As part of the development of the revised Standards and Procedures, during 2015 AITSL consulted on the question of how teacher education programs in Australia can demonstrate their impact on school student learning.
The paper Classroom ready: Demonstrating the impact on student learning of initial teacher education programs highlights the importance of, and proposes requirements for, evidence of impact to help Australia’s teachers be their best. The paper builds on the strengths of the current national approach to accreditation of initial teacher education programs and the work of states and territories. The paper was informed by three stimulus papers developed to promote thinking about approaches to accreditation based on evidence of impact.
AITSL sought feedback on the papers including responses to three questions.
- Which of the proposed components of evidence of impact would convince you about the quality of initial teacher education programs?
- What components of evidence of impact should be mandatory, and which should be optional?
- What evidence of impact could initial teacher education providers feasibly collect?
Following the conclusion of the public consultation on the paper, an independent consultant prepared a report summarising the feedback.
Classroom ready: Demonstrating the impact on student learning of initial teacher education programs - Summary of responses to the call for submissions 696KB
This feedback contributed to development of the Strengthened accreditation of initial teacher education programs.