Template 2
National Program Standards matrix
Who this template is for and what it covers
This template is for initial teacher education (ITE) providers and accreditation panels (panels) to use along with the Accreditation of initial teacher education programs in Australia: Guidelines (Guidelines).
Program applications for accreditation must include this completed template.
The National Program Standards matrix helps providers:
- show where the evidence relevant to each National Program Standard is in the application
- address all National Program Standards in their Stage one accreditation application
- address any changes to how the program meets the National Program Standards in their Stage two accreditation application.
The National Program standards matrix helps panels:
- find the evidence relevant to each National Program Standard, so they can decide whether the program meets each National Program Standard.
Providers and panels use the National Program Standards matrix differently depending on whether it is for Stage one or Stage two accreditation.
| Stage one accreditation | Stage two accreditation |
|---|---|
| Providers use the National Program Standards matrix to map the evidence in their application against each of the National Program Standards. Panellists assess the matrix using the elements requiring verification and professional judgement. | Providers use the National Program Standards matrix to map the evidence in their application against only the National Program Standards being addressed. Panellists assess the matrix using the elements requiring verification and professional judgement. |
How to complete this template
To complete the National Program Standards matrix, providers must reference the relevant evidence in their application.
Providers only need one or 2 examples of quality evidence to meet the National Program Standards. Providers don’t need to reference every single location where the program addresses the National Program Standards.
We recommend:
- completing this template electronically
- hyperlinking to the evidence in program documents
- cross-referencing the evidence in program documents, including the appendix number, title and page numbers
- avoiding copying and pasting evidence or information from program documents into this template
- using the ‘Element Reference’ column to include the ‘Elements requiring verification’ and ‘Elements requiring professional judgement’ number – this helps panellists identify which evidence supports each verification and judgement. (This column is optional – please discuss it with the teacher regulatory authority.)
National Program Standards matrix
1 Program Rationale and Structure
1.1 Rationale and sequence
The program development, design and delivery are based on: a. a documented evidence-based rationale of how the program will develop effective teachers who: i. meet the Teacher Standards (Graduate level) ii. successfully meet the learning outcomes and address the focus areas of the core content in Schedule 1 b. a coherent and sequenced delivery of program content (including professional experience, curriculum and pedagogical studies) that enables achievement of the Teacher Standards (Graduate level).
Elements requiring verification
Elements requiring professional judgement
Element Reference:
1.2 Developments and stakeholder perspectives
The program design and delivery take account of: a. contemporary and emerging developments in education, curriculum requirements, research, community expectations, local employer and national system needs, including workforce demands for teaching specialisations b. the perspectives of stakeholders such as:
- employers
- professional teacher bodies
- practising teachers
- relevant cultural and community experts.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
1.3 Program resourcing
The program resourcing: a. is consistent with the program’s rationale and expected outcomes b. supports the program’s teaching and assessment strategies c. prepares pre-service teachers for contemporary school environments and, where relevant, early childhood education environments d. considers pre-service teachers’ learning and professional experience needs across all offered modes of delivery e. includes staff who have ongoing or recent school-based experience and, where relevant, experience in early childhood education environments
Elements requiring verification
Elements requiring professional judgement
Element Reference:
1.4 Higher education qualification configurations
Programs comprise at least 2 years of full-time equivalent (FTE) professional studies in education. They are structured so that a graduate undertakes a 4-year or longer FTE program(s) that leads to a higher education qualification(s) in one of the following configurations: a. a 3-year FTE undergraduate degree providing the required discipline knowledge, plus a 2-year FTE graduate entry professional qualification b. an integrated degree of at least 4 years FTE comprising discipline studies and professional studies c. combined degrees of at least 4 years FTE comprising discipline studies and professional studies d. other combinations of qualifications, proposed by the provider and approved by the teacher regulatory authority that enable alternative or flexible pathways into the teaching profession. Prior to approval, teacher regulatory authorities are to consult with AITSL in relation to program equivalency and precedents.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
1.5 Curriculum and learning areas
Programs prepare pre-service teachers to teach the school curriculum and the learning areas of their chosen discipline and/or stage of schooling in accordance with Schedule 2. Discipline-specific curriculum and pedagogical studies are consistent with the core content outlined in Schedule 1.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
1.6 Combined programs and specialised teaching roles
Combined programs prepare graduates for teaching across multiple education settings, e.g. early childhood/primary school or primary school/secondary school (‘middle school’): a. programs that prepare graduates to teach in both early childhood settings and primary schools prepare teachers for teaching the curriculum across both contexts b. programs that prepare graduates for primary and secondary school teaching:
Note: Standard 1.6 is only relevant to programs preparing graduates for teaching across multiple educational settings. Elements requiring verification
Elements requiring professional judgement
Element Reference:
2 Program Design
2.1 Teacher Standards (Graduate level)
Program design and assessment processes: a. identify where each Teacher Standard (Graduate level) is taught, practised and assessed b. require pre-service teachers to show successful performance against all the Teacher Standards (Graduate level) before graduation.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
2.2 Core content
Program design and assessment processes require pre-service teachers to successfully demonstrate knowledge of the core content and meet the core content learning outcomes as outlined in Schedule 1.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
2.3 Teaching performance assessment – design
The program includes a final year teaching performance assessment that: a. reflects classroom teaching practice including planning, teaching, assessing and reflecting b. is a valid assessment of the content of the Teacher Standards (Graduate level) c. has clear, measurable and justifiable achievement criteria that discriminate between meeting and not meeting the Teacher Standards (Graduate level) d. is a reliable assessment that includes appropriate processes for ensuring consistent scoring between assessors e. includes a moderation process to support consistent decision-making against the achievement criteria.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
2.4 Teaching performance assessment – implementation
Providers implement a final-year teaching performance assessment at a point in the program that gives pre-service teachers the best opportunity to meet its outcomes. All pre-service teachers are required to successfully complete a teaching performance assessment before graduation. Providers participate in multi-institutional moderation activities.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
2.5 Pre-service teacher support mechanisms
The program is designed to address the learning needs of all pre-service teachers and has mechanisms in place (where reasonable) to support any cohort or individual who may be at risk of not being able to participate fully in the program or achieve its expected outcomes.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
2.6 Literacy and Numeracy Test for Initial Teacher Education Students
Initial teacher education graduates will possess levels of personal English language literacy and numeracy broadly equivalent to the top 30% of the Australian adult population and/or possess high levels of Australian First Nations language proficiency. a. The Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is the primary means of demonstrating that pre-service teachers have met the required standard of English language literacy and numeracy. b. Providers must support pre-service teachers’ access to LANTITE. Pre-service teachers who are required to undertake LANTITE are expected to attempt it before the end of the first year of their initial teacher education program. c. For Australian First Nations language speakers, recognition of First Nations language proficiency by a relevant cultural authority is an acceptable alternative to LANTITE. d. Providers must have an established process to confirm recognition of First Nations language proficiency. e. Providers must give targeted assistance to pre-service teachers who need support to achieve the required standard before graduation.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
3 Program Entry
3.1 Program entry rationale
Providers describe their program entry requirements which are consistent with the program’s rationale including: a. the selection mechanisms used b. threshold entry scores applied c. any exemptions used.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
3.2 Program entrant selection criteria
Providers apply selection criteria for all entrants that are evidence-based and consistent with: a. engagement in a rigorous higher education program b. the program’s requirements c. subsequent success in professional teaching practice.
Elements requiring verification
Elements requiring professional judgement
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3.3 English language proficiency requirements
Program entrants must meet English language proficiency requirements for teacher registration in Australia, either on entry to or on graduation from the program.
Elements requiring verification
Elements requiring professional judgement
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3.4 Graduate entry prerequisites
Entrants to graduate entry programs have a discipline-specific bachelor or equivalent qualification relevant to the Australian Curriculum or other recognised areas of schooling provision including: a. for secondary teaching, at least a major study in one teaching area and, preferably, a second teaching area comprising at least a minor study, or b. for primary teaching and combined primary/early childhood programs, at least one year equivalent full-time student load
Elements requiring verification
Elements requiring professional judgement
Element Reference:
4 Professional Experience
4.1 Professional experience and formal partnerships
Formal partnerships, agreed in writing, are developed and used by all providers, schools, professional experience sites and systems, to enable and support quality professional experience. These partnerships:
- outline placement components and planned experiences
- specify roles and responsibilities for all parties
- identify key contacts for day-to-day administration.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
4.2 Professional experience components
The professional experience components of the program are relevant to a classroom / learning environment and: a. include at least 80 days in undergraduate and double-degree initial teacher education programs; and at least 60 days in graduate-entry programs b. comprise supervised and assessed teaching practice undertaken over a substantial and sustained period that is mostly in Australia and mostly in a recognised school setting c. provide opportunities for pre-service teachers to observe and participate purposefully in a school / professional experience site as early as practicable in the program d. are as diverse as practicable (within and/or across settings) e. are designed to support pre-service teacher participation in employment-based and/or flexible pathways (if applicable).
Elements requiring verification
Elements requiring professional judgement
Element Reference:
4.3 Professional experience communication
For every professional experience placement, regardless of delivery mode, location or associated employment arrangements, there are clear mechanisms for the provider to communicate to the school / professional experience site: a. the knowledge, skills and experiences pre-service teachers have already developed b. the expected learning outcomes for the pre-service teacher of each placement.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
4.4 Professional experience and the Teacher Standards (Graduate level)
Providers work with their schools / professional experience sites to assess pre-service teachers’ achievement against the Teacher Standards (Graduate level) and associated core content including: a. identifying the Teacher Standards (Graduate level) and core content to be assessed b. providing assessment tools, protocols, practices and guidelines c. clarifying expectations and roles in assessment, particularly designated roles for supervising teachers d. timely identification of pre-service teachers at risk of not satisfactorily completing their placement, ensuring appropriate support for improvement.
Elements requiring verification
Elements requiring professional judgement
Element Reference:
4.5 Professional experience support for schools / sites
Providers support schools / professional experience sites by: a. identifying and providing professional learning opportunities for supervising teachers b. ensuring provider staff (who preferably have current or recent experience in teaching) are available to offer guidance and support.
Elements requiring verification
Elements requiring professional judgement
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5 Program Outcomes and Reporting
5.1 Plan for Demonstrating Impact
All accreditation applications include a plan for demonstrating program outcomes in relation to pre-service teacher performance and graduate outcomes, including program impact. The plan identifies processes for how providers will select, collect, use, analyse and evaluate evidence of program delivery to inform future program improvements. This will include mandatory evidence required by Program Standard 5.2, unless this data is not reportable due to the nature and size of the cohort.
Elements requiring verification
Element Reference:
5.2 Evidence of program outcomes and impact
Evidence of program outcomes, including impact, is provided, evaluated and interpreted at the end of each accreditation period. The interpretation of evidence includes identified strengths, program changes and planned improvements for the next accreditation period. The evidence requirements include, at a minimum, aggregated data on: a. assessment data from the teaching performance assessment for all pre-service teachers- b. data from the nationally consistent, transparent indicators c. any other pre-service teacher performance and impact data as identified in the Plan for Demonstrating Impact.
Note: Standard 5.2 is only relevant at stage two Elements requiring professional judgement
Element Reference:
5.3 Annual reporting and data collection
Providers report annually to the relevant teacher regulatory authority on: a. data as identified in the Plan for Demonstrating Impact b. changes to the program. Providers also submit data and information for national and/or jurisdictional collections and participate in quality assurance activities as required, such as to support local and national teacher workforce supply reporting, program and provider benchmarking, and to build a cumulative database of evidence relating to the quality of teacher education in Australia.
Elements requiring verification
Elements requiring professional judgement
Element Reference: