Teacher Performance and Development

We recognise the importance of the role of teacher quality in ensuring that students engage in the very best learning experiences possible in every classroom. Our role is to assist you to develop a strategic and comprehensive approach to performance and development processes; the aim is to support the growth of a cohesive professional learning culture that enhances professional capacity. 

Our consultancies are fluid and responsive to your school's individual context and priorities of practice. We will support you to develop and realise a strategic and comprehensive performance and development culture. This will allow you to harness the positive benefits of:

  • The Australian Teacher Performance and Development Framework
  • The Australian Professional Standards for Teachers
  • The Australian Charter for the Professional Learning of Teachers and School Leaders.

Why Teacher Performance and Development?

"... there is now a broad consensus within the education community that teacher quality is the single most important factor influencing student achievement" 

- Debra Hayes et al, 2006

Why Teacher Performance and Development?

"Research is clear not only on the importance of school leadership in improving school performance, but also on the critical role of leaders in creating a culture of performance and development" 

- AITSL, 2012

Why Teacher Performance and Development?

"The leadership activity found to have the greatest influence on student outcomes is leaders' promotion of, and participation in, teachers' professional learning and development" 

- Helen Timperley, 2011

Why Teacher Performance and Development?

"Performance and development is about creating a culture of teacher quality, feedback and growth for all teachers within all schools" 

- AITSL, 2012

Why Teacher Performance and Development?

"Professional learning will be most effective when it takes place within a culture where teachers and school leaders expect and are expected to be active learners, to reflect on, receive feedback on and improve their pedagogical practice, and by doing so to improve student outcomes" 

- AITSL, 2012