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2020\u003Cbr>Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process\u003Cbr>Damien Barry\u003Cbr>Griffith University, [damien.barry@au.oneschoolglobal.com](damien.barry@au.oneschoolglobal.com)\u003Cbr>Donna Pendergast\u003Cbr>Griffith University, [d.pendergast@griffith.edu.au](d.pendergast@griffith.edu.au)\u003Cbr>Katherine Main\u003Cbr>Griffith University, [k.main@griffith.edu.au](k.main@griffith.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Administration and Supervision Commons, and the Educational Assessment, Evaluation, and Research Commons |  |\n\nRecommended Citation  \nBarry, D., Pendergast, D., & Main, K. (2020) . Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process. Australian Journal of Teacher Education, 45(8) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n8.1](http://dx.doi.org/10.14221/ajte.2020v45n8.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss8/1](https://ro.ecu.edu.au/ajte/vol45/iss8/1)  \nTeacher Perspectives On The Use Of The Australian Professional Standards For Teachers As Part Of Their Evaluation Process  \nDamien Barry  \nDonna Pendergast  \nKatherine Main  \nGriffith University  \nAbstract: Teacher effectiveness has a powerful impact on student  \nperformance and a teacher evaluation process that supports  \nprofessional growth can be a key lever for improving teaching quality.  \nThe purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six  \nteachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part ofany evaluation mechanism is secondary to a range of other  \nfactors, including the relationship the teacher has with their  \nevaluator; the skills of the evaluator; and the addition of a  \ndevelopmental plan post evaluation.  \nIntroduction  \nThere is strong evidence that a teacher’s effectiveness has a powerful impact on student performance (Hanushek & Rivkin, 2006; Hattie, 2012; Jensen, Hunter, Sonnermann,& Cooper, 2014; Organisation for Economic Co-operation and Development [OECD], 2018) . The National Partnership on Improving Teacher Quality (NPITQ) (2008) and the Melbourne Declaration on Educational Goals for Young Australians (The Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008), noted that improving teacher quality is a critical factor as part of Australia’s efforts to improve student attainment and ensure it has a strong, globally competitive education system that is able to meet the demands for a skilled and knowledgeable workforce. Partly in response to this imperative, in 2009, development of the Australian Professional Standards for Teachers (hereafter referred to as The Standards) commenced under the auspices of the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) . In all, seven standards were developed that incorporate three teaching domains: professional knowledge, professional practice and professional engagement-across four career stages of teaching, these being: Graduate; Proficient; Highly Accomplished; and Lead.  \nIn Australia, the Federal, State and Territory governments established a body whose remit was to ensure that The Standards provided teachers and school leaders wit","cbCaiuSeVpZMgffL","https://ap.wps.com/l/cbCaiuSeVpZMgffL","pdf",330835,23,"English","# Introduction\n## Australian Professional Standards for Teachers: development and policy context\n## Teacher appraisal, evaluation systems, and capacity building\n## Study focus and research approach (context)","[{\"question\":\"What was the study purpose regarding the Professional Standards?\",\"answer\":\"The study examined teacher perspectives on using the Australian Professional Standards for Teachers within their evaluation process and identified other factors needed for effective design and implementation.\"},{\"question\":\"How was the case study conducted?\",\"answer\":\"A single case study in Victoria, Australia, used a pre- and post-interview approach with six teachers.\"},{\"question\":\"What did the findings suggest about the role of The Standards in evaluation?\",\"answer\":\"Including The Standards as part of any evaluation mechanism was secondary to other factors, including the relationship between the teacher and evaluator, evaluator skills, and adding a developmental plan after evaluation.\"}]","Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process - Article 1 | PDF",1792078275,58]