Development of a Teaching Performance Assessment in Australia: What did we learn?

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

doi:10.14221/1835-517X.5692

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Development of a Teaching Performance Assessment in Australia: What did we learn?

Journal article

Peer reviewed

Development of a Teaching Performance Assessment in Australia: What did we learn?

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

The Australian Journal of Teacher Education , Vol.48(1), pp.1-16

2023

DOI: https://doi.org/10.14221/1835-517X.5692

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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.

Details

Title: Development of a Teaching Performance Assessment in Australia: What did we learn?
Authors: Rebecca Spooner-Lane (Author) - Queensland Univ Technol, Brisbane, Australia
Tania Broadley (Author) - University of Canberra
Elizabeth Curtis (Author) - University of Southern Queensland
Peter Grainger (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Publication details: The Australian Journal of Teacher Education , Vol.48(1), pp.1-16
Publisher: Edith Cowan University
DOI: 10.14221/1835-517X.5692
ISSN: 1835-517X
Organisation Unit: Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
Language: English
Record Identifier: 99966898202621
Output Type: Journal article

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Web Of Science research areas: Education & Educational Research

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