Using DET’s High Impact Teaching Strategies as a CRT


Approximately 71% of casual relief and emergency teachers (CRTs) work predominantly in government schools or services. As a CRT in government workplaces or schools, it can be useful to be aware of the strategies used by other teachers in that workplace.

The Department of Education and Training (DET) has developed 10 High Impact Teaching Strategies (HITS). These strategies emerge from the findings of tens of thousands of studies of what has worked in classrooms across Australia and the world.

You can find more information on the High Impact Teaching Strategies, with examples of practice here.

You may find it useful to reflect on these strategies for your context as a CRT. Guide your reflection on your practice by asking yourself questions

  • Which of these strategies are most relevant to my context?
  • How can I adapt these strategies to suit my practice as a CRT?

Example strategy reflection

Elspeth works as a CRT mainly in primary schools.

Elspeth considers ‘Questioning’ an important strategy in her work as a CRT. Using questioning allows Elspeth to gain immediate feedback on the level of her learner’s understanding in order to either extend or challenge them. Elspeth also uses questioning to gather feedback on her teaching strategies so that she can improve her practice.

Elspeth uses a wide range of questioning techniques such as:

  • probing questions to engage learners in deeper thinking and to justify their responses
  • structured questioning to allow learners to give feedback to her as the teacher and to other learners
  • revising questions to allow learners to demonstrate and reinforce their understanding
  • extending questions to engage learners and further develop their thinking
  • reflecting questions to allow learners to evaluate their learning.

Elspeth finds that as a CRT she needs to allow more wait time for students to respond to questions or engage in questioning. Allowing more wait time allows learners enough time to gather their thoughts before answering in front of an unfamiliar teacher. In addition, using questioning with learners allows Elspeth to gather more comprehensive information to feedback to the usual teacher about the learner’s understanding.

Australian Professional Standards for Teachers

The following diagram identifies some suggested links that can be made between HITS and the Australian Professional Standards for Teachers (APST).


Remember, reading and reflecting on how you can use HITS to improve your teaching practice can be counted towards your professional learning hours for renewal of registration.

Please note there may be other relevant standards for each of these strategies, this will be dependent on your context.