The Law Associate Deans' Network was established in 2010. In September 2013 it was renamed the Legal Education Associate Deans Network (LEAD). It is comprised of the Associate Deans (Teaching and Learning) — or equivalent — of Australian Law Schools.

The purpose of LEAD is to promote collaborative approaches to teaching and learning in Australian legal education. The Network intends to lead, encourage and document good practice in learning and teaching in the discipline of law and to create a community of practice among Associate Deans.

LEAD operates as a sub-Committee of the Council of Australian Law Deans (CALD). The Project Officer is Julian Laurens.

The Good Practice Guides are a key resource produced by the Network. In addition, LEAD has contributed to the production of the Law Threshold Learning Outcomes (TLOs).

In June 2015 the Council of Australian Law Deans (CALD) delivered a new Good Practice Guide to Teaching Statutory Interpretation. Guides also cover Ethics, Communication, Thinking Skills, and more.

The Smart Casual Project — focused on excellence in sessional teaching in law — has all modules now available. Visit the Smart Casual pages for background and access to professional development materials.

Select reading and remote learning resources are also available, including materials developed in response to COVID-19.

Collaboration lies at the heart of the Legal Education Associate Deans Network. Bringing together associate deans with responsibility for teaching and learning from law schools across Australia, the network creates a forum where ideas can be shared openly and challenges tackled collectively. By fostering a spirit of cooperation rather than competition, LEAD enables members to pool their expertise and develop resources that benefit the entire legal education community. This collaborative ethos ensures that innovations in curriculum design, assessment, and student engagement are not confined to a single institution but can be adapted and refined across the sector.

The network plays a vital role in supporting quality assurance and continuous improvement in legal education. Through regular meetings, working groups, and shared projects, members examine emerging standards and reflect on how best to meet them. Discussions often focus on evaluating teaching practices, reviewing student feedback, and benchmarking outcomes against sector-wide expectations. This collegial approach to quality helps law schools maintain rigorous academic standards while remaining responsive to the evolving needs of students, the profession, and the broader community.

A key focus of LEAD is the development of practical resources that assist legal academics in their day-to-day teaching. Over the years, the network has contributed to the creation of guides, checklists, and discussion papers addressing topics such as statutory interpretation, professional conduct, and online learning design. These resources are grounded in the collective wisdom of experienced educators and are intended to be adaptable across different institutional contexts. By documenting and sharing effective strategies, the network helps reduce duplication of effort and encourages a more evidence-informed approach to teaching.

The shift to online and blended learning has been a significant area of attention, particularly in the wake of the pandemic. LEAD has provided a platform for law schools to exchange insights about digital pedagogy, student engagement in virtual classrooms, and the challenges of maintaining academic integrity in online assessment. Conversations have explored how technology can enhance rather than diminish the relational aspects of legal education. The network continues to support members in navigating the ongoing evolution of teaching delivery, ensuring that flexibility and quality go hand in hand.

Inclusion and diversity are recurring themes within the network's activities. Recognising that law students come from a wide range of backgrounds and bring varied perspectives to their studies, LEAD encourages approaches that make legal education accessible and meaningful for all. Discussions have touched on culturally responsive teaching, supporting students from non-traditional pathways, and designing curricula that reflect diverse legal traditions and viewpoints. This commitment to equity aligns with broader aspirations within Australian higher education to create learning environments where every student can thrive.

The network also serves as a bridge between law schools and the wider legal education community, including the Council of Australian Law Deans and bodies concerned with teaching standards and regulation. By maintaining these connections, LEAD helps ensure that the voices of those directly responsible for teaching and learning are heard in policy conversations. The network's role is not to prescribe but to facilitate dialogue, share evidence, and support informed decision-making. In this way, it contributes to a legal education system that is both intellectually rigorous and practically responsive.

LEAD holds regular meetings to plan network priorities, projects, and collaborative initiatives. The next meeting date is to be confirmed. If you are interested in hosting a LEAD meeting, please contact the Project Officer.

Past meetings include:

• 27 September 2019 — Adelaide, Flinders University
• 3 May 2019 — Melbourne
• 27 September 2018 — Cairns
• 2018 — Sydney

Meetings in 2020 and 2021 were conducted via Zoom.

The Law (LLB) Threshold Learning Outcomes were published in December 2010 by Sally Kift, Mark Israel, and Rachael Field. The six TLOs are:

• TLO 1: Knowledge
• TLO 2: Ethics and Professional Responsibility
• TLO 3: Thinking Skills
• TLO 4: Research Skills
• TLO 5: Communication and Collaboration
• TLO 6: Self-management

JD TLOs were developed following the adoption of the LLB TLOs. The Australian Qualifications Framework (AQF) also informs these standards.