content-left-bg.png
content-right-bg.png

Standard 5: Leading improvement in teaching practice

Zone 0 WebPart Area
Zone 0 - Banner Image Zone
Zone 0 - (4|4|4)
WebPartZone0_4x4x4_1
WebPartZone0_4x4x4_2
WebPartZone0_4x4x4_3
Zone 0 - (8|4)
WebPartZone0_8x4_1
WebPartZone0_8x4_2
Zone 0 - (6|6)
WebPartZone0_6x6_1
WebPartZone0_2
Zone 0 - (4|8)
WebPartZone0_4x8_1
WebPartZone0_4x8_2
Zone 1 WebPart Area
Zone 1 - Publishing Page Content + Above/Below Content
WebPartZone1_1
PublishingPageContent

Leading improvement through collaboration and teamwork is central to the work of middle leaders. Middle leaders are often key to implementing the school's instructional improvement agenda, using their understanding of research evidence about improvement combined with their deep knowledge of school data. They work collaboratively with staff to implement actions to improve teaching and learning and cultivate a sense of collective efficacy.

Middle leaders have a strong focus on continuous professional learning for themselves and their staff, with a focus on supporting classroom implementation of evidence-based practice. They provide support and challenge through provision of constructive feedback while collaborating with staff to improve practice and amplify impact which may occur through a model of mentoring, coaching and professional inquiry.

Resources

Focus areas

5a: Professional learning

Increasing teachers' capacity to improve student progress and achievement in all targeted areas of their development through a culture of continuous professional learning.

Table: A continuum of increasing leadership capabilities

Proficient capabilitiesAccomplished capabilitiesExpert capabilities
  1. Source and make available professional learning for self and teachers based on evidence of student and teacher needs, drawing on external relevant expertise where required and evidence-based approaches and strategies.
  2. Align staff professional learning with school and other required improvement priorities.
  3. Model and build staff belief that all students can make excellent learning progress and encourage staff to have high expectations for student learning, behaviour and wellbeing.
  4. Provide regular feedback to staff on their teaching practice and develop processes to collaboratively evaluate the impact of practice on student learning
  1. Embed a culture of continuous professional learning where teachers collaborate to apply evidence-based teaching strategies, and new professional knowledge and skills to their teaching practice. Ensure teachers then use evidence of student learning to evaluate the impact of their strategies and make further refinements to their teaching practice.
  2. Establish processes with other leaders to identify teachers with demonstrated, relevant expertise, and enable these teacher-experts to develop the capabilities of identified teachers through feedback and challenge
  1. Lead the establishment of data-informed processes to evaluate the impacts of professional learning on change in participating teachers' practice and improvements in their students' learning progress and achievement in all targeted areas of their development

Resources


5b: Evidence-informed practice

Embedding the use of data and research evidence to support continuous improvement.

Table: A continuum of increasing leadership capabilities

Proficient capabilitiesAccomplished capabilitiesExpert capabilities
  1. Support staff to access, collect and interpret a range of student data and research evidence to inform teaching decisions and evaluate learning progress and achievement, and wellbeing for individual students and student cohorts
  1. Establish regular opportunities for staff to use a range of point-in-time and longitudinal evidence and other relevant student data to collaboratively engage in deep discussions about student learning and wellbeing. Use this student evidence base to engage in deep discussion to inform planning for continuous improvement
  1. Lead the establishment of practices and processes which support the consistent use of student data and research evidence to challenge assumptions and inform decisions and actions at a team and individual level about what and how to teach

Resources


5c: Collaborative practice

Leveraging collaborative practice to monitor and improve the impact of teaching on student learning and wellbeing.

Table: A continuum of increasing leadership capabilities

Proficient capabilitiesAccomplished capabilitiesExpert capabilities
  1. Establish an understanding of the impact of collaborative practice in improving student progress and achievement.
  2. Provide opportunities for teachers to engage in regular collaboration including through joint planning, development of assessment tools and moderation of assessment tasks
  1. Establish structures and processes to enable regular, high-trust and high-challenge collaboration between teachers. Use these processes to support continuous improvement in teaching practice through collaborative professional inquiry into their teaching practice, based on implementation and impact of evidence-based strategies, and application of relevant knowledge, on student learning progress.
  2. Create opportunities to discuss and resolve barriers to effective collaboration.
  3. Build a shared understanding and commitment to working together to improve the impact of teaching on student learning and wellbeing
  1. Lead the development of systems to evaluate both the implementation and impact of collaborative practice on improving student learning progress and achievement and wellbeing.
  2. Establish collaborative professional inquiry in which evidence of impact is shared within and across teams and schools to scale up success.
  3. Develop the capacity of staff to initiate discussion and resolution of barriers to effective collaboration

Resources


Source: Professional Standards for Middle Leaders © 2024 Australian Institute for Teaching and School Leadership (AITSL). Used with permission.​

WebPartZone1_2
Zone 1 - (4|4|4)
WebPartZone1_4x4x4_1
WebPartZone1_4x4x4_2
WebPartZone1_4x4x4_3
Zone 1 - (8|4)
WebPartZone1_8x4_1
WebPartZone1_8x4_2
Zone 1 - (6|6)
WebPartZone1_6x6_1
WebPartZone1_2
Zone 1 - (4|8)
WebPartZone1_4x8_1
WebPartZone1_4x8_2
Zone 2 WebPart Area
Zone 2 - (12)
WebPartZone2_12
Zone 2a - (4|4|4)
WebPartZone2_1
WebPartZone2_2
WebPartZone2_3
Zone 2b - (4|4|4)
WebPartZone2_4x4x4_1
WebPartZone2_4x4x4_2
WebPartZone2_4x4x4_3
Zone 2 - (8|4)
WebPartZone2_8x4_1
WebPartZone2_8x4_2
Zone 2 - (6|6)
WebPartZone2_6x6_1
WebPartZone2_2
Zone 2 - (4|8)
WebPartZone2_4x8_1
WebPartZone2_4x8_2
Zone 3 WebPart Area
Zone 3 - (12)
WebPartZone3_12
Zone 3 - (3|3|3|3)
WebPartZone3_1
WebPartZone3_2
WebPartZone3_3
WebPartZone3_4
Zone 3 - (4|4|4)
WebPartZone3_4x4x4_1
WebPartZone3_4x4x4_2
WebPartZone3_4x4x4_3
Zone 3 - (8|4)
WebPartZone3_8x4_1
WebPartZone3_8x4_2
Zone 3 - (6|6)
WebPartZone3_6x6_1
WebPartZone3_2
Zone 3 - (4|8)
WebPartZone3_4x8_1
WebPartZone3_4x8_2
Zone 4 WebPart Area
Zone 4 - (12)
WebPartZone4_12
Zone 4 - (4|4|4)
WebPartZone4_4x4x4_1
WebPartZone4_4x4x4_2
WebPartZone4_4x4x4_3
Zone 4 - (8|4)
WebPartZone4_8x4_1
WebPartZone4_8x4_2
Zone 4 - (6|6)
WebPartZone4_6x6_1
WebPartZone4_2
Zone 4 - (4|8)
WebPartZone4_4x8_1
WebPartZone4_4x8_2
Zone 5 WebPart Area
Zone 5 - (12)
WebPartZone5_12
Zone 5 - (6|6)
WebPartZone5_1
WebPartZone5_2
Zone 5 - (4|4|4)
WebPartZone5_4x4x4_1
WebPartZone5_4x4x4_2
WebPartZone5_4x4x4_3
Zone 5 - (8|4)
WebPartZone5_8x4_1
WebPartZone5_8x4_2
Zone 5 - (6|6)
WebPartZone5_6x6_1
WebPartZone5_2
Zone 5 - (4|8)
WebPartZone5_4x8_1
WebPartZone5_4x8_2
Zone 6 WebPart Area
Zone 6 - (12)
WebPartZone6_12
Zone 6 - (8|4)
WebPartZone6_1
WebPartZone6_2
Zone 6 - (4|4|4)
WebPartZone6_4x4x4_1
WebPartZone6_4x4x4_2
WebPartZone6_4x4x4_3
Zone 6 - (8|4)
WebPartZone6_8x4_1
WebPartZone6_8x4_2
Zone 6 - (6|6)
WebPartZone6_6x6_1
WebPartZone6_2
Zone 6 - (4|8)
WebPartZone6_4x8_1
WebPartZone6_4x8_2
Zone 7 WebPart Area
Zone 7 - (12)
WebPartZone7_12
Zone 7 - (6|6)
WebPartZone7_1
WebPartZone7_2
Zone 7 - (4|4|4)
WebPartZone7_4x4x4_1
WebPartZone7_4x4x4_2
WebPartZone7_4x4x4_3
Zone 7 - (8|4)
WebPartZone7_8x4_1
WebPartZone7_8x4_2
Zone 7 - (6|6)
WebPartZone7_6x6_1
WebPartZone7_2
Zone 7 - (4|8)
WebPartZone7_4x8_1
WebPartZone7_4x8_2
Zone 8 WebPart Area
Zone 8 - (12)
WebPartZone8_12
Zone 8 - (4|8)
WebPartZone8_1
WebPartZone8_2
Zone 8 - (4|4|4)
WebPartZone8_4x4x4_1
WebPartZone8_4x4x4_2
WebPartZone8_4x4x4_3
Zone 8 - (8|4)
WebPartZone8_8x4_1
WebPartZone8_8x4_2
Zone 8 - (6|6)
WebPartZone8_6x6_1
WebPartZone8_2
Zone 8 - (4|8)
WebPartZone8_4x8_1
WebPartZone8_4x8_2
Zone 9 WebPart Area
Zone 9 - (12)
WebPartZone9_1
Zone 9 - (4|4|4)
WebPartZone9_4x4x4_1
WebPartZone9_4x4x4_2
WebPartZone9_4x4x4_3
Last updated 01 October 2024