Template 4

Plan for demonstrating impact

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 Stage one and Stage two accreditation must include this completed template.

This template helps providers complete the Plan for demonstrating impact in line with requirements in National Program Standards 5.1 and 5.2.

The Plan for demonstrating impact helps providers:

collect data and evidence that align with National Program Standard 5
identify how they will select, use and analyse performance and outcomes evidence to show program outcomes during and at the end of an accreditation period
inform program improvements and periodic formal evaluation of the program
prepare for Stage two accreditation.

The Plan for demonstrating impact helps panels:

professionally judge whether the provided evidence adequately shows program outcomes.

Providers and panels use the Plan for demonstrating impact differently depending on whether it is for Stage one or Stage two accreditation.

Stage one accreditation	Stage two accreditation
Providers use the Plan for demonstrating impact (0– 5) to describe how they will show the program’s impact over the next accreditation period. This includes impacts on pre-service teacher performance and graduate outcomes measures. Panellists review the plan using the elements requiring verification and professional judgement for National Program Standard 5.1.	Plan for demonstrating impact (5–10) Providers must submit a new or updated future Plan for demonstrating impact (5–10) for the next accreditation period. Panellists review the future plan using the elements requiring verification and professional judgement for National Program Standard 5.1.

Stage one accreditation	Stage two accreditation
	Plan for demonstrating impact (0–5) Providers must submit the previous Plan for demonstrating impact (0–5) from the previous accreditation period. Panellists use the previous plan to support the assessment of the Stage two report (Template 5).

How to complete this template

Providers must include the mandatory evidence listed in National Program Standard 5 in the Plan for demonstrating impact.

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 National Program Standard 5.2, unless this data is not reportable due to the nature and size of the cohort.
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.
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
to build a cumulative database of evidence relating to the quality of teacher education in Australia.

The template has 3 sections:

1 Context	2 Impact Statements	3 Data Framework Table
Context, which describes the provider’s approach to collecting, analysing and using data as outlined in National Program Standard 1.1.	Impact statements, which are explicit and measurable provider- developed impact statements based on the program outcomes.	Data framework table, which captures the data sources providers use to show impact.

1 Context

This section describes the provider’s approach to collecting, analysing and using data as outlined in National Program Standard 1.1.

This section must:

briefly describe the provider and program context, including any interest areas specific to the provider and program that will be considered when assessing the program’s impact
explain how the provider will use conclusions from the data analysis to improve the program.

Provide a description

Impact Statements

This section must include provider-developed impact statements that are explicit and measurable statements based on the program outcomes for:

pre-service teacher performance: Graduate Teacher Standards (National Program Standard 2.1) and Teaching performance assessment (National Program Standards 2.3 and 2.4)
graduate outcomes: post-graduation data about graduates
program impact: other program data for improvement (National Program Standard 5.1).

Panels use impact statements to evaluate the outcomes of the program.

The impact statements must consider the minimum reporting requirements under National Program Standard 5.1, which includes the following evidence.

impact statements that show program outcomes for pre-service teacher performance, graduate outcomes and program impact
specific data the provider will collect and report on for all outcomes identified in the impact statements, including mandatory evidence of pre-service teacher performance and graduate outcomes
processes for how the provider will select, collect, use, analyse and evaluate data relevant to assessing program delivery, including mandatory evidence of pre-service teacher performance and graduate outcomes.

Program performance pre-service teachers:

Mandatory impact statement: Assessment data from the teaching performance assessment for all pre-service teachers

Program performance graduate outcomes: Program performance other program improvements:

Mandatory impact statement: Data from the nationally consistent, transparent indicators

Data framework table

The data framework table captures the data sources that providers:

collect, analyse and reported on, against each of the impact statements
aggregate to allow panels to judge whether providers achieved the intended impacts.

When filling in the year, use the accreditation period. For example, 2025–2030 or 2030–2035.

National Program Standards matrix: data framework table (Year–Year)

Program performance – pre-service teachers

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline
Insert your impact statements.	Insert the data sources that evidence the impact statements, noting the minimum and mandatory requirements.	Describe how you will aggregate the data.	Describe how you will analyse the data to support continuous program improvement.	Identify measures to monitor the quality of either the data source or data analysis process.	Identify whether the data will inform annual reporting, Stage two accreditation, or both.
Mandatory impact statement: Assessment data from the teaching performance assessment for all pre- service teachers
Stage two only: Mandatory impact statement findings Outline the findings from the data collection
Impact statement 2:
Stage two only: Impact statement 2 statement findings Outline the findings from the data collection

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline

Discussion: Program performance – pre-service teachers

Stage two only

Program performance – graduate outcomes

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline
Insert your impact statements.	Insert the data sources that evidence the impact statements, noting the minimum and mandatory requirements.	Describe how you will aggregate the data.	Describe how you will analyse the data to support continuous program improvement.	Identify measures to monitor the quality of either the data source or data analysis process.	Identify whether the data will inform annual reporting, Stage two accreditation, or both.
Impact statement 1:
Stage two only: Impact statement 1 statement findings Outline the findings from the data collection
Impact statement 2:
Stage two only: Impact statement 2 statement findings Outline the findings from the data collection

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline
Impact statement 3:
Stage two only: Impact statement 3 statement findings
Outline the findings from the data collection

Discussion: Program performance – graduate outcomes

Stage two only

Program performance – other program improvements

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline
Insert your impact statements.	Insert the data sources that evidence the impact statements, noting the minimum and mandatory requirements.	Describe how you will aggregate the data.	Describe how you will analyse the data to support continuous program improvement.	Identify measures to monitor the quality of either the data source or data analysis process.	Identify whether the data will inform annual reporting, Stage two accreditation, or both.
Mandatory impact statement: Data from the nationally consistent transparent indicators
Stage two only: Mandatory impact statement findings Outline the findings from the data collection
Impact statement 2:
Stage two only: Impact statement 2 statement findings

Impact statements	Data sources	Data aggregation	Data analyses	Quality assurance	Reporting timeline
Outline the findings from the data collection

Impact statement 3:
Stage two only: Impact statement 3 statement findings
Outline the findings from the data collection

Discussion: Program performance – other program improvements

Stage two only