Professional Standards

Photo of science teacher and students

The purpose of the Code is to state the principles that guide teacher practice and conduct. Under section 38 (1) of the ACT Teacher Quality Institute Act 2010, it is a condition of registration that a teacher's professional practice is at all times consistent with the Code. Read the Code or download a copy: Code of Professional Practice and Conduct pdf icon (259 KB)

The Australian Professional Standards for Teachers were endorsed by all Australian State and Territory Ministers for Education in December 2010, as a public statement of what constitutes teacher quality.

The Professional Standards provide a common understanding of, and language for, the work of teachers and describe professional knowledge, professional practice and professional engagement. They also underpin ACT professional registration and Certification decisions at four different career stages - Graduate, Proficient, Highly Accomplished and Lead. They reflect a continuum of teacher's developing professional expertise.

For professional registration purposes in the ACT, the Graduate Standards are the benchmark for those completing initial teacher education programs and applying for Provisional registration. Teachers progressing to or renewing their Full registration must meet the Professional Standards at the Proficient level. Teachers applying for Certification as Highly Accomplished and Lead teachers must demonstrate proficiency at the corresponding career stages.

Further information about the Australian Professional Standards for Teachers, Illustrations of Practice and other related information can be found at

A summary of Full registration requirements is available here. Teachers with current TQI registration can find more detailed information about Full registration and Certification in the Events and Resources sections of the TQI Teacher Portal.

The Australian Professional Standard for Principals is a public statement which sets out what principals are expected to know, understand and do in their work. It is represented as an interdependent and integrated model which recognises three leadership requirements that a principal draws upon within five areas of professional practice.

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