At Australian Teacher Aide we are proud to be leading the development of a professional growth framework for teaching assistants. We have named the framework the Australian Teaching Assistant Professional Standards or ATAPS for short.
We believe that the standards will enable educators to work together collaboratively, to develop expert teaching teams, and improve outcomes for students.
To achieve this significant goal we have formed an Industry Reference Group to inform the development of the Standards, and ensure that they represent the work of teaching assistants in Public, Catholic and Independent schools in Australia.
Please note that content uploaded to these webpages prior to 1 October 2023 still uses the title: Australian Standards for Paraprofessional Educatorsin Schools.
Standards Expert Panel Meeting
The next meeting of the Standards Expert Panel is on Monday 14 August, 3.30pm to 5.15pm AEST.
In this meeting, we will review the feedback from the webform surveys on Professional Knowledge, Practice and Engagement Expectations, and finalise the draft standards.
We wish to thank the following educators for their ongoing contribution to the IRG:
Leanne Hillman, Bolster Education NSW | Sharon Stone, Deputy Principal, Tallowood School, NSW | Allison Zournazidis, SLSO, Tallowood School, NSW | Debbie Ann Mathews, SLSO, Tallowood School, NSW | Sharon Crowther, Teacher, TAFE – Miller, NSW | Pragati Bhat, Teacher/ Assistant Principal, & Morgan Costa, Assistant Principal, Ponds School, NSW | Haley Will, Teacher Aide, Landsborough State School, QLD | Sarah Trussell, Executive Assistant, Lucindale Area School, SA | Jane Keating, Administrator, Padua College, VIC | Jane Wenlock, Coordinator Learning Support, Kolbe Catholic College, VIC | Glynnis Few, HR Manager, NT Christian Schools | Claire Jackson, PhD Candidate, Monash University/ Education Services Australia, VIC | Kerrie Atkins, Senior Director, Business Improvement and Support, ACT Public Schools | Astrid Morgan, Deputy Principal, Arbor Grove Primary School, WA | Jen Twine, Middle Leader of Pedagogy, Mater Dei School, Camden, VIC | Nigel Bowra, Lecturer, North Metropolitan TAFE, WA | Kim Thompson, Lead Education Assistant, Ocean Road Primary School, WA | Lianne Reedyk, Education Support, Somers Primary School, VIC | Renae Whyte, Lead Education Assistant, Byford Secondary College, WA | Roxanne Picoaga, Homebush West Primary School, NSW | Michelle Csapo, Industry Innovation Specialist, TAFE NSW | Susan De Silva, Education Officer - Learner Diversity, Catholic Education, Sandhurst, VIC | Julie Buick, Teacher Aide, Kolbe Catholic College, VIC | Paul Sedunary, Principal, Good Samaritan Catholic Primary School, VIC | Bex Nikotemo, Deputy Principal, Currumbin Community Special School, QLD | Shantell Pike, Secondary Learning Support Coordinator, Kingsway Christian College, WA | Denis Mercier-Lee, Deputy Principal, Redeemer Lutheran College, QLD | Sonia Brinkman, Education Support Teacher, Bendigo TAFE, VIC | Monika Bray, HT Disability Support, Hoxton Park High School, NSW | L Nixon, Inclusive Education Coordinator, Independent schools -Western Australia, WA | Rachel Hawkins, SLSO, Monaro High School, NSW | Michelle Maguire, Head of Academic Services, Brisbane Grammar School, QLD | Peta McHugh, SLSO, Kurri Kurri High School, NSW | Leonie Garvey, Learning Support Officer, Sacred Heart College, Kyneton, VIC | Caroline Gledhill, Lecturer, South Regional TAFE, WA | Jade Muir, Teacher Aide, Mount Isa Special School, QLD | Paula Reynolds, Education Support Coordinator, Djerriwarrh Community College, VIC | Donnalea Jackson, School Learning Support Officer - Autism Support Unit, Corrimal East Public School, NSW | Claire Sinclair, Support Teacher for Inclusive Education, Xavier Catholic College Hervey Bay, QLD | Catherine Jackson, Manager Professional Learning, Toowoomba Catholic Education Office, QLD | Gillian Robson, Teacher on Certificate III in Education Support/School Based Education Support, Melbourne Polytechnic, VIC | Ashleigh Maihi, Specialised Learning Teacher, St Andrew's Cathedral School, NSW | Anna Kinnane, Project Manager, St Joseph's Nudgee College, QLD | Michael Tooler, Principal, Sattler Christian College, NT | Gabrielle Hansen, Head of Department - Curriculum, Waraburra State School, QLD | Josephine Hopkins, Head of Learning Support, Bayside Christian College, VIC | Haley Myers, Deputy Principal, Mitchelton Special School, QLD | Sue Frawley, Manager Education Support,Association of Independent Schools of the ACT | Brenda Dalheim, Learning Diversity & Enrichment Consultant, Website Content and Maintenance Policy Development |
Developing the Standards
The Standards are being developed in stages. Please click on the buttons below, to view the relevant stage, and access the web form and supporting documents.
References:
• Australian Professional Standards for Teachers
• The Assistant Teacher Professional Standards (NT)
• TA Standards (UK)
Stage 1 - Establish the Framework
The aim of Stage 1 was to establish a framework that will be used to identify the quality teaching and learning support practices required to achieve successful outcomes for students. This stage has been completed.
Stage 2: Organise the Standards
The aim of Stage 2 was to write a description for the three teaching and learning domains: Professional Knowledge, Professional Practice, and Professional Engagement, determine the career stages, and decide on the Standards in each domain. The IRG have completed the career level statements, and reached consensus on seven Draft Australian Standards for Paraprofessional Educators in Schools. Work on the domain descriptions will be finalised after Stage 3.
Stage 3: Write the Descriptors
The purpose of Stage 3 is to write the descriptors for each Standard in the Domains: Professional Knowledge, Professional Practice, and Professional Engagement, and show the progression across the four career stages.
A survey to gather information on the descriptors is in progress, following a live web event on the Standards in September.
Stage 4: Review and Finalise Standards
The aim of Stage 4 is to give stakeholders an opportunity to review the Standards and provide feedback.
COMING SOON
Stage 5: Publish the Standards
The aim of Stage 5 is to use the feedback received during Stage 4 to make final edits to the Standards, and prepare the Standards for publication.
COMING SOON
On behalf of ATA we wish to state that professional learning is our core business, and we are not aligned with any political or industrial organisation. The reason we are developing the Standards is to provide a national competency framework to assist paraprofessional educators in schools to develop their capability. It is hoped that all States and Territories will endorse and use the Standards to build expert teaching teams that lead to improved outcomes for students, however we have no jurisdiction over that decision.
