Professional knowledge : key to quality

Geoff Masters, ACER

Abstract

This paper advocates the introduction of rigorous procedures for assessing teachers' mastery of, and ability to apply high-level knowledge and skill as part of the certification of accomplished teaching practice. Following the model of the US National Board of Professional Teaching Standards, these assessments should provide evidence of general pedagogical knowledge, content knowledge and pedagogical content knowledge, and might be based on portfolios of classroom evidence as well as assessment centre exercises.