Department of Education

Level 3 Classroom Teacher

Level 3 Classroom Teachers are exemplary teachers recognised and rewarded for their exceptional teaching practices. They play important roles in providing and supporting high quality teaching and leadership in schools.

Level 3 Classroom Teachers are highly skilled in:

  • meeting the learning needs of their students
  • developing and implementing student assessment and reporting strategies
  • reflecting on and improving their teaching practices
  • developing and delivering professional learning for colleagues
  • providing leadership in their school communities.

They are experienced, innovative teachers able to role model highly effective practice for colleagues and to mentor pre-service teachers and graduates. They are great assets to their schools and highly valued.

Level 3 Classroom Teachers also exert influence beyond their classrooms by taking leadership roles in their school communities. They assist other teachers to improve their classroom practices, enhance student learning and solve classroom problems.

As successful leaders, they:

  • develop, implement and evaluate curriculum policy and programs
  • manage change when there are new initiatives
  • promote consultation and collaboration among school staff
  • foster and support productive teams
  • build partnerships with teachers and communities.

Benefits of becoming a Level 3 Classroom Teacher include:

  • formal recognition of your expertise and dedication
  • career advancement that enables you to stay in the classroom
  • sharing your experiences and professional learning with colleagues
  • taking on leadership roles
  • a salary increase.

Find out more about the salaries, conditions and allowances of teaching in a public school: School Education Act Employees’ (Teachers and Administrators) General Agreement.

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How to become a Level 3 Classroom Teacher

The application process has two stages:

  • Stage 1 – submit a written portfolio which includes supporting evidence and referees.
  • Stage 2 – facilitate and participate in reflective practice sessions with peers.

Applicants are assessed against five competencies that align with Phase 3 of the Competency Framework for Teachers. It is a rigorous process to ensure the most skilled and accomplished teachers achieve this status. Success is not guaranteed for all applicants.

There is no limit on the number of people who can become Level 3 Classroom Teachers.


To be eligible to apply you must:

  • be an Australian citizen or have a permanent residency visa
  • have full registration with the Teacher Registration Board of Western Australia
  • be employed by the Department of Education
  • be employed for a minimum of 0.4 FTE (four days a fortnight) in public schools.

You do not have to be a Senior Teacher before applying to be a Level 3 Classroom Teacher. You may also apply if you are acting in a leadership position, e.g. deputy principal or head of learning area.


To become a Level 3 Classroom Teacher, you need to demonstrate the following competencies:

  1. Use innovative and/or exemplary teaching strategies and techniques to more effectively meet the learning needs of individual students, groups and/or classes of students.
  2. Employ consistent exemplary practice in developing and implementing student assessment and reporting processes.
  3. Engage in a variety of self development activities, including a consistently high level of critical reflection on your own teaching practice and teacher leadership, to sustain a high level of ongoing professional growth.
  4. Enhance your professional knowledge and skills through employing effective development strategies.
  5. Provide high level leadership in the school community through assuming a key role in school development processes, including curriculum planning and management and school policy formulation.

Developing a portfolio of evidence

You need to develop a portfolio of statements and evidence that demonstrate how you meet the competencies.

You need to address all five competencies when you apply. It is recommended that you get advice from the Level 3 Classroom Teacher project manager about the types of evidence you should collect and how you can display it in your portfolio.

Assessment process

An assessment rubric is used to assess each competency. Each competency is divided into four or five indicators. It is essential for you to address all indicators within each competency. You need to achieve ratings of three or four for each indicator, with an average score of at least 3.2 for each competency at both Stages 1 and 2.

Your application is assessed by two trained assessors through consensus moderation. They may be Level 3 Classroom Teachers, heads of learning areas, principals or deputies. If they cannot reach agreement, a third assessor assists with the assessment in Stage 1.

You receive written feedback at both stages of the assessment process which will be provided against the assessment rubric. Comments provided by assessors are intended as constructive feedback and are a guide only.

You receive a letter to advise whether or not you have been successful at each stage of the assessment process.


If you are unsuccessful and can provide evidence that assessment procedures have been breached, contact the Level 3 Classroom Teacher Project Manager to discuss your concerns.

If you are still not satisfied, you may request a review of your case. Your request for review needs to focus on the procedures of the assessment and be submitted in writing within 10 days of the letter advising you of the assessment outcome.

A review panel comprising representatives of the Department, State School Teachers’ Union of Western Australia and Level 3 Classroom Teachers’ Association reviews submissions from either stage of the assessment. You are advised in writing of the panel’s decision.

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How to apply - Stage 1

Lodgement of portfolios for Stage 1 closes 5.00pm Friday 26 May 2017.

Stage 1 is a written portfolio where you provide statements and evidence to illustrate your ability to meet the specified competencies. You are required to write and prepare your own portfolio.

Your written portfolio must include:

  • a completed application form
  • an introductory statement
  • written statements and portfolio of evidence
  • referees’ verification of your portfolio statements
  • your current line manager as your primary referee.

Your written portfolio should be submitted in a single A4 sized two-ring file.

Application form

Please refer to the Level 3 Classroom Teacher Guidelines for application information.

Introductory statement

The introductory statement enables you to provide an overview of your professional teaching and set the background for your teaching portfolio. It should include:

  • current or recent teaching responsibilities
  • philosophy, pedagogy, practices, approaches and attitudes to professional practice
  • major strengths as a teacher.

The introductory statement must be no more than two A4 pages (11 point Arial font).

Written statements

Written statements enable you to explain in detail how you meet each of the competencies. Statements should address all indicators for each competency as you are assessed against all of them. Competencies and indicators are listed in the assessment rubric for your reference.

It is important to refer to the evidence included in your portfolio to support your written statements. You may also cross reference statements.

If you job-share or teach in collaboration, your evidence needs to describe clearly your specific role/s and individual contributions.

The written statement for each competency must be no more than two A4 pages (11 point Arial font) and include your name and employee ID number on each page.

Portfolio of evidence

Providing evidence allows you to verify and support the claims you have made in the written statements. You can include evidence such as students’ work, letters of support from colleagues, extracts from your professional learning journal and copies of recording instruments. See the list of evidence examples.

You can also submit evidence in multimedia formats such as unedited videos and audio recordings (up to 10 minutes in length for the entire portfolio). All multimedia should be in formats readable by the Department’s supported software.

The evidence you provide cannot include names of students, parents or others without their written permission.

Your evidence for each competency needs to be placed immediately after the related written statement in the file. If you include a piece of evidence for more than one competency, place it in the file after the first relevant written statement and refer to its location in subsequent written statements.

Include your name and employee ID number on each page.

The number of pages of evidence for each competency may vary. The total number of pages of evidence in your entire portfolio cannot exceed 15 (A4) pages. Written material needs to be legible and not presented in layers. All evidence should reflect your individual contribution.

Referee verification

You need to provide referees who can verify your statements and evidence for each competency.

Individual referees can verify one or more competencies. One referee must be your current line manager. If you are in a new school, your previous line manager’s details should also be provided. Referees should be familiar with your work, the competencies and your written portfolio. Up to five referees can provide verification statements.

Ensure each referee signs the referee statement form. The assessors contact your line manager or previous line manager to seek further information about your portfolio. They may also contact other referees for specific competencies.

Referees need to be informed that they may be contacted during the Term 2 school holidays. It is important that they are available to comment on your application. Your referees require a copy of your written application so they are familiar with your work.

Where to send your application

Private and Confidential to:
Level 3 Classroom Teacher project manager
Workforce Policy and Coordination
Department of Education
151 Royal Street

Late applications will not be accepted.

Return of portfolio

Portfolios are available to be collected at the completion of Stage 1. Applicants living in the country may request their portfolios be returned by mail by contacting the Level 3 Classroom Teacher project manager.

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How to apply - Stage 2

Stage 2 reflective practice sessions take place during Term 3 school holidays.
Stage 2 requires you to prepare and lead a 45 minute reflective practice session in a school environment and participate in the sessions of three or four other applicants. A reflective practice session includes an oral presentation and facilitated discussion.

The reflective practice session enables you to demonstrate how you:

  • facilitate collegiate discussion around pedagogy which enhances the professional knowledge of others
  • engage colleagues in collaborative conversation and reflection
  • critically reflect on your own practices
  • facilitate professional development strategies with peers throughout the reflective practice.

During your reflective practice session, you need to address competencies 3 and 4 as well as either competencies 1, 2 or 5.

Oral presentation

In your oral presentation, it is suggested that you:

  • provide an outline of a scenario/issue from your work experience
  • indicate what actions you took and provide the rationale or justification for your actions
  • reflect on the effectiveness of your actions and any modifications you made
  • identify any challenges you faced
  • raise educational and research issues.

Facilitated discussion

You need to facilitate a discussion with your group members. This may be before, part of or following the oral presentation. In facilitating the discussion, it is suggested that you:

  • actively share your professional knowledge and skills
  • encourage group members to reflect on your presentation through discussion
  • actively reflect on their comments and respond positively
  • provide opportunities for group members to ask questions and reflect on their own situations
  • conclude the session with a summary of the discussion and reflections, and new directions you may investigate.

Participating in others’ sessions

You need to participate in other group members’ sessions. Your participation contributes to your assessment. Your comments should provide the presenter and other group members with ideas and suggestions for addressing the scenario/issue. When participating it is suggested that you:

  • display active listening skills
  • reflect on the actions taken by the presenter
  • identify strategies to address the scenario/issue
  • participate in the facilitated discussion.

Presentation aids

You can use presentation aids to support your reflective practice session. A whiteboard is available. Interactive white boards will not be available.  You can also bring:

  • your own data projector and/or laptop computer
  • personal notes/palm cards
  • evidence from the workplace, e.g. student work, DVD of teaching, report.

Requests for specific equipment requirements by applicants with disability/medical conditions should be submitted to the Level 3 Classroom Teacher project manager at least one week before the reflective practice session. Requests made on the day will not be accommodated.

You are given 10 minutes immediately before your reflective practice session to organise the room and equipment and five minutes immediately after the session to pack up.


The Project Manager advises you where the session is held.


Sessions take place during the school holidays. You need to be available to attend one day of sessions during this period to complete Stage 2. The Project Manager advises you when your session is held.

If there are extenuating circumstances that restrict you from attending the sessions, contact the project manager who considers your case. If you do not attend, you are deemed to have been unsuccessful at Stage 2 and your written portfolio is banked.

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Application closing date

For applicants submitting Stage 1 written portfolios and applicants with banked portfolios eligible for Stage 2.

Banked competencies

Applicants with banked competencies from 2014, 2015 and 2016 must submit their whole portfolios by 5.00pm Friday 26 May 2017. Only those competencies not successfully attained in previous years are assessed.

Banked portfolios

Applicants with banked portfolios from 2015 or 2016 must submit their application forms by 5.00pm Friday 26 May 2017, to indicate their intention to participate in Stage 2 in 2017.  You will need to include the acknowledgement of your application by your current principal.

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Professional Learning

The Level 3 Classroom Teacher Professional Learning Program, offered by the Institute for Professional Learning, can assist classroom teachers develop an understanding of the application and assessment process.


Level 3 Classroom Teacher

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