 and consultation on the Performance and Development Framework is underway. SAASSO made submissions in response to both. School Education Minister Peter Garrett has announced that the final framework will be implemented in Australian schools from 2013.


  “93% of teachers report that their principal does not take steps to address persistently underperforming teachers. 71% say teachers with sustained poor performance are not dismissed.” [OECD TALIS Report]


Teacher Standards 2010

In early 2010, the Federal Government released its draft National Professional Standards for Teachers.

SAASSO supports the need for national, consistent standards for teachers as a means of improving teacher quality – the draft standards, however, failed to this objectve.

The Standards also neglect to support claims with any objective research.

The most vital aspect of teaching (expert subject knowledge) is conspicuously absent. Rather, cliched assertions of pedagogies are offered as the be all and end all of teaching.

The final Standards were released in early 2011 – fundamentally the same as the draft standards; without any revisions suggested by SAASSO.



Draft National Professional Standards For Teachers

National Professional Standards For Teachers









Teacher Framework 2012

In 2012, SAASSO was asked to provide feedback on the Australian Teacher Performance & Development Framework.

As with teacher standards, SAASSO agrees that such a performance & development framework is vital.

The draft Framework has a fundamental weakness, however – it is based on the National Professional Standards for Teachers.

As established in our 2010 submission, these Standards fail to provide ‘a clear understanding of what effective teaching is’.

Additionally, SAASSO identified 4 key areas for review:

  • Development opportunities for teachers
  • Role of parent / student feedback
  • Transparency of the teacher review process
  • Management of underperforming teachers is missing.



Teacher Performance Development – Current Practice

Teacher Performance Development Framework – Consultation