AITSL Annual Report 2011-12 - Australian Institute for Teaching and ...

AITSL is funded by the Australian GovernmentAnnual Report2011–2012

© Australian Institute for Teaching and School Leadership (AITSL)This publication is subject to copyright. Except as permitted under the CopyrightAct 1968, no part of the publication may be reproduced by any process withoutwritten permission. Enquiries should be addressed to the Australian Institute forTeaching and School Leadership Limited.ACN 117 362 740Published September 2012Australian Institute for Teaching and School Leadership (AITSL)Corporate440 Collins StreetMelbourne VIC 3000AustraliaAustralian Institute for Teaching and School Leadership (AITSL)Level 4, 154 Melbourne StreetSouth Brisbane QLD 4101AustraliaAustralian Institute for Teaching and School Leadership (AITSL)Assessment for Migration71 Leichhardt StreetKingston ACT 2604Australiawww.aitsl.edu.auISSN 1839-38292 AITSL Annual Report 2011–2012

From the ChairI am delighted to present this report on theoperations of the Australian Institute for Teaching andTeachers and school leaders play a vital rolein helping children and young people grow toambition agreed by all Australian Education Ministersin the Melbourne Declaration on Educational Goals for Young Australians of 2008.progress against the challenging work program that Ministers have set for us.of innovative national polices that were closely informed by Australian and internationalexperience and research. We are acutely conscious that AITSL’s mission to help buildconditions of equity and excellence in education for all young Australians must be drivenby a strong international evidence base, with lessons drawn to relate to varied Australianconditions. Importantly, we have a deep and abiding commitment to being involved in aconstructive and collaborative relationship with all the jurisdictions and sectors.In the last twelve months, we have publicly celebrated the superb achievements ofthe nation’s teachers and school leaders. We have also made substantial progressprofessional learning charter for teachers and school leaders. These will be presented toMinisters in August 2012.optimism as we work with educators across Australia on delivering policies and materialsto support the cultivation of excellence.Our achievements would not have been possible without the contribution of thededicated people who make up the AITSL Board. In March 2012 the members of AITSL’sfoundation Board completed their terms as Directors. I want to pay tribute to theirprofessionalism, their expert knowledge, their hard work and their passion for education.continues to build on that strong foundation.We thank the profession for their commitment and passion for education and theirimportant contributions to shaping and enhancing AITSL’s work.Anthony MackayChair6 AITSL Annual Report 2011–2012

AITSL Board, 1 April 2012-30 June 2012:Back row: Stephen Elder, Richard Bolt, Norm Hart, Geoffrey Newcombe, Angelo Gavrielatos.Front row: Patrick Lee, Bill Louden (Deputy Chair), Anthony Mackay (Chair), Julie Grantham.AITSL Annual Report 2011–20129

Directors’ ReportThe Directors of the Australian Institute for Teaching and School Leadership present30 March 2012.Anthony Mackay (Chair)Bill Louden (Deputy Chair)Gary BarnesAllan BlagaichDonna BridgeStephen ElderAngelo GavrielatosLorraine HodgsonKerry KavanaghPatrick LeeGeoffrey NewcombeAllan ShawSue WillisFollowing a review of its size and composition, the AITSL Board was reduced in size from1 April 2012. The Directors listed immediately below were all Directors from 1 April 2012Anthony Mackay (Chair)Bill Louden (Deputy Chair)Geoffrey NewcombeStephen ElderAngelo GavrielatosPatrick LeeNorm HartRichard Bolt12 AITSL Annual Report 2011–2012

ChairAnthony Mackay – nominated by the Australian GovernmentBEc BEd MA FACE FACEL FIPAAVAnthony Mackay is CEO, Centre for Strategic Education (CSE)Melbourne, Chair, Australian Institute for Teaching and SchoolLeadership (AITSL), and Deputy Chair, Australian Curriculum,Assessment and Reporting Authority (ACARA).Mr Mackay is Co-Director of the Global Education Leaders Programadvisor to OECD/CERI. He is the Immediate Past President of the International Congressfor School Effectiveness and Improvement (ICSEI) and is a founding member of theGoverning Council of the National College for School Leadership in England.Melbourne, a Board Director of the Australian Council for Educational Research, the AsiaEducation Foundation, and the Foundation for Young Australians.His policy advice, consultancy and facilitation work focuses on education strategy forGovernment departments, bodies and agencies, think tanks and leadership teams inAustralia, Asia, Europe and North America.Bill Louden – nominated by the Australian GovernmentBA DipEd BEd MEd PhD FACEof Western Australia. He has worked as a secondary English teacher,in curriculum and policy roles in the Western Australia Department ofEducation, and as a university teacher, researcher and dean of educationand Pro Vice Chancellor. His research interests include literacy,standards and educational change, and his recent research has soughtto identify classroom teaching practices that most contribute to students’ intellectualgrowth. Professor Louden was a member of the National Inquiry into the Teaching ofLiteracy and chaired the WA Government’s Literacy and Numeracy Review Taskforce.He was Chair of the Curriculum Council of Western Australia from 2006 to 2011.Professor Louden was a member of the Australian Curriculum, Assessment andReporting Authority from its establishment in 2008 until May 2012. A Fellow of therespectively. He is a Fellow of the Australian College of Educators and in 2010 receivedthe Australian Council of Deans of Education Outstanding Service to Education Award.AITSL Annual Report 2011–201213

Richard Bolt – nominated by the Victorian GovernmentBEng MPPMRichard Bolt joined the Department of Education and Early ChildhoodDevelopment as Secretary in August 2011 with responsibility for advisingon and managing the State’s role in early childhood development,school, vocational education and higher education services.of Primary Industries. As Secretary, Mr Bolt led the Department in itsrole to enable the sustainable development of Victoria’s agriculture, earth resources,regulation, and transport security. He began his career in Victoria as an engineer with theState Electricity Commission before spending several years as a researcher for variousSenators.Mr Bolt holds a Bachelor’s degree in Electrical Engineering and a Master’s degreein Public Policy and Management. He was Deputy Chair of the former State-TerritoryNational Emissions Trading Task Force, is chair of the Grampians Regional ManagementForum and was a member of the Murray Darling Basin Commission.Donna Bridge – nominated by the Australian GovernmentBA (Ed)Donna Bridge was appointed Principal of Fitzroy Valley District HighSchool in Fitzroy Crossing in 2011, having been Principal of EastKalgoorlie Primary School since 2005. Ms Bridge has had adistinguished career in education in regional Western Australia sinceCanada concerning ways of breaking cycles of disadvantage. In 2008 she was awardedan Aboriginal Education Award for outstanding leadership in Aboriginal education. In2009 East Kalgoorlie Primary School was awarded a national award of excellence throughDare to Lead.Ms Bridge is an Executive Member on the National Aboriginal and Torres Strait IslanderPrincipal Association. Her skills in Indigenous education, change management andcommunity capacity-building are driven by a belief that strong community/schoolpartnerships improve outcomes and ensure that children get the best start to formallearning.AITSL Annual Report 2011–201215

Jenny Cranston – nominated by the Tasmanian GovernmentBA Grad DipEd MAdminTasmania, a member of Colony 47’s Partnership Brokers Board andundertakes educational consultancy work. On moving to Tasmania inGeneral Manager, Strategic Policy and Performance and DeputySecretary, Corporate Services. Prior to that, she was Deputy DirectorGeneral in the Queensland Department of Education and Training with responsibility foreducation policy, legislation and regulation, higher education, curriculum, Indigenouseducation and international education and oversaw the operations of the state schoolingsystem - around 1200 state schools across 10 regions.Ms Cranston holds a Bachelor of Arts and a Graduate Diploma in Education from theStephen Elder – nominated by the National Catholic EducationCommissionDipEd BEdStephen Elder has been Executive Director of the Catholic EducationA former teacher, he received an honorary award from the AustralianCouncil for Health, Physical Education and Recreation and the VictorianAssociation for Gifted Education in 1998, and in 2002 received an award from theKoorie Education. Among his other appointments, he is a member of the Senate of theDirector of the Catholic Education Commission of Victoria, a Director on the Board ofManagement of Church Resources, a Director of Catholic Network Australia Ltd and a16 AITSL Annual Report 2011–2012

Angelo Gavrielatos – nominated by the Australian Education Union(AEU)GradDipEd BA (Hons)Angelo Gavrielatos has been Federal President of the Australianfrom 2003. He was Senior Vice/Deputy President of the NSW TeachersFederation from 2002 to 2008. Mr Gavrielatos worked as a secondaryteacher in Green Valley in south-western Sydney before working as ateachers’ federation organiser in western Sydney from 1992 to 2002. HeDiploma in Education from the Sydney Institute of Education.Julie Grantham – nominated by the Queensland GovernmentBA BEd M EdDepartment of Education, Training and Employment since 2009, havingserved as Assistant Director-General, Education Queensland, andDeputy Director-General and Director-General of the Department ofsupervisor of school principals, Ms Grantham holds a Diploma ofBachelor’s and Master’s degreesLorraine Hodgson – nominated by peak professional bodies withinthe education sectorDipTeach (Special Education)Lorraine Hodgson is a director of the Australian Professional Teachers’Association (APTA) and is Assistant Principal at Nemarluk School inDarwin. She has been teaching for 34 years. In 2008 she was awardedCouncil of Professional Teaching Associations (now APTA) to increaseawareness of leading international practice in teaching and leadership,building collaborative networks and sharing experience. Ms Hodgson is a member of theNorthern Territory Teacher Registration Board, an executive member of the AustralianAssociation of Special Education (NT Chapter) and Australian Council for Educationalshe has been involved since May 2007.AITSL Annual Report 2011–201217

Kerry Kavanagh – nominated by the South Australian GovernmentDip Teach BEd PhDDr Kerry Kavanagh is Director, Workforce Development, for the SouthAustralian Department of Education and Children’s Services, where sheis responsible for leading South Australia’s reforms on teacher andleadership quality and workforce development initiatives for schoolsupport staff. Dr Kavanagh’s extensive experience in education includeswork as a classroom teacher and as a school principal. She has workedcurriculum writer. She counts an Australian Research Scholarship among the grants andscholarships she has received and has represented the department in internationalforums. She is a member of the South Australian Voices of Women Board and TeacherEducation Taskforce. She was awarded her PhD in 2004.Patrick Lee – nominated by the New South Wales GovernmentBTh BA GradDipEd MEdStPatrick Lee was appointed Chief Executive of the NSW Institute ofManager, Initial Teacher Education and Professional Learning, at theNSW Institute of Teachers. He is a former advisor to the NSW Ministerfor Education and Training and has held various roles in the IndependentGeoffrey Newcombe – nominated by the Independent SchoolsCouncil of AustraliaBSc DipEd MEdAdmin PhD GAICDDr Geoffrey Newcombe has been Executive Director of the Associationpreviously been AIS Director of School Governance and IndustrialRelations. Dr Newcombe began teaching in 1969 and has extensiveschool governance and management experience, having been headand business manager in a number of independent schools in the past25 years. In 2007 Dr Newcombe established the Independent Schools TeacherAccreditation Authority to help raise the professional status of teachers in the NSWand ACT independent sectors. The authority supports the NSW Institute of Teachers informally recognising teachers’ achievements in the classroom, school and educational18 AITSL Annual Report 2011–2012

Jeff Rosewarne - Nominated by the Victorian Government(from 20 April 2011)DipBusand Early Childhood Development from December 2010 until August2011, when he was appointed Secretary of the Department of PrimaryIndustries. Between 2003 and 2010 Mr Rosewarne was Deputy Secretaryheld executive positions in the Department of Treasury and Finance.responsible for establishing the Authority.Allan Shaw – nominated by peak principals’ associationsGradDipEd AssocDipArt MEd FACELAllan Shaw was Chief Executive of the Association of Heads ofIndependent Schools of Australia (AHISA) from 2005 until April 2012,when he returned to a senior position in an independent school, to applythe knowledge gained through his national role in a practical context.Mr Shaw has career experience from outside schools as well as manyyears of teaching and school leadership experience in secondary andupper primary schools across three sectors and in three states and territories. AsFoundation Principal, he oversaw the growth of Peter Moyes Anglican Community Schoolfrom prospective earth works to a school of 1000 boys and girls from four year oldsthrough to Year 12 and over 90 staff. His skills and interests include associationleadership and management, school leadership, and powerful learning for school agestudents. He has a particular interest in cognitive research as applied in schools, and inthe use of network and social technologies.AITSL Annual Report 2011–201219

Jim Watterston – nominated by the Australian Capital TerritoryGovernmentDipEd BEd Dip Ed Admin P-Grad Med Admin EdDGroup in the Victorian Department of Education and Early ChildhoodDevelopment in 2012. Prior to that, Dr Watterston, a former teacher andEducation and Training. Before that appointment he was RegionalDirector of the Eastern Metropolitan Region, Victorian Department ofEducation and Early Childhood Development. A former Director of Schools in the WestCoast Education District in Western Australia, Dr Watterston has also worked as asuperintendent of education, a primary school principal and a district high schoolprincipal. Dr Watterston is National President of the Australian Council of EducationalLeaders (ACEL).Sue Willis – nominated by the Australian Council of Deans ofEducation (ACDE)BSc DipEd PhDProfessor Sue Willis is Pro Vice-Chancellor (Social Inclusion), MonashMonash.Professor Willis began her career in Western Australia as a secondarymathematics teacher before moving into curriculum development andthen university teaching and research. Her research, curriculum andprofessional development work have had two foci: mathematics and numeracy; andequity and social justice in and through education.Professor Willis has engaged extensively in consultancy and policy work and served on anumber of Boards and Steering and Consultative Committees at state and national levels.Sue is currently President of the Council for the Humanities, Arts and Social Sciences(CHASS) and is a past member of the Board of the Victorian Curriculum and AssessmentAuthority, chairing its Post Compulsory Curriculum and Assessment Committee, as wellas Past President of the Australian Council of Deans of Education (ACDE).20 AITSL Annual Report 2011–2012

ChairAnthony Mackay – nominated by the Australian GovernmentBEc BEd MA FACE FACEL FIPAAVBill Louden – nominated by the Australian GovernmentBA DipEd BEd MEd PhD FACERichard Bolt – nominated by the Australian Education, EarlyBEng MPPMStephen Elder – nominated by the National Catholic EducationCommissionDipEd BEdAngelo Gavrielatos – nominated by the Australian EducationUnion (AEU)GradDipEd BA (Hons)Julie Grantham - nominated by the Australian Education, EarlyBA BEd MEdPatrick Lee – nominated by the Australian GovernmentBTh BA GradDipEd MEdStGeoffrey Newcombe – nominated by the Independent SchoolsCouncil of AustraliaBSc DipEd MEdAdmin PhD GAICDContinued...AITSL Annual Report 2011–201221

Norm Hart – nominated by peak principals’ associationsDip Teach BEd St MEdNorm Hart has been president of the Australian Primary Principalscareer on Palm Island, Queensland in 1975. He was appointed as aprimary school teaching principal in 1978. Over the last thirty years hehas led small one-teacher schools through to large schools with over 700students. He has also held the positions of president of the QueenslandAssociation of State School Principals and the Australian Government Primary PrincipalsAssociation.As APPA president, Mr Hart represents principals in Government, Catholic andindependent primary schools across Australia.22 AITSL Annual Report 2011–2012

CEOMargery EvansShe has had a long career in teaching and educational leadership duringwhich she has held positions as teacher, school principal, district directorand most recently roles in senior system leadership.Education Department and was the Executive Director, HumanResources and Workforce Development in South Australia. Prior to becoming the CEOof AITSL, Ms Evans was Deputy Director General of the Western Australian Departmentof Education and Training where she was responsible for improving the performance ofpublic schools and raising standards of student achievement and teacher and schoolleader quality.Shelagh Whittleston2011. She was responsible for the early establishment and accountabilityarrangements of the organisation. Ms Whittleston led the development ofthe National Professional Standard for Principals, developed the originalAITSL corporate identity and was responsible for the communicationsand stakeholder engagement strategy.Prior to joining AITSL Ms Whittleston worked for the Australian Government Department ofEducation, Employment and Workplace Relations and held a number of senior positionsacross the three education sectors. Most recently she worked in the area of schoolspolicy and reform and led the implementation of the Digital Education Revolution andNational Computers in Schools Program. She has represented Australia at the OECDyoung people at risk and higher education.AITSL Annual Report 2011–201223

General ManagerEdmund MissonMelbourne. His responsibilities include the Australian TeacherAccomplished and Lead teachers, work on initial teacher educationincluding the national approach to accreditation of initial teachereducation programs, work towards nationally consistent teacherPrior to joining AITSL Mr Misson was General Manager, Youth Transitions in the VictorianDepartment of Education and Early Childhood Development. He advised the Victoriangovernment on a range of education, training and other social policy issues for 15 years.Mr Misson has a Master’s degree in public administration.General ManagerGeorgina Webb31 December 2011. Whilst with AITSL, Dr Webb was responsible foroverseeing a range of strategic policy and program managementprojects, primarily in the spheres of professional learning, research,innovation and evaluation strategy and recognition.Dr Webb had previously worked with the Department of Education,Employment and Workplace Relations, where her responsibilities included managing theAustralian Government Quality Teaching Program, chairing Australia’s participation in theOECD study Teachers Matter (2005), and establishing the National Institute for QualityTeaching and School Leadership. She also held management roles in school-basedvocational education and learning, a departmental Council of Australian Governments(COAG) taskforce, whole-of-portfolio strategic policy development and nationalcurriculum initiatives.Prior to that Dr Webb worked in research and policy roles in the ACT Board of SeniorSecondary Studies and the Queensland Board of Senior Secondary School Studies,preceded by more than 15 years as a teacher and school leader in Queenslandsecondary schools.24 AITSL Annual Report 2011–2012

General ManagerKeren CapleKeren Caple joined AITSL in October 2010. Her responsibilities asGeneral Manager include the National Professional Standards forTeachers, the National Professional Standard for Principals,Communications and AITSL’s online and social media presence.2012 when she relinquished that role and assumed responsibility for thework on professional learning, recognition and research, innovation and evaluation.Ms Caple’s early career included positions as teacher, school leader and educationEducation, she worked in areas including K-12 curriculum and professional learning. Shewas the Principal Consultant to the Executive Director, School Support Programs, workingacross program areas such as K-12 curriculum, disability, behaviour and well-being, ICT,gifted and talented education, school policy and state-wide specialist service delivery.Ms Caple has also spent time in the Middle East as an education consultant to thegovernments of Abu Dhabi and Qatar. During this time she oversaw strategic planning for,and implementation of, curriculum reform agendas in the Health and Physical Educationlearning area and a nation-wide professional learning program.Madeleine ScullyMs Scully also assumed the role of General Manager Corporate fromMs Scully’s experience across education and training includesmanagement roles in policy development and implementation, qualityimprovement, human resources, organisational development andexecutive services as well as senior roles in executive co-ordination, strategic reform andCommonwealth-State Relations.Diploma in Applied Corporate Governance through Chartered Secretaries Australia.AITSL Annual Report 2011–201225

Don AbellInstitute of Chartered Accountants in Australia.CommitteesMr Abell has extensive experience in professional accounting overmore than 30 years, including 25 years as a partner within the charteredboard chairman for a number of companies.Audit and Risk CommitteeThe primary objectives of the Audit and Risk Committee are to provide independentassurance and assistance to the Board of Directors on the Australian Institute forthe functions required under section 44 of the Commonwealth Authorities and CompaniesAct 1997.The Audit and Risk Committee’s charter outlines the Committee’s composition, its roleand responsibilities, and reporting and administrative arrangements.Following the changes to the AITSL Board, the Committee’s membership was reduced tothree from 1 April 2012.Finance CommitteeThe AITSL Board of Directors established the Finance Committee in March 2010 to assistCorporations Act 2001 and the Commonwealth Authorities and Companies Act 1997.The Finance Committee Charter outlines the authority, composition, purpose, role andresponsibilities, reporting and administrative arrangements.Following the changes to the AITSL Board, the Committee’s membership was reduced tofour from 1 April 2012.Remuneration CommitteeThe Remuneration Committee advises the Board of Directors on the salary, conditions,and performance of the Chief Executive.Meetingsmeetings. The Remuneration Committee held one meeting.26 AITSL Annual Report 2011–2012

The number of meetings attended by each Director is shown below. ** Mr Richard Bolt was appointed as a Director from 1 February 2012*** Mr Norm Hart was appointed as a Director from 1 April 2012AITSL Annual Report 2011–201227

AITSL was established to provide national leadership in promoting excellence in theprofession of teaching and school leadership.On 14 December 2009 the then Minister for Education, Employment and WorkplaceRelations issued a Letter of Expectation for AITSL, on behalf of all the members ofthe Ministerial Council for Education, Early Childhood Development and Youth Affairs(MCEECDYA). The letter outlined priorities and expectations, including how AITSL wouldwork with the Ministerial Council, the Commonwealth Minister and stakeholders, andits budget. On 23 March 2012 the Minister for School Education issued a new Letterof Expectation for AITSL on behalf of all members of the Standing Council on School continued to support the implementation by schools, sectors and systems of theNational Professional Standards for Teachers through a new website, 17 pilot projectsand illustrations of practice across the seven standards at all four career stages led a project to enhance opportunities for teachers to be adequately prepared toteach Aboriginal and Torres Strait Islander students, and to understand and respectAboriginal and Torres Strait Islander cultures, histories and perspectives to promotereconciliation in line with the National Professional Standards for Teachers - Standards1.4 and 2.4 partnered with the Asia Education Foundation in a project to explore and provideadvice on measures to build an Asia-capable teaching workforce that actively engagesstudents in becoming Asia literate continued to support the implementation of the endorsed Standards and Proceduresfor accreditation of initial teacher education programs, including through training anddevelopment and guidance materials, and to provide advice to Ministers on initialteacher education matters worked with the early childhood sector on application of initial teacher educationprograms and accreditation for teachers in the sector brokered a nationally consistent approach to teacher registration which was endorsedby Ministers in October 2011 was endorsed by Ministers in April 201228 AITSL Annual Report 2011–2012

commissioned supporting research and developed a consultation proposal foran Australian Teacher Performance and Development Framework for skilled migration as a teacher program - Local Leadership - to support the Empowering Local Schools initiative continued to promulgate the National Professional Standard for Principals, includingthrough a roadshow, an interactive online School Leadership Development StrategiesClearinghouse and a range of materials endorsement an Australian Charter for the Professional Learning of Teachers andSchool Leaders developed and managed a national online Professional Learning Flagship Program:Leading Curriculum Change in the context of the Australian Curriculum, with more than2000 teachers registered managed the new Australian Awards for Outstanding Teaching and School Leadership,sabbaticals and facilitated them sharing these experiences online. Nominations for the commissioned a range of quantitative and qualitative research and evaluation to informAITSL’s work and contribute to the evidence base within the national and internationaleducation community completed the transition to a smaller Board in line with the recommendations of a an operating surplus of $3.891m.further information on the operating result.the results of those operations.AITSL Annual Report 2011–201229

It is expected that by the end of 2012 AITSL will have: Australian Teacher Performance and Development Framework and soughtMinisterial Council endorsement Australian Charter for the Professional Learning of Teachersand School Leaders and sought Ministerial Council endorsement further progressed work on standards and accreditation and registration for teachers inthe early childhood sector and recognition ceremony for the 2012 Australian Awards for Outstanding Teachingand School Leadership continued to produce materials, support and advice for systems, sectors and theprofession based on the Standards to support teacher accreditation, registration andDisclosure relating to Directors’ remuneration is included in Note 8 of the company’sSitting fees for Board Directors were paid in accordance with relevant determinations ofthe Remuneration Tribunal, together with reimbursement for reasonable out-of-pocketexpenses.During the year the company paid insurance premiums to Comcover to indemnify itsNo person has applied for leave of Court to bring proceedings on behalf of the companyor intervene in any proceedings to which the company is a party for the purpose of takingresponsibility on behalf of the company for all or any part of those proceedings. Thecompany was not a party to any such proceedings during the year.30 AITSL Annual Report 2011–2012

AITSL has established controls to support the prevention, detection, investigation andreporting of fraud.Environmental issuesregulation under the law of the Commonwealth or of a State or Territory.A copy of the Auditor’s Independence Declaration as required by section 307C of theCorporations Act 2001 is set out on Page 57 of the Financial Report and forms a part ofSigned in accordance with a resolution of the Board of Directors.Anthony MackayDirectorDated: 24 August 2012AITSL Annual Report 2011–201231

Report on operationsThe Australian Institute for Teaching and School Leadership (AITSL) is an integral partof the national education architecture. In collaboration with the Australian Curriculum,Assessment and Reporting Authority (ACARA) and Education Services Australia (ESA),AITSL works to bring about transformational change to deliver high-quality outcomes ineducation for all young Australians.AITSL continues to contribute to the implementation of the Melbourne Declaration onEducational Goals for Young Australians and the Aboriginal and Torres Strait IslanderEducation Action Plan.AITSL’s role, as set out in the Letter of Expectation, is to: develop and maintain rigorous national professional standards for teachingand school leadership standards foster and drive high-quality professional development for teachers and schoolleaders through professional standards, professional learning and a nationalapproach to the accreditation of pre-service teacher education courses undertake and engage with international research and innovative developmentsin best practice administer annual national awards for teachers and school leaders work collaboratively with government and non-government school systems, keystakeholders including professional associations and education unions, teachereducators, business and school communities, and ACARA and ESA the credentials of people seeking skilled migration to Australia as pre-primary, primary,secondary and four new categories of special education teachers support and recognise high quality professional practice.32 AITSL Annual Report 2011–2012

Professional Learning ConventionA major event of the AITSL calendar was the Professional Learning Convention. Leadinginternational experts in education were invited to share their insights with over 500members of the profession at Etihad Stadium in Melbourne in February 2012.organisation responsible for high quality professional learning programs, was one of twoexpert facilitators. Vicki Phillips was the second. Vicki is the Director of Education, Collegeshared their insights on professional learning for teachers with staff from organisationswho had collaborated with AITSL to develop case studies showing how schools andteachers were implementing the National Professional Standards for Teachers. Theyalso delivered plenary keynote talks describing the effective strategies in operationinternationally to respond to the call for professional improvement. A further keynoteaddress was given by Adam Smith, who as one of Australia’s youngest CEOs, led TheFoundation for Young Australians.A parallel program was held at the Convention for educators participating in AITSL’sProfessional Learning Flagship Program: Leading Curriculum Change. This NationalCollaborative Forum was an opportunity for participants to share their learning, deepentheir national network and contribute to the evaluation of the Leading Curriculum Changeprogram.Anthony Mackayand Vicki PhillipsAdam SmithFrederick BrownAITSL Annual Report 2011–201233

The National Professional Standards for Teachers (the Standards) were endorsed bythe Ministerial Council for Education, Early Childhood Development and Youth Affairs(MCEECDYA) in late December 2010 and released on 9 February 2011. The developmentand endorsement of the Standards was a crucial milestone in Australia’s nationaleducation reform agenda.The Standards promote excellence in teaching and provide a nationally consistent basiselements of high-quality, effective teaching in 21st-century schools, which should result inimproved educational outcomes for students.The Standards provide a framework that makes clear what teachers need to know anddo across their career trajectory. They present a common understanding and languageto enable professional conversations between teachers, teacher educators, teacherorganisations, professional associations and the public. This common understanding ofprofessional expertise from undergraduate to exemplary classroom practitioner andcollegial leader.also underpin the continuous improvement of professional practice at each stage of ateacher’s career.In 2011 AITSL collaborated with a range of peak body stakeholder groups to develop thewebsite at teacherstandards.aitsl.edu.au/IllustrationsThe illustrations, which provide a visual representation of focus areas and theirdescriptors, aim to assist teachers to interpret the meaning of elements of the Standards.The illustrations demonstrate practice in a range of learning environments and across thespectrum of student cohorts.The illustrations will continue to be developed with the cooperation of the professionto further enable the Standards to be clearly understood and embedded in teachingpractice.34 AITSL Annual Report 2011–2012

Teacher Feature was the result of another collaboration in 2011 with members of thethe profession. These range from the motivations of individuals entering the profession,to the achievements and challenges they had experienced and the rewards of teaching.The aim of this website is to showcase in snapshots the professional expertise, driversand humanity of teachers. All professionals visiting the site are invited to upload their ownTeacher Feature and add to this picture of Australian teaching. The site can be found atteacherfeature.aitsl.edu.auAITSL Annual Report 2011–201235

Following comprehensive consultation, a proposal for a national approach toaccreditation for initial teacher education programs was submitted to and endorsed byMCEECDYA in April 2011. National accreditation is based on the Graduate career stageof the National Professional Standards for Teachers, agreed National Program Standards,and an agreed national accreditation process to be implemented by all state and territoryteacher regulatory authorities.During November 2011, approximately 150 prospective accreditation panel membersundertook a national training program to prepare them to make consistent judgementsabout whether programs submitted meet the Graduate and Program Standards.The National Initial Teacher Education Advisory Committee (NITEAC), established byAITSL to provide it with advice about all matters relating to initial teacher education,implementation of the Program Standard requiring entrants to initial teacher education tohave personal literacy and numeracy levels placing them in broadly the top 30% of thepopulation or to have achieved these levels by graduation.AITSL has initiated work with curriculum and assessment authorities in the states andterritories and with the Australian Council of Deans of Education (ACDE) to establishbenchmarks and to develop a national framework within which providers will ensurethat all initial teacher education graduates have achieved these levels of literacy andnumeracy.AITSL and the teacher regulatory authorities have been cooperating in the developmentof a set of elaborations of the content provisions of the National Program Standards,providing clarity around requirements in priority content areas.36 AITSL Annual Report 2011–2012

In October 2011, MCEECDYA endorsed AITSL’s proposal for a framework to ensurenational consistency in the registration of teachers. While adopting the NationalProfessional Standards for Teachers as the basis for registration forms the cornerstone ofthis framework, it also addresses other key elements of the regulation of the profession.of registration and requirements for periodic renewal; alternative authorisation to teach;In consultation with regulatory authorities, guidelines have been developed to supportprovisionally registered teachers in collating and presenting evidence of achievementNational Professional Standards for Teachers andhence their eligibility for full registration status. AITSL is continuing to monitor and supportthe implementation of the elements of nationally consistent registration, with a view torealising the commitment of all teacher regulatory authorities to the framework’s fullimplementation by early 2013.AITSL Annual Report 2011–201237

National Partnership on Improving TeacherQualityAccomplished and Lead teachers.AITSL commenced extensive Australia-wide consultation on a proposal for a nationallyand analysis of existing national and international practices, invited written submissions,focus group workshops, targeted meetings, and think tanks bringing together nationaland international experts.The proposal for a and Lead Teachers: Principles and Major Features was endorsed for consultationby Education Ministers in October 2011. AITSL continued to consult and work withbroader education community across Australia.Accomplished and Lead teachers on 20 April 2012 at the Standing Council on SchoolEducation and Early Childhood (SCSEEC).AITSL will develop and trial materials to support implementation.Early ChildhoodIn April 2011, the Ministerial Council requested that AITSL develop a paper settingout future work in relation to early childhood services and staff, in conjunction with theEarly Childhood Development Working Group, AEEYSOC and the Australian Children’sEducation and Care Quality Authority (ACECQA).The Working Group developed a work plan to address areas such as the accreditation ofthe purposes of migration and teacher standards.AITSL and ACECQA undertook a project to explore the application of the NationalProfessional Standards for Teachers to teachers in early childhood settings. AITSL hascommissioned the development of Illustrations of Practice to demonstrate the Standardsin early childhood settings.38 AITSL Annual Report 2011–2012

FrameworkIn October 2011, the Ministerial Council for Education, Early Childhood Developmentand Youth Affairs (MCEECDYA) requested that AITSL commence work on developinga national framework for teacher development and performance.AITSL developed a draft Australian Teacher Performance and Development Framework:Consultation Proposal which was informed by: international and national research, both in education and approaches to performanceand development in other sectors national consultation including mapping of existing practices of teacher performanceand development advice from expert writers and opinion leaders a Round Table including AITSL Board members, teacher employers, regulatory engagement of an international expert advisor as a critical friend.The draft Framework was presented at the Standing Council on School Education andEarly Childhood (SCSEEC) on 20 April 2012 and released as a consultation proposal.AITSL has undertaken a phased and devolved consultation process around theFramework. Extensive national consultation on the Framework itself was undertaken fromand independent school sectors, teacher unions, principal associations, professionalassociations, regulatory authorities, teacher educators and other interested groups andindividuals. The submissions were overwhelmingly supportive of the direction of theFramework, and saw it as well aligned with, but building on, existing practice.and non-government education sectors, unions and principal associations, to raiseawareness of the Framework and consult on issues relating to implementation. AITSL hasdeveloped material to support this consultation across the nation, and will develop andprovide a range of materials to support implementation.Australian Teacher Performance and Development FrameworkMinisterial endorsement, implementation will commence in 2013, with the pace andmethod of implementation determined by jurisdictions and school sectors.AITSL Annual Report 2011–201239

Professional LearningProfessional Learning Flagship Program: Leading Curriculum Changewere over 2000 educators from more than 1300 Australian schools registered in theprofessional learning community.Leading Curriculum Changecurriculum change in their local context, including the implementation of the AustralianCurriculum. The program includes 13 structured modules, facilitated forums for specialinterest groups, a project planning framework and a peer review process, all deliveredvirtually.To connect more schools from rural, regional and remote areas with the LeadingCurriculum Change program and to share other resources, AITSL has developedstrategies to support teacher and school leader quality, including ten Principals’ Forumsin regional New South Wales, Victoria, Queensland and Tasmania between May andprogram and with AITSL’s work.Australian Charter for the Professional Learning of Teachers andSchool LeadersThe draft Charter was endorsed for consultation by the Ministerial Council for Education,Early Childhood Development and Youth Affairs (MCEEDYA) in October 2011.The consultation opened with a National Forum at which both Professor Michael Fullanprovide feedback through dedicated meetings and a national survey.presented to the Australian Education, Early Childhood Development and Youth AffairsThe Charter, in conjunction with the National Professional Standards for Teachers, theNational Professional Standard for Principals and the Australian Teacher Performance andDevelopment Framework, promotes the central role of professional learning in improvingteacher and school leader practice. The Charter focuses on improvement throughrelevant, collaborative and future focused professional learning that results in changes toteacher and school leader practice and, in turn, improvements in student learning.AITSL will continue to work with the profession and those who support the profession toenact the Charter and to conduct longitudinal research into the impact of a high qualityprofessional learning culture on teacher quality and student outcomes.40 AITSL Annual Report 2011–2012

Initial Teacher Education – Professional Experience ProjectWith funding partners the New South Wales Institute for Teachers (NSWIT) and theQueensland College of Teachers (QCT), AITSL has established the Initial TeacherEducation – Professional Experience Project. The project involves the design and deliveryof a suite of modules to enhance the capacity of teachers to supervise professionalexperience. A Project Reference Group oversees this work and includes representativesfrom the Australian Council of Deans of Education, employing authorities fromQueensland and Victoria, and regulatory authorities NSWIT and QCT. In April 2012, anexpert working party was convened and a literature review and environmental scanwas commissioned to inform the work. A literature review and environmental scan wasStronger, Smarter Leadership moduleStronger,Smarter Leadershipto lead change in schools to improve the outcomes for Aboriginal and Torres StraitIslanders. This was completed and ready for testing with a view to release in 2012. Themodule examines critical elements of practice in schools working to make a differencesuch a difference and explores ways to enhance educational outcomes for Indigenousstudents.Empowering Local Schools InitiativeAITSL has responsibility for supporting the Australian Government’s Empowering LocalSchools initiative by providing national access to high quality professional developmentfor principals. AITSL has developed a national Flagship Professional Learning Program:Local Leadership to complement the Empowering Local Schools initiative.The program provides principals with professional learning, supports communitiesof practice and strengthens the provision of research and evidence around schoolenvironments with increasing empowerment.AITSL’s Flagship Professional Learning Program: Local Leadership has beendesigned to: support the Empowering Local Schools initiative provide principals with a deep knowledge and understanding of requirements to leadschools with greater levels of autonomy, linked to the National Professional Standard forPrincipals be innovative in content and delivery and demonstrate a focus on 21st century learning enable cross-sector engagement at a national level build and support strong communities of practice and a capacity for systemleadership.AITSL Annual Report 2011–201241

The Local Leadership Program will interface with the National Professional Standard forPrincipals, the National Professional Standard for Teachers, the Australian Charter forthe Professional Learning of Teachers and School Leaders and the School LeadershipDevelopment Strategies Clearinghouse.The Local Leadership Program is a three stage model as shown in the diagram below:Stage 1:Pre-conference andconferenceStage 2:Community of InterestStage 3:ShowcaseThe implementation of Intake 1 of the Local Leadership Programdetailed below:conference.working in a Community of Interest.empowerment.An evaluation of the pilot Flagship Professional Learning Program: Local Leadership isbeing conducted by an evaluation team from RMIT. The evaluation team will act in thecapacity of critical friend to the program, collecting information and reporting back atkey milestones throughout the implementation of the pilot so that the input from theevaluation can be used effectively to shape the development of programs that will follow.that two further programs will follow during 2013 and 2014.42 AITSL Annual Report 2011–2012

National Professional Standard for Principals (the Standard) was endorsedby the Ministerial Council for Education, Early Childhood Development and Youth AffairsThe Standard is a public statement that sets out what principals are expected to know,understand and do to achieve in their work.It is represented as an interdependent and integrated model that recognises threeleadership requirements: vision and values; knowledge and understanding; and personalqualities, social and interpersonal skills. A principal draws upon the three leadershipThe Standard provides: a framework for professional learning a basis to inform strategies for attracting, preparing and developing principals forleading 21st century schools a guide to inform the management of self and others.AITSL Annual Report 2011–201243

From mid-October until the beginning of December 2011, the AITSL roadshow providedprincipals, school and system leaders from all states and territories, across Government,Catholic and independent sectors, with the opportunity to work with Professor DamePatricia ‘Pat’ Collarbone. Instrumental in the writing of the Standard and an expert inroadshow participants.Dame Pat met with school and system leaders on the road to discuss: the crucial role of the principal in a school how the Standard was developed how the Standard provides an opportunity for members of the education profession todescribe the professional practice of effective principals and to make it accessible andmeaningful to the community.leaders with the opportunity to receive performance feedback from their school council,enable principals and school leaders to further engage with the National ProfessionalStandard for Principals and support the professional preparation, development and self-AITSL is funded by the Australian GovernmentNational ProfessionalStandard for PrincipalsJuly 201144 AITSL Annual Report 2011–2012

The School Leadership Clearinghousefollowing its development as Key Reform Project Six: School Leadership DevelopmentStrategies, under the Smarter Schools National Partnerships.The Clearinghouse aims to support the development of the knowledge and skills ofusers of the Clearinghouse.An interactive, online tool, the Clearinghouse has two key functions: a researchrepository; and a community of practice including a discussion forum and communitydatabase. The research repository highlights credible and current research from a varietyof national and international sources. By August 2012, all relevant records will be linkedvia metadata tags to the National Professional Standard for Principals.The community of practice is intended to support professional learning, networkingprofessional learning leadership practices through the community database. Plans areunderway to host a discussion forum with Professor Brian Caldwell about EmpoweringLocal SchoolsImproving TeacherQuality National Partnership: Leadership Development Plan for a database of professionaldevelopment resources.Work will be completed by September 2012 to refresh the Clearinghouse to maximisefunctionality and accessibility.AITSL Annual Report 2011–201245

InnovationAITSL is building a strong and credible reputation as being forward thinking, highlyconsultative and committed to excellence. This is an important platform from whichto build a culture of strategic innovation designed to achieve excellence throughimprovement and transformation across the Australian education landscape ofprofessional practice. AITSL is committed to developing and modelling powerfulAITSL’s commitment to innovation is driving new opportunities to support practices thatwill transform teaching and school leadership across Australia. Through projects thatchallenge boundaries, infuse technology and highlight exemplary practice, AITSL ismodeling to the profession new possibilities and ways to think differently about how toachieve success.Teacher Feature is an interactive online exchange for teaching professionals to sharetheir thinking and explore motivations in their work. Created to inspire excellence, this sitecurrently has uploaded examples of shared insights from practicing teachers.The Australian Awards’ Professional Learning Sabbaticals have created outstandingopportunities for online interaction with award winners as they investigate new ideas foracross the profession.Leading Curriculum Change was highlighted at the National Biennial Education Forumas an example of a national innovative model in professional learning delivery. Theonline design enables access to educators to have national professional conversations,user-friendly accessibility. Over 2000 educators are currently enrolled as participants.AITSL has created and continues to add to the Illustrations of Practice, an online bank ofauthentic examples of teaching practice aligned to the National Professional Standards forTeachers (the Standards). The Illustrations of Practice bring the Standards to life and area valuable resource for use in multiple contexts for practicing teachers and leaders. Theyoffer a diverse insight into how the Standards look in practice and set benchmarks ofexpectation for high quality teaching practice in diverse contexts from across Australia.46 AITSL Annual Report 2011–2012

projects and committed to using and modelling innovative practice across its workprogram.The research and evaluation has both informed AITSL’s work and contributed to acredible and defensible evidence base within the national and international educationcommunity. This work has been characterised by strong alignment with the nationaleducation reform agenda and a commitment to collaborating with national andinternational stakeholders, including education experts.undertaken by AITSL to inform AITSL’s work and proposed opportunities and approachesfor future AITSL-led research, innovation and evaluation activities.individuals and/or organisations to enter negotiations to support AITSL’s research andAITSL has commenced planning a longitudinal evaluation of the National ProfessionalStandards for Teachers (the Standards). The objective is to evaluate the effectivenessongoing standards-based work of both AITSL and stakeholders. It is intended that theevaluation will involve relevant stakeholders in a range of contexts across Australia andwill have commenced by the end of 2012.AITSL Annual Report 2011–201247

This project, which is funded by the Australian Government, contributes to theachievement of the goals of the MCEECDYA Aboriginal and Torres Strait IslanderEducation Action Plan. The project will enhance opportunities for new and existingteachers to be adequately prepared to teach Aboriginal and Torres Strait Islanderstudents and to understand and respect Aboriginal and Torres Strait Islander cultures,histories and perspectives to promote reconciliation.The project supports initial teacher education programs and existing teachers throughresearch and the development of materials that provide opportunities to meet Standards1.4 and 2.4 of the National Professional Standards for Teachers at the appropriate careerstages.AITSL is undertaking this project in partnership with the Queensland Department ofEducation, Training and Employment to conceptualise and oversee the initial teachereducation component of the project and, in particular, to coordinate the activitiesassociated with the project as a whole. The project is supported by a representativeSteering Group, the majority of whose members are Indigenous educators.conducted, and a number of Illustrations of Practice exemplifying the Standards in actionconclude in December 2012.This project is a partnership between AITSL and the Asia Education Foundation (AEF)resources and provides advice to the education community about measures required tobuild an Asia-capable teaching workforce that actively engages students in becomingAsia literate.The project will undertake and provide: a sample survey of teachers and principals with low, medium and high involvementwith Asia literacy, in three states and territories, to determine their knowledge andpractices in this cross curriculum area a survey of the professional learning resources currently used by teachers andprincipals a sample survey of teachers and principals about their ideas for potential futureprofessional learning resource development an assessment of available resources to determine whether there is a need for furtherand more targeted resources advice to the broader education community about providing better information toschools and teachers on the professional learning resources available.The outcomes of the project will be used to inform both initial teacher education and in-service48 AITSL Annual Report 2011–2012

In 2011, AITSL managed the inaugural Australian Awards for Outstanding Teaching andSchool Leadership (the Awards) on behalf of the Hon Peter Garrett AM MP, Minister forSchool Education, Early Childhood and Youth.The Awards celebrate and recognise the contribution of outstanding teachers andschool leaders across Australia. The Awards also aim to contribute to raising the statusof the teaching profession by supporting the development of a national community ofleading educators and building community awareness of the high quality of the teachingprofession.Nominations were received from Government, Catholic and independent peak schooleducation bodies across states and territories. Following a rigorous judging and selectionprocess including a national judging panel, referee checks and site visits, 39 state andThe national winners were: Australian Primary Teacher of the YearNorthern Territory Australian Secondary Teacher of the Year: David Henderson, Rossmoyne SeniorSecondary High School, Western Australia Australian Primary Principal of the Year: Lee Musumeci, Challis Early ChildhoodEducation Centre, Western Australia Australian Secondary Principal of the Year: David Hamlett, Taroona High School,Tasmania Excellence in Teaching or Leadership in Aboriginal and Torres Strait Islander Education:Graham Blackley, Bairnsdale Senior High School, Victoria.Standing, left to right:The Hon Peter Garrett AM MP,Minister for School Education,Early Childhood and Youth;Graham Blackley; Jo Sherrin;Lee Muscumeci; DavidHenderson. Seated:David Hamlett.AITSL Annual Report 2011–201249

Awards Ceremony in Melbourne on 13 October 2011. Special attendees included MinisterBoard members and educational leaders and organisation representatives.Garrett at the AITSL Professional Learning Convention. Nominations were sought in sixAustralian EarlyChildhood Teacher of the Year.and winners will be hosted by AITSL on 7 December 2012.Finalists in the Australian Awards gathered for thepresentation ceremony in Melbourne, October 2011.50 AITSL Annual Report 2011–2012

Consistent with the intent of the Awards to support the development of a community ofleading school educators, Award winners received a professional learning sabbatical towork with nationally and/or internationally recognised educational leaders, academicsand practitioners in an area of particular professional interest.sabbaticals. These focused on ways to improve student outcomes through investigationsinto areas of individual interest including: the role of social capital in supporting studentimprovement; effective strategies to enhance Indigenous students’ learning outcomes;the use of student perception surveys to improve classroom teaching; successfulstrategies for social and emotional learning that enhance student behaviour and learningoutcomes; and strategies to support literacy development in early childhood education.20 schools; met with four academics; and learnt from representatives of 14 educationalWinners have shared their knowledge and sabbatical experiences with their school,professional and broader communities through the Professional Learning Sabbaticalswebsite www.sabbaticals.aitsl.edu.au/, education journals, presentations and socialmedia forums. Since its launch in May 2012, the website has attracted an average of490 visitors per month, with 40% of the visitors returning more than once.to the AITSL Board and 2012 Award winners at the AITSL-hosted Professional LearningExchange event in December 2012.AITSL Annual Report 2011–201251

AITSL formed a nationally representative body, the Focus Group of the Profession, in2011 as an integral part of a stakeholder engagement strategy. The Group comprisedgroup was to review the supporting materials for the National Professional Standards forTeachers. Members examined illustrations of teaching practice in development to testtheir potential value to practitioners in illuminating the Standards and offered constructiveAn expanded group was reformed in 2012 in recognition of the vital role of the professionin reviewing AITSL material. The group will examine and offer comment on a broaderrange of the supporting products being developed for schools and teachers, includingprofessional learning materials, principals’ evaluation tools and further illustrations ofteaching practice.The practitioner lens, as offered by the focus group, has been recognised as an integralelement of AITSL’s governance structure in 2012. Contributions coming from the FocusGroup will be synthesised and included in the deliberations of AITSL’s formal committeesimprovement of teacher and school quality.Members of the Focus Group deliberating in Melbourne.52 AITSL Annual Report 2011–2012

Assessment for MigrationMigration Regulations 1994, for people migrating to Australia as a special needs teacher,teacher of the sight impaired, teacher of the hearing impaired and special educationAt the same time, the new fee structure agreed to by the AITSL Board in May 2011 wasintroduced.The AITSL , comprising representatives of the2011 and March 2012. The panel made a recommendation to the AITSL Board that froman IELTS (Academic) assessment with an average band score of 7.5 across all fourcomponents, with no score below 7.0 in any of the four components and a score of noless than 8.0 in speaking and listening. The only exemption from the IELTS requirementis for the completion of four years of higher education (including one year of initial teacherThe AITSL Board accepted the recommendation of the panel to align the Englishwere for secondary school teaching. The majority of applicants completed their initialThe most common country of birth for applicants seeking an assessment for migrationOf the applications assessed, 76% were considered suitable. The main reason forunsuitability was the appropriateness of the initial teacher education component ofcompared to the same period the previous year, may be attributed to prospectivemigrants applying for a skills assessment before the introduction of SkillSelect, a majorAITSL Annual Report 2011–201253

the education community as a key provider in promoting excellence in the profession ofteaching and school leadership.and communication initiatives in the broadest sense. This includes providing or projectmanaging content for the AITSL website, videos and various kinds of online and hardcopy publication; the text and artwork for AITSL’s contributions to educational journals;event support; and copywriting, editorial and publishing services.AITSL also took to the airwaves this year with a radio advertisement recorded andbroadcast to support the regional recruitment campaign of the Professional LearningFlagship Program: Leading Curriculum Change.Over the past year, the multi-media publishing and communications endeavours ofespecially through facebook.com/aitsl, twitter.com.aitsl and youtube.com/aitsleduau.These vehicles offer AITSL the opportunity to stay closely in touch with ever-growingthere is now a highly desirable, productive and continuous interplay of information anddialogue between all involved. AITSL ended the year under review with 751 followers onIn order to meet the quick turnaround production times demanded by social media,AITSL has invested in equipping a small audio and video recording studio, so that shortpodcasts and vodcasts can be linked to our social media messaging. The studio and itsWhile AITSL’s commitment to social media grows apace, the ‘personal touch’ is notforgotten. The coming year will see, among other things, the introduction of a seriesdiversity of community leaders about the groundbreaking work being undertaken byAITSL.54 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201255

Financial ReportThe Directors of Australian Institute for Teaching and School Leadership Limited declare that: Corporations Act2001 including:a) Complying with the Australian Accounting Standards; andperformance for the year ended on that date.2 In the directors’ opinion there are reasonable grounds to believe that the company will be ableto pay its debts as and when they become due and payable.This declaration is made on the 24th of August 2012 in accordance with a resolutionof the Directors.Anthony MackayChairStephen ElderDirector56 AITSL Annual Report 2011–2012

Auditor’s independence declarationAITSL Annual Report 2011–201257

Independent auditor’s report58 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201259

IncomeRevenueGovernment funding 22,200,909 13,802,000Sales of services 637,879 862,054Interest 199,697 198,622Other revenue 103,588 127,623Total income 23,142,073 14,990,299ExpensesBoard 363,401 642,661 Administration 2b 2,005,571 2,046,773Programs 10,900,402 7,970,065Depreciation and amortisation 2c 328,982 321,671Write down and impairment of assets 4,814 18,833 Total expenses 19,251,042 14,973,225Net surplus from ordinary activities 3,891,031 17,074 Total comprehensive income attributable to members of the entity 3,891,031 17,074The above statement should be read in conjunction with the accompanying notes.60 AITSL Annual Report 2011–2012

AssetsCurrent assetsCash and cash equivalents 7 7,445,518 5,837,257 4,722,409 Trade and other receivables 3b 3,880,176 207,463 1,358Other assets 3c 365,155 1,036,590 71,736Total current assets 14,200,384 7,081,310 4,795,503Plant and equipment 4a 615,472 921,156 368,500Cultural 4b 28,000 28,000 28,000 Total non-current assets 643,472 968,588 519,804Total assets 14,843,856 8,049,898 5,315,307LiabilitiesCurrent liabilities Other current liabilities 5b 1,983,510 582,178 458,125Employee provisions 6a 414,575 217,720 46,393 Total current liabilities 5,762,802 2,990,456 504,518 Total non-current liabilities 362,160 231,579 –Total liabilities 6,124,962 3,222,035 504,518Net assets 8,718,894 4,827,863 4,810,789EquityRetained earnings 8,718,894 4,827,863 4,810,789Total equity 8,718,894 4,827,863 4,810,789the restated year. Details of the restatement are included in Note 17.The above statement should be read in conjunction with the accompanying notes.AITSL Annual Report 2011–201261

Opening balance 4,827,863 4,810,789 4,827,863 4,810,789 Adjusted opening balance 4,827,863 4,810,789 4,827,863 4,810,789Other Comprehensive IncomeSurplus attributable to the entity 3,891,031 17,074 3,891,031 17,074Total other comprehensive income 3,891,031 17,074 3,891,031 17,074Closing balance 8,718,894 4,827,863 8,718,894 4,827,863The above statement should be read in conjunction with the accompanying notes.62 AITSL Annual Report 2011–2012

Government funding 18,900,909 13,802,000Sales of services 621,283 786,584Interest 183,674 198,622Other 103,588 127,623Total cash received 19,809,454 14,914,829Cash usedBoard (363,401) (642,661)Employees (5,411,146) (3,753,361)Suppliers (9,643,542) (8,323,011) Total cash used (15,681,128) (13,010,693)Net cash from operating activities 7 4,128,326 1,904,136Purchase of plant and equipment (16,531) (789,288) Total cash used (2,520,065) (789,288)Net cash (used in) investing activities (2,520,065) (789,288)Net increase in cash held 1,608,261 1,114,848 The above statement should be read in conjunction with the accompanying notes.AITSL Annual Report 2011–201263

The objective of the company is to provide national leadership for the Commonwealth, state andterritory governments in promoting excellence in the profession of teaching and school leadership.AITSL is a company limited by Guarantee.accordance with Australian Accounting Standards (including the Australian AccountingInterpretations) and the Corporations Act 2001.Australian Accounting Standards set out accounting policies that the AASB has concluded wouldevents and conditions to which they apply. Material accounting policies adopted in the preparationstated.historical cost convention, except for certain assets, which as noted, are valued at fair value.The current funding agreement with the Department of Education, Employment and Workplacethe company may be unable to realise its assets and discharge its liabilities in the ordinary coursedue to the following considerations.The assets of AITSL are predominately current assets held in cash, investments and receivables.The noncurrent assets that may be impacted by future funding issues are a minor percentage ofthe total assets.Total assets exceed total liabilities by $8.7 million at year end. This surplus should enable ATISLto mitigate the going concern impact of any future funding issues. The company has been inopinion that the company will continue to receive funding support past the current agreement.company.Revenue from the rendering of services is recognised by reference to the stage of completion ofcontracts at the reporting date. Revenue is recognised when: the amount of revenue, stage of completion and transaction costs incurred can be reliablymeasured; and 64 AITSL Annual Report 2011–2012

AITSL receives revenue through a funding agreement with the Department of Education,Employment and Workplace Relations. The full amount of funding received during the reportingperiod is recognised as revenue.Interest revenue is recognised using the effective interest method as set out in AASB 139 FinancialInstruments: Recognition and Measurement.leave and long service leave for services rendered to the reporting date. Provision for ‘short-termtwelve months of the end of reporting period are measured at their nominal amounts.Leaveprovision has been made for sick leave as all sick leave is non-vesting and the average sick leavetaken in future years by employees of the entity is estimated to be less than the annual entitlementfor sick leave.Those liabilities that are not expected to be settled within 12 months are also recognised in theamounts expected to be paid when the liabilities are settled using the remuneration rate expectedto apply at the time of settlement.within 12 months because AITSL will not have the unconditional right to defer the settlement of theentitlement should an employee take leave within 12 months.The components of the current LSL liability are measured at: nominal value-component that AITSL expects to settle within 12 months: and present valuecomponentthat AITSL does not expect to settle within 12 months.Conditional LSL is disclosed as a non-current liability. There is an unconditional right to defer thesettlement of the entitlement until the employee has completed the requisite years of service. Thisnon-current LSL liability is measured at present value.Contributions are made by AITSL to employee superannuation funds and are charged as expenseswhen incurred. AITSL makes contributions to the funds in accordance with the superannuationguarantee legislation. The liability for superannuation recognised represents the outstandingfor termination when it has developed a detailed formal plan for the terminations and has informedthose employees affected that it will carry out the terminations.AITSL Annual Report 2011–201265

1.5 Leasestransfer from the lessor to the lessee substantially all the risks and rewards incidental tolease. In operating leases, the lessor effectively retains substantially all such risks andOperating lease payments are expensed on a straight line basis which is representative of theAll lease incentives for the agreement of a new or renewed operating lease shall be recognisedas an integral part of the net consideration agreed for the use of the lease asset, irrespective ofCash and cash equivalents include cash on hand and any deposits with a maturity of 3 months orAll debtors are recognised at the nominal amounts receivable as they are due for settlement notmore than 30 days from the date of recognition.investments. Held-to-maturity investments are recorded at amortised cost using the effectiveinterest method less impairment, with revenue recognised on an effective yield basis.loss has been incurred, the amount of the impairment loss is the difference between the carryingcurrent market rate for similar assets.be low.66 AITSL Annual Report 2011–2012

1.8 LiabilitiesTrade creditors and accruals are recognised at their nominal amounts, being the amounts at whichthe liabilities will be settled. Liabilities are recognised to the extent that the goods or services havebeen received. Trade accounts are normally settled within 30 days.Provisionsrecognised as a provision is the best estimate of the consideration required to settle the presentobligation at reporting date, taking into account the risks and uncertainties surrounding theobligation.Assets are recorded at cost on acquisition except as stated below. The cost of acquisition includesthe fair value of assets transferred in exchange and liabilities undertaken. Financial assets areinitially measured at their fair value plus transaction costs where appropriate. Assets acquired at nocost, or for nominal consideration, are initially recognised as assets and revenues at their fair valueat the date of acquisition.Purchases of plant and equipment are recognised in the Statement of Financial Position, exceptfor purchases costing less than $1,000, which are expensed in the year of acquisition, other thanThe initial cost of an asset includes an estimate of the cost of dismantling and removing the itemand restoring the site on which it is located. AITSL holds a lease agreement to occupy premisesat 71 Leichhardt Street, Canberra. The lease agreement contains a clause to make-good on thecompany vacating the premises. These costs include the costs of dismantling and removing anasset and restoring the site on which the asset was created, together with recognition of a provisionat present value in accordance with AASB 137 Provisions, Contingent Liabilities and ContingentAssets.Carrying amountEach class of plant and equipment is carried at cost or fair values as indicated, less, whereapplicable, accumulated depreciation and impairment losses.Revaluation adjustments are made on a class basis. Any revaluation increment is credited to equityunder the heading reserves except to the extent that it reverses a previous revaluation decrementdecrements for a class of assets are recognised directly through other comprehensive incomeexcept to the extent that they reverse a previous revaluation increment for that class.Any accumulated depreciation as at the revaluation date is eliminated against the gross carryingamount of the asset and the asset restated to the revalued amount.AITSL Annual Report 2011–201267

useful life to AITSL commencing from the time the asset is held ready for use. The depreciationrates used for each class of asset are based on the following useful lives:Plant and equipmentadjusted if appropriate. Estimates in respect of certain assets were revised during the year endedCulturalAITSL has 2 paintings (2011: 2 ) with an aggregate fair value of $28,000 (2011: $28,000) paintedAt each reporting date AITSL reviews the carrying value of its tangible and intangible assetsto determine whether there is any indication that those assets have been impaired. If such anindication exists, the recoverable amount of the asset, being the higher of the asset’s fair valueless costs to sell and value in use, is compared to the asset’s carrying value. Any excess of theasset’s carrying value over its recoverable amount is expensed to the Statement of ComprehensiveIncome.An item of plant and equipment is derecognised upon disposal or when no further future economic1.11 IntangiblesAITSL’s intangibles include but are not limited to software developed for internal use and the AITSLwebsite. These assets are recorded at cost less any accumulated amortisation and impairmentlosses. These assets have an estimated useful life of 3 years (2011: 3 years) and are amortised ona straight-line basis. All software assets are assessed for indications of impairment as at year end.68 AITSL Annual Report 2011–2012

Services Tax (GST).Revenues, expenses, assets and liabilities are recognised net of GST: and except for receivables and payables.AITSL has insured for risks through the Government’s insurable risk managed fund, Comcover. Inaddition AITSL has taken out workers compensation cover through private providers.AITSL is dependent on the Department of Education, Employment and Workplace Relations(DEEWR) for the majority of its revenue used to carry out its ordinary activities. At the date ofthis report the Board of Directors has no reason to believe that DEEWR will not continue toconsiderations that are included in Note 1.2.1.16 Contingent Assets and LiabilitiesContingent liabilities and contingent assets are not recognised in the Statement of FinancialPosition but are reported in the relevant notes. They may arise from uncertainty as to the existenceof a liability or asset or represent an asset or liability in respect of which the amount cannot bereliably measured. Contingent assets are disclosed when settlement is probable but not virtuallycertain and contingent liabilities are disclosed when settlement is greater than remote.AITSL could not identify further assets or liabilities at reporting date that could be reliably measuredwith a probability of recognition greater than remote that have not already been included in theStatement of Financial Position.AITSL is not aware of any events occurring after the reporting date that warrant disclosure orAITSL Annual Report 2011–201269

AITSL initially recognises loans and receivables and deposits on the date that they originated.recognised initially on the trade date at which AITSL becomes a party to the contractual provisionsof the instrument.recognised as a separate asset or liability.position when, and only when, AITSL has a legal right to offset the amounts and intends either tosettle on a net basis or to realise the asset and settle the liability simultaneously.Loans and receivablesquoted in an active market. Such assets are recognised initially at fair value plus any directlyattributable transaction costs. Subsequent to initial recognition loans and receivables are measuredat amortised cost using the effective interest method, less any impairment losses. Loans andreceivables comprise trade and other receivables.Cash and cash equivalents comprise cash balances and call deposits with original maturities ofthree months or less.measured at amortised cost.70 AITSL Annual Report 2011–2012

AITSL initially recognises debt securities issued and subordinated liabilities on the date that theyor loss) are recognised initially on the trade date at which AITSL becomes a party to the contractualare discharged or cancelled or expire. Financial assets and liabilities are offset and the net amountpresented in the Statement of Financial Position when, and only when, AITSL has a legal right tooffset the amounts and intends either to settle on a net basis or to realise the asset and settle theliability simultaneously.using the effective interest rate method.1.19 Use of estimates and judgmentsjudgments, estimates and assumptions that affect the application of accounting policies and thereported amounts of assets, liabilities, income and expenses. Actual results may differ from theseestimates.Estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accountingestimates are recognised in the period in which the estimates are revised in any future periodsaffected.1.20 CommitmentsCommitments include those operating, capital and other outsourcing commitments arising fromnon-cancellable contractual or statutory sources and are disclosed at their nominal value inclusiveof GST payable or receivable.AITSL Annual Report 2011–201271

No accounting standard has been adopted earlier than the application date as stated in thestandard. No new accounting standards, amendments to standards and interpretations issued bythe Australian Accounting Standards Board that are applicable in the current period are assessed72 AITSL Annual Report 2011–2012

financiald simplifies rclassification and measurement of financial assetsFinancial Instruments: Recognition andMeasurement Financial Instruments:Recognition and Measurementential financialeplaces the existing definition and guidance of fair valueeclassifiable to profit or loss subsequentlyeclassification adjustments). These amendments doofit or loss and otherpurpose financial statements.Fair Value MeasurementAITSL Annual Report 2011–201273

Note 2 – ExpensesWages and salaries 4,661,612 3,425,498Superannuation 542,272 304,138Leave and other entitlements 442,140 243,586 Note 2(b): AdministrationOperating lease expenses:Minimum lease payments (expense) 171,680 171,680Sub lease payments (expense) 369,053 320,806Other 1,464,838 1,554,287Total administration 2,005,571 2,046,773Plant and equipment 123,757 85,646 Total depreciation 309,551 217,799Amortisation:Intangibles 19,431 103,872Total amortisation 19,431 103,872Total depreciation and amortisation 328,982 321,67174 AITSL Annual Report 2011–2012

Note 3 – Current assets Total held-to-maturity investments 2,509,535 –Trade receivables 3,338,853 76,828 Total receivables 3,880,176 207,463Receivables are aged as follows:Not overdue 580,176 205,983 Total receivables 3,880,176 207,463There are no balances within trade receivables that contain assets that are impaired and are pastdue. It is expected that these balances will be received when due within 12 months.Prepayments 94,620 899,960 Other 240,334 136,630Total other assets 365,155 1,036,590AITSL Annual Report 2011–201275

Note 4 – Non-current assetsOfficefittings As a result the useful lives of the assets were decreased to accord with the 3 year period of thewhere the lease period extends beyond the funding period.76 AITSL Annual Report 2011–2012

Gross book value 28,000 324,146 Net book value 1 July 2011 28,000 19,432Movements Net book value 30 June 2012 28,000 –Gross book value 28,000 324,146 Closing net book value 28,000 –Gross book value 28,000 324,146 Net book value 1 July 2010 28,000 123,304Movements Net book value 30 June 2011 28,000 19,432Gross book value 28,000 324,146 Closing net book value 28,000 19,432AITSL Annual Report 2011–201277

Note 5 – Other current liabilitiesTrade creditors 3,293,123 2,122,2433,293,123 2,122,243Salaries and wages 129,440 70,471Superannuation 16,915 9,470Accrued Expenses 1,731,781 439,422PAYG and Withholding Tax 105,374 62,8151,983,510 582,178Total payables 5,276,633 2,704,421Payables are aged as follows:Not overdue 4,701,122 2,669,9240 to 30 days 153,089 13,40331 to 60 days 392,392 21561 to 90 days 30,030 20,879Total payables 5,276,633 2,704,421Note 6 – ProvisionsAnnual leave 257,068 122,793Long service leave 244,067 143,465Total employee provisions 501,135 266,258Employee provisions expected to be settled in:No more than 12 months 414,575 217,720More than 12 months 86,560 48,538Total employee provisions 501,135 266,258Note 6(b): Other ProvisionsMake good provision 347,194 251,356Total other provisions 347,194 251,356Other provisions are expected to be settled in:No more than 12 months 71,594 68,315More than 12 months 275,600 183,041Total other provisions 347,194 251,35678 AITSL Annual Report 2011–2012

251,356 251,356Additional provisions made71 Leichhardt St, Canberra 160,875 160,875440 Collins St, Melbourne 5,465 5,465Monthly instalments as per lease agreement (70,502) (70,502) Closing balance 30 June 2012 347,194 347,194The entity currently has an agreement for the leasing of premises at 71 Leichhardt St, Canberrawhich has a provision requiring AITSL to restore the premises to its original condition at theobligation.Additionally, the entity has an agreement for the leasing of premises at 440 Collins St, whichobligates the entity to provide payment of the makegood provision via monthly instalments.The provision represents the remaining makegood obligation payable. The entity has made a Statement of Financial Position items comprising cash 7,445,518 5,837,257Difference – – Depreciation and amortisation 328,982 321,671 Change in assets and liabilitiesDecrease (increase) in receivables (3,272,714) (606,105)Decrease (increase) in other assets 271,435 (564,854)Increase (decrease) in supplier payables 1,220,597 2,122,243Increase (decrease) in other payables 1,447,453 375,411 Net cash used in operating activities 4,128,326 1,904,136AITSL Annual Report 2011–201279

Note 8 – Remuneration of directorsThe number of Directors whose income (including superannuation contributions) falls within thefollowing bands: Total 19 18Total remuneration received or due and receivable $198,142 $341,361Note 9 – Related party disclosurerepresentation of the persons nominated to the Board of Directors. All of these transactionsProcedures approved by the Board of Directors and on terms and conditions that were no morefavourable than those available, or which might reasonably be expected to be available, on similartransactions to non director related entities.The aggregate value of transactions and outstanding balances relating to entities over which Purchase of goods and services 1,432,000 2,615,600 287,000 745,6001,432,000 2,615,600 287,000 745,60080 AITSL Annual Report 2011–2012

Note 10 – Senior executive remunerationSalary 1,200,367 1,104,739Annual leave accrued 42,060 27,994 Superannuation 90,352 85,057 Long-service leave accrued 29,737 18,557 Total remuneration paid 1,362,516 1,236,347Notes:1. Note 10 excludes acting arrangements and part-year service where remuneration expensedwas less than $150,000. (2011: Nil).AITSL Annual Report 2011–201281

Note 11 – Remuneration of auditors 38,500 26,500No other services were provided by the Auditor-General.82 AITSL Annual Report 2011–2012

Note 12 – Financial risk managementLoans and receivablesCash at bank 7,445,518 5,837,257Held to maturity investments 2,509,535 -Receivables for goods and services 3,338,853 76,828 Financial liabilities at amortised costTrade creditors 3,293,123 2,122,243 Interest revenue 199,967 198,622Net gain from loans and receivables 199,967 198,622 their fair value.Note 12(e): Credit riskAITSL is exposed to minimal credit risk as none of the receivables are overdue. The maximumexposure to credit risk is the risk that arises from potential default of a debtor. AITSL managesits credit risk by only allowing a debtor relationship with reliable entities or individuals and bymonitoring the trade receivables closely.For ageing of accounts receivable, refer to note 3. No receivables were considered impaired as atAITSL Annual Report 2011–201283

This is highly unlikely due to government funding and mechanisms available to AITSL and internalpolicies and procedures put in place to ensure there were appropriate resources to meet itsliabilities in either the current or prior year.Note 12(g): Market risknot exposed to ‘currency risk’ or ‘other price risk’.Note 12(h): Interest riskAITSL has not paid any interest, nor is it expected that any interest will be payable in theforeseeable future. 2,509,535Variable rate instrumentsFinancial assets 7,445,518 5,837,257 7,445,518 5,837,257rofit and lossInterest rate risk 1% 22,700 22,700Interest rate risk -1% (22,700) (22,700)rofit and lossInterest rate risk 1% 49,500 49,500Interest rate risk -1% (49,500) (49,500)84 AITSL Annual Report 2011–2012

than a contingent asset for the recovery from a sub-tenant of make good costs that will be incurredby AITSL on termination of the lease of premises in Canberra. The recovery is currently estimated toapproximate $161,000.Note 14 – Commitments Sub lease rental income (122,545) (240,377)Total commitments receivable (122,545) (240,377)Programs 2,083,000 2,607,000Operating Leases 2,197,989 2,859,931Total commitments payable 4,280,989 5,466,931Net commitments by type 4,158,444 5,226,554By maturityOperating lease income relates to the sub-lease agreement on the tenancy at 71 Leichhardt St,Canberra. There is 1 year remaining on the sub-lease with an option for the lessee to extend for afurther 2 terms of 3 years each. Lease incentives provided are apportioned evenly over the terms of Total sub lease rental income (122,545) (240,377)AITSL Annual Report 2011–201285

Operating leases relate to the tenancies at 154 Melbourne Street, Brisbane, 71 Leichhardt Street,Canberra, and 440 Collins Street, Melbourne with lease terms between 3 and 8 years. All operatinglease contracts contain market review clauses in the event that the entity exercises its option torenew. The entity does not have an option to purchase the leased asset at the expiry of the leaseperiod. Lease incentives provided are apportioned evenly over the terms of the lease and recorded Total operating lease commitments 2,197,989 2,859,931Net operating lease commitments by maturity 2,075,444 2,619,554Programs Total program commitments 2,083,000 2,607,000 Net program commitments by maturity 2,083,000 2,607,000Note: Commitments are GST inclusive where relevant.86 AITSL Annual Report 2011–2012

Note 15 – Member’s guaranteeAustralian Institute for Teaching and School Leadership Limited is incorporated under theCorporations Act 2001 and is an entity limited by guarantee. If the entity is wound up, theconstitution states that each member is required to contribute a maximum of $20 toward meetingNote 16 – Entity detailsAustralian Institute for Teaching and School Leadership Limited has premises located in Melbourne,440 Collins St, Melbourne, Victoria.Note 17 – Prior period restatementDuring the current year the company renegotiated contracts with two suppliers that resulted inthose suppliers refunding payments that had been made to them by the company in the year2011. This disclosure has been corrected by restating each of the line items for the prior year in thisTotal current assets 7,081,310 6,681,310Total assets 8,049,898 7,649,898Net assets 4,827,863 4,427,863Total equity 4,827,863 4,427,863 AITSL Annual Report 2011–201287

Australian Institute for Teaching and School Leadership Ltd internal control systems, including the advice of management and the Audit and RiskCommittee, the Australian Institute for Teaching and School Leadership and its Directors have:a. with the provisions and requirements of the Commonwealth Authorities andCompanies Act 1997 (CAC Act); andb. with the provisions and requirements of the Commonwealth Authorities andCompanies Regulations 1997 (CAC Regulations) and Commonwealth Authorities andCompanies (Report of Operations) Orders 2008 (CAC Orders) (as amended or replaced).2) As at the date of this Report, in the opinion of the Directors, the costs of the Australian Institutefor Teaching and School Leadership are forecast to be within its estimated sources of externalcontained in the Australian Government’s central budget system.I, Anthony Mackay, as a Director of the Australian Institute for Teaching and School LeadershipTeaching Australia, certify that the above information:a. is true and correct; andb. has been made in accordance with a resolution of DirectorsSigned:Name: Anthony MackayDate: 24 August 201288 AITSL Annual Report 2011–2012

AppendicesAppendix 1: Letter of ExpectationAITSL Annual Report 2011–201289

90 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201291

92 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201293

94 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201295

96 AITSL Annual Report 2011–2012

AITSL Annual Report 2011–201297

Appendix 2BoardStandards and AccreditationStanding CommitteeProfessional Learning,Research and InnovationStanding CommitteeConcluded on31 March 2012Audit and Risk CommitteeFinance CommitteeRemuneration CommitteeCompany Secretary/General ManagerGeneralManagers (2)Chief FinanceAppendix 3involving total expenditure of $2,478,231.98 AITSL Annual Report 2011–2012

GlossaryAAREACARAACDEACEACECQAACELACERACSAAEEYSOCAEUAHISAAPPAAPTAASPAATRACERICHASSCOAGCSEDEEWRECAESAGELPICSEIAustralian Association for Research in EducationAustralian Curriculum, Assessment and Reporting AuthorityAustralian Council of Deans of EducationAustralian College of EducatorsAustralian Children’s Education and Care Quality AuthorityAustralian Council for Educational LeadersAustralian Council for Educational ResearchAustralian Curriculum Studies AssociationAustralian Education, Early Childhood Development and Youth AffairsAssociation of Heads of Independent Schools of AustraliaAustralian Primary Principals AssociationAustralian Professional Teachers AssociationAustralian Secondary Principals AssociationAustralasian Teacher Regulatory AuthoritiesCentre for Educational Research and InnovationCouncil for the Humanities, Arts and Social SciencesCouncil of Australian GovernmentsCentre for Strategic EducationDepartment of Education, Employment and Workplace RelationsEarly Childhood AustraliaEducation Services AustraliaGlobal Education Leaders ProgramInternational Congress for School Effectiveness and ImprovementMCEECDYA Ministerial Council for Education, Early Childhood Developmentand Youth AffairsNARISNCECNITEACSCSEECNational Alliance for Remote Indigenous SchoolsNational Catholic Education CommissionNational Initial Teacher Education Advisory CommitteeStanding Council for School Education and Early ChildhoodAITSL Annual Report 2011–201299

aitsl.edu.auFurther informationTelephone: +61 3 9944 1200Email: info@aitsl.edu.auMelbourne | Brisbane | CanberraAITSL is funded by the Australian Government