Professional Documents
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VIT NATIONAL STANDARDS OF PROFESSIONAL PRACTICE FOR FULL REGISTRATION
A Note about the Victorian Institute of Teaching (VIT) Standards for Full Registration
The College of Education has adopted the VIT National Standards of Professional Practice for Full Registration as the basis of its reports on
preservice teachers practice in Project Partnerships. It is important for all participants in Project Partnerships to understand that the VIT intends
the Teaching Standards to be applicable to the practice of beginning teachers after they have completed a negotiated induction program in the first
year of teaching. In the Bachelor of Education, as a result, the use of the text of the Standards is meant to indicate prompts about which
preservice teachers and their mentors can have an informed and structured professional dialogue oriented to improvement in practice.
When using the VIT National Standards, the College of Education asks mentor teachers, School Partnership Coordinators and university
colleagues to take into account that the expectation is the Year 4 preservice teachers will be judged in relation to the practice and understanding of
the competent graduating teacher.
This list of characteristics provides a guide to effective teaching practices that all new teachers should seek to understand, strive to develop and demonstrate over time.
These characteristics are not a checklist of competencies for beginning teachers to master by the end of their first year.
Rather, the list illustrates the practices through which teachers demonstrate the quality and complexity of their professional work.
THE FRAMEWORK
Teachers use a range of teaching practices and resources to engage students in effective learning. The National Standards of Professional Practice for Full Registration seek to describe the elements
of practice which define teachers professional work, and which are expected of all members of the profession.
The framework consists of a statement of principle, three clear domains, seven standards and elaborated descriptions of the characteristics of effective teaching.
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1.5: Differentiate
teaching to meet the
specific learning needs
of students across the
full range of abilities
Develop teaching activities
that incorporate
differentiated strategies to
meet the specific learning
needs of students across
the full range of abilities
1.6: Strategies to
support full participation
of students with
disability
Design and implement
teaching activities that
support the participation
and learning of students
with disability and address
relevant policy and
legislative requirements
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2.3: Curriculum,
assessment and
reporting
Design and implement
learning and teaching
programs using
knowledge of curriculum,
assessment and reporting
requirements
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3.1: Establish
challenging learning
goals
Set explicit, challenging
and achievable learning
goals for all students
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3.7: Engage
parents/carers in the
educative process
Plan for appropriate and
contextually relevant
opportunities for
parents/carers to be
involved in their childrens
learning
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Professional Engagement
6. Engage in professional learning.
Area
What specific evidence (if any) do
What are your questions about this
you have about your practice in this
area?
area?
6.1:Identify and plan
professional learning
needs
Use the National
Professional Standards
for Teachers and advice
from colleagues to identify
and plan professional
learning needs
6.2: Engage in
professional learning
and improve practice
Participate in learning to
update knowledge and
practice, targeted to
professional needs and
school and/or system
priorities
Third Year:
I attended:
KLA Meetings.
AVID meetings.
Etc.
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Professional Engagement
7. Engage professionally with colleagues, parents/carers and the community.
Area
What specific evidence (if any) do
What are your questions about this
List some proactive strategies you can
you have about your practice in this
area?
use (or have used in the past) to learn
area?
about this area/topic at your school?
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