Australian Professional Standards for Teachers

Collegiate learning about literacy

About this Illustration of Practice

A teacher uses her knowledge and experience to mentor a colleague about how the use of explicit lesson intentions and questioning techniques can develop and enhance students' literacy achievements. The teacher focuses the collegiate discussion on core pedagogical issues such as the need for teachers and students to have a shared understanding of the purpose of the lesson - why students are learning, what they are learning, and what they are expected to achieve. She explains how professional learning through classroom observation and reflection requires time to develop so that deeper understandings can be gained through trust.

Standard 2
Know the content and how to teach it
Focus area 2.5
Literacy and numeracy strategies
Career stage
Highly Accomplished
Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
Other descriptors
Standard 6
Engage in professional learning
Focus area 6.3
Engage with colleagues and improve practice
Career stage
Highly Accomplished
Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
  1. What are the features of an effective classroom observation program?
  2. What are the personal and professional qualities required of mentors within a school setting?
  3. In what ways can schools use student assessment data to develop focused, outcomes-based professional learning programs?
Ivanhoe East Primary School
Year level
Year 3
Related subject
Stage of schooling
School type
School location
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The teacher occupies a leadership position at Ivanhoe East Primary School in metropolitan Melbourne. The school has identified, through an analysis of student assessment data that students' literacy achievements need to be improved. These results have been confirmed through benchmark testing that the school has purchased and used. In developing consistent approaches across the school to literacy, classroom observation, mentoring and reflection are used to improve professional knowledge and practice, and the educational outcomes of students.
Content provider
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.