1. Validation of the Draft National Professional Teaching Standards Project Team: John Pegg Greg McPhan Bruce Mowbray Trevor Lynch June Billings Russel Glover Gerard Todd

2. The study sought to align the standards framework with “the expectations of teachers” by considering: teachers’ views in a number of distinct ways, and other stakeholder perspectives. The study offers a broad, extensive and intensive program by drawing upon research approaches to target different but complementary perspectives.

3. The Research Design

4. Study 1 Design The first Study is designed to provide data on two issues how difficult teachers, across the four stages, find each of the standards to achieve how the draft standards might be improved or modified. Two teacher survey were used to collect data in Study 1.

5. Study One (cont…) There were two Surveys, A and B of 81 items each, with fourteen descriptors being common to both questionnaires. This configuration was more manageable for teachers than a single survey of 148 items. The use of common descriptors across the two surveys provided anchored items to enable the development of a single scale of ‘difficulty’.

10. Item fit map for Standard 1 INFIT MNSQ.63.71.83 1.00 1.20 1.40 1.60 --------------+---------+---------+---------+---------+---------+---------+----- 1 1.3H. *|. 2 1.2L. | *. 3 1.3L. * |. 4 1.6P. * |. 5 1.2G. * |. 6 1.5G. * |. 7 1.5L. |. * 8 1.4G. * |. 9 1.4H. * |. 10 1.4L. | *. 11 1.4P. * |. 12 1.6L. | *. 1 1.2P. | *. 2 1.3P. * |. 3 1.1G. * |. 4 1.1L. | *. 5 1.6H. * |. 6 1.5H. | *. 7 1.6G. *. 8 1.5P. | *. 9 1.3G. * |. 10 1.1H. * |. 11 1.1P.* |. 12 1.2H. *. =========================================================================== Item Fit Map – Standard 1: Know students and how they learn

11. Item fit map for Standard 1 Notable Reversals Standard not fitting the underlying construct: 1.5LInitiate collaborative relationships with community representatives and parents/carers to develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students. Also 1.5HProvide advice to colleagues to implement effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge and support from community representatives.

12. Item fit map for Standard 3 INFIT MNSQ.45.56.71 1.00 1.40 1.80 2.20 --------------+---------+---------+---------+---------+---------+---------+- 1 3.2P. *|. 2 3.4P. | *. 3 3.7H. | *. 4 3.1H. *. 5 3.1L. *. 6 3.7G. | *. 7 3.4H. *|. 8 3.6L. | *. 9 3.5L. *. 10 3.3P. * |. 11 3.4L. *. 12 3.2H. * |. 13 3.5G. * |. 14 3.4G. |. * Item Fit Map – Standard 3: Plan for and implement effective teaching and learning

13. Item fit map for Standard 3 INFIT MNSQ.63.71.83 1.00 1.20 1.40 1.60 --------------+---------+---------+---------+---------+---------+---------+- 1 3.3H. *|. 2 3.7L. |. * 3 3.2G *. |. 4 3.1P. * |. 5 3.6P. |*. 6 3.6G. * |. 7 3.7P. |. * 8 3.5P. * |. 9 3.1G. *|. 10 3.3L.* |. 11 3.6H. * |. 12 3.3G. * |. 13 3.5H. * |. 14 3.2L. | *. ============================================================================ Item Fit Map – Standard 3: Plan for and implement effective teaching and learning

14. Item fit map for Standard 3 Notable Reversals Standard not fitting the underlying construct: 3.4GUse resources, including ICTs to engage students in their learning. 3.7PProvide appropriate and relevant opportunities for parents/carers to be involved in their children’s learning. 3.7L Initiate processes to establish programs that involve parents/carers in the education of their children and broader school activities.

15. RankItem Estimate Standard Number Key Stage Descriptor 1-1.531.6LLeadInitiate and lead the review of school policies to support the engagement and full participation of students with disabilities and ensure compliance with legislative and school/system policies. 2-1.466.1LLeadUse comprehensive knowledge of the National Professional Standards for Teachers to lead the development of professional learning policies and programs that address the career development of colleagues. 3-1.272.4LLeadLead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4-1.256.3HHighly Acc Provide opportunities for personal and collegial professional learning by identifying high quality targeted opportunities and by accessing and critiquing relevant research. 5-1.223.7LLeadInitiate processes to establish programs that involve parents/carers in the education of their children and broader school activities 6-1.211.5LLeadInitiate collaborative relationships with community representatives and parents/carers to develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students.

16. RankItem Estimate Standard Number Key Stage Standard 7-1.211.5HHigh Acc Provide advice to colleagues to implement effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge and support from community representatives. 8-1.121.5PProfDesign effective teaching strategies that use community knowledge and are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. 9-1.096.2LLeadLead educational forums in the school as well as other relevant professional associations and networks on effective teaching and learning to improve the educational outcomes of students. 106.1HHighly Acc Analyse the National Professional Standards for Teachers to plan personal professional development goals, assist colleagues to identify and achieve personal development goals and support pre-service teachers to improve classroom practice. 11-0.946.3LLeadInitiate collaborative relationships with teacher education providers to provide professional learning, engage in research, and/or provide quality opportunities and placements for pre-service teachers. 12-0.931.5GGradDemonstrate 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.

17. RankItem Estimate Standard Number Key Stage Standard 1401.037.1PProfMeet codes of ethics and conduct established by regulatory authorities, systems and schools. 1411.043.5PProfUse a range of verbal and non-verbal communication strategies to support student understanding, participation and engagement. 1421.064.2PProfEstablish orderly and workable routines to create an environment where student time is spent on learning tasks. 1431.075.5PProfReport clearly, accurately and respectfully to students and parents/carers about student achievement making use of accurate and reliable records. 1441.085.2GGradKnow and understand literacy and numeracy teaching strategies and their application in teaching areas. 1451.12.3GGradKnow and understand literacy and numeracy teaching strategies and their application in teaching areas. 1461.127.3GGradDemonstrate skills and strategies for dealing effectively, sensitively and confidentially with parents/carers. 1471.22.3PProfApply knowledge and understanding of teaching strategies to support students’ literacy and numeracy. 1481.34.1PProfEstablish and implement consistent, inclusive and positive interactions to engage and support students in classroom activities.

20. Most difficult Descriptor 1.6L

21. Study 2 Design The second Study investigated the internal validity of the Standards by providing data on four issues related to each career stage how appropriate are each of the standards to the four career stages how prepared are teachers for each standard in each career stage the development priority teachers ascribe to each standard in each career stage the internal validity of the standards through appropriate – preparedness = development priority

22. Study 2 Methodology Four survey instruments were developed. Each survey contained the descriptors for only one of the four key career stages All teachers within a school were asked to complete the same survey instrument, e.g., all teachers in a school completed the survey for the Graduate Teacher key career stage An appropriate number of log in codes were posted to the Principal for each teacher in a participating school

23. Study 2 Methodology Opportunistic data. All teachers from around Australia were invited to undertake the survey and there was a commitment from stakeholder groups to encourage all teachers to partake in Study 2 These teachers were asked to complete one survey instrument, e.g., they were allocated a survey These data were looked at separately to the selected sample and later added to be one cohort.

25. Element 2 of the Validation Study: National Focus Group Workshops One-day National Focus Group Workshops were held across the country The main focii was on: 1.how the Standards might be assessed, and 2.the identification of potential sources of evidence.

26. Workshops involved high-quality teachers for whom teacher relief was paid (funds were allocated for travel and accommodation to ensure participation of rural teachers) Members of professional associations and teacher educators involved in preparing primary and secondary teachers were also invited.

27. Sufficiently generic to represent practice at all school levels and in all jurisdictions. Sufficiently developmental to inform practice and aligned with evidence-based research into teaching and learning. Assessable in practice, i.e., there is evidence of the descriptor in teachers’ knowledge of educational research, theory and practice, and it is possible to make objective, reliable and valid judgments of that evidence. Questions framing the Workshops include whether or not the descriptors are: