AITSL Annual Report 2010-11 - Australian Institute for Teaching and ...

ANNUALREPORT10/11

© Australian Institute for Teaching and School Leadership (AITSL)This publication is subject to copyright. Except as permittedunder the Copyright Act 1968, no part of the publication may bereproduced by any process without written permission. Enquiriesshould be addressed to the Australian Institute for Teaching andSchool Leadership Limited.ACN 117 362 740Published September 2011Melbourne OfficeAustralian Institute for Teaching and School Leadership (AITSL)Corporate440 Collins StreetMelbourne VIC 3000AustraliaBrisbane OfficeAustralian Institute for Teaching and School Leadership (AITSL)Level 4, 154 Melbourne StreetSouth Brisbane QLD 4101AustraliaCanberra OfficeAustralian Institute for Teaching and School Leadership (AITSL)Assessment for Migration71 Leichhardt StreetKingston ACT 2604Australiawww.aitsl.edu.auISSN 1839-38294 Annual Report 10/11

Letter from Chair to MinisterThe Hon Peter Garrett AM MPMinister for School Education, Early Childhood and YouthParliament HouseCANBERRA ACT 2600Dear MinisterThe Board of Directors has pleasure in submitting the Australian Institute forTeaching and School Leadership Annual Report 2010-11.The report is presented in accordance with Section 36 of the CommonwealthAuthorities and Companies Act 1997.The report has also been prepared to conform to the requirements of theCorporations Act 2001.Yours sincerelyAnthony MackayChair14 September 2011Melbourne OfficePO Box 177Carlton South VIC 3053Brisbane OfficePO Box 5788West End Qld 4101Canberra OfficePO Box 4774Kingston ACT 2604E info@aitsl.edu.auABN 17 117 362 740Annual Report 10/11 5

ContentsLetter from Chair to Minister ........................................................................ 3AITSL’s Mission ........................................................................................... 6From the Chair ........................................................................................... 7Board of Directors .................................................................................... 9Overview ..................................................................................................... 10Role 10Establishment 10Governance 10Location 11Funding 11Operating principles 11Directors’ Report ........................................................................................ 12Directors: 30 June 2010-1 July 2011 12Directors’ qualifications and experience 12Senior Officers 20Committees 23Meetings 23Attendance 24Key activities 25Operating result 26Events subsequent to the end of the financial year 26Future developments and results 27Directors’ benefits 28Indemnification and insurance of Directors and Officers 28Proceedings on behalf of company 28Fraud control 28Environmental issues 28Auditor’s independence declaration 28Report on Operations ............................................................................... 29National Professional Standards for Teachers 30Accreditation of Initial Teacher Education Programs 31Nationally Consistent Registration of Teachers 31Certification 32National Professional Standard for Principals 32School Leadership Clearinghouse 33Early Childhood Development 346 Annual Report 10/11

Professional Learning 34Research, Innovation and Evaluation 36Assessment for Migration 36Communications and Stakeholder Engagement 372011 Australian Awards for Outstanding Teaching and School Leadership 38Financial Report ......................................................................................... 40Directors’ Declaration 40Auditor’s Independence Declaration 41Independent Auditor’s Report 42Statement of Comprehensive Income 44Statement of Financial Position 45Statement of Changes in Equity 46Statement of Cash Flows 47Notes to and forming part of the financial statements:Note 1: Statement of significant accounting policies 48Note 2: Expenses 56Note 3: Current assets 57Note 4: Non-current assets 58Note 5: Other current liabilities 60Note 6: Provisions 60Note 7: Cash flow reconciliation 61Note 8: Remuneration of directors 62Note 9: Related party disclosure 62Note 10: Senior executive remuneration 62Note 11: Remuneration of auditors 63Note 12: Financial risk management 64Note 13: Unquantifiable contingencies 65Note 14: Commitments 66Note 15: Member’s Guarantee 67Note 16: Entity Details 67Compliance Report for financial year 2010-11 68Appendices 1–3 .......................................................................................... 69Letter of Expectation 69AITSL organisational structure 75Consultancies and funding contracts let, 1 July 2010-30 June 2011 76Glossary ...................................................................................................... 81Annual Report 10/11 7

The Australian Institute for Teaching andSchool Leadership (AITSL) provides nationalleadership for the Commonwealth, state and territorygovernments in promoting excellence in theprofession of teaching and school leadership.Teacher quality and effective schoolleadership have been identified as a major lever inimproving educational outcomes. AITSL plays a significantrole in delivering national reforms in teacherquality and school leadership, with a particularfocus on advice to government regarding the developmentand promulgation of national standards andprofessional learning.www.aitsl.edu.au8 Annual Report 10/11

From the Chair (continued)We encourage and appreciate the involvement of the profession in our work.We also recognise that AITSL must add unique value to the work being done injurisdictions and sectors across Australia.We fully acknowledge the ongoing commitment and valuable contributions ofall the profession: teachers and school leaders, teacher educators, employers,unions and regulators, and professional bodies.Anthony MackayChair10 Annual Report 10/11

OverviewRoleThe Australian Institute for Teaching and School leadership (AITSL) wasestablished to provide national leadership for Commonwealth, state andterritory governments in promoting excellence in the profession of teaching andschool leadership. It commenced operations on 1 January 2010.The letter of expectation dated 14 December 2009 from the then Minister forEducation and Deputy Prime Minister, Julia Gillard, on behalf of the MinisterialCouncil for Education, Early Childhood Development and Youth Affairs(MCEECDYA), sets out a substantive role for the Institute. This includes:• Developing and maintaining rigorous national professional standards forteachers and school leaders• Fostering and driving high-quality professional development for teachersand school leaders• Working collaboratively across jurisdictions and engaging with keyprofessional bodies.The letter of expectation is at Appendix 1.EstablishmentThe Australian Institute for Teaching and School Leadership Limited wasregistered on 21 January 2010 as a public company limited by guaranteeunder the Commonwealth Authorities and Companies Act 1997. The AustralianGovernment, as represented by the Minister for School Education, EarlyChildhood and Youth (the Minister), is the sole company member.GovernanceAITSL operates under its own constitution with a Board of Directors that hasdecision-making authority. The Board is responsible for developing AITSL’spolicies and governing its operations and performance.Two committees of the Board – a Standards and Accreditation StandingCommittee and a Professional Learning, Research and Innovation StandingCommittee – have been established to support work within AITSL’s overallwork plan and to ensure appropriate engagement with relevant stakeholdersAlso operating are a Finance Committee, an Audit and Risk Committee and aRemuneration Committee.12 Annual Report 10/11

The Board of Directors is supported by an organisation headed by a ChiefExecutive Officer who is responsible for the day-to-day management andleadership of the organisation within the broad framework and strategicdirection set by the Board.An organisational structure is at Appendix 2.LocationThe organisation has three locations: Melbourne, Brisbane and Canberra.FundingAITSL is funded by the Australian Government.Operating principlesAITSL operates in accordance with the following operating principles:• Adopting a national perspective• Engaging stakeholders, including the profession• Catalysing action• Focusing on quality teaching and school leadership• Collaborating and communicating• Building and using an evidence base.Annual Report 10/11 13

Directors’ ReportDirectors: 30 June 2010-1 July 2011The Directors of the Australian Institute for Teaching and School Leadershippresent their report on the company for the financial year ended 30 June 2011.The Directors listed immediately below were all Directors from 1 July 2010 to30 June 2011.Anthony Mackay (Chair)Bill Louden (Deputy Chair)Gary BarnesAllan BlagaichDonna BridgeJenny CranstonStephen ElderAngelo GavrielatosJulie GranthamLorraine HodgsonKerry KavanaghPatrick LeeGeoffrey NewcombeAllan ShawJim WattersonSue WillisPeter Dawkins was a Director from 1 July 2010 to 20 April 2011.Jeff Rosewarne was appointed as a Director from 20 April 2011.Directors’ qualifications and experienceChairAnthony Mackay – nominated by the Australian GovernmentBEc BEd MA FACE FACEL FIPAAVAnthony Mackay is Deputy Chair of the Australian Curriculum, Assessmentand Reporting Authority (ACARA) and is Executive Director of the Melbournebased Centre for Strategic Education (CSE). He is an Honorary Fellow inthe Graduate School of Education at the University of Melbourne, a BoardDirector of the Australian Council for Educational Research, a member of theAdvisory Board of the Asia Education Foundation and a Board Director of theFoundation for Young Australians.Mr Mackay is Chair of the Innovation Unit Ltd, England and a ConsultantAdvisor to OECD / CERI. He is Co-Director of the Global Education LeadersProgram (GELP). He is a founding member of the Governing Council ofthe National College for School Leadership in England. He is ImmediatePast President of the International Congress for School Effectivenessand Improvement (ICSEI) and Immediate Past President of the AustralianCurriculum Studies Association (ACSA). His policy advice, consultancy and14 Annual Report 10/11

facilitation work focuses on strategic thinking for government bodies andagencies, think tanks and leadership teams in Australia, Asia, Europe andNorth America.Deputy ChairBill Louden – nominated by the Australian GovernmentBA DipEd BEd MEd PhD FACEProfessor Bill Louden is Senior Deputy Vice-Chancellor at the University ofWestern Australia and Chair of the Curriculum Council, WA. He has workedas a secondary English teacher, in curriculum and policy roles in the WADepartment of Education, and as a university teacher, researcher and dean ofeducation. His research interests include literacy, standards and educationalchange, and his recent research has sought to identify classroom teachingpractices that most contribute to students’ intellectual growth. ProfessorLouden was a member of the National Inquiry into the Teaching of Literacy andchaired the WA Government’s Literacy and Numeracy Review Taskforce.He has been a member of the Australian Curriculum, Assessment andReporting Authority since its establishment. A Fellow of the Australian Collegeof Educators, Professor Louden holds a PhD from the University of Toronto,and Arts and Education degrees from the University of Western Australia andMurdoch University, respectively.Gary Barnes – nominated by the Northern Territory GovernmentDipTeach BEdGary Barnes was appointed to the position of Chief Executive of the NorthernTerritory Department of Education and Training in May 2009. He has a longassociation with schools and has a particular interest in developing people,Indigenous education, rural and remote education (including distance learning)and the use of ICT to promote learning. His philosophy is built on threeimportant cornerstones – strong leadership and quality teachers, connectedcommunities, and innovation and hard work.Mr. Barnes is the founding chair of the National Alliance for Remote IndigenousSchools (NARIS). He also sits on the boards of Charles Darwin University, theMenzies School of Health Research and the Australian Institute for Teachingand School Leadership (AITSL).Annual Report 10/11 15

Allan Blagaich – nominated by the Western Australian GovernmentBA DipEdAllan Blagaich is Executive Director, Metropolitan Schools, at the WestAustralian Department of Education. As a Churchill Fellow in 2008, Mr Blagaichundertook research in the United Kingdom on how education systems canintervene in schools facing challenging circumstances. His research alsofocused on leadership development programs and principal accreditationregimes in the United States and the UK.Mr Blagaich gained his Diploma of Education and Bachelor of Arts from theUniversity of Western Australia. He holds a Diploma in Classical Analysisfrom the Hochschule für Kunst und Darstellende in Vienna and a Diploma ofLanguage Studies from the University of Zagreb.Donna Bridge – nominated by the Australian GovernmentBA (Ed)Donna Bridge, principal of East Kalgoorlie Primary School since 2005, has hada distinguished career in education in regional Western Australia since 1996.She was the first Indigenous teacher to achieve Level 3 status in WesternAustralia. As a Churchill Fellow in the US and Canada in 2005 Ms Bridgestudied ways of breaking cycles of disadvantage. In 2008 she was awarded anAboriginal Education Award for outstanding leadership in Aboriginal education.In 2009 East Kalgoorlie Primary School was awarded a national award ofexcellence through Dare to Lead.Ms Bridge is an Executive Member on the National Aboriginal and Torres StraitIslander Principal Association. Her skills in Indigenous education, changemanagement and community capacity-building are driven by a belief thatstrong community/school partnerships improve outcomes and ensure thatchildren get the best start to formal learning.Jenny Cranston – nominated by the Tasmanian GovernmentBA Grad DipEd MAdminJenny Cranston is the Chair of the Schools Registration Board in Tasmania, amember of Colony 47’s Partnership Brokers Board and undertakes educationalconsultancy work. On moving to Tasmania in July 2009, she held relievingpositions in the Department of Education as General Manager, Strategic Policyand Performance and Deputy Secretary, Corporate Services. Prior to that,she was Deputy Director General in the Queensland Department of Educationand Training with responsibility for education policy, legislation and regulation,higher education, curriculum, Indigenous education, international educationand oversaw the operations of the state schooling system – around 1200 stateschools across ten regions.16 Annual Report 10/11

Ms Cranston holds a Bachelor of Arts and a Graduate Diploma in Educationfrom the University of Queensland and a Master of Administration fromGriffith University.Peter Dawkins – nominated by the Victorian Government (to 20 April 2011)PhD, MSc, BScProfessor Peter Dawkins was Secretary of the Victorian Department ofEducation and Early Childhood Development, which he joined in 2006 aftera period as Deputy Secretary of the Victorian Department of Treasury andFinance. Since 2007 he has had responsibility for integrating early childhooddevelopment and education into the one department, and developmentand implementation of the Blueprint for Education and Early ChildhoodDevelopment for the Victorian Government. Nationally, he chaired thecommittee that produced the Melbourne Declaration on Educational Goalsfor Young Australians, and was a member of the Council of AustralianGovernments’ working group that developed the National Productivity Agenda.Professor Dawkins has chaired three of the national working groups whichlaid the foundations for AITSL’s work: the Improving Teacher and SchoolLeadership Capacity Working Group in 2005-07, the National Accreditation ofPre-service Teacher Education Working Group in 2008-09 and the NationalStandards Sub-group in 2009-10. Before joining the public service, ProfessorDawkins held a number of university positions, including Director of theMelbourne Institute of Applied Economic and Social Research at the Universityof Melbourne (1996-2005). He is an honorary Professorial Fellow of theMelbourne Institute, a Fellow of the Academy of Social Sciences in Australiaand a Fellow of the Institute of Public Administration (Victoria).Stephen Elder – nominated by the National Catholic EducationCommissionDipEd BEdStephen Elder has been Director of the Catholic Education Office in theArchdiocese of Melbourne since December 2006. A member of the VictorianParliament from 1988–1999, he was Parliamentary Secretary to the Ministerfor Education from 1992–1999.A former teacher, he received an honorary award from the Australian Councilfor Health, Physical Education and Recreation and the Victorian Associationfor Gifted Education in 1998, and in 2002 received an award from the VictorianAboriginal Education Association for the Highest Contribution to the Benefitof Koorie Education. Among his other appointments, he is a member ofthe Senate of the Australian Catholic University and the National CatholicEducation Commission, a Director of the Catholic Education Commission ofVictoria, a Director on the Board of Management of Church Resources, and aDirector of Catholic Network Australia Ltd.Annual Report 10/11 17

Angelo Gavrielatos – nominated by the Australian Education Union (AEU)GradDipEd BA (Hons)Angelo Gavrielatos has been Federal President of the Australian EducationUnion since 2008, having served as Deputy Federal President from 2003.He was Senior Vice/Deputy President of the NSW Teachers Federation from2002 to 2008. Mr Gavrielatos worked as a secondary teacher in Green Valleyin south-western Sydney before working as a teachers’ federation organiserin western Sydney from 1992 to 2002. He holds a Bachelor of Arts (Honours)degree from the University of Sydney and a Graduate Diploma in Educationfrom the Sydney Institute of Education.Julie Grantham – nominated by the Queensland GovernmentBA BEd MEdJulie Grantham has been Director-General of the Queensland Departmentof Education and Training since 2009, having served as Assistant Director-General, Education Queensland, and Deputy Director-General and Director-General of the Department of Justice and Attorney General. A former teacher,school principal and supervisor of school principals, Ms Grantham holds aDiploma of Teaching (Secondary Business) from the Queensland University ofTechnology, a Bachelor of Arts (History and Government) from the Universityof Queensland, and bachelor’s and master’s degrees in Education (Leadershipand Management) from Queensland University of Technology.Lorraine Hodgson – nominated by peak professional bodies within theeducation sectorDipTeach (Special Education)Lorraine Hodgson is a director of the Australian Professional Teachers’Association (APTA) and is Assistant Principal at Nemarluk School inDarwin. She has been teaching for 34 years. In 2008 she was awarded aninternational study tour by Teaching Australia and the Australian Joint Councilof Professional Teaching Associations (now APTA) to increase awareness ofleading international practice in teaching and leadership, building collaborativenetworks and sharing experience. Ms Hodgson is a member of the NorthernTerritory Teacher Registration Board, an executive member of the AustralianAssociation of Special Education (NT Chapter) and Australian Council forEducational Leaders NT Branch, President of the Northern Territory JointCouncil of Professional Teaching Associations (NTJCPTA) and a NorthernTerritory director of APTA, with which she has been involved since May 2007.18 Annual Report 10/11

Kerry Kavanagh – nominated by the South Australian GovernmentDip Teach BEd PhD (Education)Dr Kerry Kavanagh is Director, Workforce Development, for the SouthAustralian Department of Education and Children’s Services, where she isresponsible for implementing and monitoring the department’s workforcedevelopment framework and leading South Australia’s reforms on teacher andleadership quality. Dr Kavanagh’s extensive experience in education includeswork as a classroom teacher and 12 years as a school principal. She hasworked as a field officer, program and policy officer, and has written books andguides as a curriculum writer. She counts an Australian Research Scholarshipamong the grants and scholarships she has received and has represented thedepartment in international forums. A member of the South Australian Teachers’Appeal Board, she was elected to the South Australian Primary PrincipalsExecutive in 2008/2009. She was awarded her PhD in 2004.Patrick Lee – nominated by the New South Wales GovernmentBTh BA GradDipEd MEdStPatrick Lee was appointed Chief Executive of the NSW Institute of Teachersfor a five-year term in December 2009. Before that he was Manager, InitialTeacher Education and Professional Learning, at the NSW Institute ofTeachers. He is a former advisor to the NSW Minister for Education andTraining and has held various roles in the Independent Education Unionof Australia.Geoffrey Newcombe – nominated by the Independent Schools Councilof AustraliaBSc DipEd MEdAdmin PhD GAICDDr Geoffrey Newcombe has been Executive Director of the Association ofIndependent Schools of NSW Ltd since January 2005, having previouslybeen AIS Director of School Governance and Industrial Relations. DrNewcombe began teaching in 1969 and has extensive school governanceand management experience, having been head and business manager in anumber of independent schools in the past 25 years. In 2007 Dr Newcombeestablished the Independent Schools Teacher Accreditation Authority to helpraise the professional status of teachers in the NSW and ACT independentsectors. The authority supports the NSW Institute of Teachers in formallyrecognising teachers’ achievements in the classroom, school and educationalcommunity. Dr Newcombe holds a PhD in financial management in schoolsand has lectured in the Master of Education program at the University of NewSouth Wales.In June 2011 Dr Newcombe was appointed Adjunct Associate Professor in theSchool of Education at the University of New South Wales.Annual Report 10/11 19

Jeff Rosewarne – nominated by the Victorian Government(from 20 April 2011)DipBusJeff Rosewarne has been acting Secretary of the Department of Education andEarly Childhood Development since December 2010.Mr Rosewarne was most recently the Deputy Secretary of the Office forResources and Infrastructure in DEECD, a role he has been in since 2003.Prior to this, he held executive positions in the Department of Treasuryand Finance.Between February and June in 2009 Mr Rosewarne was appointed actingChief Executive Officer of the Victorian Bushfire Reconstruction and RecoveryAuthority and was responsible for establishing the Authority.Allan Shaw – nominated by peak principals’ associationsGradDipEd AssocDipArt MEd FACELAllan Shaw has been Chief Executive of the Association of Heads ofIndependent Schools of Australia (AHISA) since 2005. Mr Shaw has careerexperience from outside schools as well as many years of teaching and schoolleadership experience in secondary and upper primary schools across threesectors and in three states and territories. As Foundation Principal, he oversawthe growth of Peter Moyes Anglican Community School from prospective earthworks to a school of 1000 boys and girls, from four year olds through to Year12, and over 90 staff. His skills and interests include association leadershipand management, school leadership, and powerful learning for school agestudents. He has a particular interest in cognitive research as applied inschools, and in the use of network and social technologies.Jim Watterston – nominated by the Australian Capital TerritoryGovernmentDipEd BEd Dip Ed Admin P-Grad Med Admin EdDDr Jim Watterston, a former teacher and principal, is Chief Executive Officer ofthe ACT Department of Education and Training. Before his appointment he wasRegional Director of the Eastern Metropolitan Region, Victorian Departmentof Education and Early Childhood Development. A former Director of Schoolsin the West Coast Education District in Western Australia, Dr Watterston hasalso worked as a superintendent of education, a primary school principal and adistrict high school principal.20 Annual Report 10/11

Sue Willis – nominated by the Australian Council of Deans of Education(ACDE)BSc DipEd PhDProfessor Sue Willis is Pro Vice-Chancellor (Social Inclusion), MonashUniversity and was until recently Dean of the Faculty of Education at Monash.She began her career in Western Australia as a secondary mathematicsteacher before moving into curriculum development and then universityteaching and research. Her research, curriculum and professional developmentwork have had two foci: mathematics and numeracy, and equity and socialjustice in and through education.Professor Willis has engaged extensively in consultancy and policy work andserved on a number of Boards and Steering and Consultative Committeesat state and national levels. She is currently President of The Council for theHumanities, Arts and Social Sciences (CHASS) and was up until recentlyon the Board of the Victorian Curriculum and Assessment Authority K-10Committee, chairing its Post Compulsory Curriculum and AssessmentCommittee. She is also past President of the Australian Council of Deans ofEducation (ACDE).Annual Report 10/11 21

Senior OfficersCEOMargery EvansMargery Evans joined AITSL as Chief Executive Officer on 5 July 2010. Shehas had a long career in teaching and educational leadership during whichshe has held positions as teacher, school principal, district director and mostrecently roles in senior system leadership.Ms Evans has held senior positions in the central office of the VictorianEducation Department and was the Executive Director, Human Resourcesand Workforce Development in South Australia. Prior to becoming the CEO ofAITSL, she was Deputy Director General of the Western Australian Departmentof Education and Training where she was responsible for improving theperformance of public schools and raising standards of student achievementand teacher and leader quality.Deputy CEOShelagh WhittlestonShelagh Whittleston is Deputy Chief Executive Officer. She managed thetransition of the corporate knowledge of the former Teaching Australia fromCanberra to Melbourne and Brisbane, and the relocation of the Assessment forMigration Office in Canberra, and was responsible for the early establishmentand accountability arrangements of the organisation. Ms Whittleston has ledthe development of the National Professional Standard for Principals. Shealso developed the new AITSL corporate identity and is responsible for thecommunications and stakeholder engagement strategy.Prior to joining AITSL Ms Whittleston worked for the Australian GovernmentDepartment of Education, Employment and Workplace Relations and helda number of senior positions across the three education sectors. Mostrecently she worked in the area of schools policy and reform and led theimplementation of the Digital Education Revolution and National Computers inSchools Program. She has represented Australia at the OECD and UNESCOand has worked on key policies in international education, the education ofyoung people at risk and higher education.General ManagerEdmund MissonEdmund Misson is General Manager, Melbourne at AITSL. In this role, hisresponsibilities include the national approach to accreditation of initial teachereducation, work towards nationally consistent teacher registration, andcertification of Highly Accomplished and Lead teachers.22 Annual Report 10/11

Prior to joining AITSL in January 2011, Mr Misson was General Manager, YouthTransitions in the Victorian Department of Education and Early ChildhoodDevelopment. He advised the Victorian Government on a range of education,training and other social policy issues for fifteen years. Mr Misson has aMaster’s degree in public administration.General ManagerGeorgina WebbDr Georgina Webb is General Manager in the Brisbane office of AITSL andoversees a range of strategic policy and program management projects,primarily in the professional learning, research, innovation and evaluationstrategy and recognition spheres.Dr Webb joined the Department of Education, Science and Training (DEST)in 2001. Since that time her responsibilities have included managing theAustralian Government Quality Teaching Program, chairing Australia’sparticipation in the OECD study into attracting, developing and retainingeffective teachers, Teachers Matter (2005), and establishing AITSL’s originalpredecessor, the National Institute for Quality Teaching and School Leadership.She also held management roles in school-based vocational education andlearning, a departmental Council of Australian Government (COAG) taskforce,whole-of-portfolio strategic policy development and national curriculuminitiatives.Prior to joining the APS Dr Webb worked in research and policy roles in theACT Board of Senior Secondary Studies and the Queensland Board of SeniorSecondary School Studies, preceded by more than fifteen years as a teacherand school leader in Queensland secondary schools.General ManagerKeren CapleKeren Caple is General Manager, Corporate and Teacher Standards in theMelbourne office. Ms Caple’s early career included positions as teacher, schoolleader and education consultant. Moving into the central office of the WesternAustralian Department of Education she worked in areas including K-12curriculum and professional learning. She was the Principal Consultant to theExecutive Director, School Support Programs, working across program areassuch as K-12 curriculum, disability, behaviour and well-being, ICT, gifted andtalented education, school policy and state-wide specialist service delivery.Ms Caple has also spent time in the Middle East as an education consultant tothe governments of Abu Dhabi and Qatar. During this time she oversawstrategic planning for, and implementation of, curriculum reform agendas in theHealth and Physical Education learning area and a nation-wide professionallearning program.Annual Report 10/11 23

Company SecretaryMadeleine ScullyMadeleine Scully has been Company Secretary since 1 July 2010. Ms Scully’sexperience across a diverse range of areas in education and training includesmanagement roles in policy development and implementation, qualityimprovement, human resources, organisational development and executiveservices as well as senior roles in executive co-ordination, strategic reformprojects and Commonwealth-State Relations.Ms Scully completed tertiary studies in Arts at the University of Melbourne.She later undertook post-graduate work in public policy at the University ofMelbourne and more recently a Certificate in Governance Practice throughChartered Secretaries Australia.Chief Finance OfficerDon AbellDon Abell has joined AITSL as CFO in May 2011. He has qualifications incommerce and law and is a Fellow of the Institute of Chartered Accountantsin Australia.Mr Abell has extensive experience in professional accounting over morethan thirty years, including twenty-five years as a partner within the charteredaccounting firm KPMG. He has also served as a company director and boardchairman for a number of companies.24 Annual Report 10/11

CommitteesAudit and Risk CommitteeThe primary objectives of the Audit and Risk Committee are to provideindependent assurance and assistance to the Board of Directors on theAustralian Institute for Teaching and School Leadership’s risk control andcompliance framework, and to fulfil the functions required under section 44 ofthe Commonwealth Authorities and Companies Act 1997.The Audit and Risk Committee’s Charter outlines its composition, role andresponsibilities, and reporting and administrative arrangements.Finance CommitteeThe AITSL Board of Directors established a Finance Committee in March 2010to assist in its responsibilities for financial oversight and accountability of theCompany under the Corporations Act 2001 and the Commonwealth Authoritiesand Companies Act 1997.The Finance Committee Charter outlines its authority, composition, purpose,role and responsibilities, reporting and administrative arrangements.Remuneration CommitteeThe Remuneration Committee advises the Board of Directors on the salary,conditions, and performance of the Chief Executive.MeetingsBetween 1 July 2010 and 30 June 2011 the AITSL Board of Directors heldseven meetings in Melbourne, Brisbane and Canberra, the Audit and RiskCommittee held five meetings and the Finance Committee held eight meetings.The Remuneration Committee did not meet.Annual Report 10/11 25

AttendanceThe number of meetings attended by each Director is shown below.Australian Institute for Teaching and School Leadership Board of Directors1 July 2010 – 30 June 2011DirectorDirectors’meetingsNumbereligibleto attendNumberattendedAudit andRisk Committeemeetings***Numbereligibleto attendNumberattendedFinanceCommitteeMeetingsNumbereligibleto attendNumberattendedAnthony Mackay 7 7 8 6Bill Louden 7 7 8 7Gary Barnes 7 5Allan Blagaich 7 7Donna Bridge 7 6Jenny Cranston 7 6Peter Dawkins * 6 6Stephen Elder 7 6 5 4 8 7Angelo Gavrielatos 7 5Julie Grantham 7 3Lorraine Hodgson 7 7Kerry Kavanagh 7 5 5 4 8 7Patrick Lee 7 7Geoffrey Newcombe 7 6 5 4 8 6Jeff Rosewarne ** 1 1Allan Shaw 7 6Jim Watterson 7 6Sue Willis 7 6* Prof Peter Dawkins ceased as Director on 20 April 2011** Mr Jeff Rosewarne commenced as Director 20 April 2011*** The independent external member of the Audit and Risk Committee is JennyMorison. Ms Morison attended all five meetings.26 Annual Report 10/11

Key activitiesAITSL was established to provide national leadership in promoting excellencein the profession of teaching and school leadership.On 14 December 2009 the then Minister for Education, Employment andWorkplace Relations issued a Letter of Expectation for AITSL, on behalf ofall the members of the Ministerial Council for Education, Early ChildhoodDevelopment and Youth Affairs (MCEECDYA). The letter outlined priorities andexpectations for AITSL including how it would work with the Ministerial Council,the Commonwealth Minister and stakeholders and its budget.The Letter set out two main priorities - national standards for the professionand professional development for teachers and school leaders – and drewattention to the importance of the Aboriginal and Torres Strait IslanderEducation Action Plan.In the period 1 July 2010 to 30 June 2011 AITSL has:• validated, refined, gained Ministers’ endorsement for and begun workto support the implementation by schools, sectors and systems of newNational Professional Standards for Teachers• developed, gained Ministers’ endorsement for the exposure draft and piloteda National Professional Standard for Principals• developed the School Leadership Clearinghouse, an interactive repositoryof research and best-practice in the field of school leadership development tosupport leaders in Australian schools• developed, consulted on, gained Ministers’ endorsement for and begunwork to support the implementation of Standards and Procedures for theaccreditation of initial teacher education programs• built on earlier work to develop concrete proposals for nationally consistentregistration of teachers• initiated work and consultation on proposals for voluntary certification ofteachers at the Highly Accomplished and Lead teacher career stages• made further substantial progress on a national professional learningcharter• made significant progress on finalising a Research, Innovation andEvaluation Strategy• in line with the Strategy, commissioned quantitative and qualitative researchto inform both standards and professional learning and development• begun development of a Professional Learning Flagship Program: LeadingCurriculum ChangeAnnual Report 10/11 27

• developed and initiated new Australian Awards for Outstanding Teachingand School Leadership, inviting nominations from peak school educationbodies in each State and Territory in five award categories:• Australian Primary Teacher of the Year• Australian Secondary Teacher of the Year• Australian Primary Principal of the Year• Australian Secondary Principal of the Year• Minister’s Award for Excellence in Teaching or Leadership in Aboriginaland Torres Strait Islander Education• at Ministers’ request, initiated work on standards, accreditation of preserviceprograms and registration of teachers in the early childhood sector• activated an international panel of experts, with panel members contributingto work on standards and professional learning• continued to fulfil the role of assessing authority under the MigrationRegulations 1994 for the purposes of migration to Australia as a pre-primary,primary, secondary or special education teacher• established and maintained relationships with key stakeholders• established formal funding arrangements and communication protocolswith the Department of Education, Employment and Workplace Relations(DEEWR)• held seven Board meetings• completed a review of the size and composition of the AITSL Board• established its organisational structure and control framework.Operating resultThe Australian Institute for Teaching and School Leadership’s result for2010–2011 was an operating deficit of $382,926.The Statement of Comprehensive Income in the company’s financial reportprovides further information on the operating result.Events subsequent to the end of the financial yearNo matters or circumstances have arisen since the end of the financial yearwhich significantly affected, or may significantly affect, the operations of thecompany and the results of those operations.28 Annual Report 10/11

Future developments and resultsIt is expected that by the end of 2011 AITSL will have:• finalised the proposal for nationally consistent registration of teachers andsought Ministerial Council endorsement• finalised proposals and sought Ministerial Council endorsement forconsultation on certification of teachers at highly accomplished and leadteacher career stages• developed illustrations of practice to support National ProfessionalStandards for Teachers• finalised the National Professional Standard for Principals• finalised work on a national charter for professional learning and soughtMinisterial Council endorsement to consult on the charter• commenced delivery of the Professional Learning Flagship Program:Leading Curriculum Change• finalised a Research, Innovation and Evaluation Strategy, established aResearch and Evaluation Panel and undertaken additional research into theteacher standards• conducted an assessment and judging process to select award winnersand held a celebration and awards ceremony for new Australian Awards forOutstanding Teaching and School Leadership in five categories• further developed work on standards, accreditation of pre-service programsand registration of teachers in the early childhood sector• initiated the development of guidelines and resources to improve theopportunities for new and existing teachers to be adequately prepared toteach Aboriginal and Torres Strait Islander students, and to understandand respect Aboriginal and Torres Strait Islander cultures, histories andperspectives, in accordance with the National Professional Standardsfor Teachers• commenced the development of national guidelines and resources to assistproviders of initial teacher education programs to improve their capacity todevelop the Asia Literacy of Australia’s new teachers• initiated support for principals and school leaders participating in PhaseOne of the Empowering Local Schools initiative to access high-qualityprofessional development to develop the knowledge, skills and confidenceto lead schools with greater levels of empowerment.Annual Report 10/11 29

Directors’ benefitsDisclosure relating to Directors’ remuneration is included in Note 8 of thecompany’s financial report.Sitting fees for Board Directors were paid in accordance with relevantdeterminations of the Remuneration Tribunal, together with reimbursement forreasonable out-of-pocket expenses.Indemnification and insurance of Directors and OfficersDuring the year the company paid insurance premiums to Comcover toindemnify its Directors and Officers for the professional risks associated withtheir responsibilities and role as Director or Officer.Proceedings on behalf of companyNo person has applied for leave of Court to bring proceedings on behalf of thecompany or intervene in any proceedings to which the company is a party forthe purpose of taking responsibility on behalf of the company for all or any partof those proceedings. The company was not a party to any such proceedingsduring the year.Fraud controlAITSL has established controls to support the prevention, detection,investigation and reporting of fraud.Environmental issuesAITSL’s operations are not subject to any particular and significantenvironmental regulation under the law of the Commonwealth or of a Stateor Territory.Auditor’s independence declarationA copy of the Auditor’s Independence Declaration as required by section 307Cof the Corporations Act 2001 is set out on Page 41 of the Annual Report andforms a part of the Directors’ Report for the financial year ended 30 June 2011.Signed in accordance with a resolution of the Board of Directors.Anthony MackayDirectorDated: 14 September 201130 Annual Report 10/11

Report on OperationsThe Australian Institute for Teaching and School Leadership (AITSL) is anintegral part of the new national education architecture. In collaboration withthe Australian Curriculum, Assessment and Reporting Authority (ACARA)and Education Services Australia (ESA), the Institute works to bring abouttransformational change to deliver high-quality outcomes in education for allyoung Australians.The Institute continues to contribute to the implementation of the MelbourneDeclaration on Educational Goals for Young Australians, the NationalPartnership Agreement on Improving Teacher Quality and the Aboriginal andTorres Strait Islander Education Action Plan.The Institute’s role, as set out in the Letter of Expectation, is to:• develop and maintain rigorous national professional standards for teachingand school leadership• implement an agreed system of national accreditation of teachers based onthese standards• foster and drive high-quality professional development for teachers andschool leaders through professional standards, professional learningand a national approach to the accreditation of pre‐service teachereducation courses• undertake and engage with international research and innovativedevelopments in best practice• administer annual national awards for teachers and school leaders• work collaboratively with government and non-government school systems,key stakeholders including professional associations and education unions,teacher educators, business and school communities, and ACARA and ESA• fulfil the role of assessing authority under the Migration Regulations 1994to establish the credentials of people seeking skilled migration to Australiaas teachers.Appendix 3 provides details of consultancies and funding contracts let from1 July 2010 to 30 June 2011.Annual Report 10/11 31

National Professional Standards for TeachersThe National Professional Standards for Teachers were endorsed by theMinisterial Council for Education, Early Childhood Development and YouthAffairs (MCEECDYA) in late December 2010 and released on 9 February 2011.The development and endorsement of the Standards is a crucial milestone inAustralia’s national reform agenda.The Standards promote excellence in teaching and provide a nationallyconsistent basis for recognising quality teaching. The Standards define thework of teachers and make explicit the elements of high-quality, effectiveteaching in 21st-century schools, which result in improved educationaloutcomes for students. The Standards do this by providing a frameworkthat makes clear the knowledge, practice and professional engagementrequired across teachers’ careers. They present a common understandingand language for discourse between teachers, teacher educators, teacherorganisations, professional associations and the public.Standards contribute to the professionalisation of teaching and raise the statusof the profession.The National Professional Standards for Teachers is organised into four careerstages and guide the preparation, support and development of teachers. Thestages reflect the continuum of a teacher’s developing professional expertisefrom undergraduate preparation through to being an exemplary classroompractitioner and a leader in the profession.The Graduate Standards will underpin the accreditation of initial teachereducation programs. Graduates from accredited programs qualify forprovisional registration in every state and territory.The Proficient Standards will be used to underpin processes for full registrationas a teacher and to support the requirements of nationally consistentteacher registration.The Standards at the career stages of Highly Accomplished and Lead willinform voluntary certification.32 Annual Report 10/11

Accreditation of Initial Teacher Education ProgramsDuring 2010, in collaboration with the state and territory teacher regulatoryauthorities and the Australian Council of Deans of Education (ACDE), AITSLdeveloped a proposal for a consistent national approach to the accreditationof initial teacher education programs. AITSL consulted widely on the proposal.The consultation comprised:• invitational forums in each state and territory (over 200 participants)• an online survey (54 responses)• written responses (65 submissions)• individual consultations with key stakeholders (16 consultations).The proposal, refined in the light of the outcomes of the consultation, wasendorsed by MCEECDYA on 15 April 2011. The agreed national arrangementsinclude the Graduate career stage of the National Professional Standards forTeachers, national Program Standards and a nationally consistent accreditationprocess – published as Accreditation of Initial Teacher Education Programs inAustralia: Standards and Procedures.Additional documentation to support the accreditation process is underdevelopment, a national training program for members of accreditation panelswill be conducted in November 2011, and jurisdictions will implement the newnational arrangements from 2012.Nationally Consistent Registration of TeachersIn July 2010, AEEYSOC requested that AITSL assume responsibility for workalready commenced in achieving national consistency in teacher registration.AEEYSOC identified three phases of this work:• agreement to mainly ‘non-legislative’ policy issues• finalisation of the National Professional Standards for Teachers and thenational arrangements for accreditation of initial teacher education• agreement to more complex issues, including those with legislativeconsequences.It is expected that nationally consistent policies will be endorsed by Ministers in2011 and full implementation commence from 2013.Annual Report 10/11 33

CertificationThrough the National Partnership on Improving Teacher Quality all Australiangovernments have committed to implementing voluntary certification of HighlyAccomplished and Lead teachers. Voluntary certification will be based on theHighly Accomplished and Lead career stages of the National ProfessionalStandards for Teachers. During 2011 and 2012, AITSL will develop and consulton proposals for a nationally consistent approach to certification.National Professional Standard for PrincipalsAustralia’s first National Professional Standard for Principals will be presentedfor endorsement by MCEECDYA in July 2011.The Standard makes explicit that quality school leadership is important tostudent learning, the teaching profession and the broader community.The content Standard is a public statement which sets out what principals areexpected to know, understand and do to achieve in their work. It is representedas an interdependent and integrated model that recognises three leadershiprequirements that a principal draws upon within five areas of professionalpractice.The Standard provides a basis for the broader Australian community tounderstand the scope and complexity of a principal’s work and what they canexpect of their school leader and provides:• a framework for professional learning• a basis to inform strategies for attracting, preparing and developingprincipals for leading 21st century schools• a guide to self-reflection, self-assessment and development• a guide to inform the management of self and others.The Standard has been developed through an intensive and collaborativeprocess involving national and international research, drafting and criticalreview and feedback from over 550 stakeholders.The Standard has been tested through a series of pilot studies and builds on,and adds value to, existing standards and frameworks developed by educationjurisdictions and professional bodies.An expert representative steering group was established to provide advice andsupport on the development and promotion of the Standard.The group worked in collaboration with respected UK expert, Professor DamePatricia ‘Pat’ Collarbone, to develop the Standard.34 Annual Report 10/11

School Leadership ClearinghouseThe School Leadership Clearinghouse (the Clearinghouse) was developed asKey Reform Project Six: School Leadership Development Strategies, under theSmarter Schools National Partnerships.The project aims to support the knowledge and skills of Australia’s current,emerging and aspiring school leaders and has two deliverables: a selectliterature review and gap analysis; and an online Clearinghouse.The review and gap analysis was completed by leading academics from GriffithUniversity (Australia) and Canterbury University (New Zealand) in April 2011and was used to inform the content of the Clearinghouse. The Clearinghouseis an interactive research repository and tool. It is intended that AITSL will loadnew research content on a regular basis and registered users will be able totake part in discussion forums, post comments on articles and include links totheir own notices and resources within a community database.The site was launched in July 2011.Annual Report 10/11 35

Early Childhood DevelopmentAITSL’s work is relevant to teachers in early childhood settings. During 2011,AITSL will work with early childhood sector stakeholders to ensure that its workin teacher standards, accreditation of initial teacher education, registrationof teachers and assessment for migration is contributing to teacher quality inearly childhood settings.Professional LearningAITSL has worked with international and national experts and stakeholdersto articulate a national position and approach to teacher and school leaderprofessional learning. This work is informed by commissioned research andbackground papers outlining the evidence base to support highly effectiveprofessional learning. The national approach will recognise and promotethe central role of professional learning in improving teaching and schoolleadership practice nationwide and inform and influence the decision making ofthose who undertake, provide and fund professional learning.AITSL has also continued to commission high quality professional learningthrough development and implementation of three professional learningprograms for teachers and school leaders.Professional Learning Flagship Program:Leading Curriculum ChangeIn March 2011, the AITSL Board approved the engagement of a consortiumled by the University of Queensland, through the School of Education andthe Centre for Innovation in Professional Learning, to develop and deliver ahigh quality, evidence based, interactive online professional learning programfor up to 2000 Australian teachers from every jurisdiction, sector and phaseof schooling. Within this commission, Professor Peter Goodyear from theUniversity of Sydney has been engaged to lead the program evaluation,including its design. A broad-scale evaluation will also be conducted of theAITSL project to develop and implement its first Professional Learning FlagshipProgram for teachers.The Professional Learning Flagship Program: Leading Curriculum Changewill enhance teachers’ knowledge, skills and confidence to effectively leadcurriculum change, including local implementation of the Australian Curriculum.The development and quality assurance of the program’s learning designinvolved teachers, principals and education sector officers from all sectors andfrom across Australia. It is expected that teachers will register for the first roundof Leading Curriculum Change from September 2011.36 Annual Report 10/11

Leading Australia’s SchoolsIn March 2011, AITSL made offers to 80 principals from across all states andterritories, school sectors and levels of schooling to participate in the final twocohorts of the Leading Australia’s Schools professional learning program.This program has been offered by AITSL, and previously Teaching Australia,since 2006. In 2011-12 AITSL will consider the development of new nationalprofessional learning opportunities for principals, drawing on the NationalProfessional Standard for Principals and the current Australian educationcontext. This will be informed by a review of Leading Australia’s Schoolsinvolving desk-top research, examination of existing program evaluations andstakeholder input. The review commenced in June 2011.Stronger Smarter Leadership ModuleIn 2010-11, AITSL provided funding to the Stronger Smarter Institute atthe Queensland University of Technology to develop an introductory onlineprofessional learning module to build leadership capacity in schools facingcomplex challenges in Indigenous education.Annual Report 10/11 37

on a cost-recovery basis and the increase took into account the expandedresponsibilities as a designated assessing authority.In the year to 30 June 2011 AITSL received a total of 999 applications. 65 percent of these were for secondary school teaching. The majority of applicantscompleted their initial teacher education in Australia, followed by the UnitedKingdom. The most common country of birth for applicants seeking anassessment for migration purposes was the United Kingdom, followed by Indiaand China. Of the applications assessed, 83 per cent were considered suitable.The main reason for unsuitability was the appropriateness of the initial teachereducation component of the qualification. 70 per cent of applicants usedtheir initial teacher education qualification completed in one of the six Englishspeaking countries specified as evidence of English language proficiency.The 11 per cent decrease in the number of applications received in the periodJuly 2010 to June 2011, compared to the same period the previous year, maybe attributed to the removal of primary teachers from the Skilled OccupationList effective 1 July 2010.Communications and Stakeholder EngagementAITSL’s communications and stakeholder engagement involves a range ofactivities to cultivate the Institute’s identity as a key provider in promotingexcellence in the profession of teaching and school leadership.AITSL is dedicated to continuing to work collaboratively with allstakeholders, including government and non-government schools andschool systems, national education bodies, teacher regulatory authorities,professional associations, teacher education unions, teacher educators, theCommonwealth, teachers and school leaders in Australian schools. AITSLproduces original and supporting materials and participates in events thatconvey the Institute’s values and initiatives to groups of our stakeholders.AITSL has revamped its website, which includes videos and various kindsof publications. Within the website is a number of dedicated project areas,including those for standards, the Clearinghouse and the Professional LearningFlagship Program: Leading Curriculum Change. AITSL also contributes totwelve hard copy and online educational journals.Co-ordination or participation in events is also a key feature of communicationsand stakeholder engagement. Over the past year, this included two largestakeholder forums.Annual Report 10/11 39

2011 Australian Awards for Outstanding Teaching andSchool LeadershipThe 2011 Australian Awards for Outstanding Teaching and School Leadershipwere announced by the Hon Peter Garrett AM MP, Minister for SchoolEducation, Early Childhood and Youth on 8 April 2011. The Awards criteria arebased on the National Professional Standards for Teachers and the NationalProfessional Standard for Principals.Managed by AITSL, the new Awards will celebrate and recognise thecontribution of outstanding teachers and principals in delivering high qualityeducation for young Australians. The Awards will also help raise the statusof the teaching profession nationally by contributing to building a nationalcommunity of leading school educators and to building greater communityawareness and understanding of the quality of the teaching profession.Nominations were invited from peak school education bodies in each state andterritory in five award categories:• Australian Primary Teacher of the Year• Australian Secondary Teacher of the Year• Australian Primary Principal of the Year• Australian Secondary Principal of the Year• Excellence in Teaching or Leadership in Aboriginal and Torres StraitIslander Education.State and territory finalists and national winners in each of the five awardcategories will be announced at an Awards Ceremony on 13 October 2011.The winners will receive an international or national professional learningsabbatical of up to four weeks to study with recognised experts and practitioners.40 Annual Report 10/11

Principal power: an AITSL Leadership Symposium was held on 8 and 9 June 2011 at theParkroyal Hotel, Melbourne Airport. The symposium drew together diverse experiencesfrom the ten pilots that tested the draft National Professional Standard for Principals. Thecontributions from educational leaders around the nation, together with advice from eminentinternational consultants, contributed to the refinement and finalisation of the Standard.Annual Report 10/11 41

Financial ReportAustralian Institute for Teaching and School Leadership Limited - ACN 117 362 740DIRECTORS’ DECLARATIONFor the year ended 30 June 2011The Directors of Australian Institute for Teaching and School Leadership Limited declare that:1. The financial statements and notes, as set out on pages 44 to 67 are in accordance withthe Corporations Act 2001 including:a) Complying with the Australian Accounting Standards; andb) Giving a true and fair view of the company’s financial position as at30 June 2011 and of its performance for the year ended on that date.2. In the directors’ opinion there are reasonable grounds to believe that the companywill be able to pay its debts as and when they become due and payable.This declaration is made on the 14th September 2011 in accordance with a resolution ofthe Directors.Anthony MackayChairStephen ElderDirector42 Annual Report 10/11

Auditor’s Independence DeclarationAnnual Report 10/11 43

Independent Auditor’s Report44 Annual Report 10/11

Annual Report 10/11 45

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740STATEMENT OF COMPREHENSIVE INCOMEFor the year ended 30 June 2011INCOME2011 2010Notes $ $RevenueGovernment funding 13,802,000 7,550,000Sales of services 862,054 502,581Interest 198,622 121,228Other revenue 127,623 9,473TOTAL INCOME 14,990,299 8,183,282EXPENSESBoard 642,661 329,841Employee benefits 2a 3,973,222 1,838,418Administration 2b 2,046,773 1,414,989Programs 8,370,065 2,365,705Depreciation and amortisation 2c 321,671 131,152Write-down and impairment of assets 2d 18,833 59,827TOTAL EXPENSES 15,373,225 6,139,932Net surplus / (deficit) from ordinary activities (382,926) 2,043,350Other comprehensive income — —Total comprehensive income attributable to membersof the entity (382,926) 2,043,350The above statement should be read in conjunction with the accompanying notes.46 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740STATEMENT OF FINANCIAL POSITIONAs at 30 June 2011ASSETS2011 2010Notes $ $Current assetsCash and cash equivalents 7 5,837,257 4,722,409Trade and other receivables 3a 207,463 1,358Other revenue 3b 636,590 71,736Total current assets 6,681,310 4,795,503Non-current assetsPlant and equipment 4a 921,156 368,500Cultural 4b 28,000 28,000Intangibles 4c 19,432 123,304Total non-current assets 968,588 519,804TOTAL ASSETS 7,649,898 5,315,307LIABILITIESCurrent liabilitiesSupplier payables 5a 2,122,243 —Other current liabilities 5b 582,178 458,125Employee provisions 6a 217,720 46,393Other provisions 6b 68,315 —Total current liabilities 2,990,456 504,518Non-current liabilitiesEmployee provisions 6a 48,538 —Other provisions 6b 183,041 —Total non-current liabilities 231,579 —TOTAL LIABILITIES 3,222,035 504,518NET ASSETS 4,427,863 4,810,789EQUITYRetained earnings 4,427,863 4,810,789TOTAL EQUITY 4,427,863 4,810,789The above statement should be read in conjunction with the accompanying notes.Annual Report 10/11 47

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740STATEMENT OF CHANGES IN EQUITYFor the year ended 30 June 2011Retained Earnings Asset Revaluation Total EquityReserve2011 2010 2011 2010 2011 2010$ $ $ $ $ $Opening balance 4,810,789 2,763,058 — 4,381 4,810,789 2,767,439Changes in accounting policy — — — — — —Adjusted opening balance 4,810,789 2,763,058 — 4,381 4,810,789 2,767,439Other Comprehensive IncomeSurplus / (deficit) attributableto the entity (382,926) 2,043,350 — — (382,926) 2,043,350Total Other ComprehensiveIncome for the year (382,926) 2,043,350 — — (382,926) 2,043,350Transactions with ownersDistributions to owners — — — — — —Contributions by owners — — — — — —Total transactions with owners — — — — — —Transfers betweenequity components — 4,381 — (4,381) — —Closing Balance 4,427,863 4,810,789 — — 4,427,863 4,810,789The above statement should be read in conjunction with the accompanying notes.48 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740STATEMENT OF CASH FLOWSFor the year ended 30 June 2011CASH FLOW FROM OPERATING ACTIVITIES2011 2010Notes $ $Cash receivedGovernment funding 13,802,000 7,550,000Sales of services 786,584 678,180Interest 198,622 121,228Other 127,623 9,473Total cash received 14,914,829 8,358,881Cash usedBoard (642,661) (329,841)Employees (3,753,361) (2,172,333)Suppliers (8,323,011) (3,101,805)Net GST paid to the Australian Taxation Office (291,660) (170,123)Total cash used (13,010,693) (5,774,102)Net cash from operating activities 7 1,904,136 2,584,779CASH FLOW FROM INVESTING ACTIVITIESCash usedPurchase of plant and equipment (789,288) (186,235)Total cash used (789,288) (186,235)Net cash (used in) investing activities (789,288) (186,235)Net increase in cash held 1,114,848 2,398,544Cash at the beginning of the financial year 4,722,409 2,323,865Cash at the end of the financial year 5,837,257 4,722,409The above statement should be read in conjunction with the accompanying notes.Annual Report 10/11 49

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES1.1 Objectives of entityOn the 1st of January 2010 Teaching Australia changed its name to Australian Institute for Teaching andSchool Leadership Limited. The financial statements are for Australian Institute for Teaching and SchoolLeadership Limited (AITSL) as an individual entity, incorporated and domiciled in Australia. AITSL is acompany limited by guarantee.The objective of the company is to provide national leadership for the Commonwealth, state and territorygovernments in promoting excellence in the profession of teaching and school leadership.1.2 Basis of preparationThe financial statements are a general purpose financial report that has been prepared in accordancewith Australian Accounting Standards (including the Australian Accounting Interpretations) and theCorporations Act 2001.Australian Accounting Standards set out accounting policies that the AASB has concluded would resultin a financial statements containing relevant and reliable information about transactions, events andconditions to which they apply. Material accounting policies adopted in the preparation of this financialreport are presented below. They have been consistently applied unless otherwise stated.The financial statements have been prepared on an accrual basis and are in accordance with historicalcost convention, except for certain assets, which as noted, are valued at fair value.The financial statements were authorised for issue on 14 September 2011 by the directors of the company.1.3 RevenueThe revenue from the rendering of services is recognised by reference to the stage of completion ofcontracts at the reporting date. The revenue is recognised when:– the amount of revenue, stage of completion and transaction costs incurred can be reliably measured; and– the probable economic benefits associated with the transaction will flow to the entity.AITSL receives revenue through a funding agreement with the Department of Education, Employmentand Workplace Relations. The full amount of funding received during the reporting period is recognisedas revenue.Interest revenue is recognised using the effective interest method as set out in AASB 139 FinancialInstruments: Recognition and Measurement.1.4 Employee benefitsProvision is made for benefits accruing to employees in respect of wages and salaries, annual leave andlong service leave for services rendered to the reporting date. Provision for ‘short-term employee benefits’(as defined in AASB 119 Employee Benefits ) and termination benefits due within twelve months of the endof reporting period are measured at their nominal amounts.LeaveThe liability policy for employee benefits includes provision for annual leave and long service leave. Noprovision has been made for sick leave as all sick leave is non-vesting and the average sick leave taken infuture years by employees of the entity is estimated to be less than the annual entitlement for sick leave.Those liabilities that are not expected to be settled within 12 months are also recognised in the provisionfor employee benefits as non-current liabilities, but are measured at present value of the amountsexpected to be paid when the liabilities are settled using the remuneration rate expected to apply at thetime of settlement.50 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)Long service leaveLiability for long service leave (LSL) is recognised in the provision for employee benefits. UnconditionalLSL is recognised as a current liability, even where it is not expected to be settled within 12 monthsbecause AITSL will not have the unconditional right to defer the settlement of the entitlement should anemployee take leave within 12 months.The components of the current LSL liability are measure at:– nominal value-component that AITSL expects to settle within 12 months: and present valuecomponentthat AITSL does not expect to settle within 12 months.Conditional LSL is disclosed as a non-current liability. There is an unconditional right to defer thesettlement of the entitlement until the employee has completed the requisite years of service.This non-current LSL liability is measured at present value.SuperannuationContributions are made by AITSL to an employee superannuation fund and are charged as expenseswhen incurred. AITSL makes contributions to the fund in accordance with the superannuation guaranteelegislation. The liability for superannuation recognised represents the outstanding contributions for the finalpay period of the year.Separation and RedundancyProvision is made for separation and redundancy benefit payments. AITSL recognises a provision fortermination when it has developed a detailed formal plan for the terminations and has informed thoseemployees affected that it will carry out the terminations.1.5 LeasesA distinction is made between finance leases and operating leases. Finance leases effectively transferfrom the lessor to the lessee substantially all the risks and rewards incidental to ownership of leased noncurrentassets. An operating lease is a lease that is not a finance lease. In operating leases, the lessoreffectively retains substantially all such risks and benefits.Operating lease payments are expensed on a straight line basis which is representative of the pattern ofbenefits derived from the leased assets.All lease incentives for the agreement of a new or renewed operating lease shall be recognised as anintegral part of the net consideration agreed for the use of the lease asset, irrespective of the time patternin which economic benefits from the lease asset are consumed.1.6 Financial AssetsCash and cash equivalentsCash and cash equivalents include cash on hand and any deposits with a maturity of 3 months or less andheld at call with a bank or financial institution. Cash is recognised at its nominal amount.Annual Report 10/11 51

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)ReceivablesAll debtors are recognised at the nominal amounts receivable as they are due for settlement not more than30 days from the date of recognition.Impairment of financial assetsAssets are assessed at the end of each reporting period for objective evidence that a financial assetor group of financial assets is impaired. If there is objective evidence that an impairment loss has beenincurred, the amount of the impairment loss is the difference between the carrying amount of the assetand the present value of the estimated future cash flows discounted at the current market rate for similarassets.1.7 Financial Risk ManagementAITSL’s activities expose the entity to normal commercial financial risk. As a result of the nature of AITSL’sbusiness and internal policies dealing with the management of financial risk, AITSL’s exposure to market,credit, liquidity and cash flow and fair value interest rate risk is considered to be low.1.8 LiabilitiesTrade creditorsTrade creditors and accruals are recognised at their nominal amounts, being the amounts at which theliabilities will be settled. Liabilities are recognised to the extent that the goods or services have beenreceived. Trade accounts are normally settled within 30 days.ProvisionsProvisions are recognised when AITSL has a present obligation, the future sacrifice of economic benefitsis probable, and the amount of the provision can be measured reliably. The amount recognised as aprovision is the best estimate of the consideration required to settle the present obligation at reportingdate, taking into account the risks and uncertainties surrounding the obligation.1.9 Acquisition of assetsAssets are recorded at cost on acquisition except as stated below. The cost of acquisition includes the fairvalue of assets transferred in exchange and liabilities undertaken. Financial assets are initially measuredat their fair value plus transaction costs where appropriate. Assets acquired at no cost, or for nominalconsideration, are initially recognised as assets and revenues at their fair value at the date of acquisition.1.10 Plant, equipment and cultural assetsCapitalisation thresholdPurchases of plant and equipment are recognised in the Statement of Financial Position, except forpurchases costing less than $500, which are expensed in the year of acquisition, other than where theyform part of a group of similar items which are significant in total.The initial cost of an asset includes an estimate of the cost of dismantling and removing the item andrestoring the site on which it is located. AITSL holds a lease agreement to occupy premises at 71 LeichardtSt, Canberra. The lease agreement contains a clause to make-good on the company vacating thepremises. These costs include the costs of dismantling and removing an asset and restoring the site onwhich the asset was created, together with recognition of a provision at present value in accordance withAASB 137 Provisions, Contingent Liabilities and Contingent Assets.52 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)Carrying amountEach class of plant and equipment is carried at cost or fair values as indicated, less, where applicable,accumulated depreciation and impairment losses.Revaluation adjustments are made on a class basis. Any revaluation increment is credited to equity underthe heading reserves except to the extent that it reverses a previous revaluation decrement of the sameasset class that was previously recognised through surplus and deficit. Revaluation decrements for aclass of assets are recognised directly through other comprehensive income except to the extent thatthey reverse a previous revaluation increment for that class.Any accumulated depreciation as at the revaluation date is eliminated against the gross carrying amountof the asset and the asset restated to the revalued amount.DepreciationThe depreciable amount of all fixed assets is depreciated on a straight line basis over the asset’s useful lifeto AITSL commencing from the time the asset is held ready for use. The depreciation rates used for eachclass of asset are based on the following useful lives:Plant and equipmentComputer equipment -3 years (2010: 5 years)Office equipment -3 years (2010: 10 years)Furniture and fittings -3 - 10 years (2010: 10 to 20 years)Other plant and equipment -3 years (2010:10 to 20 years)Depreciation methods, useful lives, and residual values are reviewed at each financial year end andadjusted if appropriate. Estimates in respect of certain assets were revised during the year ended30 June 2011. (Note 4(a))CulturalArt works - Infinite life (2010: Infinite life)AITSL has 2 paintings (2010: 2 ) with an aggregate fair value of $28,000 (2010: $28,000) painted byAustralian artists Bessie Sims and Yumutjin Wununmurra. AITSL has classified them as cultural assets asthey are primarily held for purposes that relate to their cultural significance. The paintings are deemed tohave indefinite useful lives and hence are not depreciated.ImpairmentAt each reporting date AITSL reviews the carrying value of its tangible and intangible assets to determinewhether there is any indication that those assets have been impaired. If such an indication exists, therecoverable amount of the asset, being the higher of the asset’s fair value less costs to sell and value inuse, is compared to the asset’s carrying value. Any excess of the asset’s carrying value over itsrecoverable amount is expensed to the Statement of Comprehensive Income.DerecognitionAn item of plant and equipment is derecognised upon disposal or when no further future economic benefitsare expected from its use or disposal.1.11 IntangiblesAITSL’s intangibles include but are not limited to software developed for internal use and the AITSLwebsite. These assets are recorded at cost less any accumulated amortisation and impairment losses.These assets have an estimated useful life of 3 years (2010: 5 years) and are amortised on a straight-linebasis. All software assets were assessed for indications of impairment as at 30 June 2011.Annual Report 10/11 53

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)1.12 TaxationAITSL is exempt from all forms of taxation except Fringe Benefits Tax (FBT) and the Goods and ServicesTax (GST). Revenues, expenses, assets and liabilities are recognised net of GST:— except where the amount of GST incurred is not recoverable from the Australian Tax Office; and— except for receivables and payables.1.13 InsuranceAITSL has insured for risks through the Government’s insurable risk managed fund, Comcover. In additionAITSL has taken out workers compensation cover through a private provider.1.14 Economic DependencyAITSL is dependent on the Department of Education, Employment and Workplace Relations (DEEWR)for the majority of its revenue used to carry out its ordinary activities. At the date of this report the Boardof Directors has no reason to believe that DEEWR will not continue to support AITSL.1.15 ComparativesWhere required by Accounting Standards comparative figures have been adjusted to conform withchanges in presentation for the current financial year.1.16 Contingent Assets and LiabilitiesContingent liabilities and contingent assets are not recognised in the Statement of Financial Position butare reported in the relevant notes. They may arise from uncertainty as to the existence of a liability or assetor represent an asset or liability in respect of which the amount cannot be reliably measured. Contingentassets are disclosed when settlement is probable but not virtually certain and contingent liabilities aredisclosed when settlement is greater than remote.AITSL could not identify further assets or liabilities at reporting date that could be reliably measured witha probability of recognition greater than remote that have not already been included in the Statement ofFinancial Position.1.17 Events after the Reporting PeriodAITSL is not aware of any events occurring after the reporting date that warrant disclosure or recordingin the financial statements.1.18 Financial Instruments(i) Non-derivative financial assetsAITSL initially recognises loans and receivables and deposits on the date that they originated. All otherfinancial assets (including assets designated at fair value through surplus or deficit) are recognised initiallyon the trade date at which AITSL becomes a party to the contractual provisions of the instrument.AITSL derecognises a financial asset when the contractual rights to the cash flows from the asset expire,or it transfers the rights to receive the contractual cash flows on the financial asset in a transaction inwhich substantially all the risks and rewards of ownership of the financial asset are transferred. Anyinterest in transferred financial assets that is created or retained by AITSL is recognised as a separateasset or liability.54 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)Financial assets and liabilities are offset and the net amount presented in the statement of financialposition when, and only when, AITSL has a legal right to offset the amounts and intends either to settleon a net basis or to realise the asset and settle the liability simultaneously.AITSL has the following non-derivative financial assets: loans and receivables.Loans and receivablesLoans and receivables are financial assets with fixed or determinable payments that are not quoted in anactive market. Such assets are recognised initially at fair value plus any directly attributable transactioncosts. Subsequent to intitial recognition loans and receivables are measured at amortised cost using theeffective interest method, less any impairment losses. Loans and receivables comprise trade and otherreceivables.Cash and cash equivalents comprise cash balances and call deposits with original maturities of threemonths or less.AITSL recognises a financial asset arising from a service concession arrangement when it has anunconditional contractual right to receive cash or another financial asset from or at the direction of thegrantor for the construction or upgrade services provided. Such financial assets are measured at fairvalue upon initial recognition. Subsequent to initial recognition the financial assets are measured atamortised cost.(ii) Non-derivative financial liabilitiesAITSL initially recognises debt securities issued and subordinated liabilities on the date that they areoriginated. All other financial liabilities (including liabilities designated at fair value through profit or loss)are recognised initially on the trade date at which AITSL becomes a party to the contractual provisionsof the instrument. AITSL derecognises a financial liability when its contractual obligations are dischargedor cancelled or expire. Financial assets and liabilities are offset and the net amount presented in theStatement of Financial Position when, and only when, AITSL has a legal right to offset the amounts andintends either to settle on a net basis or to realise the asset and settle the liability simultaneously.AITSL has the following non-derivative financial liabilities: trade and other payables.Such financial liabilities are recognised initially at fair value plus any directly attributable transaction costs.Subsequent to initial recognition these financial liabilities are measured at amortised cost using theeffective interest rate method.1.19 Use of estimates and judgementsThe preparation of financial statements in conformity with AASBs requires management to makejudgements, estimates and assumptions that affect the application of accounting policies and the reportedamounts of assets, liabilities, income and expenses. Actual results may differ from these estimates.Estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accountingestimates are recognised in the period in which the estimates are revised in any future periods affected.1.20 CommitmentsCommitments include those operating, capital and other outsourcing commitments arising fromnon-cancellable contractual or statutory sources and are disclosed at their nominal value inclusive ofGST payable or receivable.Annual Report 10/11 55

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OFTHE FINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 1 – STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (cont.)1.21 Statement of complianceNo accounting standard has been adopted earlier than the application date as stated in the standard.No new accounting standards, amendments to standards and interpretations issued by the AustralianAccounting Standards Board that are applicable in the current period are assessed to have a materialfinancial affect on AITSL.Future Australian Accounting Standard requirementsStandard/InterpretationSummaryApplicable for annualreporting periodsbeginning onImpact on public sectorentity financialstatementsAASB 9 Financial instrumentsAASB 124 Related PartyDisclosures (Dec 2009)This standard simplifiesrequirements for theclassification andmeasurement of financialassets resulting from Phase of theIASB’s project to replace IAS 39Financial Instruments: Recognitionand Measurement (AASB 139Financial Instruments:Recognition and Measurement).Government related entities havebeen grantedpartial exemption with certaindisclosurerequirements.Beginning1 January 2013Beginning1 January 2011Detail of impact is still beingassessed.Detail of impact is still beingassessed.AASB 1053 Application of Tiers ofAustralian Accounting StandardsThis Standard establishes adifferential financial reportingframework consisting of twotiers of reporting requirementsfor preparing general purposefinancial statements.Beginning1 July 2013Expected to have no significantimpact.AASB 2009-11 Amendments toAustralian Accounting Standardsarising from AASB 9 [AASB 1, 3,4, 5, 7, 101, 102, 108, 112,118,121, 127, 128, 131, 132, 136,139,1023 and 1038 andInterpretations 10 and12]This Standard gives effect toconsequential changesarising from the issuance ofAASB 9.Beginning1 January 2013Detail of impact is still beingassessed.56 Annual Report 10/11

Standard/Interpretation Summary Applicable for annualreporting periodsbeginning onAASB 2009-12 Amendments toAustralian Accounting Standards[AASB 5, 8, 108, 110, 112, 119,133, 137, 139, 1023 and 1031and Interpretations 2, 4, 16, 1039and 1052]AASB 2009-14 Amendments toAustralian Interpretation –Prepayments of a MinimumFunding Requirement[AASB Interpretation 14]This standard amends AASB 8 torequire an entity to exercisejudgement in assessing whether agovernment and entities known to beunder the control of that governmentare considered a single customer forpurposes of certain operatingsegment disclosures. This standardalso makes numerous editorialamendments to other AASs.Amendments to Interpretation 14arise from the issuance ofprepayments of a minimumfunding requirement.Beginning1 January 2011Beginning1 January 2011Impact on public sectorentity financialstatementsNo significant impact on thefinancial statements.Expected to have no significantimpact.AASB 2010-2 Amendments toAustralian Accounting Standardsarising from Reduced DisclosureRequirementsThis Standard makesamendments to many AustralianAccounting Standards, includingInterpretations, to introducereduced disclosure requirementsto the pronouncements forapplication by certain typesof entities.Beginning1 July 2013Does not affect financialmeasurement or recognition, so isnot expected to have any impacton financial result or position.May reduce some note disclosuresin financial statements.AASB 2010-4 FurtherAmendments to AustralianAccounting Standards arisingfrom the Annual ImprovementsProject [AASB 1, AASB 7, AASB101 & AASB 134 andInterpretation 13]This Standard makes numerousimprovements designed toenhance the clarity of standards.Beginning1 January 2011No significant impact on thefinancial statements.AASB 2010-5 Amendments toAustralian Accounting Standards[AASB 1, 3, 4, 5,101, 107, 112,118, 119, 121, 132, 133,134, 137,139, 140, 1023 & 1038 andInterpretations 112, 115, 127,132 & 1042]This amendment containseditorial corrections to a range ofAustralian Accounting Standardsand Interpretations, whichincludes amendments to reflectchanges made to the text ofIFRSs by the IASB.Beginning1 January 2011No significant impact on thefinancial statements.AASB 2010-6 Amendments toAustralian Accounting Standards– Disclosures on Transfers ofFinancial Assets [AASB 1 &AASB 7]This amendment adds andchanges disclosure requirementsabout the transfer of financialassets. This includes the natureand risk of the financial assets.Beginning1 July 2011No significant impact on thefinancial statements.AASB 2010-7 Amendments toAustralian Accounting Standardsarising from AASB 9(December 2010) [AASB 1, 3, 4,5, 7, 101,102, 108, 112, 118, 120,121, 127, 128, 131, 132, 136, 137,139, 1023 & 1038 andInterpretations 2, 5, 10, 12, 19& 127]These amendments are in relationto the introduction of AASB 9.Beginning1 January 2013Detail of impact is still beingassessed.Annual Report 10/11 57

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 2 – EXPENSES2011 2010$ $Note 2(a): Employee benefitsWages and salaries 3,425,498 1,694,716Superannuation 304,138 191,798Leave and other entitlements 243,586 (48,096)Total employee benefits 3,973,222 1,838,418Note 2(b): AdministrationOperating lease expenses:Minimum lease payments (expense) 171,680 146,479Sub lease payments (expense) 320,806 —Other 1,554,287 1,268,510Total administration 2,046,773 1,414,989Note 2(c): Depreciation and amortisationDepreciation:Plant and equipment 85,646 31,326Fixtures and fittings 132,153 20,150Total deprecation 217,799 51,476Amortisation:Intangibles 103,872 79,676Total amortisation 103,872 79,676Total depreciation and amortisation 321,671 131,152Note 2(d): Write-down and impairment of assetsAsset write-downs and impairments from:Write-down and impairment of plant and equipment 18,833 54,594Write-down and impairment on intangible assets — 5,233Total write-down and impairment of assets 18,833 59,82758 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 3 – CURRENT ASSETS2011 2010$ $Note 3(a): ReceivablesTrade receivables 76,828 1,358GST receivable from the Australian Taxation Office 130,635 —Total receivables 207,463 1,358Receivables are aged as follows:Not overdue 205,983 1,3580 to 30 days — —31 to 60 days — —61 to 90 days — —More than 90 days 1,480 —Total Receivables 207,463 1,358There are no balances within trade receivables that contain assets that are impaired and arepast due. It is excepted that these balances will be received when due within 12 months.Note 3(b): Other assetsPrepayments 499,960 71,736Other 136,630 —Total other assets 636,590 71,736Annual Report 10/11 59

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 4 – NON-CURRENT ASSETSNote 4(a): Plant and equipmentReconciliation of opening and closing balances (2010-2011)Computer Office Fixtures & Makegood Other Plant TotalEquipment Equipment Fittings & Equipment$ $ $ $ $ $As at 1 July 2010Gross book value 142,458 80,331 257,420 — 6,183 486,392Accumulated depreciation/amortisation (50,894) (28,589) (37,682) — (727) (117,892)Net book value 1 July 2010 91,564 51,742 219,738 — 5,456 368,500MovementsPurchase of assets 192,544 85,180 396,839 114,725 — 789,288Write-down (6,762) (12,071) — — — (18,833)Depreciation expense (54,137) (28,441) (109,208) (22,945) (3,068) (217,799)Net book value 30 June 2011 223,209 96,410 507,369 91,780 2,388 921,156Net book value as of 30 June 2011 represented by:Gross book value 328,240 153,440 654,259 114,725 6,183 1,256,847Accumulated depreciation (105,031) (57,030) (146,890) (22,945) (3,795) (335,691)Closing net book value 223,209 96,410 507,369 91,780 2,388 921,156During the year AITSL reviewed the terms over which assets are depreciated. As a result the useful lives of the assets weredecreased to accord with the 3 year period of the funding of AITSL, or for certain fixtures and fittings, to accord with the termof the lease of premises where the lease period extends beyond the funding period. The effect in subsequent periods has notbeen disclosed because estimating is considered impracticable.Reconciliation of opening and closing balances (2009-2010)Computer Office Fixtures & Makegood Other Plant TotalEquipment Equipment Fittings & Equipment$ $ $ $ $ $As at 1 July 2009Gross book value 75,370 73,096 102,777 — 44,940 296,183Accumulated depreciation/amortisation (37,315) (34,586) (31,512) — (10,649) (114,062)Net book value 1 July 2009 38,055 38,510 71,265 — 34,291 182,121MovementsPurchase of assets 70,351 35,615 183,206 — 3,278 292,450Loss on scrapped assets — (7,899) (19,973) — (26,722) (54,594)Depreciation expense (16,842) (14,484) (14,760) — (5,391) (51,477)Net book value 30 June 2010 91,564 51,742 219,738 — 5,456 368,500Net book value as of 30 June 2010 represented by:Gross book value 142,458 80,331 257,420 — 6,183 486,392Accumulated depreciation (50,894) (28,589) (37,682) — (727) (117,892)Closing net book value 91,564 51,742 219,738 — 5,456 368,50060 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 4 – NON-CURRENT ASSETS (cont.)Reconciliation of opening and closing balances (2010-2011)Note 4b: Cultural Note 4c: Intangibles$ $As at 1 July 2010Gross book value 28,381 324,146Accumulated depreciation/amortisation (381) (200,842)Net book value 1 July 2010 28,000 123,304MovementsPurchase of assets — —Assets scrapped — —Depreciation/amortisation expense — (103,872)Net book value 30 June 2011 28,000 19,432Net book value as of 30 June 2011 represented by:Gross book value 28,381 324,146Accumulated depreciation/amortisation (381) (304,714)Closing net book value 28,000 19,432Reconciliation of opening and closing balances (2009-2010)Note 4b: Cultural Note 4c: Intangibles$ $As at 1 July 2009Gross book value 28,381 349,169Accumulated depreciation/amortisation (381) (140,956)Net book value 1 July 2009 28,000 208,213MovementsPurchase of assets — —Assets scrapped — (5,234)Depreciation/amortisation expense — (79,675)Net book value 30 June 2010 28,000 123,304Net book value as of 30 June 2010 represented by:Gross book value 28,381 324,146Accumulated depreciation/amortisation (381) (200,842)Closing net book value 28,000 123,304Annual Report 10/11 61

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 5 – OTHER CURRENT LIABILITIES2011 2010$ $Note 5(a): Supplier paymentsTrade creditors 2,122,243 —2,122,243 —Note 5(b): Other current liabilitiesGST payable to the Australian Taxation Office — 170,123Salaries and wages 70,471 11,735Superannuation 9,470 —Accrued Expenses 439,422 247,570PAYG and Withholding Tax 62,815 28,697582,178 458,125Total Payables 2,704,421 458,125Payables are aged as follows:Not overdue 2,669,924 458,1250 to 30 days 13,403 —31 to 60 days 215 —61 to 90 days 20,879 —Total Payables 2,704,421 458,125NOTE 6 – PROVISIONSNote 6(a): Employee ProvisionsAnnual leave 122,793 46,393Long service leave 143,465 —Total employee provisions 266,258 46,393Employee provisions are expected to besettled in:No more than 12 months 217,720 46,393More than 12 months 48,538 —Total employee provisions 266,258 46,393Note 6(b): Other ProvisionsMake good provision 251,356 —Total other provisions 251,356 —Other provisions are expected to be settled in:No more than 12 months 68,315 —More than 12 months 183,041 —Total other provisions 251,356 —62 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011Note 6(b): Other Provisions (cont.)Provision forMakegood Total$ $Carrying amount 1 July 2010 — —Additional provisions made71 Leichhardt St, Canberra 114,726 114,726440 Collins St, Melbourne 136,630 136,630Unwinding of discount or changein discount rate — —Closing balance 30 June 2011 251,356 251,356The entity currently has an agreement for the leasing of premises at 71 Leichhardt St,Canberra which has a provision requiring AITSL to restore the premises to its originalcondition at the conclusion of the lease. The entity has made a provision to reflect the presentvalue of this obligation.Additionally, the entity has an agreement for the leasing of premises at 440 Collins St, whichobligates the entity to provide payment of the makegood provision via monthly instalments.The provision represents the remaining makegood obligation payable. The entity has madea provision to reflect the present value of this obligation.NOTE 7 – CASH FLOW RECONCILIATION2011 2010$ $Reconciliation of cash per income statement to statement of cash flowsCash at year end as per statement of cash flows 5,837,257 4,722,409Statement of Financial Position items comprising cash 5,837,257 4,722,409Difference — —Reconciliation of operating result to net cash from operating activitiesSurplus / (deficit) for the year (382,926) 2,043,350Depreciation and amortisation 321,671 131,152Net write-down of non-financial assets 18,833 59,827Change in assets and liabilitiesDecrease (increase) in receivables (206,105) 295,803Decrease (increase) in other assets (564,854) (14,179)Increase (decrease) in supplier payables 2,122,243 (116,059)Increase (decrease) in other payables 375,411 270,534Increase (decrease) in employee benefit provisions 219,863 (85,649)Net cash used in operating activities 1,904,136 2,584,779Annual Report 10/11 63

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 20112011 2010NOTE 8 – REMUNERATION OF DIRECTORS Numbers NumbersThe number of Directors whose income (including superannuation contributions) falls within the following bands:Nil - $14,999 13 25$15,000 - $29,999 3 1$30,000 - $44,999 - -$45,000 - $59,999 - 2$60,000 - $74,999 - 1$75,000 - $89,999 1 -$90,000 - $104,999 1 -Total 18 29Total remuneration received or due and receivable $341,361 $329,841NOTE 9 – RELATED PARTY DISCLOSUREA number of directors of AITSL hold positions in other entities that result in them having significant influence over thefinancial or operating policies of these entities.A number of these entities transacted with AITSL through the financial year. These transactions are significant due to thenature of the industry in which AITSL operates and the broad industry representation of the persons nominated to theBoard of Directors. All of these transactions are carried out in compliance with the terms of the Procurement Policy andConflict of Interest Procedures approved by the Board of Directors and on terms and conditions that were no morefavourable than those available, or which might reasonably be expected to be available, on similar transactions to nondirector related entities.The aggregate value of transactions and outstanding balances relating to entities over which directors have significantinfluence were as follows:Transaction Value - Year ended 30 June2011 2010$ $Purchase of goods and services 2,615,600 —2,615,600 —Balance Outstanding - Year ended 30 June2011 2010$ $745,600 —745,600 —NOTE 10 – SENIOR EXECUTIVE REMUNERATION 2011 2010$ $Note 10(a): Senior Executive Remuneration Expense for the Reporting PeriodShort-term Employee Benefits:Salary 1,104,739 202,228Annual leave accrued 27,994 —Allowances — 12,027Performance bonuses — 10,000Total Short-term Employee Benefits: 1,132,733 224,255Post-employment Benefits:Superannuation 85,057 41,317Total Post-employment Benefits: 85,057 41,317Other long-term Benefits:Long-service leave accrued 18,557 —Total Other-long term Benefits: 18,557 —Total remuneration paid 1,236,347 265,572Notes:1. Note 10(a) was prepared on an accrual basis so the performance bonus expenses disclosed above differ from the cash ‘Bonus paid’ in Note 10(b).2. Note 10(a) excludes acting arrangements and part-year service where remuneration expensed was less than $150,000.3. During the year the entity did not pay any termination benefits to the senior executives (2010: Nil).64 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 10 – SENIOR EXECUTIVE REMUNERATION (cont.)Note 10(b): Average Annual Remuneration Packages and Bonus Paid for Substantive Senior Executivesas at the end of the Reporting Periodas at 30 June 2011Fixed ElementsSeniorBonusFixed Elements and Bonus Paid 1 Executives Salary Allowances Total Paid 2No. $ $ $ $Total remuneration (including part-time arrangements):less than $150,000 1 70,000 — 70,000 —$150,000 to $199,999 4 183,716 — 183,716 —$200,000 to $249,999 1 239,999 — 239,999 —$300,000 to $349,999 1 349,999 — 349,999 —Total 7as at 30 June 2010Fixed ElementsSeniorBonusFixed Elements and Bonus Paid 1 Executives Salary Allowances Total Paid 2No. $ $ $ $Total remuneration (including part-time arrangements):less than $150,000 2 121,772 6,014 127,786 5,000$150,000 to $199,999 — — — — —Total 2Notes:1. This table reports on substantive senior executives who are employed by the entity as at the end of the reporting period.Fixed elements are based on the employment agreement of each individual - each row represents an average annualisedfigure (based on headcount) for the individuals in that remuneration package band (i.e. the ‘Total’ column).2. Represents average actual bonuses paid during the reporting period. The ‘Bonus paid’ is excluded from the ‘Total’calculation, (for the purpose of determining remuneration package bands). The ‘Bonus paid’ within a particular bandmay vary between financial years due to factors such as individuals commencing with or leaving the entity during thefinancial year.Variable Elements:With the exception of performance bonuses, variable elements are not included in the ‘Fixed Elements and Bonus Paid’table above. The following variable elements are available as part of senior executives’ remuneration package:(a) Performance bonuses:• No bonuses were paid to senior executives during the year ended 30 June 2011(b) On average senior executives are entitled to the following leave entitlements:• Annual Leave (AL): entitled to 20 days (2010: 20 days) each full year worked (pro-rata for part-time SES);• Personal Leave (PL): entitled to 12 days (2010: 18 days) or part-time equivalent;• Long Service Leave (LSL): in accordance with Long Service Leave (Commonwealth Employees) Act 1976;(c) Senior executives are members of one of the following superannuation funds:• Australian Government Employee Superannuation Trust (AGEST): this fund is for senior executives who are employedfor a defined period. Employer contribution is set at 9 per cent (2010: 9 per cent). More information on AGEST can befound at http://www.agest.com.au;• Other: this is usually for senior executives who have made their own superannuation arrangements (employercontribution are set at between 9 and 15 per cent (2010: 15 per cent)) these groups include employees who selfmanage their superannuation.Note 10(c): Other highly paid staffDuring the reporting period, there were no employees whose salary plus performance bonus were $150,000 or more.2011 2010NOTE 11 – REMUNERATION OF AUDITORS $ $To the Auditor-General for auditing the financial statements 26,500 27,50026,500 27,500No other services were provided by the Auditor-General.Annual Report 10/11 65

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 20112011 2010$ $NOTE 14 – COMMITMENTSBy TypeCommitments receivableProgram commitments receivable — (113,150)Sub lease rental income (240,377) —Total commitments receivable (240,377) (113,150)Commitments payablePrograms 2,607,000 1,244,650Operating Leases 2,859,931 —Total commitments payable 5,466,931 1,244,650Net commitments by type 5,226,554 1,131,500By MaturityCommitments receivableSub-lease rental incomeOperating lease income relates to the sub-lease agreement on the tenancy at 71 Leichhardt St, Canberra. There are 2years remaining on the sub-lease with an option for the lessee to extend for a further 2 terms of 3 years each. Leaseincentives provided are apportioned evenly over the terms of the lease and recorded in current assets as ‘Unusedlease incentive’Receivable - Sub lease rental income- Not more than 12 months (117,832) —- Greater than 12 months but not later than 5 years (122,545) —- Greater than 5 years — —Total sub lease rental income (240,377) —Commitments payableOperating lease commitmentsOperating leases relate to the tenancies at 154 Melbourne St Brisbane, 71 Leichhardt Canberra, and 440 Collins StMelbourne with lease terms between 3 and 8 years. All operating lease contracts contain market review clauses in theevent that the entity exercises its option to renew. The entity does not have an option to purchase the leased assetat the expiry of the lease period. Lease incentives provided are apportioned evenly over the terms of the lease andrecorded in current liabilities as ‘Unused lease incentive’Payable - minimum lease payments- Not more than 12 months 661,942 —- Greater than 12 months but not later than 5 years 1,535,915 —- Greater than 5 years 662,074 —Total operating lease commitments 2,859,931 —Net operating lease commitments by maturity 2,619,554 —Programs- Not more than 12 months 2,607,000 1,000,083- Greater than 12 months but not later than 5 years — 244,567- Greater than 5 years — —Total program commitments 2,607,000 1,244,650Commitments receivable — (113,150)Net program commitments by maturity 2,607,000 1,131,500Note: Commitments are GST inclusive where relevant.68 Annual Report 10/11

Australian Institute for Teaching and School Leadership Limited - ACN 117 362 740NOTES TO AND FORMING PART OF THEFINANCIAL STATEMENTSFor the year ended 30 June 2011NOTE 15 – MEMBER’S GUARANTEEAustralian Institute of Teaching and School Leadership Limited is incorporated under theCorporations Act 2001 and is an entity limited by guarantee. If the entity is wound up, theconstitution states that each member is required to contribute a maximum of $20 each towardmeeting any outstandings and obligations of the entity. At 30 June 2011 the number ofmembers was one.NOTE 16 – ENTITY DETAILSAustralian Institute of Teaching and School Leadership Limited has premises located inMelbourne, Canberra and Brisbane. The head office and principal place of business islocated at Level 7, 440 Collins Street, Melbourne Victoria.Annual Report 10/11 69

Compliance ReportAustralian Institute for Teaching and School Leadership LtdCompliance Report for financial year 2010-111. For the financial year ended 30 June 2011, in the opinion of the Directors,based on adequate internal control systems, including the advice ofmanagement and the Audit and Risk Committee, the Australian Institute forTeaching and School Leadership and its Directors have:a) complied with the provisions and requirements of the CommonwealthAuthorities and Companies Act 1997 (CAC Act); andb) complied with the provisions and requirements of the CommonwealthAuthorities and Companies Regulations 1997 (CAC Regulations) andCommonwealth Authorities and Companies (Report of Operations)Orders 2008 (CAC Orders) (as amended or replaced).2. As at the date of this Report, in the opinion of the Directors, the costs ofthe Australian Institute for Teaching and School Leadership are forecast tobe within its estimated sources of external revenue for the current financialyear, including, where appropriate, estimates of revenue contained in theAustralian Government’s central budget system.I, Anthony Mackay, as a Director of the Australian Institute for Teaching andSchool Leadership, certify that the above information:a) is true and correct; andb) has been made in accordance with a resolution of DirectorsSigned:Name: Anthony MackayDate: 14 / 09 / 201170 Annual Report 10/11

Appendix 1Letter of ExpectationAnnual Report 10/11 71

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Appendix 2AITSL organisational structureBoardStandards and AccreditationStanding CommitteeProfessional Learning,Research and InnovationStanding CommitteeAudit and Risk CommitteeFinance CommitteeRemuneration CommitteeChief Executive OfficerDeputyCEOCompanySecretaryChief FinanceOfficerGeneralManagers (3)Annual Report 10/11 77

Appendix 3Consultancies and funding contracts let,1 July 2010-30 June 2011Relates to contracts with a value of $10,000 or moreContractor/ConsultantJoan Holt ConsultingAndrew Ius and AssociatesNew South Wales Institute ofTeachers (NSWIT)Andrew Ius and AssociatesAustralian Council for EducationalResearchAustralian Council for EducationalResearchKPMGQueensland College of Teachers(QCT)Queensland Government -Department of Educationand TrainingHelen TraceyDandolo PartnersDandolo PartnersOakton Services Pty LtdDetail of Work2011 Australian Awards for Outstanding Teaching andSchool LeadershipDevelop overall selection and judging process for AustralianAwards for Outstanding Teaching and School LeadershipAccreditation of Initial Teacher Education ProgramsProvision of expert advice on the development of nationalrequirements for pre-service teachers for Accreditation of InitialTeacher Education ProgramsDevelopment of a national professional learning programto assist supervisors and other staff supporting pre-serviceteachers during their professional experience placementsProvision of expert advice on the development of supplementarymaterials for the National Accreditation of Initial TeacherEducation Programs: Standards and ProceduresDesign and development of National Panel Testing forAccreditation of Initial Teacher Education ProgramsLiteracy and numeracy requirements for Entry to Initial TeacherEducation ProgramsDevelopment of costings for Accreditation of Initial TeacherEducation Programs processDevelop supplementary materials for National Accreditationof Initial Teacher Education programs and Accreditation PanelmembersProject to ensure that pre-service teachers are adequatelyprepared to teach Aboriginal and Torres Strait Islander students,and ATSI culture, history and perspectives in accordance withthe National Professional Standards for TeachersAssessment for MigrationResearch into appropriate assessment criteria for specialeducation teacher occupations for the purpose of migrationunder the General Skilled Migration programBoard and GovernanceFacilitate a process to enable the Secretariat prepare adiscussion paper about the shape and implementation of newgovernance arrangementsReview of the size and composition of the AITSL Board, inconsultation with DEEWR (as required under funding agreement)Development of Fraud Management and Business ContinuityplansTotal Value(Excl.GST)$18,000$35,000$250,000$20,000$264,044$53,882$24,900$10,000$800,000$12,000$24,900$30,900$24,99078 Annual Report 10/11

Contractor/ConsultantEducation Services AustraliaDetail of WorkClearinghouseWebsite Development for Clearinghouse - School LeadershipDevelopment StrategiesTotal Value(Excl.GST)$247,500Griffith University Clearinghouse Literature Review $39,225CommunicationsAPN Educational Media Pty Ltd Publication of articles in Education Review $113,000APN Educational Media Pty Ltd Publication of articles in Education Review $116,400Churchill ConsultancyAustralian Council forEducational ResearchUniversity of MelbourneAustralian Council forEducational LeadersCharles Darwin UniversityDepartment of Education -TasmaniaDepartment of Education andChildren’s Services, SouthAustraliaNSW Department of Educationand TrainingPrincipals AustraliaRural Education Forumof AustraliaWestern Australian Departmentof Education and TrainingAustralian Council forEducational ResearchCreating TomorrowCreating TomorrowSandra J SteinACT Teacher Quality InstituteDevelopment of Stakeholder Engagement Strategy, and provideon-going advice on the implementation of the strategyNational Professional Standard for PrincipalsAdvice and expertise on development of National ProfessionalStandard for PrincipalsLead the process proposals for National Professional Standardfor Principals pilot studiesPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test the exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsPilot study to test exposure draft of National ProfessionalStandard for PrincipalsUndertake research to test the exposure draft of the NationalProfessional Standard for PrincipalsProvide expertise to finalise the National Professional Standardfor PrincipalsAdvice, consultation and drafting National Professional Standardfor PrincipalsReview of pilot study findings, presentation and contribution todiscussion on National Professional Standard for Principals atLeadership SymposiumNational Professional Standards for TeachersPilot study to trial the use of National Professional Standards forTeachers in existing processes and practices$40,000$10,000$21,000$25,000$25,000$16,660$20,835$25,000$50,000$24,800$25,000$13,225$15,000$118,502$12,750$23,760Annual Report 10/11 79

Contractor/ConsultantAssociation of IndependentSchools of NSW LtdAustralian Parents CouncilAustralind Senior High SchoolCharles Darwin University &Northern Territory TeacherRegistration BoardDepartment of Education -TasmaniaDepartment of Education -Western AustraliaDepartment of Education andChildren’s Services, SouthAustraliaIndependent Schools QueenslandNew South Wales Institute ofTeachers (NSWIT)NSW Department of Educationand CommunitiesQueensland University ofTechnology (Stronger SmarterInstitute)Queensland University ofTechnology, Office of CommercialServices, Division of Researchand CommercialisationRural Education Forum ofAustraliaUniversity of Melbourne, AsiaEducation FoundationVictorian Institute of TeachingJoan Holt ConsultingJohn McCarthy ConsultingArt Education AustraliaAustralian Association forEnvironmental EducationAustralian Association ofMathematics TeachersAustralian Association ofMathematics TeachersDetail of WorkPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesPilot study to trial the use of National Professional Standards forTeachers in existing processes and practicesResearch and advice on supporting documentation for theNational Professional Standards for TeachersResearch and advice on supporting implementation of theNational Professional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for Teachers (Mathematics)Development of annotated illustrations of practice for NationalProfessional Standards for Teachers (Numeracy)Total Value(Excl.GST)$20,000$20,000$20,000$25,000$14,028$20,000$25,000$19,600$20,000$25,000$25,000$20,250$19,700$25,000$24,000$98,400$55,500$25,000$21,200$25,000$25,00080 Annual Report 10/11

Contractor/ConsultantAustralian Association for theTeaching of EnglishAustralian Council for Computersin EducationAustralian Council for Health,Physical Education andRecreation (ACHPER)Australian Geography TeachersAssociationAustralian Literacy EducatorsAssociation of AustraliaAustralian Professional TeachersAssociationAustralian School LibraryAssociations IncAustralian Science TeachersAssociationHistory Teachers Association ofAustraliaAustralian Association for theTeaching of EnglishAustralian Association ofMathematics TeachersAustralian Council for Computersin EducationAustralian Council for Health,Physical Education andRecreation (ACHPER)Australian Literacy EducatorsAssociation of AustraliaAustralian Science TeachersAssociationHistory Teachers Association ofAustraliaAustralian Professional TeachersAssociationEducation Services AustraliaHeavyfish Holdings LimitedHeavyfish Holdings LimitedDetail of WorkDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of annotated illustrations of practice for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelopment of field/learning area statements for NationalProfessional Standards for TeachersDevelop elaborations and exemplars for the Proficient careerstage for National Professional Standards for TeachersDevelopment, design and online publication of exemplars forNational Professional Standards for TeachersProvide advice on evidence and supporting documentationrequirements associated with the National ProfessionalStandards for TeachersUndertake a review of current systems in use in each jurisdictionand make recommendations regarding key features required inrecording teacher standards for National Professional Standardsfor TeachersTotal Value(Excl.GST)$25,000$25,000$25,000$25,000$25,000$25,000$23,500$25,000$25,000$25,000$25,000$25,000$25,000$25,000$24,950$18,550$100,000$1,209,143$36,000$101,900Annual Report 10/11 81

Contractor/ConsultantSiMERR - The National Centrefor Science, ICT and MathematicsEducation for Rural and RegionalAustraliaAssociation of IndependentSchools of NSW Ltd, Dr GeoffNewcombeAustralian BroadcastingCorporation (through DeptEducation & Childrens ServicesSA)Catholic Education OfficeMelbourneDetail of WorkResearch for approximately 10 Australian pilots for the NationalProfessional Standards for Teachers, including planning for theInternational pilotsThe collection of video footage of acts of teaching for thepurposes of exemplifying the National Professional Standards forTeachers; and providing annotations of the video footage of theteacher’s work in actionThe collection of video footage of acts of teaching for thepurposes of exemplifying the National Professional Standards forTeachers; and providing annotations of the video footage of theteacher’s work in actionThe collection of video footage of acts of teaching for thepurposes of exemplifying the National Professional Standards forTeachers; and providing annotations of the video footage of theteachers’ work in actionTotal Value(Excl.GST)$170,000$200,000$200,000$200,000SiMERR - The National Centrefor Science, ICT and MathematicsEducation for Rural and RegionalAustraliaValidation of the National Professional Standards for Teachers $370,000Australian Council for Computersin EducationCroger Associates Pty LtdCarbon MediaAdvice on the Information Commmunication Technology -Teaching Teachers for the Future (ICT-TTF) ProjectAdvice on the Information Commmunication Technology -Teaching Teachers for the Future (ICT-TTF) ProjectProfessional LearningDesign and implementation of a coordinated campaign forNational Flagship Professional Learning Program$31,928$53,925$44,925Creating Tomorrow Draft a National Professional Learning Framework $12,500Creating Tomorrow Draft a National Professional Learning Statement $13,500Educational TransformationsPty LtdGPM & AssociatesQueensland University ofTechnology (Stronger SmarterInstitute)Timperley ConsultantsUniversity of QueenslandMacquarie UniversityProvide recommendations to inform and guide development ofa Professional Learning Flagship Program for high performingprincipalsSelection of participants for the 2011 Leading Australia’s SchoolsprogramDevelop an introductory leadership module for aspiring leadersin schools facing complex challenges, to improve studentoutcomes for ATSI students and students from low Socio-Economic Status communitiesProvide a background paper setting out the evidence-basedrationale for a National Professional Learning FrameworkDevelop and deliver a Professional Learning Flagship Program:Leading Curriculum ChangeResearch, Innovation and EvaluationAssistance in preparation of the bid for Cooperative ResearchCentre (CRC) for Innovation in Learning and Teaching withTechnology$23,740$70,000$112,000$18,400$1,186,500$100,00082 Annual Report 10/11

GlossaryAAREACARAACDEACEACELACERACSAAEEYSOCAEUAHISAAPPAAPTAASPAATRACERICHASSCOAGCSEDEEWRECAESAGELPICSEIMCEECDYANARISNCECAustralian Association for Research in EducationAustralian Curriculum, Assessment and Reporting AuthorityAustralian Council of Deans of EducationAustralian College of EducatorsAustralian Council for Educational LeadersAustralian Council for Educational ResearchAustralian Curriculum Studies AssociationAustralian Education, Early Childhood Development and Youth AffairsSenior Officials CommitteeAustralian Education UnionAssociation of Heads of Independent Schools of AustraliaAustralian Primary Principals AssociationAustralian Professional Teachers AssociationAustralian Secondary Principals AssociationAustralasian Teacher Regulatory AuthoritiesCentre for Educational Research and InnovationCouncil for the Humanities, Arts and Social SciencesCouncil of Australian GovernmentCentre for Strategic EducationDepartment of Education, Employment and Workplace RelationsEarly Childhood AustraliaEducation Services AustraliaGlobal Education Leaders ProgramInternational Congress for School Effectiveness and ImprovementMinisterial Council for Education, Early Childhood Developmentand Youth AffairsNational Alliance for Remote Indigenous SchoolsNational Catholic Education CommissionAnnual Report 10/11 83

Melbourne | Brisbane | CanberraThe Australian Institute for Teaching and School Leadership provides national leadership forthe Commonwealth, state and territory governments in promoting excellence in the professionof teaching and school leadership.ISSN 1839-3829www.aitsl.edu.auFunded by the Australian Government