• Effective teachers of history work collaboratively with others to improve their schools as learning communities.
• They work collegially, mentoring new teachers and inspiring colleagues to continue to strive for excellence and to work through difficulties.
• They celebrate the achievements of colleagues, willingly share their professional insights, work programs, curriculum resources, and new knowledge.
• They collaborate in the evaluation of curriculum and pedagogical practice.
• They play an active role in their professional associations, such as organising, promoting and delivering professional development or disseminating their own best practice through professional publications.
• They are influential in the wider school community, and encourage developing links between home and school.
• They make special efforts to communicate productively with parents and caregivers, making sure that their policies and practices are transparent. In positions of responsibility they encourage professional debate, give space to the judgement of others and allow the expression of constructive dissenting opinions.
• They support a collaborative approach to teaching and aim to minimise professional conflict.
• They know the developing history of their school, acknowledge the value of contributions made by past members of the school community and encourage colleagues to be open to valuable innovation and change.

Key Points for Practice

How actively involved am I in school, community and wider professional contexts in developing the teaching and learning of history?

How can I demonstrate that I work with colleagues, parents and community members to develop the quality of teaching and learning of history in my school?

How do I articulate my thoughts on history education in the context of broader educational ideas and how do I take action to develop support for policy and curriculum change in the school and wider community?