Judith Dinham is Education Professor and Associate Dean Learning and Teaching, Faculty of Humanities, Curtin University; and Fellow of the Higher Education, Research and Development Society of Australasia. Her curriculum and pedagogical research has informed her national teacher education and curriculum leadership and her university textbooks: Cengage (5th ed., 2023), Oxford University Press (3rd ed., 2026).Emily Hills is Associate Dean Education at the University of Canberra and a scholar of teacher education and school–university partnerships. She brings extensive experience in educational leadership, curriculum design, and professional learning, supporting evidence-informed practice across diverse educational contexts in Australia and internationally.Sharon Davies is Senior Lecturer at Curtin University with extensive teacher education leadership. This includes ITE course coordination and the Academic Lead, Quality Assurance role, which has involved overseeing accreditation for all Curtin ITE courses and engaging with national teacher education quality frameworks and standards.Rebecca Walker is Professor and Pro Vice-Chancellor (interim) at the Curtin University global campus in Colombo, Sri Lanka. Previous leadership roles at Curtin include Deputy Pro Vice-Chancellor, Humanities and School of Education Deputy Head of School and Director, Student Experience and Industry Engagement. With teaching experience across Australia and internationally, her scholarly expertise encompasses initial teacher education accreditation, equity-focused pedagogies, and educational policy.

• Introduction, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker Part One: Context and Foundations 1. Measuring Readiness: TPAs and the Transformation of Teacher Preparation, Janet Clinton and Katina Tan 2. Cross-Institutional Moderation in Teaching Performance Assessments, Damian Maher, Valerie Morey and Mathew White Part Two: Impacts of the TPA 3. Impact Beyond Graduation: Progressing from Graduate to Proficient and the Role of the TPA, Sharon Davies, George Harb and Jennifer Rowley 4. Career Readiness and Progression of Online Initial Teacher Education Graduates and the Impact of the TPA, Rebecca Walker, Claire Bartlett, Judith Dinham, Ana Tankosic, Valerie Morey and Lina Pelliccione 5. Mentor Teacher Feedback to Preservice Teachers on Key Pedagogical Practices, Damian Maher, George Harb and John Buchanan 6. Relational Agency and Teaching Performance Assessments, Amy Kay Robinson, Linda Westphalen, George Harb and Christopher Boyle Part Three: Future Directions 7. Lessons from EdTPA for the AfGT: From Performative to Transformative, Anne Bellert, Aristidis Galatis and Therese N. Hopfenbeck 8. Teaching Performance Assessments in the Age of Artificial Intelligence, Hayden Park, Aristidis Galatis and Grace Oakley 9. Global Context for Teacher Shortage, Liam Frost-Camilleri, Jennifer Rowley and Richard Sallis 10. Design Principles for the Development and Implementation of Teaching Performance Assessments: A Systematic Review, Wayne Cotton†, Anne Bellert, Sharon Davies, Andrew Eaton, George Harb, Marisa Incognito, Larissa McLean Davies, Lindsay Parry, Louisa Peralta, Amy Kay Robinson, Eloise Thomson and Stephanie Watts. Conclusion: Emerging Themes in Research about the Australian TPA, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker

Judith Dinham is Education Professor and Associate Dean Learning and Teaching, Faculty of Humanities, Curtin University; and Fellow of the Higher Education, Research and Development Society of Australasia. Her curriculum and pedagogical research has informed her national teacher education and curriculum leadership and her university textbooks: Cengage (5th ed., 2023), Oxford University Press (3rd ed., 2026).Emily Hills is Associate Dean Education at the University of Canberra and a scholar of teacher education and school–university partnerships. She brings extensive experience in educational leadership, curriculum design, and professional learning, supporting evidence-informed practice across diverse educational contexts in Australia and internationally.Sharon Davies is Senior Lecturer at Curtin University with extensive teacher education leadership. This includes ITE course coordination and the Academic Lead, Quality Assurance role, which has involved overseeing accreditation for all Curtin ITE courses and engaging with national teacher education quality frameworks and standards.Rebecca Walker is Professor and Pro Vice-Chancellor (interim) at the Curtin University global campus in Colombo, Sri Lanka. Previous leadership roles at Curtin include Deputy Pro Vice-Chancellor, Humanities and School of Education Deputy Head of School and Director, Student Experience and Industry Engagement. With teaching experience across Australia and internationally, her scholarly expertise encompasses initial teacher education accreditation, equity-focused pedagogies, and educational policy.

• Introduction, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker Part One: Context and Foundations 1. Measuring Readiness: TPAs and the Transformation of Teacher Preparation, Janet Clinton and Katina Tan 2. Cross-Institutional Moderation in Teaching Performance Assessments, Damian Maher, Valerie Morey and Mathew White Part Two: Impacts of the TPA 3. Impact Beyond Graduation: Progressing from Graduate to Proficient and the Role of the TPA, Sharon Davies, George Harb and Jennifer Rowley 4. Career Readiness and Progression of Online Initial Teacher Education Graduates and the Impact of the TPA, Rebecca Walker, Claire Bartlett, Judith Dinham, Ana Tankosic, Valerie Morey and Lina Pelliccione 5. Mentor Teacher Feedback to Preservice Teachers on Key Pedagogical Practices, Damian Maher, George Harb and John Buchanan 6. Relational Agency and Teaching Performance Assessments, Amy Kay Robinson, Linda Westphalen, George Harb and Christopher Boyle Part Three: Future Directions 7. Lessons from EdTPA for the AfGT: From Performative to Transformative, Anne Bellert, Aristidis Galatis and Therese N. Hopfenbeck 8. Teaching Performance Assessments in the Age of Artificial Intelligence, Hayden Park, Aristidis Galatis and Grace Oakley 9. Global Context for Teacher Shortage, Liam Frost-Camilleri, Jennifer Rowley and Richard Sallis 10. Design Principles for the Development and Implementation of Teaching Performance Assessments: A Systematic Review, Wayne Cotton†, Anne Bellert, Sharon Davies, Andrew Eaton, George Harb, Marisa Incognito, Larissa McLean Davies, Lindsay Parry, Louisa Peralta, Amy Kay Robinson, Eloise Thomson and Stephanie Watts. Conclusion: Emerging Themes in Research about the Australian TPA, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker

Judith Dinham is Education Professor and Associate Dean Learning and Teaching, Faculty of Humanities, Curtin University; and Fellow of the Higher Education, Research and Development Society of Australasia. Her curriculum and pedagogical research has informed her national teacher education and curriculum leadership and her university textbooks: Cengage (5th ed., 2023), Oxford University Press (3rd ed., 2026).Emily Hills is Associate Dean Education at the University of Canberra and a scholar of teacher education and school–university partnerships. She brings extensive experience in educational leadership, curriculum design, and professional learning, supporting evidence-informed practice across diverse educational contexts in Australia and internationally.Sharon Davies is Senior Lecturer at Curtin University with extensive teacher education leadership. This includes ITE course coordination and the Academic Lead, Quality Assurance role, which has involved overseeing accreditation for all Curtin ITE courses and engaging with national teacher education quality frameworks and standards.Rebecca Walker is Professor and Pro Vice-Chancellor (interim) at the Curtin University global campus in Colombo, Sri Lanka. Previous leadership roles at Curtin include Deputy Pro Vice-Chancellor, Humanities and School of Education Deputy Head of School and Director, Student Experience and Industry Engagement. With teaching experience across Australia and internationally, her scholarly expertise encompasses initial teacher education accreditation, equity-focused pedagogies, and educational policy.

• Introduction, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker Part One: Context and Foundations 1. Measuring Readiness: TPAs and the Transformation of Teacher Preparation, Janet Clinton and Katina Tan 2. Cross-Institutional Moderation in Teaching Performance Assessments, Damian Maher, Valerie Morey and Mathew White Part Two: Impacts of the TPA 3. Impact Beyond Graduation: Progressing from Graduate to Proficient and the Role of the TPA, Sharon Davies, George Harb and Jennifer Rowley 4. Career Readiness and Progression of Online Initial Teacher Education Graduates and the Impact of the TPA, Rebecca Walker, Claire Bartlett, Judith Dinham, Ana Tankosic, Valerie Morey and Lina Pelliccione 5. Mentor Teacher Feedback to Preservice Teachers on Key Pedagogical Practices, Damian Maher, George Harb and John Buchanan 6. Relational Agency and Teaching Performance Assessments, Amy Kay Robinson, Linda Westphalen, George Harb and Christopher Boyle Part Three: Future Directions 7. Lessons from EdTPA for the AfGT: From Performative to Transformative, Anne Bellert, Aristidis Galatis and Therese N. Hopfenbeck 8. Teaching Performance Assessments in the Age of Artificial Intelligence, Hayden Park, Aristidis Galatis and Grace Oakley 9. Global Context for Teacher Shortage, Liam Frost-Camilleri, Jennifer Rowley and Richard Sallis 10. Design Principles for the Development and Implementation of Teaching Performance Assessments: A Systematic Review, Wayne Cotton†, Anne Bellert, Sharon Davies, Andrew Eaton, George Harb, Marisa Incognito, Larissa McLean Davies, Lindsay Parry, Louisa Peralta, Amy Kay Robinson, Eloise Thomson and Stephanie Watts. Conclusion: Emerging Themes in Research about the Australian TPA, Judith Dinham, Emily Hills, Sharon Davies and Rebecca Walker