Professional Standards for Teachers

Professional Standards for Teachers

Teachers’ work with the Classroom Climate Questionnaire (CCQ) can be used to address the AITSL Professional Standards for Teachers. The feedback from the CCQ can provide evidence of teachers’ engagement with the standards and/or can provide a framework for addressing the focus areas defined within the Standards.

The overall process of working with NSI provides evidence that teachers are meeting the following overarching Standards:

  • Standard 1: Know students and how they learn – Deliberately gathering student voice (through the CCQ) demonstrates a commitment to knowing about students’ experiences and wishes for their learning environment.
  • Standard 3: Plan and implement effective teaching and learning – NSI’s collaborative inquiry process of gathering baseline data, implementing targeted interventions and then re-evaluating to measure progress is a concrete and effective way to “evaluate and improve teaching programs” (standard 3.6).
  • Standard 4: Create and maintain supportive and safe learning environments – Many of the CCQ scales examine the extent to which students feel that their learning environment is safe and supportive. Using the CCQ and the NSI collaborative inquiry process demonstrates a commitment to monitoring and enhancing these aspects of the learning environment.
  • Standard 6: Engage in professional learningThe NSI collaborative inquiry process is a powerful form of teacher professional learning. It involves action and reflection informed by student voice and results in measurable growth and improvement over time.

In addition to the above, the table below maps how the specific scales of the CCQ relate to Standards 1 to 5 of the AITSL Professional Standards for Teachers.

Measurable improvements over time

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