• The AEU strongly supports the development of appropriate professional standards for all involved in teaching in early childhood, school and TAFE. Their development provides an opportunity for professional recognition and public support and will enhance the status of the profession. It is also consistent with AEU support for teacher registration and the maintenance of high level qualifications.

Beginning Standards

• As a matter of priority, the National Competency Standards for Beginning Teachers should be reviewed and used as a generic base to inform pre-service and induction programs.

Advanced Standards

• The core of advanced standards should be generic, acknowledging the common skill and practices that teachers require regardless of subject or age taught.
  
• This core could be supplemented by subject and/or age related standards where these are explicit to that subject or age.
  
• In developing standards for TAFE and VET, due regard should be had to the relationship between teaching skills and other relevant professional and industry experience and expertise.
  
• Seeking certification of advanced standards should be made voluntary and be accessed on the basis of peer assessment based on criteria, not quota, and certification must be rewarded. These reward mechanisms could include: Professional leave; higher salaries available to all teachers; and accelerated progression.
  
• They must be linked to employment arrangements which encourage, resource, and facilitate employer funded professional development.
  
• Standards should be developed and owned and their use determined by the teaching profession. Any group charged with the responsibility of developing and implementing standards should consist of a majority of practising teachers. Standards should be field tested for validity.
  
• The advanced standards may be linked to post -graduate study and qualifications. Where this is the case the involvement of Teacher Education faculties and practising teachers in the development and awarding of standards should ensure the development of relevant partnerships combining theory and practice.
  
• Given that a number of subject associations is already leading in the development of accomplished standards, the AEU should participate in their development, and encourage a diversity of similar projects based on both subjects and age levels (especially pre-secondary), with a view to encouraging the identification of a generic core.
  
• The AEU reaffirms its position that teachers should be paid on a common scale. Higher salaries contingent on the acquisition of advanced standards should be accessible to all teachers.