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teacher standards  \nAmanda Watson  \nDepartment of Education and Training, Victoria  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nAbstract  \nThe Australian Society for Music Education’s (ASME) involvement in the development of professional standards for music educators was a significant and active research time in the history of the Society. As ASME celebrates its golden jubilee, it is appropriate to revisit that history and consider the future prospects of subject-specific standards. ASME became a strong player in the professional teacher standards movement in Australia, as it was one of in excess of 20 professional teaching associations that developed subject-specific teaching standards. The focus of this paper is to highlight and explore the process adopted to write the ASME National Framework for Music Teaching Standards (2005), the intense activity that took place around Australian between 2005 and 2009 and the impact of the written subject-specific standards with a change in the brief of a new statutory body.  \nKey words: certification, generic, professional learning, professional teaching standards, subject-specific  \nAustralian Journal of Music Education 2016: 50(1), 27-38  \nHistorical background  \nAt the outset I must acknowledge that this paper builds on and is underpinned by a substantial amount of published writing on professional teaching standards, this being previous work by Watson, Forrest and Jeanneret (2003a, 2003b, 2003c, 2004a, 2004b, 2004c, 2004d, 2004e, 2004f, 2004g, 2005a, 2005b, 2006); Watson (2004a, 2004b, 2004c, 2007, 2011, 2013); Forrest, Jeanneret and Watson (2005), Jeanneret, Watson and Forrest (2005); Jeanneret, Forrest and Watson, A. (2007). This paper complements an in-depth review of significant reports and appropriate literature regarding the development and use of professional teaching standards (see for example Watson, 2011). Accompanying this paper is a summary timeline of national events recording publications and activities that have occurred between 1985 and 2013. Frenzied activity lead to three types of professional standards being considered for development,  \nhowever as history will reveal not all types were completed and found their proposed use in the Australian educational landscape. The three types influenced each other in structure, style and content.  \nThe professional standards growth was triggered by a national forum co-hosted in Melbourne in February 2000 by the Australian Association for Research in Education (AARE), the Australian College of Education (ACE) and the Australian Curriculum Studies Association (ASCA), setting a framework for developments that occurred later that year. In September 2000, a national discussion paper, Standards of Professional Practice for Accomplished Teaching in Australian Classrooms (ACE, 2000) was prepared and released by the three groups co-hosting the national forum. The writing of this discussion paper was informed by work that was at the time, underway in developing subject-specific standards for teachers of English and Literacy, Mathematics and Science. The writers  \nsought to answer the fundamental question,“What constitutes accomplished teaching?”  \nTeachers and educators, in teams and as individuals, set about writing professional standards classified as generic, subject-specific and specialist. Generic teaching standards encompassed the teaching profession as a whole and were cumulative with standards at different career stages. This work occurred under the auspices of the teacher registration boards in most States and Territories. Taking a national focus, Teaching Australia (established with funding from the Australian Government asthe national body for the teaching profession), worked with teams of teachers around Australia writing generic standards at four career stages – graduate, proficient, highly accomplished and lead teachers. This","cbCaiqHZU2BgWfuv","https://ap.wps.com/l/cbCaiqHZU2BgWfuv","pdf",250782,12,"English","# Abstract\n# Historical background\n## Standards movement triggers\n## Generic teaching standards\n## Subject-specific and specialist standards\n# Involving ASME\n## Launch and dissemination\n## Issues Forum and standards summit","[{\"question\":\"What was ASME’s key contribution to professional teacher standards?\",\"answer\":\"ASME became a significant contributor to the professional teacher standards movement in Australia, helping develop subject-specific teaching standards for music educators.\"},{\"question\":\"What does the paper focus on regarding the ASME National Framework (2005)?\",\"answer\":\"It highlights and explores the process used to write the ASME National Framework for Music Teaching Standards (2005), the activity between 2005 and 2009, and the impact of the standards after a change in responsibilities to a new statutory body.\"},{\"question\":\"How did generic, subject-specific, and specialist standards differ in the Australian context?\",\"answer\":\"Generic standards covered the teaching profession overall across career stages, subject-specific standards were developed by professional associations for specific disciplines, and specialist standards were the last to be written and related to schooling stages such as middle school.\"}]","Revisiting professional teacher standards - abstract and key background | PDF",1792077841]