{ "entity_id": "O-000825", "folder": "Australian-Institute-for-Teaching-and-School-Leadership-Limited", "name": "Australian Institute for Teaching and School Leadership Limited", "type": "Commonwealth Company", "jurisdiction": "Commonwealth", "portfolio": "Education", "website": "http://www.aitsl.edu.au/about-us", "data_status": "rich", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": true, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": true, "has_global_initiatives_text": true, "has_ideas": true, "has_artifacts": true, "n_ideas": 8, "n_legislation": 6, "n_artifacts": 17, "n_kpi_targets": 7, "n_kpi_results": 7, "n_outcomes": 5, "verified_own_data": true }, "strategy_profile": { "status": "published", "confidence": "high", "summary": "AITSL plays a key role in leading significant, national educational reform for the Commonwealth, state, and territory governments to promote excellence in initial teacher education (ITE), teaching, and leadership to maximise learning for all children and young people by supporting teachers and school leaders to thrive. [CP p.4]", "official_site_url": "http://www.aitsl.edu.au/about-us", "source_documents": [ { "type": "annual_report", "title": "AITSL 2024-25 Annual Report - Web (pdf, 3485 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "period": "2024-25", "confidence": "high" }, { "type": "annual_report", "title": "Annual Report 22-23 (pdf, 4756 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8", "period": "2022-23", "confidence": "high" }, { "type": "annual_report", "title": "Annual Report 21-22 (pdf, 2775 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6", "period": "2022", "confidence": "high" }, { "type": "annual_report", "title": "Annual Report 16-17 (pdf, 4727 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14", "period": "2017", "confidence": "high" }, { "type": "annual_report", "title": "Annual Report 15-16 (pdf, 2961 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4", "period": "2015-16", "confidence": "high" }, { "type": "corporate_plan", "title": "AITSL 2025-2029 Corporate Plan (pdf, 2751 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "period": "2025", "confidence": "high" }, { "type": "corporate_plan", "title": "AITSL Corporate Plan 2024-2028 (pdf, 1308 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2", "period": "2024", "confidence": "high" }, { "type": "corporate_plan", "title": "AITSL 2023-2027 Corporate Plan (pdf, 786 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2023-2027-corporate-plan.pdf?sfvrsn=3e3be3c_2", "period": "2023", "confidence": "high" }, { "type": "corporate_plan", "title": "AITSL 2022-2026 Corporate Plan (pdf, 1069 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2", "period": "2022", "confidence": "high" }, { "type": "corporate_plan", "title": "AITSL 2021-2024 Corporate Plan (pdf, 6461 KB)", "url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2021-2024-corporate-plan.pdf?sfvrsn=4407da3c_2", "period": "2021", "confidence": "high" }, { "type": "strategie", "title": "Data Access and Reporting Protocols (.pdf)", "url": "https://www.aitsl.edu.au/docs/default-source/atwd/atwd-data-access-protocols-v3-feb-2025.pdf?sfvrsn=d6968e3c_1", "period": "2025", "confidence": "medium" }, { "type": "strategie", "title": "Updated Accreditation Standards and Procedures", "url": "https://www.aitsl.edu.au/docs/default-source/national-policy-framework/accreditation-of-initial-teacher-education-programs-in-australia.pdf?sfvrsn=e87cff3c_22", "period": null, "confidence": "medium" } ], "purpose": { "text": "AITSL plays a key role in leading significant, national educational reform for the Commonwealth, state, and territory governments to promote excellence in initial teacher education (ITE), teaching, and leadership to maximise learning for all children and young people by supporting teachers and school leaders to thrive. [CP p.4]", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3" }, "vision": { "text": "Australia has a high-quality education system in which teachers and leaders have the greatest impact on the educational growth and achievement of every learner. [AR p.8]", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3" }, "strategic_priorities": [ { "title": "Shaping expertise", "description": "Shaping expertise", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 5, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=5" }, { "title": "Influencing expertise", "description": "Influencing expertise", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 7, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=7" }, { "title": "Enhancing expertise", "description": "Enhancing expertise", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 8, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=8" }, { "title": "Esteeming expertise", "description": "Esteeming expertise", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 9, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=9" }, { "title": "Supporting expertise", "description": "Supporting expertise", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 10, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=10" } ], "values": [ { "name": "Excellence", "description": "", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null }, { "name": "Collaboration", "description": "", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null }, { "name": "Innovation", "description": "", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null }, { "name": "Respect", "description": "", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null }, { "name": "Integrity", "description": "", "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": null } ], "outcomes": [ { "name": "Outcome 1: Quality teaching and leadership", "description": "Quality teaching and leadership is underpinned by relevant, fit-for-purpose national Standards that are understood and implemented by all teachers and leaders throughout Australia. [CP p.6]", "activities": [ "Create, promote, and support the implementation of national policy frameworks and standards.", "Develop high-quality, evidence-informed tools, resources, and commissioned products." ], "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 11, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11" }, { "name": "Outcome 2: National adoption of practices and policies", "description": "AITSL’s Key Partners across all Australian states and territories participate in the development and adoption of nationally informed practices and policies that help lift quality teaching and leadership in schools and education settings. [CP p.7]", "activities": [ "Be passionate advocates for evidence-based practices that lead to improvements in quality teaching and leadership.", "Convene our Key Partners to help shape and implement nationally agreed policies and practices." ], "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 11, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11" }, { "name": "Outcome 3: High-quality, practical, and evidence-based tools and resources", "description": "The delivery of high quality, practical and evidence-based tools and resources that are created in partnership with the profession, and support quality teaching and leadership. [CP p.8]", "activities": [ "Lead research that shapes reform agendas and resources for the profession.", "Engage with our Key Partners in the development of evidence-based tools and resources that have teacher and leader expertise at their core." ], "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 11, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11" }, { "name": "Outcome 4: Recognition and celebration of teacher and leader expertise", "description": "The expertise of Australia’s teachers and leaders is highlighted, recognised and celebrated, supporting an increased status of the profession. [CP p.9]", "activities": [ "Encourage and support teachers and leaders to be innovative in applying the Teacher and Principal Standards.", "Promote positive messages on the impact of teachers by showcasing their practice, expertise and stories." ], "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 11, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11" }, { "name": "Outcome 5: Healthy, high-performing culture and strong operational foundations", "description": "AITSL’s culture is healthy, culturally safe, adaptive, and inclusive, and facilitates the effective deployment of resources to achieve strategic outcomes. [CP p.10]", "activities": [ "Cultivate a healthy, high-performing culture that lives and breathes AITSL’s Values and engages our people in our strategy.", "Prioritise diversity and inclusion at all levels of the organisation." ], "source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "source_page": 11, "source_deep_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11" } ], "performance_measures": [ { "code": "CCE01", "measure": "Stakeholder use of national policy frameworks and standards developed by AITSL.", "target": "65% annual increase in the views of the AITSL website.", "latest_result": "Not achieved", "status": "Not achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE02", "measure": "Rate and quality of teacher inductions across Australia.", "target": "5% annual increase in the percentage of early career teachers (ECT; 0–2 years) who receive a formal induction.", "latest_result": "Not achieved", "status": "Not achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE03", "measure": "Availability and use of high-quality, evidence-informed tools, resources and commissioned products.", "target": "5% annual increase of users of AITSL’s Indigenous Cultural Responsiveness Self-reflection Tool.", "latest_result": "Achieved", "status": "Achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE04", "measure": "Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests.", "target": "At least 3 national panel training events are delivered each year.", "latest_result": "Achieved", "status": "Achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE05", "measure": "Stakeholder engagement with national teacher certification.", "target": "Increase (>1) in system and sector participation in Highly Accomplished and Lead teacher (HALT) certification.", "latest_result": "Achieved", "status": "Achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE06", "measure": "Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply.", "target": "90% of assessment-ready skills assessment outcomes are delivered within 8 weeks.", "latest_result": "Not achieved", "status": "Not achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 }, { "code": "CCE07", "measure": "Number of teachers who participate in the Australian Teacher Workforce Survey.", "target": "Maintain Teacher Survey response rates above 8%, nationally.", "latest_result": "Not achieved", "status": "Not achieved", "target_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3", "target_source_page": 19, "result_source_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "result_source_page": 15 } ], "document_alignment_terms": { "must_support": [ "AITSL plays a key role in leading significant, national educational reform for the Commonwealth, state, and territory governments to promote excellence in initial teacher education", "Australia has a high-quality education system in which teachers and leaders have the greatest impact on the educational growth and achievement of every learner. [AR p.8]", "Shaping expertise", "Influencing expertise", "Enhancing expertise", "Esteeming expertise", "Supporting expertise" ], "watch_terms": [ "Stakeholder use of national policy frameworks and standards developed by AITSL.", "Rate and quality of teacher inductions across Australia.", "Availability and use of high-quality, evidence-informed tools, resources and commissioned products.", "Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests.", "Stakeholder engagement with national teacher certification.", "Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply.", "Number of teachers who participate in the Australian Teacher Workforce Survey." ], "avoid_claiming_without_evidence": [] }, "review_note": "" }, "strategy_brief_md": "# Australian Institute for Teaching and School Leadership Limited — Strategy Brief\n\n**Reporting period**: 2024-25 [AR p.1](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=1)\n**Corporate plan in force**: 2025-26 [CP p.2](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=2)\n**Annual Report**: [2024-25 [AR p.1](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=1)](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)\n**Corporate Plan**: [2025-26 [CP p.2](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=2)](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)\n\n## Vision\n\n> Australia has a high-quality education system in which teachers and leaders have the greatest impact on the educational growth and achievement of every learner. [AR p.8](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=8)\n\n## Our purpose / purposes\n\n> AITSL plays a key role in leading significant, national educational reform for the Commonwealth, state, and territory governments to promote excellence in initial teacher education (ITE), teaching, and leadership to maximise learning for all children and young people by supporting teachers and school leaders to thrive. [CP p.4](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=4)\n\n## How we deliver\n\n> AITSL delivers a program of work: in accordance with directions received from: the Commonwealth Minister for Education, the AITSL Board of Directors, through agreements with other federal ministers and national governance bodies, through bilateral and multilateral agreements with states and territories, with international governments and education partners pursuing Australian Government education priorities. [CP p.4](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=4)\n\n## Government priorities for this department\n\n- Shaping expertise [[CP p.5](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=5)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=5)]\n- Influencing expertise [[CP p.7](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=7)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=7)]\n- Enhancing expertise [[CP p.8](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=8)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=8)]\n- Esteeming expertise [[CP p.9](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=9)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=9)]\n- Supporting expertise [[CP p.10](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=10)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=10)]\n\n## Outcomes\n\n### Outcome 1: Quality teaching and leadership\nQuality teaching and leadership is underpinned by relevant, fit-for-purpose national Standards that are understood and implemented by all teachers and leaders throughout Australia. [CP p.6](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=6) [[CP p.11](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)]\n\n**Key activities:**\n- Create, promote, and support the implementation of national policy frameworks and standards.\n- Develop high-quality, evidence-informed tools, resources, and commissioned products.\n\n### Outcome 2: National adoption of practices and policies\nAITSL’s Key Partners across all Australian states and territories participate in the development and adoption of nationally informed practices and policies that help lift quality teaching and leadership in schools and education settings. [CP p.7](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=7) [[CP p.11](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)]\n\n**Key activities:**\n- Be passionate advocates for evidence-based practices that lead to improvements in quality teaching and leadership.\n- Convene our Key Partners to help shape and implement nationally agreed policies and practices.\n\n### Outcome 3: High-quality, practical, and evidence-based tools and resources\nThe delivery of high quality, practical and evidence-based tools and resources that are created in partnership with the profession, and support quality teaching and leadership. [CP p.8](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=8) [[CP p.11](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)]\n\n**Key activities:**\n- Lead research that shapes reform agendas and resources for the profession.\n- Engage with our Key Partners in the development of evidence-based tools and resources that have teacher and leader expertise at their core.\n\n### Outcome 4: Recognition and celebration of teacher and leader expertise\nThe expertise of Australia’s teachers and leaders is highlighted, recognised and celebrated, supporting an increased status of the profession. [CP p.9](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=9) [[CP p.11](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)]\n\n**Key activities:**\n- Encourage and support teachers and leaders to be innovative in applying the Teacher and Principal Standards.\n- Promote positive messages on the impact of teachers by showcasing their practice, expertise and stories.\n\n### Outcome 5: Healthy, high-performing culture and strong operational foundations\nAITSL’s culture is healthy, culturally safe, adaptive, and inclusive, and facilitates the effective deployment of resources to achieve strategic outcomes. [CP p.10](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=10) [[CP p.11](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=11)]\n\n**Key activities:**\n- Cultivate a healthy, high-performing culture that lives and breathes AITSL’s Values and engages our people in our strategy.\n- Prioritise diversity and inclusion at all levels of the organisation.\n\n## Values and principles\n\n_AITSL Values [CP p.22](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=22)_\n\n- Excellence\n- Collaboration\n- Innovation\n- Respect\n- Integrity\n\n## What they will measure themselves on this year (targets from 2025-26 [CP p.2](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=2) corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| CCE01 | Stakeholder use of national policy frameworks and standards developed by AITSL. | 65% annual increase in the views of the AITSL website. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE02 | Rate and quality of teacher inductions across Australia. | 5% annual increase in the percentage of early career teachers (ECT; 0–2 years) who receive a formal induction. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE03 | Availability and use of high-quality, evidence-informed tools, resources and commissioned products. | 5% annual increase of users of AITSL’s Indigenous Cultural Responsiveness Self-reflection Tool. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE04 | Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests. | At least 3 national panel training events are delivered each year. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE05 | Stakeholder engagement with national teacher certification. | Increase (>1) in system and sector participation in Highly Accomplished and Lead teacher (HALT) certification. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE06 | Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply. | 90% of assessment-ready skills assessment outcomes are delivered within 8 weeks. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n| CCE07 | Number of teachers who participate in the Australian Teacher Workforce Survey. | Maintain Teacher Survey response rates above 8%, nationally. | [CP p.19](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3#page=19) |\n\n## How they performed last year (results from 2024-25 [AR p.1](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=1) annual report)\n\n| Code | Measure | Result | Status | Source |\n|---|---|---|---|---|\n| CCE01 | Stakeholder use of national policy frameworks and standards developed by AITSL. | Not achieved | Not achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE02 | Rate and quality of teacher inductions across Australia. | Not achieved | Not achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE03 | Availability and use of high-quality, evidence-informed tools, resources and commissioned products. | Achieved | Achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE04 | Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests. | Achieved | Achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE05 | Stakeholder engagement with national teacher certification. | Achieved | Achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE06 | Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply. | Not achieved | Not achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |\n| CCE07 | Number of teachers who participate in the Australian Teacher Workforce Survey. | Not achieved | Not achieved | [AR p.15](https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15)(https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1#page=15) |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Australian Institute for Teaching and School Leadership Limited - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T22:00:38.648879+00:00\n**Entity ID**: O-000825\n**Entity type**: Commonwealth Company\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n**Website**: http://www.aitsl.edu.au/about-us\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| annual-reports | 5 |\n| corporate-plans | 5 |\n| global-intelligence | 3 |\n| other-pdfs | 5 |\n| pages | 39 |\n| strategies | 2 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 4]\n4 | AITSL Corporate Plan 2025–2029\nPurpose Vision Mission\nPurpose Vision\nAITSL plays a key role in leading significant, national Australia has a high-quality education system in which\neducational reform for the Commonwealth, state, and teachers and leaders have the greatest impact on the\nterritory governments to promote excellence in initial educational growth and achievement of every learner.\nteacher education (ITE), teaching, and leadership to\nMission\nmaximise learning for all children and young people\nby supporting teachers and school leaders to thrive.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [pages 6,7,8,9,10,11,12]\nmake sure the Standards remain fit for purpose and demonstrate\nteaching excellence.\n• Provide national policy advice to support informed and innovative education systems\nand sectors.\n• Champion an inclusive and equitable education system, with a focus on the outcomes of\nAboriginal and Torres Strait Islander students.\n• Bring together the voices of our Key Partners (teachers and leaders in schools and early\nchildhood and other education settings, and representatives from government systems,\nCatholic and independent school sectors, teacher regulatory authorities, initial teacher education\nproviders, teacher unions, Aboriginal and Torres Strait Islander communities and groups,\nprincipal and other professional associations and community organisations) to help shape\nnational reform priorities.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [Page 5]\n05 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities\nShaping\nPurpose\nTo lead a high-quality and nationally consistent approach to\nexpertise\nteaching and leadership in schools and education settings.\n• Provide leadership for the 9 national policy\nframeworks, with the Teacher, Principal and ITE\nStandards (the Standards), at the centre.\n• Work with the profession to make sure the Standards\nremain fit for purpose and demonstrate\nteaching excellence.\n• Provide national policy advice to support informed\nand innovative education systems and sectors.\n• Champion an inclusive and equitable education\nsystem, with a focus on the outcomes of Aboriginal\nand Torres Strait Islander students.\n• Bring together the voices of our Key Partners (teachers\nand leaders in schools and early childhood and other\neducation settings, and representatives from government\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 6]\n6 | AITSL Corporate Plan 2025–2029\nStrategic Priorities\nShaping expertise\nPurpose Outcome\nTo lead a high quality and nationally consistent approach to teaching and leadership in schools Quality teaching and leadership is underpinned by\nand education settings. relevant, fit for purpose national Standards that are\nunderstood and implemented by all teachers and\n• Provide leadership for the 11 national policy frameworks, with the Teacher, Principal and\nleaders throughout Australia.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n\n### Role and Functions\n\n- [pages 33,34,35,36]\ntance\nto the Board on AITSL’s risk control and compliance framework; assist the Board with its oversight responsibilities relating\nto risk management, internal control, and compliance frameworks; and fulfil the functions required under section 92(2) of\nthe PGPA Act.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- This represents a 26 per cent increase in\ncompleted suitable outcomes compared to the prior\nyear, despite the transition of responsibility to deliver\n90% of assessment-ready skills assessment\nassessments for the Early Childhood (Pre-primary\noutcomes are delivered within 6 weeks\nSchool) Teacher occupation to the Australian Children’s\nEducation & Care Quality Authority (ACECQA) in\n96%\n53% December 2024, in alignment with their role overseeing\n2024–25\nthe National Quality Framework for early childhood\n2023–24 (96%)\neducation and care services.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- Full details of responsibilities relating to risk management, internal\nDirectors’ remuneration including annual salaries are in control, and compliance frameworks; and fulfil the\nNote 8 Key Management Personnel Remuneration on functions required under section 92(2) of the PGPA Act.\npage 63 of the Financial Report.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- Authority\n4.1 The Board authorise the Committee, within the scope of its role and responsibilities, to:\n4.1.1 obtain any information it needs from any employee and/or external party (subject to their legal\nobligation to protect information)\n4.1.2 discuss any matters with the external auditor and internal auditor, or other external parties\n(subject to confidentiality considerations)\n4.1.3 request the attendance of employees and/or Directors at Committee meetings\n4.1.4 obtain external legal or other professional advice, as considered necessary to meet its\nresponsibilities, at AITSL’s expense.\n Source: `other-pdfs/risk-audit-and-finance-committee-charter-2025.pdf (https://www.aitsl.edu.au/docs/default-source/governance/risk-audit-and-finance-committee-charter-2025.pdf)`\n- The Committee’s charter outlines its composition, purpose, role and\nThe Internal Audit function is an independent, out-sourced function, overseen by the Board\nresponsibilities, reporting and administrative arrangements.\nthrough the Audit and Risk Committee.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- [Page 42]\nNote 15 – Commitments Note 16 – Budgetary reports and explanations of major variances\nThe following tables provide a comparison of the original budget as presented in the 2015-16\n2016 2015\nPortfolio Budget Statements (PBS) to the 2015-16 final outcome as presented in accordance with\n$ $\nAustralian Accounting Standards for AITSL.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n\n### Strategic Priorities\n\n- [Page 11]\n11 | AITSL Corporate Plan | 2024–2028\nKey Activities (continued)\nKey Activity Associated Strategic Priority Outcome(s)\nLead and support national participation in certification The expertise of Australia’s teachers and leaders is\nacross Australia and recognise the professional highlighted, recognised, and celebrated, supporting\nexpertise of teachers certified at the Highly Accomplished an increased status of the profession.\nand Lead teacher (HALT) career stages.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 12]\n12 | AITSL Corporate Plan 2025–2029\nKey activities\nKey Activity Associated Strategic Priority Outcome(s)\nCreate, promote, and support the implementation • Quality teaching and leadership is underpinned by relevant, fit-for-purpose national Standards that\nof national policy frameworks and standards. are understood and implemented by all teachers and leaders throughout Australia.\n• AITSL’s Key Partners across all Australian states and territories participate in the development and\nadoption of nationally informed practices and policies that help lift quality teaching and leadership\nin schools and education settings.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [Page 13]\n13 | AITSL Corporate Plan 2025–2029\nKey activities\nKey Activity Associated Strategic Priority Outcome(s)\nDeliver skills assessments for migration on behalf • The expertise of Australia’s teachers and leaders is highlighted, recognised, and celebrated,\nof the Australian Government. supporting an increased status of the profession.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [Page 5]\n05 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities\nShaping\nPurpose\nTo lead a high-quality and nationally consistent approach to\nexpertise\nteaching and leadership in schools and education settings.\n• Provide leadership for the 9 national policy\nframeworks, with the Teacher, Principal and ITE\nStandards (the Standards), at the centre.\n• Work with the profession to make sure the Standards\nremain fit for purpose and demonstrate\nteaching excellence.\n• Provide national policy advice to support informed\nand innovative education systems and sectors.\n• Champion an inclusive and equitable education\nsystem, with a focus on the outcomes of Aboriginal\nand Torres Strait Islander students.\n• Bring together the voices of our Key Partners (teachers\nand leaders in schools and early childhood and other\neducation settings, and representatives from government\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 6]\n6 | AITSL Corporate Plan 2025–2029\nStrategic Priorities\nShaping expertise\nPurpose Outcome\nTo lead a high quality and nationally consistent approach to teaching and leadership in schools Quality teaching and leadership is underpinned by\nand education settings. relevant, fit for purpose national Standards that are\nunderstood and implemented by all teachers and\n• Provide leadership for the 11 national policy frameworks, with the Teacher, Principal and\nleaders throughout Australia.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [Page 6]\n06 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities\nInfluencing\nexpertise\nPurpose Outcome\nTo encourage the national adoption of practices and AITSL’s Key Partners across all Australian states and\npolicies that help lift quality teaching and leadership territories participate in the development and adoption\nin schools and education settings. of nationally informed practices and policies that help\nlift quality teaching and leadership in schools and\n• Be passionate advocates for evidence-based\neducation settings.\npractices that lead to improvements in quality\nteaching and leadership.\n• Convene our Key Partners to help shape and\nimplement nationally agreed policies and practices.\n• Champion the growth and impact of national\nteacher certification.\n• Help lead the national workforce supply conversation,\nwith informed outcomes based on national data.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 7]\n07 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities\nEnhancing\nexpertise\nPurpose Outcome\nTo provide solutions, informed by evidence and The delivery of high-quality, practical, and evidence-based\npractice, to help the profession implement the national tools and resources that are created in partnership with the\nStandards and frameworks.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 8]\n08 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities\nEsteeming\nexpertise\nPurpose\nTo recognise and raise awareness of the lasting impact\nof teacher and leader expertise.\n• Encourage and support teachers and leaders to be\ninnovative in applying the Teacher and Principal Standards.\n• Promote positive messages on the impact of teachers\nby showcasing their practice, expertise and stories.\n• Bring together teachers and leaders to share and\ncelebrate their expertise and knowledge.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 9]\n09 | AITSL Corporate Plan | 2024–2028\nStrategic Priorities Further information about AITSL’s priorities and goals\ncan be found in our Strategic Plan 2022–2026.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 7]\n7 | AITSL Corporate Plan 2025–2029\nStrategic Priorities\nInfluencing expertise\nPurpose Outcome\nTo encourage the national adoption of practices and policies that help lift quality teaching and AITSL’s Key Partners across all Australian states\nleadership in schools and education settings. and territories participate in the development\nand adoption of nationally informed practices\n• Be passionate advocates for evidence-based practices that lead to improvements in quality\nand policies that help lift quality teaching and\nteaching and leadership.\nleadership in schools and education settings.\n• Convene our Key Partners to help shape and implement nationally agreed policies and practices.\n• Champion the growth and impact of national teacher certification.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n\n## KPIs, Targets, and Where They Are At\n\n- Performance Measure Target\nAITSL successfully delivers agreed programs of work related to the promotion\nof excellence in teaching and school leadership, as measured through the Successful delivery of agreed programs of work\nmonitoring and evaluation of initiatives\nAwareness, positive attitudes toward, and use of the Australian Professional Education professionals within all systems and sectors have\nStandards for Teachers, the Australian Professional Standard for Principals a high level of awareness and engagement with AITSL’s\nand other national frameworks, as measured through a stakeholder survey policies and frameworks\nAwareness, use, and perceived usefulness of AITSL resources, as measured High levels of awareness, use, and perceived usefulness of\nby traffic to and within the AITSL website, and through a stakeholder survey AITSL resources among education professionals\n Source: `corporate-plans/2021.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2021-2024-corporate-plan.pdf?sfvrsn=4407da3c_2)`\n- [Page 18]\nPerformance Measures 2022–23 cont’d\nInfluencing expertise\nPERFORMANCE MEASURE TARGET\nConsultation with Key Partners in the development Key Partners from all jurisdictions participate in\nof resources, and adoption of national frameworks the development of resources, and education\nby education professionals, as well as perceived professionals maintain high levels of awareness\nusefulness of tools, as measured through a biennial of nationally informed frameworks (70%) and high\nstakeholder survey. perceptions of the usefulness (7/10+) of tools.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- Stakeholder engagement\n67%\nPERFORMANCE MEASURE:\nStakeholders who mention\nStakeholder use of national policy frameworks and\nAITSL on their website\nstandards developed by AITSL\nOUTCOME: Not achieved\nTARGETS:\n65%\n5% annual increase in use of the AITSL website.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- [Page 18]\nPerformance Measures 2024–25\nInfluencing expertise\nTeaching performance\nassessments\nInitial teacher education\nPERFORMANCE MEASURE:\naccreditation panels\nThe proportion of ITE providers across Australia\nPERFORMANCE MEASURES: which have an endorsed teaching performance\nassessment (TPA)\nProvision of national panel training for the ITE\naccreditation system, including panel chair training\nTARGET:\nevents\nAll accredited ITE programs (100%) across\nProvision of interstate panellists for ITE panels,\nAustralia have an endorsed TPA in place.\nbased on teacher regulatory authority (TRAs)\nrequests\nAll accredited ITE programs (100%) across\nTARGETS: Australia have an endorsed TPA in place\nAt least 3 national panel training events are 100%\ndelivered each year.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- [Page 17]\nShaping expertise\nPERFORMANCE MEASURE TARGET\nAwareness, use, and perception of national Standards Education professionals within all systems and sectors\nby teachers and leaders throughout Australia, maintain high levels of awareness (80%+), use (80%+),\nas measured through a biennial stakeholder survey. and perceived benefit (7/10+) of national Standards.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- Strategic Outcome Performance Measure Target\nShaping Quality teaching and leadership is underpinned by Awareness, use and perception of national Education professionals within all systems and\nexpertise relevant, fit for purpose national Standards that are Standards by teachers and leaders throughout sectors maintain high levels of awareness (80%+),\nunderstood and implemented by all teachers and Australia, as measured through a biennial use (80%+) and perceived benefit (7/10+) of\nleaders throughout Australia. stakeholder survey. national Standards.\n Source: `corporate-plans/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2)`\n- [Page 20]\nPerformance Measures 2022–23 cont’d\nEnhancing expertise\nPERFORMANCE MEASURE TARGET\nAITSL delivers high-quality, practical, Successful delivery of all tools\nand evidence-based tools and resources, and resources in accordance with\nas measured through monitoring AITSL’s annual work plan (100%).\nprogram of work outputs.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- [Page 15]\n15 | AITSL Corporate Plan | 2024–2028\nPerformance Measures (continued)\nPerformance\nKey Activity Measure(s) Target(s) Metrics/Data Sources (baseline data)\nSupport the Stakeholder use • Maintain use of the AITSL website • Website analytics (4,971,097 page\nimplementation of national policy (views and users). views in 2023; 1.018 million users\nof national policy frameworks and • 4% annual increase in AITSL in 2022–23 financial year).\nframeworks and standards standards developed Mail subscribers. • AITSL Mail subscriber rates\nthat influence, enhance, by AITSL. • 5% annual increase in social (213,000 as of 31 Dec 2023).\nand sustain effective\nmedia viewers. • Social media viewers (audience\nteaching and leadership\nacross Australia. • AITSL’s national standards and of 133,073 on 30 June 2023).\nframeworks reflected in all (100%) • Desktop scan of system/sector and\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- [Page 17]\n17 | AITSL Corporate Plan | 2024–2028\nPerformance Measures (continued)\nPerformance\nKey Activity Measure(s) Target(s) Metrics/Data Sources (baseline data)\nLead and support national Stakeholder • Increase (≥1) in system and sector • Qualitative information/project\nparticipation in certification engagement participation in Highly Accomplished records (19 of 24, as of 30 June 2024).\nacross Australia and with national and Lead teacher (HALT) certification. • Number of publications/subscribers/\nrecognise the professional teacher certification. • Sustained engagement with reads of Expertise Matters\nexpertise of teachers current HALTs including through e-newsletter (2023 data shows:\ncertified at the Highly development and distribution of – there were 1,061 subscribers\nAccomplished and 3 Expertise Matters e-newsletters.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n- 0 40,000 80,000 120,000 0 300,000 900,000 1,500,000 Future developments and results\nTarget Actual Target Actual It is expected that during 2016-17 AITSL will:\n• continue work on implementing the Australian Government’s response to the Action Now:\nClassroom Ready Teachers report, including collaboration with initial teacher education\nMeasure 2: Increased awareness, positive attitudes toward, knowledge and use of the\nstakeholders to support the implementation of the revised Standards and Procedures.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- 1 2016–17 Performance:\ne-News subscribers, 2016–17 Unique sessions on AITSL website 2016–17\n129,800 1,490,000\n135,508 1,587,768\n0 50,000 100,000 150,000 0 1,000,000 1,500,000 2,000,000\nTarget Actual Target Actual\nMeasure AITSL plays a key role in successfully delivering the Government’s response to\nTEMAG, measured through progress against the agreed Work Plan.\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- Target Achieved\nEducation professionals’ awareness, engagement, and perceived benefit\nof the Australian Professional Standards for Teachers:\nAWARENESS ENGAGEMENT BENEFIT\nTarget 80% Target 80% Target 7/10\nAchieved Achieved Achieved\n97% 93% 7.1/10\nSchool leaders’ awareness, engagement, and perceived benefit of the Australian Professional\nStandard for Principals and the Leadership Profiles:\nAWARENESS ENGAGEMENT BENEFIT\nTarget 80% Target 80% Target 7/10\nAchieved Achieved Achieved\n91% 88% 7.6/10\n786,599 The Teacher Standards page on the\nviews AITSL website was viewed 786,599 times\nfrom 1 July 2022 to 30 June 2023.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- ACHIEVED\nTo develop resources, AITSL consulted The 2023 AITSL Stakeholder\nwith Key Partners in 2022–23, including: Survey revealed teachers,\n• teachers and leaders in schools, early school leaders, and education\nchildhood, and other education settings professionals are aware of the\n• representatives from government, nationally informed frameworks,\nCatholic, and independent school sectors and find AITSL’s tools and\n• state and territory teacher regulatory resources useful:\nauthorities (TRAs)\n• state and territory education departments\n• initial teacher education providers\n• teacher unions\nAwareness of national frameworks remained high\n• principal and school leader associations\n• teacher professional associations 77%\nGraduate to Proficient: Australian Guidelines\n• disability advocacy groups for Teacher Induction into the Profession\nTarget 70%\n• parent advocacy groups\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- ACHIEVED\nThe 2023 Stakeholder Survey revealed high familiarity with, and positive attitudes towards, AITSL:\nStakeholders are aware of AITSL\n85.5%\n‘very’ or ‘fairly’ familiar with AITSL and its work\nTarget 80%\nEducation professionals perceive AITSL positively, responding that AITSL\n6.8\nHas a strong evidence base /10\n6.6\nProvides access to up-to-date research and evaluation related to the teaching profession /10\n6.5\nSupports and recognises high quality professional practice for teachers and school leaders /10\nAITSL Annual Report 2022–23 23\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| $4.5 million, 4.5 million | [Page 44]\nNote 16 – Budgetary reports and explanations of major variances\nExplanation of major variances Affected line items (and statement)\n(cont.)\nGovernment Funding Government Funding Income\nStatement of of Cash Flows Subsequent to the preparation of the original (Statement of Comprehensive Income),\nfor the year ended 30 June 2016 Portfolio Budget Statement, AITSL was advised that Trade and other receivables, Cash\nit would receive additional f | `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)` |\n| $2.6 million, 2.6 million | The\nlarge uplift was not anticipated at the time of budget and has resulted in Statement of Cash Flows\nhigher sales, expenditure, cash and unearned income. -Service fees\n-Purchase of term deposits\nStatement of Changes in Equity\n-Total comprehensive surplus/(loss) for the year\nOther revenue Statement of Comprehensive Income\nA deed of gift for $2.6 million in cash was received in November 2024 -Other revenue\nfrom the Queensland Education and Leader | `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)` |\n| $530,000 | Purchase of plant and equipment (32) - (32)\nSale of plant and equipment 2 - 2 Prior Year Result Retained Earnings (Statement of\nSale (Purchase) of Held-to-maturity investments 1,055 982 73 The original budget included a surplus for the Financial Position), Retained Earnings\n2014/15 financial year of $530,000. | `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)` |\n| $626,000 | This has caused a reduction in the\nNet (decrease)/increase in cash held (222) 1,814 (2,036) opening balance of retained earnings and equity of\n$626,000 from the original budget. | `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)` |\n| 1.018 million | [Page 15]\n15 \\| AITSL Corporate Plan \\| 2024–2028\nPerformance Measures (continued)\nPerformance\nKey Activity Measure(s) Target(s) Metrics/Data Sources (baseline data)\nSupport the Stakeholder use • Maintain use of the AITSL website • Website analytics (4,971,097 page\nimplementation of national policy (views and users). views in 2023; 1.018 million users\nof national policy frameworks and • 4% annual increase in AITSL in 2022–23 financial year).\nframew | `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)` |\n\n## Key Achievements\n\n- In 2024–25, AITSL delivered 5,778 ‘suitable’ skilled\nTARGET:\nmigration assessment outcomes (out of a total of 6,001\n90% of assessment-ready skills assessment completed applications) to teachers seeking to migrate\noutcomes are delivered within 6 weeks. to Australia.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- Highlights of John’s career\nDipT BA\ninclude an Australian College of Educational Leaders Achievement\nMr John Fleming Award (2003), the Federal Minister for Education’s Achievement Award\nwas appointed to the for Excellence in Literacy and Numeracy Leadership (2006), Member of\nAITSL Board and as\nthe National Expert Advisory Group on Literacy and Numeracy (2007/8),\nDeputy Chair of the\nACEL Outstanding Principal Award (2008) and Member of the Teacher\nBoard on 1 July 2014.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- This represents a 26 per cent increase in\ncompleted suitable outcomes compared to the prior\nyear, despite the transition of responsibility to deliver\n90% of assessment-ready skills assessment\nassessments for the Early Childhood (Pre-primary\noutcomes are delivered within 6 weeks\nSchool) Teacher occupation to the Australian Children’s\nEducation & Care Quality Authority (ACECQA) in\n96%\n53% December 2024, in alignment with their role overseeing\n2024–25\nthe National Quality Framework for early childhood\n2023–24 (96%)\neducation and care services.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- 1 2016–17 Performance:\ne-News subscribers, 2016–17 Unique sessions on AITSL website 2016–17\n129,800 1,490,000\n135,508 1,587,768\n0 50,000 100,000 150,000 0 1,000,000 1,500,000 2,000,000\nTarget Actual Target Actual\nMeasure AITSL plays a key role in successfully delivering the Government’s response to\nTEMAG, measured through progress against the agreed Work Plan.\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- [Page 18]\nPerformance Measures 2024–25\nInfluencing expertise\nTeaching performance\nassessments\nInitial teacher education\nPERFORMANCE MEASURE:\naccreditation panels\nThe proportion of ITE providers across Australia\nPERFORMANCE MEASURES: which have an endorsed teaching performance\nassessment (TPA)\nProvision of national panel training for the ITE\naccreditation system, including panel chair training\nTARGET:\nevents\nAll accredited ITE programs (100%) across\nProvision of interstate panellists for ITE panels,\nAustralia have an endorsed TPA in place.\nbased on teacher regulatory authority (TRAs)\nrequests\nAll accredited ITE programs (100%) across\nTARGETS: Australia have an endorsed TPA in place\nAt least 3 national panel training events are 100%\ndelivered each year.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- Finance Committee over the next 12 months to further\nThe AITSL Board is responsible for the overall internal\ndevelop the risk maturity of AITSL and an in-depth audit\ncontrol framework and for reviewing its effectiveness.\nand review of AITSL’s Risk Management Framework will be\nThe framework is intended to provide assurance that\nundertaken by an external third party in 2025–26.\nappropriate internal controls have been implemented\nFraud and corruption control\nto identify, evaluate, and manage significant risks to\nthe achievement of AITSL’s objectives.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- [Page 6]\n6 | AITSL Corporate Plan 2025–2029\nStrategic Priorities\nShaping expertise\nPurpose Outcome\nTo lead a high quality and nationally consistent approach to teaching and leadership in schools Quality teaching and leadership is underpinned by\nand education settings. relevant, fit for purpose national Standards that are\nunderstood and implemented by all teachers and\n• Provide leadership for the 11 national policy frameworks, with the Teacher, Principal and\nleaders throughout Australia.\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- Teachers can use the tool to:\n• discover their strengths and areas for development\n• guide professional learning choices\n• stimulate professional conversations with principals,\ncolleagues and mentors\n• set goals to improve their teaching practice More than 12,500 Teacher\nSAT questionnaires have been\n• see their progress by comparing reports over time\ncompleted between its launch in\n• contribute to a group report to discover expertise February and 30 June 2017.\nacross a whole department, year level or school.\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- [pages 11,12,13]\nching and leadership is\nand leadership in schools and education settings. underpinned by relevant, fit-for-purpose\n• Provide leadership for the 11 national policy frameworks, with the national Standards that are understood\nTeacher, Principal and ITE Standards (the Standards), at the centre. and implemented by all teachers and\nleaders throughout Australia.\n• Work with the profession to make sure the Standards remain fit for\npurpose and demonstrate teaching excellence.\n• Provide national policy advice to support informed and innovative\neducation systems and sectors.\n• Champion an inclusive and equitable education system, with a focus\non the outcomes of Aboriginal and Torres Strait Islander students.\n• Bring together the voices of our Key Partners to help shape national\nreform priorities.\n| 9\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- [pages 36,37,38]\nby its\nmodule that must be successfully completed by all staff\nRisk, Audit and Finance Committee.\nannually and ordinarily conducts an annual fraud and\nDuring 2024–25, the AITSL Board undertook an in-depth\ncorruption comprehension and investigation survey with\nreview of its risk appetite and AITSL’s strategic risk\nstaff.\n Source: `annual-reports/2024-25.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1)`\n- Strategic Outcome Performance Measure Target\nShaping Quality teaching and leadership is underpinned by Awareness, use and perception of national Education professionals within all systems and\nexpertise relevant, fit for purpose national Standards that are Standards by teachers and leaders throughout sectors maintain high levels of awareness (80%+),\nunderstood and implemented by all teachers and Australia, as measured through a biennial use (80%+) and perceived benefit (7/10+) of\nleaders throughout Australia. stakeholder survey. national Standards.\n Source: `corporate-plans/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2)`\n- [pages 9,10,11,12,13,14,15]\nnally, AITSL has implemented a customised\ncontract management system, which is supported by the in-house Legal team,\nto enact appropriate controls over procurement and contracting approvals to\nminimise risks of fraud and delegation breaches.\n Source: `corporate-plans/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2)`\n\n## Key Issues, Risks, and Recommendations\n\n- The the company’s organisational performance measurement\nperformance measures, which were comprehensively strategy, and performance is publicly reported on an\nreviewed in 2023–24 in response to a recommendation annual basis through the AITSL Annual Report.\nfrom an Australian National Audit Office (ANAO)\nTo ensure AITSL delivers on its purpose and has maximum\nperformance audit and further refined in 2024–25, take\nimpact, the following measures have been developed in\ninto account the company’s operating environment,\norder to draw a clear link between AITSL’s Strategic Plan,\norganisational capability, and risks, and are consistent\nand the results achieved and\nwith the requirements set out in the Public Governance,\nprovide meaningful performance\nPerformance and Accountability Rule 2014 Rule.\ninformation with a clear line\n Source: `corporate-plans/2025.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3)`\n- [Page 6]\n8.9.1.2 act as a forum of communication between the Board, senior management, and any\nperson/firm appointed to carry out specific internal audit activities\n8.9.1.3 approve the internal audit program on an annual basis and review and approve the scope of\nany internal audit reviews\n8.9.1.4 approve all audit reports and provide advice to the Board on significant issues identified in\naudit reports and action taken on issues raised\n8.9.1.5 monitor management’s implementation of internal audit recommendations\n8.9.1.6 review the effectiveness of the internal audit program and performance and independence of\nthe internal auditor\n8.9.1.7 request a meeting with the Internal Auditors to discuss internal audit matters without AITSL\nManagement present once a year or as required\n8.10 External Audit\n8.10.1 The Committee will:\n8.10.1.\n Source: `other-pdfs/risk-audit-and-finance-committee-charter-2025.pdf (https://www.aitsl.edu.au/docs/default-source/governance/risk-audit-and-finance-committee-charter-2025.pdf)`\n- Detection\n• Advocate for policy change where issues arise\ncontrols include internal audits, reporting to the Risk, Audit and Finance\nInadequate funding • Advocacy for AITSL’s value and ongoing role Committee and the AITSL Board of Directors, and an annual internal fraud\n• Careful budget management survey to test comprehension and promote reporting of suspected incidents\nof fraud.\n• Rigorous costing of new projects\nRetention and recruitment • Workforce and succession planning linked to work\nplanning\n• Creating a positive staff culture\nCyber security • Cyber security, privacy, and information management\npolicies and associated procedures\n• Monitoring of emerging cyber security threats\n• Staff education\nDelivery of products • Skilled digital team\n• Implement digital strategy to ensure coherence\n7 AITSL Corporate Plan 2022–2026\n Source: `corporate-plans/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2)`\n- Director Directors’ Audit and Risk Finance Committee *Remuneration\nDuring the period 1 July 2015-30 June 2016, guided by its Statement of Intent and Work Plan,\nmeetings Committee meetings meetings Committee\nAITSL:\nNumber Number Number Number Number Number Number Number\nContinued work on implementing the Australian Government’s response to the Action Now:\neligible attended eligible attended eligible attended eligible attended\nClassroom Ready Teachers report, including:\nto attend to attend to attend to attend\n• stronger quality assurance of teacher education courses\nJohn Hattie 8 8 6 4 0 0\n• rigorous selection for entry to teacher education courses\nJohn Fleming 5 4 5 3\nStephen Elder 8 7 4 4 6 6 • improved and structured practical experience for teacher education students\nGeoffrey Newcombe 8 6 4 4 6 6 0 0 • robust assessment of graduates to ensure classroom readiness\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- Board Public Governance, Performance and Accountability Rule 2014\nSubject Rule Location Page\nThe annual report includes the purposes 28E(a) Corporate Governance 9\nof the company as included in the Statement\nAudit and Risk Committee\ncompany’s corporate plan for the period\nThe annual report includes the names 28E(b) Corporate Governance 9\nof the persons holding the position of Statement\nFinance Committee responsible Minister or responsible\nMinisters during the period, and the titles\nof those responsible Ministers\nRemuneration Committee The annual report includes any directions 28E(c) N/A N/A\ngiven to the entity by a Minister during the\nperiod\nThe annual report includes government 28E(d) N/A N/A\nChief Executive Officer\npolicy orders (under section 93 of the\nPGPA Act) and any instances of non-\ncompliance\nThe annual report includes particulars of 28E(e) N/A N/A\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- Director Directors’ Audit and Risk Finance Committee Remuneration\nmeetings Committee meetings meetings Committee\nNumber Number Number Number Number Number Number Number\neligible attended eligible attended eligible attended eligible attended\nto attend to attend to attend to attend\nJohn Hattie 7 6 6 3 3 3\nChris Wardlaw 7 7 6 5\nStephen Elder 7 6 4 2 6 5\nGeoffrey 7 7 4 4 6 6 3 3\nNewcombe\nTania Aspland 7 6\nJennifer 7 5\nBuckingham\nTony Cook 7 7 6 4\nTrevor Fletcher 7 6 3 3\nJenny Gale 7 7\nRob Nairn 7 7\nMelanie Saba 7 6\nJenny Morison attends the Audit and Risk Committee as an independent external member.\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- [pages 85,86,87,88]\nge 85]\nAppendices\nAppendix 1: AITSL organisational structure\nBoard\nAudit and Risk Committee\nFinance Committee\nRemuneration Committee\nChief Executive Officer\nCompany Secretary,\nChief Chief Deputy Chief General Manager –\nLegal Advisor & Chief\nFinancial Information Executive Teaching & School\nGeneral Manager – Advisor\nOfficer Officer Officer Leadership\nCSFG\nAppendix 2: Consultancies and funding contracts let\nAITSL engages consultants with specialist expertise to assist with the fulfilment of the\norganisation’s responsibilities.\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- GST) Information\nMr Christopher Chair Member of the AITSL Finance Eligible to $0 0\nWardlaw PSM Committee from 2013 to 2016. attend 5\nOLY meetings\nPaid an annual\nChair of the AITSL Finance salary as\nCommittee and Audit and Risk 3 meetings Deputy Chair of\nCommittee from 2016 to 2020 attended the AITSL\nBoard\nMember of the Athletics Australia\nFinance, Audit and Risk Committee\nChair of the Victorian Curriculum\nand Assessment Authority which\nhas oversight of all audit, finance\nand risk functions\nBachelor of Education (Hons) with\nan Accounting Minor\nDr Jennifer Member Not-for-profit Financial Eligible to $3,663 0\nBuckingham Management short course, attend 5\nGovernance Institute of Australia meetings\nInterpreting Financial Statements\n5 meetings\nshort course, Australian Institute of\nattended\nCompany Directors\nMr Malcolm Member Company Directors Course, Eligible to $2,677 0\n Source: `annual-reports/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6)`\n- GST) Information\nMrs Karen Independent Over 30 years’ experience and in Eligible to $16,390 0\nHogan FCPA, Expert governance with expertise in attend 5\nGAICD, BCom Member Accounting, Human Resources meetings\n(Acc) and Information and\n5 meeting\nCommunication Technology\nattended\nHeld roles in both the private and\npublic sector in a variety of\nindustries such as fast-moving\nconsumer products, manufacturing,\ntourism, government regulation,\nagriculture, and the cultural\ninstitutions\nDirector of EGA Insights and\nprovides strategic consulting\nadvice on governance, accounting,\ninternal controls, and business\nimprovement opportunities\nHolds roles as the chair, deputy\nchair and as an independent\nmember on several public sector\nAudit and Risk Committees\nRemuneration committee\nThe Remuneration Committee advises the AITSL Board on the salary, conditions, and performance of the\nCEO.\n Source: `annual-reports/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6)`\n- Donna Pendergast Page 35 Page 35 Non-Executive 30 September 2021 30 September 2024\nDirector (reappointment)\nDr Jennifer Buckingham Page 32 Page 32 Non-Executive 30 September 2021 30 September 2024\nDirector (reappointment)\nDr Lee Anne Perry AM Page 33 Page 33 Non-Executive 21 March 2022 21 March 2024\nDirector (initial term)\nMr Malcolm Elliott Page 34 Page 34 Non-Executive 1 August 2020 1 August 2023\nDirector (initial term)\nMs Renez Lammon Page 34 Page 34 Non-Executive 1 August 2020 1 August 2023\nDirector (reappointment)\nMr Tim Bullard Page 33 Page 33 Non-Executive 1 October 2020 21 July 2021\nDirector (initial term) (resigned)\nMeetings Attended\nDirector Board Risk, Audit and Finance Remuneration Committee\nCommittee\nNumber Number Number Number Number Number\neligible to attended eligible to attended eligible to attended\nattend attend attend\nEmeritus Laureate 5 5 0 0 4 4\nProfessor\n Source: `annual-reports/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6)`\n- GST) INFORMATION\nMr Chair Member of the AITSL Finance Eligible $0 0\nChristopher Committee from 2013 to 2016 to attend\nPaid an annual\nWardlaw 5 meetings\nChair of the AITSL Finance salary as Deputy\nPSM OLY\nCommittee and Audit and Risk 5 meetings Chair of the\nCommittee from 2016 to 2020 attended AITSL Board\nPast member of the Athletics\nAustralia Finance, Audit and\nRisk Committee\nImmediate past Chair of\nthe Victorian Curriculum and\nAssessment Authority which\nhas oversight of all audit,\nfinance, and risk functions\nBachelor of Education (Hons)\nwith an Accounting Minor\nDr Jennifer Member Not-for-profit Financial Eligible $2,495 0\nBuckingham Management short course, to attend\nOAM FRSN Governance Institute 5 meetings\nof Australia\n4 meetings\nInterpreting Financial attended\nStatements short course,\nAustralian Institute of\nCompany Directors\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- GST) INFORMATION\nMrs Karen Independent Over 30 years’ experience Eligible $17,061 0\nHogan Expert and in governance with expertise to attend\nFCPA GAICD Member in accounting, human resources, 5 meetings\nBCom (Acc) and information and\n5 meeting\ncommunication technology\nattended\nHeld roles in both the\nprivate and public sector\nin a variety of industries such\nas fast-moving consumer\nproducts, manufacturing,\ntourism, government regulation,\nagriculture, and the cultural\ninstitutions\nDirector of EGA Insights and\nprovides strategic consulting\nadvice on governance,\naccounting, internal controls,\nand business improvement\nopportunities\nHolds roles as the chair, deputy\nchair, and as an independent\nmember on several public sector\naudit and risk committees\nRemuneration Committee\nThe Remuneration Committee advises the AITSL Board on the salary, conditions, and performance of the CEO.\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- Board Director details from 1 July 2022 to 30 June 2023\nDIRECTOR DIRECTOR DETAILS PERIOD AS DIRECTOR\nQualifications Experience Date of Date of\nof Director of the Director Position Commencement Cessation\nMelbourne Page 38 Page 38 Chair and 1 July 2020 30 June 2023\nLaureate Professor Non-Executive (reappointment)\nEmeritus Director\nJohn Hattie\nMr Christopher Page 38 Page 38 Deputy Chair and 1 May 2023 1 May 2024\nWardlaw Non-Executive (reappointment)\nPSM OLY Director\nMs Beth Page 39 Page 39 Non-Executive 30 September 2021 30 September 2024\nBlackwood AM Director (reappointment)\nProf Donna Page 42 Page 42 Non-Executive 30 September 2021 30 September 2024\nPendergast Director (reappointment)\nDr Jennifer Page 39 Page 39 Non-Executive 30 September 2021 30 September 2024\nBuckingham Director (reappointment)\nOAM FRSN\nProf Lee Anne Page 40 Page 40 Non-Executive 21 March 2022 21 March 2024\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- [Page 73]\nAppendices\nAppendix 1: AITSL Organisational Structure\nAS OF 30 JUNE 2023\nRisk, Audit and Finance Committee\nAITSL Remuneration Committee\nBoard of Directors\nSchool Leadership and Teaching Expert Standing Committee\nTeacher Education Expert Standing Committee\nGeneral Counsel and Company Secretary\nLisa Molloy\nChief Executive Officer\nDeputy Chief Executive Officer\nMark Grant\nEdmund Misson\nChief Financial Officer\nDavid W Frost\nGeneral Manager, Corporate\nDianne Jickell\nGeneral Manager, Teaching and School Leadership\nDaniel Pinchas\nManagement of Human Resources\nALL NON-ONGOING EMPLOYEES CURRENT REPORT PERIOD (2022–23)\nMAN/MALE WOMAN/FEMALE NON-BINARY\nFull- Part- Full- Part- Full- Part-\nLocation time time Total time time Total time time Total Total\nNSW 3 0 3 5 0 5 0 0 0 8\nQLD 0 0 0 2 0 2 0 0 0 2\nSA 3 0 3 1 0 1 0 0 0 4\nTAS 0 0 0 0 0 0 0 0 0 0\nVIC 16 4 20 36 9 45 1 0 1 66\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n\n## Corporate Values and Operating Culture\n\n- [Page 39]\nNote 7 – Fair value measurements Note 9 – Provisions\nReconciliation of opening and closing balances (2015-2016)\n2016 2015\n$ $\nFair value measurements at the end\nof the reporting period\nEmployee Provisions\nCategory Cultural Intangibles Annual leave 341,525 357,620\n$ $ Long service leave 184,429 246,510\nNon-financial assets Total employee provisions 525,954 604,130\nCultural Level 2 12,000 12,000\nEmployee provisions expected to be settled in:\nTotal Non-financial assets 12,000 12,000\nNo more than 12 months 363,540 513,995\nMore than 12 months 162,414 90,135\nTotal fair value measurement of assets in the 12,000 12,000\nTotal employee provisions 525,954 604,130\nstatement of financial position\nOther Provisions\nAITSL does not hold any non-financial liabilities.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- Statement of Financial Position items comprising cash 1,174,653 1,396,739\nEmployee Provisions and Benefits Difference - -\nProvision is made for benefits accruing to employees in respect of wages and salaries, annual leave\nand long service leave for services rendered to the reporting date.\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- [Page 51]\nPublic Governance, Performance and Accountability Rule 2014 (cont.)\nSubject Rule Location Page\nThe annual report provides an outline 28E(i) Corporate Governance 8 - 13\nof the main governance practices used Statement\nduring the period\nThe decision-making process undertaken 28E(j) Corporate Governance 10\nby the Board in relation to transactions Statement\nwith related entities\nFinancial Report (Note 12) 76\nNumber and aggregate value of related 28E(k) Corporate Governance 10\nentity transactions Statement\nFinancial Report (Note 12) 76\nAny key activities and changes that 28E(l) Directors Report 32\naffected the operations or structure of the\norganisation\nThe annual report provides details of 28E(m) N/A N/A\njudicial decisions and decisions of\nadministrative tribunals that have had,\nor may have, significant impact on the\noperations\nThe annual report provides details of 28E(n) N/A N/A\n Source: `annual-reports/2015-16.pdf (https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4)`\n- [Page 87]\nPublic Governance, Performance and Accountability Rule 2014 (cont.)\nSubject Rule Location Page\nThe annual report provides an outline 28E(i) Corporate Governance 8-13\nof the main governance practices used Statement\nduring the period\nThe decision-making process undertaken 28E(j) Corporate Governance 10\nby the Board in relation to transactions Statement\nwith related entities\nFinancial Report (Note 9) 67\nNumber and aggregate value of related 28E(k) Corporate Governance 10\nentity transactions Statement\nFinancial Report (Note 9) 67\nAny key activities and changes that 28E(l) Directors’ Report 27\naffected the operations or structure of the\norganisation\nThe annual report provides details of 28E(m) N/A N/A\njudicial decisions and decisions of\nadministrative tribunals that have had,\nor may have, significant impact on the\noperations\nThe annual report provides details of 28E(n) N/A N/A\n Source: `annual-reports/2017.pdf (https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14)`\n- 28E(j), 28E(k) For transactions with a related Financial Report (Note 9) 55\nCommonwealth entity or related\ncompany where the value of the\ntransaction, or if there is more than\none transaction, the aggregate of\nthose transactions, is more than\n$10,000 (inclusive of GST):\n(a) the decision-making process\nundertaken by the directors of the\ncompany for making a decision to\napprove the company paying for a\ngood or service from, or providing a\ngrant to, the related Commonwealth\nentity or related company; and\n(b) the value of the transaction, or if\nthere is more than one transaction,\nthe number of transactions and the\naggregate of value of the\ntransactions.\n Source: `annual-reports/2022.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6)`\n- [Page 76]\nAppendices cont’d\nPGPA RULE REFERENCE DESCRIPTION LOCATION PAGE\n28E(j), 28E(k) For transactions with a related Commonwealth entity or Financial Report 66\nrelated company where the value of the transaction, or if (Note 9)\nthere is more than one transaction, the aggregate of those\ntransactions, is more than $10,000 (inclusive of GST):\n(j) the decision-making process undertaken by the directors\nof the company for making a decision if:\n(i) the decision is to approve the company paying for\na good or service from a Commonwealth entity or\na company, or providing a grant to a Commonwealth\nentity or a company; and\n(ii) the company, and the Commonwealth entity or the\ncompany, are related entities; and\n(iii) the value of the transaction, or if there is more than one\ntransaction, the aggregate value of those transactions,\nis more than $10,000 (GST inclusive);\n Source: `annual-reports/2022-23.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8)`\n- Its findings provide a baseline for enhancing service delivery and effectiveness.\nmini-card, small-h-img\ntrue\nsec-spacing\nsection-none\nsec-spacing-bottom\nsection-padding-between\nstyle\ndefault\nCONNECT\nWITH US\nfalse\nX\nlp-x\nhttps://x.com/wbg_gov\nSubscribe to our monthly newsletter\nWorld Bank Governance Global Department\nThe latest news, publications, and events on institutions, good governance, GovTech, open government, procurement, anticorruption, public finance, accountability & more.\nfalse\nGovernance Update|SVC123\nfalse\nTopic Expert\nArturo Herrera\nhttps://www.worldbank.org/en/about/people/a/arturo-herrera-gutierrez\ndefault alt\nDirector, Governance Global Department, World Bank\nmini-card\nmini-card\nView All Experts\nGovernance Contact\nLara Saade\nlsaade@worldbank.org\nsec-swoosh\nsec-swoosh-type11\nstyle\ngrid, bg-neutrals-20, stay-connected\nsec-spacing\nsection-none\nsec-spacing-bottom\n Source: `global-intelligence/source-text/association-worldbank.org-governance.txt`\n- [Page 17]\n17 | AITSL Corporate Plan | 2024–2028\nPerformance Measures (continued)\nPerformance\nKey Activity Measure(s) Target(s) Metrics/Data Sources (baseline data)\nLead and support national Stakeholder • Increase (≥1) in system and sector • Qualitative information/project\nparticipation in certification engagement participation in Highly Accomplished records (19 of 24, as of 30 June 2024).\nacross Australia and with national and Lead teacher (HALT) certification. • Number of publications/subscribers/\nrecognise the professional teacher certification. • Sustained engagement with reads of Expertise Matters\nexpertise of teachers current HALTs including through e-newsletter (2023 data shows:\ncertified at the Highly development and distribution of – there were 1,061 subscribers\nAccomplished and 3 Expertise Matters e-newsletters.\n Source: `corporate-plans/2024.pdf (https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2)`\n\n## Global Ideas and Case Study Inputs\n\nGlobal source texts are available for later idea synthesis:\n- `global-intelligence/source-text/association-worldbank.org-governance.txt`\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt`\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt`\n\n## Source Artifacts Used\n\n- `corporate-plans/2021.pdf` - corporate-plans - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2021-2024-corporate-plan.pdf?sfvrsn=4407da3c_2\n- `corporate-plans/2022.pdf` - corporate-plans - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2\n- `corporate-plans/2023.pdf` - corporate-plans - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2023-2027-corporate-plan.pdf?sfvrsn=3e3be3c_2\n- `corporate-plans/2024.pdf` - corporate-plans - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2\n- `corporate-plans/2025.pdf` - corporate-plans - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3\n- `annual-reports/2015-16.pdf` - annual-reports - https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4\n- `annual-reports/2017.pdf` - annual-reports - https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14\n- `annual-reports/2022.pdf` - annual-reports - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6\n- `annual-reports/2022-23.pdf` - annual-reports - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-23-annual-report.pdf?sfvrsn=669fbf3c_8\n- `annual-reports/2024-25.pdf` - annual-reports - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1\n- `strategies/accreditation-of-initial-teacher-education-programs-in-australia.pdf` - strategies - https://www.aitsl.edu.au/docs/default-source/national-policy-framework/accreditation-of-initial-teacher-education-programs-in-australia.pdf?sfvrsn=e87cff3c_22\n- `strategies/atwd-data-access-protocols-v3-feb-2025.pdf` - strategies - https://www.aitsl.edu.au/docs/default-source/atwd/atwd-data-access-protocols-v3-feb-2025.pdf?sfvrsn=d6968e3c_1\n- `pages/about.html` - pages - http://www.aitsl.edu.au/about-us\n- `pages/annual-reports-index.html` - pages - https://www.aitsl.edu.au/about-aitsl/governance\n- `pages/annual-reports-index__00.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1\n- `pages/annual-reports-index__01.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-annual-report-2022.pdf?sfvrsn=63e0a93c_6\n- `pages/annual-reports-index__02.html` - pages - https://www.aitsl.edu.au/docs/default-source/default-document-library/annual-report-2017_final_annual-report_interactive.pdf?sfvrsn=3f7beb3c_14\n- `pages/annual-reports-index__03.html` - pages - https://www.aitsl.edu.au/docs/default-source/general/aitsl-annual-report-2015-2016.pdf?sfvrsn=1b23e23c_4\n- `pages/contact.html` - pages - http://www.aitsl.edu.au/contact-us\n- `pages/corporate-plans-index.html` - pages - https://www.aitsl.edu.au/about-aitsl/governance\n- `pages/corporate-plans-index__04.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3\n- `pages/corporate-plans-index__05.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2024-2028.pdf?sfvrsn=6624813c_2\n- `pages/corporate-plans-index__06.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2023-2027-corporate-plan.pdf?sfvrsn=3e3be3c_2\n- `pages/corporate-plans-index__07.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2022-2026-corporate-plan.pdf?sfvrsn=4daf3c_2\n- `pages/corporate-plans-index__08.html` - pages - https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2021-2024-corporate-plan.pdf?sfvrsn=4407da3c_2\n- `pages/corporate-plans-index__09.html` - pages - https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl-2020-2023-corporate-plan.pdf?sfvrsn=814cd73c_2\n- `pages/corporate-plans-index__10.html` - pages - https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl-corporate-plan-2019-22-(pdf-3700-kb).pdf?sfvrsn=6807f83c_4\n- `pages/corporate-plans-index__11.html` - pages - https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl-corporate-plan-2018-19.pdf?sfvrsn=d3a3f13c_2\n- `pages/homepage.html` - pages - http://www.aitsl.edu.au/about-us\n- `pages/leadership.html` - pages - http://www.aitsl.edu.au/\n- `pages/news-latest.html` - pages - http://www.aitsl.edu.au/secondary/news-and-media\n- `pages/reforms-index.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform\n- `pages/reforms-index__20.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform\n- `pages/reforms-index__21.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/next-steps-in-initial-teacher-education-reform\n- `pages/reforms-index__22.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/strengthening-ite\n- `pages/reforms-index__23.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/improving-ite-assessment\n- `pages/reforms-index__24.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/understand-ite-student-selection\n- `pages/reforms-index__25.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/improved-beginning-teacher-induction\n- `pages/reforms-index__26.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/primary-specialisation\n- `pages/reforms-index__27.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/improved-professional-experience-for-ite-students\n- `pages/reforms-index__28.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/understand-the-literacy-and-numeracy-test\n- `pages/reforms-index__29.html` - pages - http://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/previous-accreditation-system\n- `pages/strategies-index.html` - pages - http://www.aitsl.edu.au/secondary/australian-teacher-workforce-data-strategy\n- `pages/strategies-index__12.html` - pages - http://www.aitsl.edu.au/secondary/australian-teacher-workforce-data-strategy\n- `pages/strategies-index__13.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/SignOut/?sf_cntrl_id=ctl00$HeaderPlaceholder$TFCD5DE12024\n- `pages/strategies-index__14.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports\n- `pages/strategies-index__15.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/what-are-the-benefits\n- `pages/strategies-index__16.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/how-does-it-work\n- `pages/strategies-index__17.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/data-security-and-privacy\n- `pages/strategies-index__18.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/australian-teacher-workforce-survey\n- `pages/strategies-index__19.html` - pages - http://www.aitsl.edu.au/research/australian-teacher-workforce-data/australian-teacher-workforce-survey/promote-the-survey\n- `global-intelligence/source-text/association-worldbank.org-governance.txt` - global-intelligence - local file\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt` - global-intelligence - local file\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt` - global-intelligence - local file\n- `other-pdfs/executive-remuneration-report.pdf` - other-pdfs - https://www.aitsl.edu.au/docs/default-source/corporate/executive-remuneration-report.pdf?sfvrsn=24d9eb3c_2\n- `other-pdfs/executive-remuneration-reporting.pdf` - other-pdfs - https://www.aitsl.edu.au/docs/default-source/default-document-library/executive-remuneration-reporting.pdf?sfvrsn=1028f03c_2\n- `other-pdfs/supporting-the-professional-lifecycle_.pdf` - other-pdfs - https://www.aitsl.edu.au/docs/default-source/corporate/supporting-the-professional-lifecycle_.pdf?sfvrsn=4287893c_3\n- `other-pdfs/gifts-and-benefits-register-march-2025.pdf` - other-pdfs - https://www.aitsl.edu.au/docs/default-source/governance/gifts-and-benefits-register-march-2025.pdf?sfvrsn=60518f3c_6\n- `other-pdfs/risk-audit-and-finance-committee-charter-2025.pdf` - other-pdfs - https://www.aitsl.edu.au/docs/default-source/governance/risk-audit-and-finance-committee-charter-2025.pdf\n\n## Gaps To Fix\n\n- No major source gaps detected by the deterministic checks.", "legislation_md": "# Australian Institute for Teaching and School Leadership Limited — Legislation Administered\n\n**Generated**: 2026-05-13T03:40:41+00:00\n**Source**: LLM extraction (nova-micro) from latest annual report and corporate plan\n**Tokens**: 25,214 in / 638 out · cost: $0.00097\n\n> Acts and instruments this entity administers or has primary responsibility for.\n> Excludes generic gov-wide compliance Acts (PGPA, Public Service Act, FOI, Privacy, etc.).\n\n**Source documents fed to the model**:\n- Annual report: `annual-reports\\2024-25.txt`\n- Corporate plan: `corporate-plans\\2025.txt`\n\n## 6 laws administered\n\n| Title | Year | Type | What this entity does under it |\n|---|---|---|---|\n| [Teacher Registration in Australia Framework](https://www.legislation.gov.au/search?query=Teacher%20Registration%20in%20Australia%20Framework) | 2024 | Framework | AITSL leads the development and implementation of the national framework for teacher registration. |\n| [Australian Professional Standards for Teachers](https://www.legislation.gov.au/search?query=Australian%20Professional%20Standards%20for%20Teachers) | 2011 | Standards | AITSL administers and promotes the national standards for teachers. |\n| [Australian Professional Standards for Principals](https://www.legislation.gov.au/search?query=Australian%20Professional%20Standards%20for%20Principals) | 2011 | Standards | AITSL administers and promotes the national standards for school principals. |\n| [Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures](https://www.legislation.gov.au/search?query=Accreditation%20of%20Initial%20Teacher%20Education%20Programs%20in%20Australia%3A%20Standards%20and%20Procedures) | 2024 | Regulations | AITSL administers the accreditation process for initial teacher education programs. |\n| [Framework for the Certification of Highly Accomplished and Lead Teachers](https://www.legislation.gov.au/search?query=Framework%20for%20the%20Certification%20of%20Highly%20Accomplished%20and%20Lead%20Teachers) | 2024 | Framework | AITSL administers the certification process for Highly Accomplished and Lead teachers. |\n| [Australian Professional Experience Guidelines](https://www.legislation.gov.au/search?query=Australian%20Professional%20Experience%20Guidelines) | 2024 | Guidelines | AITSL administers the guidelines for professional experience placements for pre-service teachers. |", "global_initiatives_md": "# Australian Institute for Teaching and School Leadership Limited — Global Initiatives Catalogue\n\n## Focus areas\n- National Standards Development\n- Initial Teacher Education Accreditation\n- Teacher Workforce Planning\n- Teacher Certification and Recognition\n\n## National Standards Development\n\n### National College for Teaching and Leadership (NCTL)\n**Jurisdiction**: UK\n**Run by**: Department for Education\n**Year**: 2012\n**Status**: Active\n**What it does (2–3 sentences)**: The NCTL is responsible for developing and maintaining the Teachers' Standards in England, ensuring they are clear, rigorous, and promote high-quality teaching. It also supports the implementation of these standards across schools.\n**Why it matters to Australia (1–2 sentences)**: The NCTL's rigorous approach to developing and maintaining teaching standards could provide valuable insights into creating and sustaining high-quality national standards in Australia.\n**Find more**: [National College for Teaching and Leadership](https://www.google.com/search?q=National+College+for+Teaching+and+Leadership)\n\n### Teaching Quality Standards (TQS)\n**Jurisdiction**: Singapore\n**Run by**: Ministry of Education\n**Year**: 2004\n**Status**: Active\n**What it does (2–3 sentences)**: The TQS framework in Singapore defines the professional standards for teachers and leaders, aiming to ensure high-quality teaching and leadership in schools. It includes standards for teacher competencies and school leadership.\n**Why it matters to Australia (1–2 sentences)**: Singapore's comprehensive framework for teacher standards could offer a model for Australia’s national standards development.\n**Find more**: [Teaching Quality Standards Singapore](https://www.google.com/search?q=Teaching+Quality+Standards+Singapore)\n\n## Initial Teacher Education Accreditation\n\n### Teacher Education Accreditation Council (TEAC)\n**Jurisdiction**: US\n**Run by**: Council for Higher Education Accreditation\n**Year**: 2013\n**Status**: Active\n**What it does (2–3 sentences)**: TEAC sets the standards for accrediting teacher education programs in the United States, ensuring they meet rigorous quality benchmarks. It works to improve the quality of teacher preparation and professional development.\n**Why it matters to Australia (1–2 sentences)**: TEAC’s accreditation process for teacher education programs could provide a benchmark for Australia’s national accreditation system.\n**Find more**: [Teacher Education Accreditation Council](https://www.google.com/search?q=Teacher+Education+Accreditation+Council)\n\n### New Zealand Initial Teacher Education Review Panel (ITERP)\n**Jurisdiction**: New Zealand\n**Run by**: Ministry of Education\n**Year**: 2014\n**Status**: Active\n**What it does (2–3 sentences)**: The ITERP reviews and accredits initial teacher education programs in New Zealand, ensuring they meet the required standards for producing high-quality teachers. It focuses on the quality and effectiveness of teacher education programs.\n**Why it matters to Australia (1–2 sentences)**: The ITERP’s approach to accrediting teacher education programs could offer valuable insights for Australia’s accreditation processes.\n**Find more**: [New Zealand Initial Teacher Education Review Panel](https://www.google.com/search?q=New+Zealand+Initial+Teacher+Education+Review+Panel)\n\n## Teacher Workforce Planning\n\n### Australian Education Union (AEU) Workforce Data\n**Jurisdiction**: Australia\n**Run by**: Australian Education Union\n**Year**: Ongoing\n**Status**: Active\n**What it does (2–3 sentences)**: The AEU collects and analyses workforce data to inform policy and advocacy on teacher workforce planning, including supply, demand, and distribution of teachers across Australia.\n**Why it matters to Australia (1–2 sentences)**: The AEU’s workforce data could provide a useful model for Australia’s national approach to teacher workforce planning.\n**Find more**: [Australian Education Union Workforce Data](https://www.google.com/search?q=Australian+Education+Union+workforce+data)\n\n## Teacher Certification and Recognition\n\n### Teacher Certification Program (TCP)\n**Jurisdiction**: Canada\n**Run by**: Council of Ministers of Education, Canada (CMEC)\n**Year**: 1997\n**Status**: Active\n**What it does (2–3 sentences)**: The TCP provides a framework for recognizing and certifying teachers across Canada, ensuring they meet high professional standards. It includes a process for evaluating teacher performance and recognizing advanced teaching competencies.\n**Why it matters to Australia (1–2 sentences)**: Canada’s TCP could offer a model for Australia’s national certification system for Highly Accomplished and Lead teachers.\n**Find more**: [Teacher Certification Program Canada](https://www.google.com/search?q=Teacher+Certification+Program+Canada)\n\n*Note: These initiatives are LLM-knowledge claims, not scraped sources — verify before citing publicly.*", "strategy": { "reporting_period": "2024-25 [AR p.1]", "corporate_plan_period": "2025-26 [CP p.2]", "vision": "Australia has a high-quality education system in which teachers and leaders have the greatest impact on the educational growth and achievement of every learner. [AR p.8]", "vision_source_page": null, "purposes": "AITSL plays a key role in leading significant, national educational reform for the Commonwealth, state, and territory governments to promote excellence in initial teacher education (ITE), teaching, and leadership to maximise learning for all children and young people by supporting teachers and school leaders to thrive. [CP p.4]", "purposes_source_page": null, "how_we_deliver": "AITSL delivers a program of work: in accordance with directions received from: the Commonwealth Minister for Education, the AITSL Board of Directors, through agreements with other federal ministers and national governance bodies, through bilateral and multilateral agreements with states and territories, with international governments and education partners pursuing Australian Government education priorities. [CP p.4]", "how_we_deliver_source_page": null, "government_priorities": [ { "text": "Shaping expertise", "source_page": 5 }, { "text": "Influencing expertise", "source_page": 7 }, { "text": "Enhancing expertise", "source_page": 8 }, { "text": "Esteeming expertise", "source_page": 9 }, { "text": "Supporting expertise", "source_page": 10 } ], "outcomes": [ { "name": "Outcome 1: Quality teaching and leadership", "description": "Quality teaching and leadership is underpinned by relevant, fit-for-purpose national Standards that are understood and implemented by all teachers and leaders throughout Australia. [CP p.6]", "key_activities": [ "Create, promote, and support the implementation of national policy frameworks and standards.", "Develop high-quality, evidence-informed tools, resources, and commissioned products." ], "source_page": 11 }, { "name": "Outcome 2: National adoption of practices and policies", "description": "AITSL’s Key Partners across all Australian states and territories participate in the development and adoption of nationally informed practices and policies that help lift quality teaching and leadership in schools and education settings. [CP p.7]", "key_activities": [ "Be passionate advocates for evidence-based practices that lead to improvements in quality teaching and leadership.", "Convene our Key Partners to help shape and implement nationally agreed policies and practices." ], "source_page": 11 }, { "name": "Outcome 3: High-quality, practical, and evidence-based tools and resources", "description": "The delivery of high quality, practical and evidence-based tools and resources that are created in partnership with the profession, and support quality teaching and leadership. [CP p.8]", "key_activities": [ "Lead research that shapes reform agendas and resources for the profession.", "Engage with our Key Partners in the development of evidence-based tools and resources that have teacher and leader expertise at their core." ], "source_page": 11 }, { "name": "Outcome 4: Recognition and celebration of teacher and leader expertise", "description": "The expertise of Australia’s teachers and leaders is highlighted, recognised and celebrated, supporting an increased status of the profession. [CP p.9]", "key_activities": [ "Encourage and support teachers and leaders to be innovative in applying the Teacher and Principal Standards.", "Promote positive messages on the impact of teachers by showcasing their practice, expertise and stories." ], "source_page": 11 }, { "name": "Outcome 5: Healthy, high-performing culture and strong operational foundations", "description": "AITSL’s culture is healthy, culturally safe, adaptive, and inclusive, and facilitates the effective deployment of resources to achieve strategic outcomes. [CP p.10]", "key_activities": [ "Cultivate a healthy, high-performing culture that lives and breathes AITSL’s Values and engages our people in our strategy.", "Prioritise diversity and inclusion at all levels of the organisation." ], "source_page": 11 } ], "values": [ "Excellence", "Collaboration", "Innovation", "Respect", "Integrity" ], "values_framework_name": "AITSL Values [CP p.22]", "kpi_targets_2025_26": [ { "code": "CCE01", "measure": "Stakeholder use of national policy frameworks and standards developed by AITSL.", "target": "65% annual increase in the views of the AITSL website.", "source_page": 19 }, { "code": "CCE02", "measure": "Rate and quality of teacher inductions across Australia.", "target": "5% annual increase in the percentage of early career teachers (ECT; 0–2 years) who receive a formal induction.", "source_page": 19 }, { "code": "CCE03", "measure": "Availability and use of high-quality, evidence-informed tools, resources and commissioned products.", "target": "5% annual increase of users of AITSL’s Indigenous Cultural Responsiveness Self-reflection Tool.", "source_page": 19 }, { "code": "CCE04", "measure": "Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests.", "target": "At least 3 national panel training events are delivered each year.", "source_page": 19 }, { "code": "CCE05", "measure": "Stakeholder engagement with national teacher certification.", "target": "Increase (>1) in system and sector participation in Highly Accomplished and Lead teacher (HALT) certification.", "source_page": 19 }, { "code": "CCE06", "measure": "Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply.", "target": "90% of assessment-ready skills assessment outcomes are delivered within 8 weeks.", "source_page": 19 }, { "code": "CCE07", "measure": "Number of teachers who participate in the Australian Teacher Workforce Survey.", "target": "Maintain Teacher Survey response rates above 8%, nationally.", "source_page": 19 } ], "kpi_results_2024_25": [ { "code": "CCE01", "measure": "Stakeholder use of national policy frameworks and standards developed by AITSL.", "result": "Not achieved", "status": "Not achieved", "source_page": 15 }, { "code": "CCE02", "measure": "Rate and quality of teacher inductions across Australia.", "result": "Not achieved", "status": "Not achieved", "source_page": 15 }, { "code": "CCE03", "measure": "Availability and use of high-quality, evidence-informed tools, resources and commissioned products.", "result": "Achieved", "status": "Achieved", "source_page": 15 }, { "code": "CCE04", "measure": "Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests.", "result": "Achieved", "status": "Achieved", "source_page": 15 }, { "code": "CCE05", "measure": "Stakeholder engagement with national teacher certification.", "result": "Achieved", "status": "Achieved", "source_page": 15 }, { "code": "CCE06", "measure": "Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply.", "result": "Not achieved", "status": "Not achieved", "source_page": 15 }, { "code": "CCE07", "measure": "Number of teachers who participate in the Australian Teacher Workforce Survey.", "result": "Not achieved", "status": "Not achieved", "source_page": 15 } ], "_source_urls": { "annual_report_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-2024-25-annual-report---web.pdf?sfvrsn=98c6953c_1", "corporate_plan_url": "https://www.aitsl.edu.au/docs/default-source/corporate/aitsl-corporate-plan-2025-2029.pdf?sfvrsn=7c388b3c_3" } }, "ideas": [ { "id": "increase-teacher-induction-rate", "idea_type": "kpi-recovery", "category": "Citizen Services", "title": "Enhanced teacher induction program", "scale": "Medium", "impact": "Medium", "effort": "Medium", "proof": "Evidence-backed", "beneficiaries": "Early career teachers", "description": "Develop a more comprehensive induction program for early career teachers to increase the use of AITSL’s tools and resources.", "evidence_quote": "‘EN01: Rate and quality of teacher inductions across Australia. 5% annual increase in the use of AITSL’s tools and resources which support teacher induction.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.15]", "implementation_steps": [ "Develop new induction modules", "Partner with state education departments", "Monitor and report on usage metrics" ], "risks_to_manage": [ "Resistance from state education departments", "Budget overruns" ] }, { "id": "hal-teacher-increase", "idea_type": "kpi-recovery", "category": "Regulation & Policy", "title": "HALT certification incentive program", "scale": "Medium", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Highly Accomplished and Lead teachers", "description": "Introduce an incentive program to encourage more teachers to achieve HALT certification.", "evidence_quote": "‘EN07: Total number of Highly Accomplished and Lead teachers (HALTs) nationally. 20% annual increase in the number of HALTs nation-wide.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.24]", "implementation_steps": [ "Design incentive structure", "Promote program through teacher networks", "Track certification numbers" ], "risks_to_manage": [ "Cost of incentives", "Inequity in access to incentives" ] }, { "id": "skills-assessment-efficiency", "idea_type": "operational-fix", "category": "Procurement & Delivery", "title": "Automated skills assessment system", "scale": "Large", "impact": "Very High", "effort": "High", "proof": "Speculative", "beneficiaries": "Prospective migrant teachers", "description": "Implement an automated system to streamline the skills assessment process for prospective migrant teachers.", "evidence_quote": "‘EN08: Delivery of robust skills assessments for prospective migrant teachers to support national workforce supply. Deliver 90% of assessment-ready skills assessment outcomes within 8 weeks.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.15]", "implementation_steps": [ "Select and integrate software", "Train staff on new system", "Pilot and roll out system" ], "risks_to_manage": [ "System integration issues", "Data security" ] }, { "id": "global-training-adoption", "idea_type": "global-import", "category": "Strategy & Reform", "title": "Adopt UK’s CPD model", "scale": "Large", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Teachers and school leaders", "description": "Adopt the UK’s Continuing Professional Development (CPD) model to enhance professional growth and development.", "evidence_quote": "‘The UK’s CPD model has been shown to significantly enhance teacher professional growth and development.’ [global-intel/UK-CPD-model.txt]", "source": "global-intel/UK-CPD-model.txt", "implementation_steps": [ "Conduct a feasibility study", "Develop CPD framework", "Roll out CPD program" ], "risks_to_manage": [ "Cultural differences", "Resistance to change" ] }, { "id": "teacher-survey-boost", "idea_type": "strategy-execution", "category": "Data & Performance", "title": "Teacher survey engagement campaign", "scale": "Medium", "impact": "Medium", "effort": "Medium", "proof": "Evidence-backed", "beneficiaries": "Teacher workforce", "description": "Launch a targeted campaign to boost participation in the Australian Teacher Workforce Survey.", "evidence_quote": "‘EN09: Number of teachers who participate in the Australian Teacher Workforce Survey. Maintain Teacher Survey response rates above 8%, nationally. Participation of all TRAs in the ATWD initiative is maintained.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.25]", "implementation_steps": [ "Design campaign materials", "Partner with state education departments", "Monitor participation rates" ], "risks_to_manage": [ "Low engagement", "Budget constraints" ] }, { "id": "indigenous-resources-dashboard", "idea_type": "operational-fix", "category": "Citizen Participation", "title": "Indigenous cultural resources dashboard", "scale": "Small", "impact": "Medium", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Teachers and school leaders", "description": "Create a public dashboard showcasing available Indigenous cultural resources.", "evidence_quote": "‘EN03: Availability and use of high-quality resources that increase the Indigenous cultural responsiveness of teachers and school leaders across Australia.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.17]", "implementation_steps": [ "Build dashboard", "Populate with resources", "Publish and promote" ], "risks_to_manage": [ "Resource availability", "Data accuracy" ] }, { "id": "panel-training-efficiency", "idea_type": "operational-fix", "category": "Procurement & Delivery", "title": "Panel training virtual platform", "scale": "Medium", "impact": "High", "effort": "Medium", "proof": "Evidence-backed", "beneficiaries": "ITE panellists", "description": "Develop a virtual platform to deliver national panel training sessions.", "evidence_quote": "‘EN04: Provision of: national panel training for the initial teacher education (ITE) accreditation system, including panel chair training events, and interstate panellists for ITE panels based on teacher regulatory authority (TRA) requests.’ [CP p.18]", "source": "annual-reports/2024-25.pdf [AR p.18]", "implementation_steps": [ "Select platform", "Develop training modules", "Pilot and roll out" ], "risks_to_manage": [ "Technical issues", "Participant engagement" ] }, { "id": "tpa-endorsement-program", "idea_type": "strategy-execution", "category": "Regulation & Policy", "title": "Endorsed TPA program expansion", "scale": "Large", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "ITE providers", "description": "Expand the program to endorse more teaching performance assessments (TPA) across all accredited ITE programs.", "evidence_quote": "‘EN05: The proportion of ITE providers across Australia which have an endorsed teaching performance assessment (TPA). 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