Develop highly effective teachers as leaders

Having selected Australia’s top talent, Teach For Australia develops Associates through a rigorous Leadership Development Program over two years.

The program includes:

  • a 13-week Initial Intensive program comprising seven weeks online learning and six weeks in-residence, working 10 to 12 hours per day and including two weeks of school-based practicum;
  • three subsequent intensive programs in school holidays;
  • completion of a Master of Teaching (Secondary) degree at Deakin University while undertaking an 80 per cent teaching load;
  • support from several teaching advisers and mentors who provide frequent classroom observation and feedback and help link theory learnt in study to best practice in the classroom;
  • and advice from leadership coaches who are volunteers from the education, government, business and community sectors.

“Deakin University is pleased to be engaged with Teach For Australia in ensuring that all young learners in Australia have access to high-quality teachers. Deakin’s nationally accredited Master of Teaching prepares teachers with the skills they need to use evidence of student learning to guide their teaching.”

– Professor Christine Ure, Head of School of Education, Deakin University


Over the course of two years, Teach For Australia supports Associates through ongoing practical skills development and reflective coaching. A set of research-embedded teaching and leadership principles and the Australian Professional Standards for Teachers serve as the foundation of the Leadership Development Program.

According to a three year independent evaluation by the Australian Council of Educational Research completed in 2013, 100 per cent of principals surveyed indicated that they had benefited from the program and agreed that the employment-based nature of the Teach For Australia model is an effective way to train teachers.

“My vision is for every student, of all levels of ability, to want and therefore strive to realise every ounce of potential they have. Having gone to an ‘underprivileged’ school myself, I understand the difficulties faced by students in an environment where it is tough to be really ambitious when perhaps others around you are not striving as hard as you are. I feel one of my greatest strengths as a teacher is my ability to motivate my students to work harder than anyone else, and insist that they dream big and strive to achieve their best. It is something I insist upon, regardless of the student.”

– Shaun Isbister, Cohort 2010 Associate, Leading Teacher Pathways and Transitions, Mill Park Secondary College

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