Nationally and internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes. There is also strong evidence that better appraisal and feedback can improve teacher performance. In Australia, there are schools that have outstanding performance and development practices and that have seen tangible improvements in the quality of teaching as a result. However, in aggregate, Australian teachers report that they do not always get the feedback they need to improve. One major concern is that teachers currently perceive performance and development processes as bureaucratic exercises, largely done to fulfil administrative requirements. These are some of the issues addressed by the Australian Teacher Performance and Development Framework. The Framework is a nationally agreed initiative, endorsed by Education Ministers, which will provide a systematic approach to performance and development across all schools. The pace and method of implementation will be determined by jurisdictions and school sectors.
A survey of primary and secondary English teachers has investigated their views about curriculum implementation and their own professional learning needs in relation to the Australian Curriculum: English – Australian Journal of Language and Literacy.