AITSL National Professional Standards for Teachers

The AITSL National Professional Standards for Teachers were established to help teachers recognise and strive towards attributes of high-quality teaching. The seven standards are arranged into three domains, including Professional Knowledge, Professional Practice and Professional Engagement.

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These standards incorporate ideas of inclusive education, including flexibility and differentiation, awareness of diversity, engaging students and the broader community, and critical self-reflection. I’ve identified and categorised some of the standards in relation to ideas of inclusive education:

Flexibility / Differentiation:

Standard 1 – Know students and how they learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Standard 3 – Plan for and implement effective teaching and learning 

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

Standard 4 – Create and maintain supportive and safe learning environments 

Diversity:

Standard 1 – Know students and how they learn 

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.6 Strategies to support full participation of students with disability.

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Standard 4 – Create and maintain supportive and safe learning environments 

4.3 Manage challenging behaviour.

Demonstrate knowledge of practical approaches to manage challenging behaviour.

Engagement:

Standard 3 – Plan for and implement effective teaching and learning 

3.5 Use effective classroom communication.

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Standard 4 – Create and maintain supportive and safe learning environments 

4.1 Support student participation.

Identify strategies to support inclusive student participation and engagement in classroom activities.

Broader community:

Standard 3 – Plan for and implement effective teaching and learning 

3.7 Engage parents/ carers in the educative process.

Describe a broad range of strategies for involving parents/carers in the educative process.

Standard 7 – Engage professionally with colleagues, parents/carers and the community 

7.3 Engage with the parents/carers.

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Critical Self-Reflection:

Standard 6 – Engage in professional learning

6.1 
Identify and plan professional learning needs

Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.3 
Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Standard 7 – Engage professionally with colleagues, parents/carers and the community 

7.4 Engage with professional teaching networks and broader communities.

Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice.

You can read through all of the standards in detail by clicking here.

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