Placement expectations
What matters most
Professional Experience is assessed against the AITSL Graduate Standards. The focus is on how these are demonstrated in practice, rather than completing a set number of lessons or activities.
Students may teach different numbers of lessons and still meet the requirements. What matters is the quality of planning, teaching, assessment and professional conduct
What this means in practice
- Students progress at different rates depending on experience, confidence and context.
- All placements begin with an orientation period.
- Responsibility should build progressively across the placement.
- Expectations are based on readiness, not fixed daily requirements.
Placement Expectations Quick Reference guide
For more detailed information, download our Placement Expectations Quick Reference guide.
Placement Expectations Quick Reference guide (PDF, 2.8 MB)
Placement progression overview
Placement level | Duration | End of placement expectation |
|---|---|---|
Emerging | 5–10 days | Active participation, supporting learning and working towards small group activities or short teaching moments |
15 days | Progressing towards group or team teaching, particularly in the latter part of the placement | |
Consolidating | Varies (1–3 placements) | Builds on prior experience, with expectations increasing where multiple consolidating placements occur. Where this is the student’s only consolidating placement, they should still be working towards approximately 50 percent of a graduating teacher load by the end of placement, with appropriate support and progression |
Accomplished (final) | Final placement | Planning and teaching a full lesson sequence (DTPA), progressing to a full graduating teacher load by the final week at a minimum, and often earlier where appropriate |