Standard 3: Role of Graduate and Lead Teachers

Case Study: Compare and Contrast the Role of Graduate and Lead Teachers

Swinburne Online

Melisa Edwards

Standard 3: Role of Graduate and Lead Teachers

Introduction
The Australian Professional Standards for Teachers has been implemented throughout
Australia, and defines the expected outcomes for the four teaching levels; Graduate,
Proficient, Highly Accomplished and Lead. It covers seven standards which have been
classified into three domains; professional knowledge, professional practice and professional
engagement (Australian Institute for Teaching and School Leadership, 2011). Standard three;
has been explained in greater detail through comparisons between the role and expectations
of Graduate and Lead teachers. This standard; lies within the professional practice teaching
domain and focuses on; planning for and implementing effective teaching and learning
covering seven focus areas, these are: effective classroom communication, use teaching
strategies, select and use resources, plan, structure and sequence learning programs, establish
challenging learning goals, engage parents/carers throughout the educative process and
evaluate and improve teaching programs (University of Southern Queensland, 2012).

Overview Standard 3: Plan for and implement effective teaching and learning
The Australian Professional Standard for Teachers (2013) defines the expectations of teachers
through the various career stages. The Standards define the work of teachers and outline the
foundations for effective, high-quality teaching to improve educational outcomes for students
within 21st century schools (Australian Institute for Teaching and School Leadership, 2011).

When comparing Graduate and Lead teachers it is expected that Graduate level
teachers have completed their accredited teaching education and are able to; demonstrate
their knowledge and understanding of the implications for learning of students' cultural,

Standard 3: Role of Graduate and Lead Teachers

social, intellectual, linguistic and physical characteristics and are aware of the inclusive
strategies used to differentiate teaching to meet the specific learning needs of students
(Australian institute for Teaching and School Leadership, 2014). While Lead teachers; are
able to mentor both teachers and pre-service teachers, to advance knowledge and professional
engagement in others and to promote creative, innovative thinking among their colleagues
(Australian institute for Teaching and School Leadership, 2014), through shared learnings
and experiences. Lead teachers have proven their proficiency through the career stages and
are in a position where they are able to use their deep knowledge, understanding and
experience to help mentor fellow colleagues.

3.1 Establish challenging learning goals

Locke and Latham (2002) explain the importance of goal setting as; motivating when
students view them as challenging but achievable. It is important for Graduate teachers to
understand the role of goal setting. They are expected to be able to provide evidence of, their
ability to; establish challenging but achievable learning goals that cater to students of varying
abilities (Australian institute for Teaching and School Leadership, 2014), through the
development of; clearly defined learning goals aligned to learning outcomes from the national
curriculum by; selecting and using appropriate ungraded and graded assessments and
selecting relevant content (Center for Teaching and Learning, n.d.) to establish achievable
and challenging learning goals. Evidence may be sources from; lesson plans, teaching and
learning programs, analysis and reflection of the explicit, challenging and achievable learning
goals of students throughout the teaching and learning cycle and identification of the linkages
of these to the teaching/learning goals of the curriculum (Teachers Registration Board of
Tasmania, 2013). While, Lead teacher are able to; demonstrate their refined ability to

Standard 3: Role of Graduate and Lead Teachers

establish challenging and achievable learning goals and are able to provide Graduate level
teachers with guidance, to help encourage students to pursue challenging educational goals
throughout their schooling (Australian institute for Teaching and School Leadership, 2014).

3.2 Plan, structure and sequence learning programs

Graduate level teachers are expected to demonstrate their ability to; sequence lessons using
their knowledge of effective teaching strategies, content and student learning (Australian
institute for Teaching and School Leadership, 2014) aligned to the national curriculum.
While, Lead teachers are able to demonstrate their developed teaching and learning strategies,
planning and sequencing of learning programs and use this to; promote self-development of
their colleagues, sharing experiences, and offer; a deep knowledge on the necessary
preparation and delivery of effective lessons (Australian Institute for Teaching and School
Leadership, 2011). Lead teachers also understand the broader concepts that; planning for
learning encompasses preparation at a number of stages and it is these stages that impact and
inform each other (Scarino, 1995, 2008).

The Tasmanian Teachers Registration Board (2013) explains that Graduate teachers can
demonstrate competence in this focus area through:
-

Lesson planning and/or learning programs, that are flexible, sequenced, include a

variety of resources and activities and are relevant to the learning outcomes.
Analysis or reflection of learning programs highlighting the teaching and learning

cycle and diverse learning models.

Evaluation of student work aligned to the learning program to demonstrate student
learning and engagement.

Standard 3: Role of Graduate and Lead Teachers

Scoping learning programs offers an inclusive overview of the planned programs

completeness. It ensures that a range of experiences are included for students and the
sequencing of learning is connected (Tschirner, 1996). While, lesson planning concentrates
on a single period within a larger learning program and has been recognised as; an important
way to ensure that a lesson is focused and achieves its objectives (Farrell, 2002; Woodward,
2001). Such planning considers:

Objectives
Resources
Activities
Assessment

All of which, are important to understand and demonstrate as a Graduate teacher to confirm
competence in this focus area.

3.3 Use teaching strategies

Teachers need to understand how to create cross-curricula linkages between subjects and
everyday life (Shulman, 1987). Thus, highlighting the importance of authentic learning and
allowing students to make connections. Graduate level teachers are expected to understand
these connections and are expected to seek guidance from their peers to; evaluate, adapt and
expand their repertoire of teaching strategies to assist students to use problem solving skills,
knowledge, creative and critical thinking (Australian institute for Teaching and School
Leadership, 2014) and to create authentic learning experiences. Guidance may come from
Lead teachers who have already verified their ability to; demonstrate consistent and
innovative teaching practice over time (Australian institute for Teaching and School
Leadership, 2014). It is important that Graduate level teachers demonstrate and provide
evidence of their ability to plan for and apply variable teaching strategies to cater to diversity.
Evidence would include; lesson plans and learning programs that demonstrate a variety of

Standard 3: Role of Graduate and Lead Teachers

teaching strategies, resources and learning opportunities incorporating; critical, creative

thinking, problem solving, concrete materials and ICT, role playing, practical activities,
collaboration, self-directed work, independent work and group work. As well as; welldeveloped lesson plans highlighting suitable ICT strategies used to develop skills,
knowledge, and authentic learning experiences (Teachers Registration Board of Tasmania,
2013).

3.4 Select and use resources

Graduate teachers demonstrate competence in this focus area through their ability to select
and use a variety of resources. Evidence may be sources from observations in the classroom
and well-structured and developed lesson plans and/or learning programs. Graduate teachers
must show evidence of how resources; including ICT can be used to help maintain student
engagement and aid learning. The appropriate selection and use of resources can be observed
and modelled from Lead teachers who have developed their skills and ability to select, create
and evaluate resources, for use both inside and outside of the classroom. Lead teachers are
not only able to select appropriate resources for within the classroom, like Graduate teachers;
but have developed their skills to a point where they are able to provide additional resources
for use outside of the classroom; such as student tutors.

Graduate teachers can demonstrate their competence through the development of; lesson
plans and/or teaching programs highlighting the effective use of curriculum supported
materials, the development of reusable resources, incorporation of resources with the
classroom environment, modified resources agreeing to the outcomes, to support students

Standard 3: Role of Graduate and Lead Teachers

critical thinking and students use of resources appropriately (Teachers Registration Board of
Tasmania, 2013). Graduate teachers; must understand that resources are; used to
complement textbooks should promote and extend independent learning in addition to what
was learned in class and should provide for students differences by offering varied learning
activities at different levels of difficulty (Project Maths, n.d.). In addition when selecting
resources they must be able to demonstrate that they have considered:
-

Is the resource aligned to the learning outcome and curriculum?

Does it require prior knowledge from the students?
How will the resource engage students?
Does it present the concept or idea effectively?

3.5 Use effective classroom communication

Miller (1988) explains that effective teaching relies on successful communication and further
explains that when teachers and students interact, explicit communication is occurring
(Miller, 1988). These communication techniques are used to help build student rapport and
to; maintain students' safety and wellbeing, working within both school/curriculum and
legislative requirements (Australian institute for Teaching and School Leadership, 2014). A
Lead teacher understands the role of communication and is able to build on this by using;
more developed inclusive nonverbal and verbal communication using contextual knowledge,
as well as collaborative and engagement strategies to support students understanding and
achievement (Australian institute for Teaching and School Leadership, 2014) in a more
refined way and in greater depth than what a Graduate teacher is able to demonstrate.

To demonstrate competence in this focus area, Graduate teachers must demonstrate

their ability to use a variety of communication strategies to help maintain the engagement of
students through verbal and non-verbal communication techniques. This competence is

Standard 3: Role of Graduate and Lead Teachers

commonly; assessed through observations made by another competent teacher; and would
focus on, lesson observation notes which demonstrate the teaching models used, explains the
use of appropriate terms for the level and stage, the use of acceptable and precise language,
as well as the use of voice effectively including a both oral and visual communication
strategies (Teachers Registration Board of Tasmania, 2013). In addition to other teacher
student interactions, the degree of success of verbal and non-verbal communication and
incorporation of other visual learning aids such as; word walls and concept maps.

3.6 Evaluate and improve teaching programs

Graduate teachers must demonstrate their capacity to analyse teaching/learning programs to
improve student learning; via their ability to interpret and evaluate student assessments,
ability to modify learning programs to meet specific learning needs and their ability to
provide feedback to their students in a timely manner. However, Lead teachers are able to
further analyse student assessment, use feedback from parents/carers and are able to combine
this with wider research, evaluating the various teaching and learning strategies best used to
incorporate into their learning programs to more effectively cater to the needs of their
students.

Clinton et. al. (2007) explains that Graduate teachers may have problems evaluating
programs of less than three years, with various researchers arguing that; such timeframes are
too short to distinguish substantial, long-lasting changes in academic attainment (Clinton et
al., 2007). Emphasising the importance that Graduate teachers should; seek guidance from
experienced Lead teachers; to more effectively be able to evaluate students data, ensure

Standard 3: Role of Graduate and Lead Teachers

interpretation of assessments are accurate and that all learning programs expectations meet
the requirements of the national curriculum.

The Teachers Registration Board of Tasmania (2013) explains that Graduate teachers
can demonstrate their competence of this focus area, through: evaluation of teaching and
lesson plans/learning programs, based on evidence, including student evaluation and
feedback used to improve learning programs,. Their reflections of learning programs with
reference to the teaching and learning cycle, scope and sequence and their ability to modify
learning programs based on evidence, including student feedback (Teachers Registration
Board of Tasmania, 2013).

3.7 Engage parents/carers in the educative process

Effective communication between schools, the community, students and parents form the
basis in developing and preserving relationships (Department of Education and Employment,
2014). Lead teacher are recognised for their ability to initiate, establish and develop platforms
that involve carers/parents (parental engagement) within the broader school activities and
education of their own children (Australian institute for Teaching and School Leadership,
2014). Parental engagement involves relationships between both schools and the community,
to raise parental awareness on the benefits of becoming involved in their childs education
(Muller, 2006a, 2006b). Harris and Goodall (2007; 2008) explain that; while involving
parents within school activities may impact social and community function, it is the benefits
of empowering parents to bring learning into the home that brings about considerable
progression in a childs academic achievement. The Teachers Registration Board of Tasmania
(2013) explains that Graduate teachers can demonstrate proficiency and an understanding of

Standard 3: Role of Graduate and Lead Teachers

10

this;, working ethically, including external professional and community representatives,

contributing to the life of the school and the importance of collaborating with colleagues
(Australian institute for Teaching and School Leadership, 2014) through their ability to:

Plans for parent/carer interviews

Maintain records of communications between teachers and parents/carers
Demonstrate through lesson plans/observations highlighting the skills and knowledge
aligned with the school strategic plans to enhance and develop teaching and learning
programs (Teachers Registration Board of Tasmania, 2013).

Conclusion
The Australian Professional Standards for Teachers has been implemented throughout
Australia, and defines the expected outcomes for the four teaching levels; Graduate,
Proficient, Highly Accomplished and Lead. It covers seven standards which have been
classified into three domain; professional knowledge, professional practice and professional
engagement. The role of Graduate and Lead teachers has been compared for standard three
and evidence of achievement at a Graduate level for this standard has been explained. As a
teacher progresses through the career stages, the expectations of them and their teaching and
learning programs increases; as they are seen to model the appropriate behaviours, teaching
strategies and techniques. It is important that Lead teachers understand that Graduate teachers
look to them for guidance; and that mentoring, providing feedback and evaluating their
performance is necessary to allow the Graduate teachers to develop their skills and progress
through the career stages. Above all, all teaching practices and outcomes need to be aligned
to the national curriculum and the code of professional standards.

Standard 3: Role of Graduate and Lead Teachers

11

References
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Australian Institute for Teaching and School Leadership. (2013). Australian
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Center for Teaching and Learning. (n.d.). Learning goals. Teaching Resources.
from http://teaching.berkeley.edu/learning-goals-0

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