Australia’s education sector is gearing up for a landmark transformation, with a sweeping review of the nation’s Teacher Standards now underway, promising to reshape teaching practice and improve learning outcomes for generations of students.
After more than 15 years without formal revision, the Australian Institute for Teaching and School Leadership (AITSL) has launched a comprehensive review of both the Teacher Standards and the Principal Standard, signalling a major moment of renewal for the profession.
Why now?
First endorsed by Education Ministers in 2010 (Teacher Standards) and 2011 (Principal Standard), the frameworks have long underpinned the teaching profession, guiding everything from initial teacher education and registration to performance reviews.
Widely regarded as robust and deeply embedded, the standards have stood the test of time. However, shifting expectations, emerging research, and feedback from educators have highlighted the need for a modern update and the inclusion of Early Childhood teachers.
Momentum for the review accelerated in September 2025, when a national education workforce roundtable identified modernisation of the standards as a key priority. By October 2025, Education Ministers had formally tasked AITSL with scoping a review, followed by extensive consultation with 30 stakeholder groups later that year.
A phased national review
The review is being delivered in stages, allowing for detailed analysis and consultation:
- Teacher Standards review: May 2026 – February 2027
- Principal Standard review: September 2026 – May 2027
The aim of the phased approach is to minimise disruption while ensuring both sets of standards receive the focused attention they require.
Central to the review is a commitment to broad and meaningful consultation. Teachers, school leaders, early childhood teachers and educators, and the wider community are all being invited to contribute.
Early consultation has already revealed strong support for:
- Transparent communication and governance
- Ongoing involvement from practitioners
- Evidence-based decision-making
- A clear, practical focus on improving teaching effectiveness
To support this, a multi-layered governance structure has been established, including a Project Reference Group, specialised professional panels across different career stages, and input from AITSL’s existing advisory bodies.
What could change?
While the structure of the standards is expected to remain largely intact, the review is likely to focus on refinement rather than reinvention.
Key areas under consideration include:
- Strengthening the focus on instructional practice and what most improves student learning
- Enhancing guidance on inclusive education, including learners with disability
- Deepening expectations around cultural responsiveness and social cohesion
- Updating approaches to digital technologies and online safety
- Reinforcing child safety requirements
- Recognising the importance of teacher and leader wellbeing
There is also growing interest in better aligning the standards across career stages, creating a clearer developmental pathway from early career teaching through to leadership.
Evidence at the core
AITSL has emphasised that the review will be grounded in rigorous evidence, drawing on:
- A comprehensive literature review
- An environmental scan of national and international practice
- Input from educational measurement experts
- Insights from ongoing stakeholder consultation
This evidence will inform a discussion paper, which will outline proposed changes and invite feedback through surveys and written submissions.
Measuring the impact
Before any changes are finalised, AITSL will conduct an impact assessment to understand how revisions could affect implementation across systems, schools, and teacher education providers.
The process will culminate in a final report with recommendations, to be presented to Education Ministers for consideration.
What stays the same for now?
Despite the scale of the review, the current Teacher Standards remain in place and continue to guide practice across Australia. But with strong engagement already building, the review is shaping up as one of the most significant opportunities in a generation to refine what great teaching looks like and how it is supported.