Educator Pathways
Looking for a Structured Pathway for Professional Development?
Explore our four pathways for educator professional development, aligning personal growth with your school’s improvement plan.
Our courses enhance teaching skills and family engagement for all experience levels.
Watch the video to find out what other educators think about our learning pathways.
Pathways for Professionals
The Four Progressive Stages of the Mastery Teaching Pathway

Accreditation
Alignment with AITSL Standards


Continuing Professional Development for Teachers
Understanding the MTP Experience: Delivery, Assessment and Participation
How Are Pathways Delivered?
Tailored Starting Point: Begin at a development level that matches your current expertise in effective teaching.
Flexible Pace: Complete each stage at your own pace (usually around 12 months). Modules are approx 2.5 hours each and fit seamlessly into your schedule.
Role-Specific Requirements: Depending on your role, complete the requisite number of program training modules. For example, teachers complete two modules in the foundation and proficient stages.
How Will I Be Assessed?
Continuous Testing: Each lesson in a module has short tests to assess your understanding of the taught skills and knowledge.
Appraisal Assessment: Highlight the skills and knowledge you’ve gained at the end of a module through a video recording in a simulated classroom setting.
Mastery Evaluation: To complete your pathway, demonstrate your teaching mastery by recording yourself tackling a specific program or practice in an actual classroom.
What Participation Is Required?
Module Completion: Download, complete and receive certification for each module. You can switch from individual modules to a full course anytime.
Customised Development Plans: Enrol in a course to receive a development plan detailing the specific skills, knowledge and practices you need to excel in your role.
School-Wide Learning: For schools enrolling as a team, we offer the opportunity to unify individual learning journeys into a collective path towards school-wide improvement and excellence.
‘I like the fact that when I was doing the professional learning, it questioned my knowledge and my understanding, but I didn’t feel threatened by it. It gave me information about what I do and validated what I believe.’