Development of a Teaching Performance Assessment in Australia: What Did We Learn?

Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger

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Abstract

Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.

Original languageEnglish
Article number1
Pages (from-to)1-16
Number of pages16
JournalAustralian Journal of Teacher Education
Volume48
Issue number1
DOIs
Publication statusPublished - 2023

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