Teaching Australia was established as the national body for the teaching profession with funding provided by the Australian Government under the Australian Government Quality Teaching Programme.

Why we have a strategic plan

Teaching Australia was established as an independent entity in November 2005. We are a new addition to the complex network of education organisations in Australia, each with its own specific objectives and all working towards common goals for quality schooling.

Our principal objective is to raise the status, quality and professionalism of teachers and school leaders throughout Australia for the benefit of all Australians.

Our work is framed by our Constitution, which recognises the central importance of quality teaching and school leadership to the educational outcomes of young people. We work in the areas of professional standards, professional learning, accreditation of pre-service teacher preparation, research and communication and promotion of the teaching profession.

The strategic plan sets out our roles and responsibilities and areas of activity, consistent with the intent of the Australian Government in establishing Teaching Australia as the national body for the teaching profession, to be conducted by teachers and school leaders. The plan is intended to inform the public about what we are seeking to achieve and how we plan to go about it. It is also a frame and focus to guide our own efforts over the next few years.

The plan has been developed in consultation with a broad range of education stakeholders.

What we are setting out to achieve

Our role is to:

• support and advance the quality of teaching and leadership
• strengthen and advance the standing of the profession
• develop as the national body for the teaching profession.

In delivering on these objectives, Teaching Australia will operate openly, collaboratively, efficiently and ethically.

What we want to be

Teaching Australia seeks to be a strong unifying body acting in the interests of teachers and school leaders, drawing the profession together to promote quality teaching and school leadership for the good of all Australians.

Teaching Australia has been established as the national body for the teaching profession, encompassing the professional practice of teaching and school leadership in all settings, sectors and jurisdictions.

Our context

The teaching profession is well regarded and is characterised by high levels of professionalism and a commitment to achieving the best outcomes for students. Like most professions, it is facing significant challenges, both internal to the profession and external, affecting young people and schools. Demographics, changes in the larger workforce and generational differences in career expectations will all impact on the capacity to attract and retain teachers and school leaders for the 21st century. 

There are many factors affecting the practice of teaching and leadership in schools, including:

• technological change
• globalisation
• increased scrutiny
• a more demanding community
• socio-economic and demographic change
• parental, employer and government expectations of schooling
• social and educational inequalities
• changes to family structures, community infrastructure and institutions
• whole-of-government approaches to the delivery of services.

Against this background there is a critical need to build and sustain the capacity of the profession. Teaching Australia will need to work collaboratively with professional associations, national and state departments of education, employers, teacher registration and accreditation agencies, unions, universities, parent bodies and other relevant organisations to meet these challenges.

The difference we are trying to make

A key outcome of Teaching Australia’s work will be strengthened capacity of the teaching profession. Teachers and school leaders will be better prepared and supported to deliver quality teaching and school leadership through strong professionalism, professional standards and professional learning.

Improvements in the quality of teaching and school leadership impact on the effectiveness of schools and student learning outcomes. Quality schooling allows young people to develop their individual capabilities and lays the foundation for the social and economic well-being of each individual. It contributes ultimately to national social and economic prosperity. The quality of teaching and school leadership is the most critical element in effective schooling.

Teaching Australia will raise the status and standing of the teaching profession. Both the community’s perception and teachers’ own views of the standing of the profession have an important impact on the attractiveness of the profession, on retaining staff and on preparing future school leaders.

Teaching Australia will be a channel for the profession to be involved in and influence key education policy directions. Informed by professional practice, evidence and research findings, the profession will engage actively in shaping education policy directions and investment decisions, for the benefit of students.

How we will operate

Teaching Australia conducts its business in accordance with the following operating principles:

Adopting a national perspective. Teaching Australia takes a national perspective, with its major focus being the contribution of the profession to the quality of schooling.

Engaging the profession. Teaching Australia seeks ways to engage practising teachers and school leaders and provide opportunities for the profession to influence education policies and practices.

Catalysing action. Teaching Australia’s primary role is to initiate and catalyse action to strengthen the teaching profession. 

Focusing on quality teaching and school leadership. Teaching Australia focuses on quality teaching and school leadership for their critical importance to learning for a diverse range of young people and in varying contexts.

Influencing and advocating for the profession. Teaching Australia values teachers and teaching and is a strong advocate for the profession.

Collaborating and communicating. Teaching Australia works collaboratively with professional associations and other educational and community organisations, building on and complementing existing activity and fostering professional networks and open communications.

Building and using an evidence base. Teaching Australia bases its work on sound data and research and provides evidence to support practitioners in their work and to influence education policy and practice.

Maintaining independence. Teaching Australia develops its policies, priorities and approaches independently, ‘by the profession, for the profession’.

Our priorities for 2006–2009

In pursuing our objectives, we will give priority to the following areas of activity:

Objective 1: Support and advance the quality of teaching and school leadership

To meet this objective, we will give priority to:

• developing a national system for accreditation of pre-service teacher education programs
• developing national systems of advanced teaching standards and standards for school leadership
• supporting and initiating national professional development activities
• providing services for the recognition of overseas trained
• teaching qualifications.

Objective 2: Strengthen and advance the standing of the teaching profession

To meet this objective, we will give priority to:

• recognising quality teaching and school leadership through a national awards program
• promoting teaching as a career through materials and messages
• developing and promoting a Charter for the teaching profession.

Objective 3 Develop as the national body for the teaching profession

To meet this objective, we will give priority to:

• building relationships and networking opportunities
• operating openly, collaboratively, efficiently and ethically
• developing a governance framework and processes.

Activities we are planning for 2006–2009

To strengthen the teaching profession by developing Teaching Australia as the national body for the teaching profession

• The development of a Charter for the teaching profession
• Provision of services for the recognition of overseas teaching qualifications
• Development of the Teaching Australia website
• Collection of data and evidence about the teaching profession
• Development of a statement of ethical principles for use by professional bodies.

To develop a system of national professional standards for accomplished teaching

• Collection of research and evidence about national and
• international developments in advanced teaching standards
• Engagement of the profession in the development and use
• of national professional standards for advanced teaching.

 To develop a system of national professional standards for school leadership

• Collection of research and evidence about national and international developments in school leadership standards
• Engagement of the profession in the development and use of national professional standards for school leadership Strategic plan 2006–2009.

To develop a national system of accreditation for pre-service teacher preparation

• Collection of research and evidence about national and international developments in professional accreditation
• Engagement of the education community in the development and implementation of a national accreditation system
• Studies of effective approaches to school-university partnerships.

To contribute to the development of school leaders to better equip them to assist students more effectively

• Delivery of an effective national professional learning program for school leaders
• Support for professional learning activities for school leaders in priority areas.

To contribute to the development of professional learning for teachers

• Development and delivery of master classes using recognised teacher and school leader expertise
• Support for teacher collaboration through professional associations
• Establishment of a national centre for pedagogy
• Support for professional learning activities in priority areas.

To contribute to the national research and evidence base informing quality teaching and school leadership

• Assessment of feasibility of a national research clearinghouse
• Analysis and dissemination of research on quality teaching and school leadership
• Engagement of the profession in exploring the future of teaching and school leadership.

To contribute to the recognition of quality teaching and school leadership

• Recognition of quality teaching and school leadership through the national awards for quality schooling
• Production of materials to promote teaching as a career
• Production of materials to welcome new entrants to the profession.

How we will know if we have been successful

We will know we have met our objectives if:

• we operate effectively as the national body for the teaching profession, drawing the profession together and involving it in shaping education policy directions and investment decisions
• we have contributed to advancing the quality of teaching and school leadership through our work on pre-service teacher education, standards, professional learning and research
• we have contributed to raising the standing of the teaching profession through wider recognition of the quality of teaching and school leadership in Australia.

Teaching Australia seeks to be a strong unifying body acting in the interests of teachers and school leaders, drawing the profession together to promote quality teaching and school leadership for the good of all Australians.

Our Plan 2006–2009 was originally published on the website of Teaching Australia, June 2006.