Overview
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. The framework consists of a Preamble that answers the following three questions:
- Who are the Standards for?
- What is the purpose of the Standards?
- How are the Standards organised?
Writing of Stage 1 was completed in October, following the feedback received from IRG members via the online webform, and follow-up meetings with all participants. A copy of the final draft was sent to participants, and presented at the first IRG Meeting, held on 20 October 2021. The final draft is published below, along with the video of the IRG meeting, and slide handout.
Stage 1 - Establish a Framework
Who are the Standards for?
The standards are intended for Paraprofessional educators who are employed in pre-primary, primary, and secondary schools, as well as a range of other education settings, such as Schools for Specific Purposes, and other school settings such as Distance Education Centres, Intensive English Centres, and Hospital Schools.
Paraprofessional educators are known by a range of job titles such as teacher aide, education aide, teaching assistant, assistant teacher, education support worker, school learning support officer, school mentor, learning assistant, classroom assistant, integration aide, and Aboriginal and/or Torres Strait Islander Education Officer. These titles differ among the education sectors, States and Territories.
In the Australian Standards for Paraprofessional Educators in Schools, the title of paraprofessional educator, has been used as an umbrella term that encompasses, but does not necessarily replace, the range of job titles preferred within a school setting.
Having one title that identifies all paraprofessional educators, can help to promote a national identity, raise the status of the profession, and provide both educators and the wider community with a shared language to talk explicitly about what paraprofessional educators know, understand, and can do.
Paraprofessional educators contribute significantly to the learning and wellbeing of students in Australian schools.
They collaborate with teaching teams, and other education professionals, to enable all students, including students with disability, specific learning difficulties and mental health conditions, to access the curriculum, and participate in learning.
The scope of work performed by paraprofessional educators is diverse. They facilitate student learning and engagement, provide targeted support to individuals and groups of students, promote positive behaviour, and care for students physical, and medical needs.
There is a strong link between learning and wellbeing, and through their interactions with students, paraprofessional educators are also well placed to build positive and respectful social relationships, that make students feel valued, and nurture their sense of belonging, and inclusion.
What is the purpose of the Standards?
The Standards define the quality teaching and learning support, provided by paraprofessional educators, that improves outcomes for students, enables self-reflection, develops capability, and informs professional learning.
The standards can act as a guide for paraprofessional educators, teachers, and school leaders, to enable them to work together collaboratively, to develop expert teaching teams, and improve outcomes for students.
As a paraprofessional educator, your role is to work collaboratively with teachers, school leaders, and other educators to improve outcomes for students. The Standards enable you to:
- understand your job role, and what you are expected to know, and do
- reflect on your current knowledge and skills
- identify gaps in your professional knowledge, practice, and engagement
- set goals to improve your practice through professional learning and skills development
- use a shared language to engage effectively with colleagues
- develop your career progression through different stages.
Teachers work collaboratively with paraprofessional educators to improve outcomes for students. The Standards enable teachers to:
- set clear expectations for the paraprofessional educators they work with
- prepare paraprofessional educators for their role
- use a shared language to communicate and engage effectively with paraprofessional educators
- identify gaps in the professional knowledge, practice, and engagement of the paraprofessional educators they work with
- assist the paraprofessional educators they work with to improve their practice
School leaders facilitate whole school collaboration that builds the expertise of teaching teams, and improves outcomes for all students. The Standards enable school leaders to:
- use nationally consistent parameters to define the job role of paraprofessional educators
- deploy paraprofessional educators to maximise student outcomes
- measure and improve the professional development and performance of paraprofessional educators
- promote high impact collaborative teaching and learning practice
The Standards also provides a framework that can be used by education departments, and other organisations to guide the effective deployment, preparedness, and practice of paraprofessional educators.
How are the Standards organised?
The standards are organised into three domains: Professional Knowledge, Professional Practice, and Professional Engagement. These domains describe what paraprofessional educators know, understand, and do, and how they interact with others, and are modelled on the Australian Professional Standards for Teachers.
We wish to thank the following educators for participating in the first IRG meeting on 20 October 2021:
Leanne Hillman, Bolster Education NSW | Sharon Stone, Deputy Principal, Tallowwood School, NSW | Sharon Crowther, Teacher, TAFE – Miller, NSW | Pragati Bhat, Teacher/ Assistant Principal, Ponds School, NSW | Benjamin Gaske, Principal & Haley Will, Teacher Aide, Landsborough State School, QLD | Sarah Trussell, Executive Assistant, Lucindale Area School, SA |Angela Toniolo, Education Support, Mt Beauty Primary School, VIC |Jane Keating, Administrator, Padua College, VIC | Michelle Nunn, Principal, Newbury Primary School, VIC | Jane Wenlock, Coordinator Learning Support, Kolbe Catholic College, VIC |
Guest: Kerrie Atkins, Senior Director, Business Improvement & Support Team, Education Directorate, ACT Government
