The Australian Professional Standard for Teachers fulfils the Teacher Registration Board of the Northern Territory’s statutory requirements under section 11 (f) and (h) of the Teacher Registration (Northern Territory) Act.
The standards and their descriptors represent an analysis of effective contemporary practice by teachers throughout Australia. The development of the standards included a synthesis of the descriptions of knowledge, practice and professional engagement used by teacher accreditation and registration authorities, employers and professional associations. Each descriptor has been informed by teachers’ understanding of what is required at different stages of their career. An extensive validation process involving almost 6,000 teachers ensured that each descriptor was shaped by the profession.
The Australian Professional Standard for Teachers are a public statement of what constitutes teacher quality. They define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st century schools that will improve educational outcomes for students. The Australian Professional Standard for Teachers:
The Australian Professional Standard for Teachers are organised into four career stages and guide the preparation, support and development of teachers. The stages reflect the continuum of a teacher’s developing professional expertise from undergraduate preparation through to being an exemplary classroom practitioner and a leader in the profession.
The Graduate Standards will underpin the accreditation of initial teacher education programs. Graduates from accredited programs qualify for registration in each state and territory.
The Proficient Standards will be used to underpin processes for Full Registration as a teacher and to support the requirements of nationally consistent teacher registration.
The Highly Accomplished and Lead Standards will inform voluntary certification.
The Australian Professional Standard for Principals has been developed to define the role of the principal and unify the profession nationally, to describe the professional practice of principals in a common language and to make explicit the role of quality school leadership in improving learning outcomes. It will assist in attracting, developing and supporting aspiring and practicing principals.
It is a content standard and will be used to lead learning by:
The Australian Professional Standard for Principals sets out what principals are expected to know, understand and do to achieve excellence in their work. It takes full account of the crucial contribution made by principals in:
Teaching is a profession in which practitioners have to make ethical decisions daily. The development and maintenance of a code of ethics by the profession provides a means of clearly identifying and communicating the core values that underpin the professional standards of teaching.
Code of Ethics for NT teachers (PDF File 206.9 KB)
The Board has compiled guidelines to provide advice to teachers for the establishment of positive, caring and respectful relationships with children and young people in educational settings. The main intent of the “Protective Practices” guidelines is to promote in adults an enhanced understanding of appropriate relationships boundaries and thereby help to safeguard the emotional and physical wellbeing of children and young people. Respecting these boundaries will assist teachers to feel confident about meeting their responsibilities to children and young people and about meeting the expectations of the professional community in which they work.
Protective Practices – Guidelines for teaching staff in the Northern Territory (PDF File 302.3 KB)