---
title: "Template 3: Teacher Standards (Graduate Level) Matrix"
category: "Initial teacher education accreditation"
official_source_url: https://www.aitsl.edu.au/deliver-ite-programs/ite-resources/standards-and-procedures
---

# Template 3

***Teacher Standards (Graduate level) 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.

Providers must map the evidence in their applications against each of the Teacher Standards (Graduate level) under National Program Standard 2.1. Evidence for this National Program Standard may also be related to National Program Standards 1.1 and 4.4.

The *Teacher Standards (Graduate level) matrix* helps providers:
- identify evidence of how the program will help graduates meet the Teacher Standards (Graduate level)
- identify evidence of how the program teach, practise and assess all components of a descriptor.

The *Teacher Standards (Graduate level) matrix* helps panels:
- identify where in the program all components of a descriptor are taught, practised and assessed
- make professional judgements as to whether the evidence provided gives confidence that all graduates will meet all components of a descriptor.

Providers and panels use the *Teacher Standards (Graduate level) matrix* differently depending on whether it is for Stage one or Stage two accreditation.

| **Stage one accreditation** | **Stage two accreditation** |
| --- | --- |
| Providers use the *Teacher Standards (Graduate level) matrix* to map the evidence in their application against each of the Teacher Standards (Graduate level), in line with National Program Standard 2.1. Panellists assess matrix using the elements requiring verification and professional judgement for National Program Standard 2.1. | If the evidence has changed, providers use the *Teacher Standards (Graduate level) matrix* to map the evidence in their application against each of the Teacher Standards (Graduate level). Panellists assess the matrix using the elements requiring verification and professional judgement for National Program Standard 2.1. |

# How to complete this template

To complete the *Teacher Standards (Graduate level) matrix*, providers must reference the relevant evidence in their application.

While providers must list units in the *Teacher Standards (Graduate level) matrix*, this template should not be an exhaustive list of every unit in the program. Instead, provide the best evidence in the template for each of the Teacher Standards (Graduate level) across taught, practised and assessed.

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.

In the Guidelines, National Program Standard 2.1 details what to include in this template. The following table explains the supporting evidence to include:

| Supporting evidence | Explanation |
| --- | --- |
| Assessment framework | This is the framework providers will use to assess pre-service teachers’ achievement against the Teacher Standards (Graduate level). |
| Unit outlines | This includes learning outcomes, subject content, teaching and learning schedule or weekly timetable, details of assessment tasks. |
| Detailed assessment tasks and achievement criteria | Critical tasks are assessment tasks the provider identifies as core to showing a Teacher Standard (Graduate level) descriptor or component of a descriptor. They cover academic and professional experience contexts. One critical task may capture multiple descriptors. Providers can include a second critical task for a descriptor if one task does not meet all components of the descriptor. Evidence of critical tasks come from the unit outlines, which describe the: - task (for example, descriptions given to students, example exam questions) - criteria for judgment (for example, marking criteria guides, rubrics). Submitting assessment information for critical tasks gives panels the evidence they need to assess whether a program’s pre-service teachers have enough and appropriate opportunities to meet each descriptor. Limiting assessment information to critical tasks reduces the amount of evidence providers need to include in their applications. |

# Elements requiring professional judgement

The following are the elements needing professional judgement from National Program Standard 2.1. These elements guide the panel to assess the evidence in the *Teacher Standards (Graduate level)* *matrix* and decide whether providers meet each descriptor.

| **Elements requiring professional judgement** | For each Teacher Standard (Graduate level): a. Taught Is there sufficient evidence that pre-service teachers are given the opportunity to acquire skills, concepts, and content for all components of the descriptor? b. Practised Is there sufficient evidence that pre-service teachers are given opportunities to consolidate their learning of all components of the descriptor after it has been taught? c. Assessed i. Do the critical task(s) assess each component of the descriptor? ii. Does the context of the critical task allow for the assessment of the descriptor at Teacher Standards (Graduate level)? d. Are the descriptors sequenced within the program (i.e. across taught, practised and assessed) to allow pre-service teachers to show successful performance against all of the Teacher Standards (Graduate level) before graduation? |
| --- | --- |

# Teacher Standards (Gradual level) Matrix

For program approach to the Teacher Standards (Graduate level):

**[x]:**

explain how all components of the Teacher Standards (Graduate level) descriptor are taught, practised and assessed across the program

- **[x]:** connect the program to National Program Standard 1.1: rationale and sequence.

For the Taught, Practised and Assessed columns, reference the relevant evidence by:
- **[x]:** clearly listing the unit name and numbers for each outline **[x]:**

including the exact location of the information in program documents, including the appendix number, title and page numbers, where the unit outline evidences the descriptor’s components

- **[x]:** hyperlinking to the evidence in the program documents for any electronic submissions.

Evidence needed for each of the columns:

| [x] | **Taught** | list relevant learning outcomes, subject content and reference to teaching and learning schedule or weekly timetable |
| --- | --- | --- |
| [x] | **Practised** | list relevant subject content, reference to teaching and learning schedule or weekly timetable and nature of tasks |
| [x] | **Assessed** | identify at least one critical task for each descriptor or component of a descriptor. **One critical task may capture multiple descriptors.** |

# 1 Know students and how they learn

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |  |  |  |
| 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |  |  |  |
| 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |  |  |  |
| 1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |  |  |  |
| 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |  |  |  |

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |  |  |  |

# 2 Know the content and how to teach it

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |  |  |  |
| 2.2 Organise content into an effective learning and teaching sequence. |  |  |  |
| 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |  |  |  |
| 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |  |  |  |
| 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |  |  |  |

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |  |  |  |

# 3 Plan for and implement effective teaching and learning

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |  |  |  |
| 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |  |  |  |
| 3.3 Include a range of teaching strategies. |  |  |  |
| 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |  |  |  |
| 3.5 Demonstrate a range of verbal and non- verbal communication strategies to support student engagement. |  |  |  |

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |  |  |  |
| 3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |  |  |  |

# 4 Create and maintain supportive and safe learning environments

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |  |  |  |
| 4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |  |  |  |
| 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. |  |  |  |
| 4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |  |  |  |
| 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |  |  |  |

# 5 Assess, provide feedback and report on student learning

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |  |  |  |
| 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |  |  |  |
| 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |  |  |  |
| 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |  |  |  |
| 5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |  |  |  |

# 6 Engage in professional learning

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |  |  |  |
| 6.2 Understand the relevant and appropriate sources of professional learning for teachers. |  |  |  |
| 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |  |  |  |
| 6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. |  |  |  |

# 7 Engage professionally with colleagues, parents/carers and the community

## Program approach to the Teachers Standard (Graduate level)

| **Teacher Standards (Graduate level) -** | **Taught** *Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.* | **Practised** *Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.* | **Assessed** *Provide the best evidence including critical tasks with reference to unit code, unit title and page number.* |
| --- | --- | --- | --- |
| 7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |  |  |  |
| 7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |  |  |  |
| 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/ carers. |  |  |  |
| 7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |  |  |  |