In 1973, funding responsibility for teacher training in Australia shifted from the individual States and Territories to the Commonwealth.212
Developing greater coherence in education policy has been a recent national priority, notably through the mechanism of the joint Commonwealth-State/Territory initiative, the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). While the States and Territories retain control of their own education systems, a national education and training framework is emerging through MCEETYA.212
Teacher Quality and Educational Leadership Taskforce (TQELT)
There are nationwide moves to establish clearer, more consistent professional eligibility requirements for teaching, and a national framework for professional teaching standards. This is likely to have an impact on the preparatory courses in universities. In mid-2001, MCEETYA established the Teacher Quality and Educational Leadership Taskforce (TQELT) with the key task of considering how to develop a nationwide framework of professional standards for the teaching profession. Subsequently, the National Framework for Professional Standards for Teaching was produced in November 2003 and is available online. 212
The MCEETYA Taskforce on Teacher Quality and Educational Leadership reports to each meeting of the Ministerial Council on approaches to enhancing teacher quality as an integral element of improving student outcomes and achieving the National Goals for Schooling (see 1.2.1). In particular the Taskforce provides advice on:
The Taskforce is ongoing, subject to annual review of its Terms of Reference by MCEETYA.189
Professional organisations
All States/Territories, with one exception, have introduced, or are in the process of introducing, teacher registration boards or institutes of teaching.212
The Australian College of Educators is a teachers' professional body whose aim is to advance the education profession nationally across all sectors and levels. Its goals are to:
With the exception of the Australian College of Educators, professional organisations fall into three broad groupings: curriculum area (eg. subject associations); level (eg. primary school); and role (eg. headteachers' associations). While individual teachers typically become members of State- or Territory-based organisations, these commonly have national affiliations, such as the Australian Association for the Teaching of English, for example. The scale of national membership of professional organisations is difficult to establish, as national bodies do not, in general, have individual memberships. However, these associations play a prominent part in teacher development and are active in national policy debates.212
Teacher supply and demand
The report 'Demand and Supply of Primary and Secondary School Teachers in Australia' provides a comprehensive overview of national teacher supply and demand issues affecting both government schools and non-government school sectors. This report, produced biennially, is an investigation of the main characteristics of the labour market for teachers in Australia. All States and Territories contribute to the report, which also analyses the long-term trends emerging in Australia's supply of teachers and the likelihood of future teacher shortages. The report incorporates published data, qualitative research on teachers and principals, complementary research involving a series of research papers on various topics such as the ageing of the teacher workforce, gender trends and teacher salaries, and a literature review incorporating both Australian and international research.188 The full report is available online.
Catholic schools
Since the very early stages of European settlement in Australia, the Catholic authorities have maintained their own schools. Not all staff in Catholic schools are Catholic. However, any staff member must usually complete an orientation to the system or school, whether pre-service or in-service. Most senior positions in Catholic schools are held by committed Catholics. A large proportion of teachers in Catholic schools have pre-service and postgraduate qualifications from the Australian Catholic University (ACU) (or its predecessor colleges), where students can take a series of elective courses in religion and teaching of religion as specific preparation for teaching within the Catholic sector. Currently ACU also offers elective courses for preparation for teaching in schools of other denominations, for example Lutheran schools. A growing number of schools designated 'Christian' provide their own training programmes (eg. through the private Christian Heritage College in Queensland).212
Formal teacher registration and mandatory registration arrangements have been in place for many years in Queensland. The long-standing Board of Teacher Registration (BTR) had worked for several years on teacher quality and professional standards, prior to being replaced, in January 2006, by the Queensland College of Teachers (QCT). The QCT (and the BTR before it) is responsible for accepting all programmes of pre-service teacher training, which must meet the 'Professional Standards for Graduates and Guidelines for Pre-Service Teacher Education Programs'.222
Education Queensland, the government education authority, has also drafted a comprehensive set of 12 standards for teachers. These link student learning and learning environments, priority areas of the curriculum, and community outreach in a framework of wide-ranging professional responsibilities expected of teachers. Work is in progress to ascertain teacher responses to the proposed standards.212
The 'Professional Standards for Graduates and Guidelines for Preservice Teacher Education Programmes' describe:
Education Queensland is the employing authority for teachers. The Queensland College of Teachers is responsible for assessing all applicants' eligibility for teacher registration. Teacher registration is a prerequisite for employment as a teacher in any school in Queensland. Candidates must ensure that they have teacher registration in conjunction with their application for employment with an employing authority.210 222
The Teachers Registration Board has been established to ensure that "all children in Tasmanian schools are taught by skilled and qualified teachers, who are of good character." Those persons seeking a career as teachers in Tasmania must secure registration, provisional registration, or a limited authority to teach before commencing employment. The Teachers Registration Act 2000183 provides that only persons who are registered, provisionally registered, or who have a limited authority to teach may be employed or engaged to teach in Tasmanian government and non-government schools. The Board assesses an applicant's teacher training studies in conjunction with the length, location and timing of her/his teaching experience to determine the category of registration to be granted, subject to a satisfactory character check. As well as registering teachers, the Board:
Victoria has, for many years, had a registration board for non-government school teachers and has now established, by statute, an Institute of Teaching, to set standards of eligibility for all teachers in the State. The Victorian Institute of Teaching is an independent representative professional body for the teaching profession.212
The Institute is governed by a 20-member Council, the majority of whom are practising teachers. Ten members of the Council, comprising eight teachers and two principals, are elected by teachers and principals. Teachers working in government, Catholic and independent schools are represented on the Council. Nine members of the Council are appointed by the Minister for Education Services and Training. They include the Chairperson, three teachers, one principal and representatives of key stakeholder groups such as parents, teacher employers and teacher educators. The Secretary of the Department of Education and Training or a nominee of the Secretary also sits on the Council.215
The Institute:
Before commencing employment, all prospective teachers and all teachers currently employed in Victorian primary, secondary and special education schools must be registered with the Victorian Institute of Teaching. In order to seek registration with the Institute, all applicants are required to:
A full transcript of studies is also required, including a translation of any transcripts that are not in English.214
The Victorian Department of Education and Training has also developed the 'Victoria Interim Teacher Class Standards' (ITCS) which include standards for beginning teachers. These were developed to guide teacher performance management processes in Victoria government schools. More information is available from the ACER online publication, 'A Review of Standards of Practice for Beginning Teachers'. 219
General/national
Until the late 1980s initial teacher training in Australia was characterised by major divisions. Prior to the creation of the unified national system of higher education, two-, then three-year programmes of preparation for teaching, mainly in primary schools, were undertaken in Colleges of Advanced Education/Institutes of Technology, many of which had evolved from specialist teacher training colleges, initially for primary, but later also for secondary teachers. A no less traditional system for training secondary school teachers had operated since early in the twentieth century through a three- or four-year university degree followed by a one-year postgraduate diploma or certificate. In 1973, funding responsibility for teacher training shifted from States and Territories to the Commonwealth.212
There were variations of this dichotomous approach and, over time, the college sector also prepared a broad spectrum of courses for future secondary teachers, while some universities had programmes for future primary teachers. During the 1990s two major changes occurred. First, as a consequence of the creation of the unified national system of higher education, initial teacher training came primarily under the auspices of the universities, although there was some involvement of non-university higher education providers (acknowledging some shared responsibility with schools). Second, initial teacher training programmes were lengthened and strengthened academically. Many reforms have been introduced, including some highly innovative programmes.212
There are now three common paths leading into either primary or secondary teaching:
The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.219
Queensland
The requirements to become a teacher in Queensland are completion of at least four years of academic study including a minimum of two years of professional studies in education. This might include, for example:
The following universities in Queensland provide approved teacher training courses:
Applications are handled by the Queensland Tertiary Admissions Centre (QTAC) (http://www.qtac.edu.au).210
Tasmania
The University of Tasmania offers the following initial teacher training courses:
There are two routes through the degree, depending on whether students wish to become an early years/primary school teacher or a secondary school teacher.220
The early childhood and primary education course consists of the following subject areas:
cross-curriculum studies
curriculum and method studies
school experience.220
Bachelor of Human Movement
The Bachelor of Human Movement degree course lasts for a minimum of four years full-time and is designed to prepare health and physical education teachers for teaching in both primary and secondary schools.220
Students must complete a core programme in the first two years of full-time study, prior to choosing their area of specialisation in years three and four. The course includes four strands of specialisation:
Victoria
Teachers in Victorian government primary schools must have at least four years of tertiary education that includes an approved course of teacher training.213
There are three main pathways to qualify as a primary teacher in Victoria:
Some courses provide the option of qualifying as both a primary and a secondary teacher.213
Some primary teachers may elect to qualify to teach specialist subject areas such as art/craft, library, Language Other Than English (LOTE), music, or physical education in primary schools. Others undertake further study after completing a generalist primary teacher training course.213
Candidates looking to qualify to teach one of the primary specialist areas, or as both a primary and secondary teacher, must also provide a suitable study background for the subject area they wish to teach.
The Victorian Institute of Teaching, through its Accreditation Committee, approves preservice teacher training courses for the purpose of registration of graduates with the Victorian Institute of Teaching.213
The following nine universities in Victoria and bordering regional centres provide accredited teacher training courses:
General/national
Selection of school leavers as trainees for teaching is currently mainly on the basis of tertiary entrance scores. School leavers, however, usually constitute barely half of new entrants to university teacher training courses. The MCEETYA TQELT (see 7.2.1), in the course of its current work, has discussed the need to identify personal attributes as well as tertiary entry scores but has yet to express a view on the matter. The graduate diplomas and Masters of Education courses in primary teaching are bringing in a different type of person to teaching with the experience implied by mature age entry, and a second career. Selection criteria for mature age, career-experienced entrants are of a different order from points attained at school leaving certificate examinations.212
Queensland
Different higher education institutions have different subject and entry requirements. The Queensland Tertiary Admissions Centre (QTAC) guide (available at http://www.qtac.edu.au/) provides details regarding course entry requirements and access information.191
Victoria
Teachers in Victorian primary schools must have at least four years of tertiary education that includes an approved course of teacher training.213
Good results in the Victorian Certificate of Education (VCE, the upper secondary leaving certificate) and particularly in mathematics are preferred. It is also usually recommended that candidates studying a LOTE subject or music at VCE, should consider continuing these interests over three years at university.213
Primary teachers are generally expected to teach in the seven compulsory Key Learning Areas: English, mathematics, science, technology, health and physical education (HPE), the arts, and studies of society and environment (SOSE). Some primary teachers are also qualified to teach a Language other than English (LOTE). It is useful for candidates to include a range of these subjects in their VCE and university studies.213
Candidates looking to qualify to teach one of the primary specialist subject areas, or as both a primary and secondary teacher, must also provide a suitable study background for the subject area they wish to teach. 213
Queensland
The Queensland College of Teachers (QCT) requires that all initial teacher training programmes include a minimum of 100 days of practical experience, of which 80 days must be in schools and supervised by practising teachers.222
General/national
All States now require teachers to have four years of training (or equivalent) in accredited university courses in order to be employed on a permanent basis. There are more variable arrangements for approval of teachers for the non-government schools sector, but there is a general requirement that new teachers will be four-year trained.212
There are many different approaches to teaching practice/school experience (the 'practicum') as an element in the university controlled education degree or diploma, but also a widely held view that changes are needed - in the experience itself, in the respective roles of schools and universities, in funding and in assessment.212
The content and organisation of initial teacher training courses are subject to requirements from State/Territory employers and Registration Boards. Teacher training liaison committees enable coordination at the State/Territory level, but there is no comparable national body. Consequently, institutions must design programmes to meet diverse State/Territory requirements. Progress has been made in achieving national agreements and common understandings in course design and requirements for recognition - the National Framework for Professional Standards for Teaching, for example, available online, was produced in November 2003. 212
The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.219
Queensland
In Queensland there are 'Standards and Guidelines' for initial teacher training. These provide graduate standards along with guidelines on the design and duration of programmes and practical experience. All programmes must include 100 days of practical experience.222
Work has commenced at the national level on a National Framework for Standards to provide some consistency across States (see above).222
Tasmania
Bachelor of Education
The Bachelor of Education degree course lasts for a minimum of four years full-time and prepares students for teaching in early childhood education and in primary schools.220
Students undertake a course of study that includes the following elements:
Bachelor of Teaching
The Bachelor of Teaching is a two-year postgraduate pre-service teacher training course taken after completion of a first degree. The course is intended to provide teaching practice and skills to enable the beginning teacher to cope with the early years of teaching and to lay a foundation for further professional development in both the theory and practice of education.220
There are two routes through the degree, depending on whether students wish to become an early years/primary school teacher or a secondary school teacher.220
The early childhood and primary education course consists of the following subject areas:
The Bachelor of Teaching programme prepares beginning teachers in all of the appropriate major areas of professional competence which have been identified by relevant professional organisations. These include:
The programme aims to enable beginning teachers to communicate, interact and work with students of diverse abilities, interests and backgrounds and to engage them actively in the learning process in an inclusive and non-discriminatory manner. Beginning teachers acquire:
They are enabled to undertake research relevant to the improvement of professional practice and school effectiveness; and to gain an idea of the character of a liberal democratic education and the expectations it imposes on teachers, schools, administrators, governments and the public generally.220
Bachelor of Human Movement
The Bachelor of Human Movement degree course lasts for a minimum of four years full-time and is designed to prepare health and physical education (HPE) teachers for teaching in both primary and secondary schools.220
Students must complete a core programme in the first two years of full-time study, prior to choosing their area of specialisation in years three and four. The course includes four strands of specialisation:
Victoria
In Victoria, accrediting professional development courses is under consideration by the newly established Victorian Institute of Teachers.212
Many graduates who have completed preservice teacher training courses in other non-Victorian universities also meet the Institute’s qualification requirements for registration. As a guide, their studies must include the following:
Primary teachers:
General/national
By virtue of their qualifications and registration where applicable, teachers are eligible for appointment in government schools (subject to police checks in certain circumstances). Appointment is usually centrally controlled, with notable exceptions such as in Victoria (see below). Generally, appointment is either the responsibility of district offices or the State/Territory education department.212
The Catholic diocesan systems employ their teachers, whereas the great majority of independent schools act as employers in their own right.212
The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.219
Queensland
Completing a university degree in teacher education or some other course does not guarantee employment with Education Queensland. Candidates applying for permanent employment must also have an interview or undertake performance-based assessment. Following this, they are awarded a suitability rating of 1, 2, 3 or 4. Any applicants who have not undergone this assessment process are awarded a 'T4' rating, which allows them to obtain temporary or casual work only.210
In the Queensland government sector, where teachers are centrally appointed, a condition of permanent employment is that a teacher may be required to work anywhere in the State to satisfy statewide staffing requirements. Three years is generally the minimum time for 'country service', following which teachers are eligible to apply for a transfer to a preferred location. Preferences for subsequent postings are generally given greater weight for those teachers who have spent time in a rural or remote posting. Nevertheless, under this system, rural and remote schools can experience higher levels of turnover, together with a lower profile of experienced teachers.212
Tasmania
The Tasmanian Teacher's Certificate (TTC) is awarded to teachers who have:
See 7.2.6 in addition.
Victoria
Primary teachers usually take responsibility for a group of children, spending most of their day with the one class. They have many opportunities for creativity in the classroom, devising programmes that are exciting and challenging for their students.213
Primary teachers are generally expected to teach in all seven compulsory Key Learning Areas: English, mathematics, science, technology, health and physical education (HPE), the arts, and studies of society and environment (SOSE).213
Some primary teachers also qualify and work as specialists. These teachers may take the art, music, Languages other than English (LOTE) or physical education classes in the school. Most of these teachers are also qualified to teach in the general classroom and may combine teaching a particular class with taking specialist classes.213
With devolution in the Victorian State sector, government schools now appoint their own staff, and teachers apply to the individual school. Whereas earlier procedures designed to achieve staffing equity across regionally isolated areas were based on centralised arrangements, new policy approaches are now being developed to assure the continued ability of rural and remote schools to attract quality teachers.212
Queensland
Different employers have different probationary periods.222
In addition, in the first instance, all newly registered teachers receive provisional registration with the Queensland College of Teachers (QCT). Full teacher registration is achieved following approximately one year of successful teaching and is subject to a report by the principal where the teacher is assessed against the QCT's standards. The principal may recommend full registration, an extension of provisional registration or cancellation of registration.222
Tasmania
The period of probationary service in Tasmania is:
12 months for all employees employed in school-based teaching positions.
Six months if, immediately prior to gaining permanency, a teacher has been employed continuously as a fixed-term teacher for a minimum period of six months.192
During the probationary period a Probation Panel supports the teacher on probation. This panel meets formally with the teacher at regular and pre-determined times to:
Meetings with the Probation Panel also provide an opportunity for the teacher on probation to discuss issues of concern or to request guidance and assistance.192
Issues of unsatisfactory performance and corresponding actions and goals are documented and the teacher on probation is informed. In such cases, it is usually necessary to increase the support provided to the teacher on probation and for the Probation Panel to meet more regularly. If it is the Probation Panel’s agreed decision that the teacher on probation is not performing to at least a satisfactory level, it may recommend that probation be extended for a further period of a maximum of six months.192
A recommendation to terminate permanent employment may be made at any stage during the initial or extended probationary period. If it is the Probation Panel’s agreed decision that the teacher on probation is not performing to at least a satisfactory level, and is unable to reach this standard, it may choose to recommend that employment be terminated.192
See section 7.2.6 in addition.
Victoria
When first employed in a Victorian government school, teachers are required to serve a 12-month period of probation. The offer of employment indicates that a probationary period is required and specifies the duration of the probationary period. A principal may determine that a teacher with recognised prior teaching experience may serve a shorter probationary period of between three to 12 months.213
The purpose of the probationary period is to establish whether the conduct and work performance of a teacher meets the standards required of all teachers in Victorian government schools before the full rights and responsibilities of ongoing tenure are confirmed. 213
Probation also provides support and feedback to a teacher in the first year of employment and complements the induction process (see section 7.2.6 in addition). Detailed information is available on the Department's Human Resources website. 213
General/national
The first stage in the development of a teacher's professional career beyond pre-service teacher training is induction, which normally extends over a year following provisional registration. While it is generally accepted that the period of induction is a critical phase in establishing new teachers in the profession, there are wide disparities in the nature of, and degrees of support, mentoring and guidance available. These largely depend on procedures at the level of the individual school. Satisfactory performance during the induction period is a condition of full registration. 212
Queensland
Individual schools decide on the professional development and induction opportunities made available to their staff. Induction programmes may include orientation, mentoring, conferences and workshops, observation of other staff, reduced contact time, team teaching and cooperative planning processes, and one-on-one conferencing.210
Regarding the quality of the induction experience, the Queensland College of Teachers (QCT) (formerly the Board of Teacher Registration), in its guidelines for new teachers, defines induction with reference to standards and expectations of performance of the various players and outlines suitable induction practices. These include introduction to school policies, resources and personnel and to the community. Mentoring, team work, observation and professional discussion, a balance between the processes of support and appraisal, and supported entry into professional networks and associations feature among the recommended practices. Induction is the employer's responsibility and, in practice, falls under the responsibility of the school headteacher, who prepares the recommendation on full registration generally at the end of the first year of teaching. 212
In 2003, induction programmes were upgraded to ensure new teachers receive additional support in their first months and years in the classroom. In addition, the State Government has introduced a package of new initiatives to support and reward teaching excellence. Two of the programmes: the "Continued Learning Scholarships" and "Teacher Excellence Career Milestones" have a strong focus on graduate teachers in the early stages of their career.205
Tasmania
The Tasmanian Teacher's Certificate (TTC) is awarded to teachers who have:
The specified period is:
It is the responsibility of principals to provide reports and recommendations for eligible teachers on their staff. These reports should be forwarded to the Director (Human Resources Management) at the Department of Education.196
Beginning Teacher Time Release Programme
In accordance with the requirements of "Learning Together" - the Tasmanian Department of Education's strategy document, the Department has developed the Beginning Teacher Time Release (BeTTR) programme to give support to beginning teachers.195
For the purposes of this programme, a beginning teacher is a permanent or fixed-term teacher who is in his/her first year of employment. In addition, programme participants must be employed at 0.5 full-time equivalent or above for at least one school term in the first year of employment.195
Teachers are required to undertake a maximum instructional load of 22 hours per week (in primary education) or 20 hours per week (secondary/college). Under the BeTTR programme, full-time beginning teachers must be released for at least two hours each week. This two-hour time release period may be "banked" up to a maximum period of six hours to accommodate a block release for the beginning teacher to attend or participate in a one-day professional development programme or activity. This provides flexibility in meeting the individual professional development needs of the beginning teacher and the operational requirements of the school/college.195
The extent of time release for a part-time beginning teacher is on a pro rata basis according to the actual hours worked. For example, a beginning teacher employed at 0.5 full-time equivalent can access one hour release time per week.195
The BeTTR programme is designed to supplement but not replace individual and school professional learning programmes. Funding is made available to schools to cover relief for release time for the beginning teacher.195
The purpose of time release varies according to the needs of the beginning teacher, but may include:
The actual content of the BeTTR programme is negotiated between the principal, appropriate supervisory staff, and the beginning teacher. The principal maintains responsibility for monitoring each programme.195
Victoria
Effective induction and ongoing support and development of beginning and returning teachers is critical for the teachers themselves, the schools in which they teach, the communities in which they play a significant role and for the students whose futures they shape. Victorian government schools and regions provide varied programmes to support beginning and returning teachers.213
The Teacher Development Unit at the Department of Education oversees the framework of support to schools and regions for the beginning and returning teacher programmes.213
The Victorian Department of Education and Training has developed the "Victoria Interim Teacher Class Standards" (ITCS) which include standards for beginning teachers. These were developed to guide teacher performance management processes in Victorian government schools. 219
See section 7.2.5.2 in addition.
Content of teacher training courses
A longstanding issue in the design and content of courses has been the balance between subject content and teaching methods, or between disciplinary knowledge and pedagogical knowledge. Teacher training programmes are addressing this problem through partnerships, joint projects and collaborative efforts to integrate or restructure the knowledge bases of teacher training.212
Improving links between university and school-based training
There are many innovative programmes and approaches in teacher training, notably those with close links to schools, including organisation of students' practical experience of schools and classrooms. Linkages can be further strengthened between initial teacher training, induction, mentoring and continued professional learning. Additional Commonwealth government funding is being used to improve the workplace learning component of initial teacher training. There is also a need for teacher employers, education faculties and professional bodies representing teachers to collaborate further so that all beginning teachers receive well structured induction progammes, mentoring and time to reflect on their practice.187
Relations between universities and schools in developing partnerships and sharing responsibility for the pre-service training of teachers are usually on the basis of a single university and a network of schools. The 'practicum' (teaching practice) requirements vary considerably. Costs are also an issue, since, while the sum paid to a supervising teacher is quite modest, when multiplied by the number of students, it can be a heavy burden on an institution's teacher training budget. Teaching practice is a specific instance of a more general concern about the respective roles of teacher training and practising school teachers in preparation of new entrants to the profession, and of the relevance of the school experience of teacher trainers in universities. Several innovations address this issue:
Academic staff involved in the planning and delivery of teacher training courses are often directly inolved in schools in various roles. More academic staff need such experience to maintain the currency of their practical knowledge and to build up greater collegiality between schools and universities. Experienced, practising teachers have much to offer teacher training programmes. There is scope for conjoint appointments and close working partnerships between schools and universities in the design and delivery of teacher training.187
Teacher training places
One issue regarding the pre-service training of teachers concerns the capacity and readiness of governments and universities to increase the number of teacher training places to ensure that the supply of well educated graduates is sufficient to meet demand. This is not straightforward, since the issue of increasing teacher training places cannot be addressed in isolation from other professional fields, the overall profiles of the universities, and the mechanisms governing the operation of the Higher Education Contribution Scheme, whereby the federal (Commonwealth) Government effectively funds places. Nor is it clear that simply increasing the number of pre-service students is a solution, since, in Australia today, there is already a large pool of qualified teachers who are not employed as teachers. Also, the low percentage of those recruited to pre-service training, who are ultimately employed as teachers, calls for analysis of the selecting-training-registering-employing process.212
Trainees for rural regions
The attractiveness of city life for teachers, including opportunities for professional development, poses some difficulties in attracting teachers to rural and remote areas and retaining them there beyond the minimum required in those employment contracts where teaching outside the metropolis is obligatory. Teacher training, predominantly, has a cosmopolitan character: it is mostly carried out in large, metropolitan institutions and draws heavily on an international culture of intellectual endeavour, research and experience, even in the ordering of the practical component of training. There are notable exceptions, and some universities have a strong rural/regional orientation. Other institutions, such as the Victoria University of Technology, identify a socio-economic cultural region as a primary target. Despite this, and the attractiveness of rural life to some teachers, attracting teachers to rural and isolated schools and retaining them there is generally acknowledged to be a pressing issue.212
Induction process
Induction is a phase of professional orientation and development which is likely to receive closer scrutiny in the future as new balances are struck between system-wide standards, setting and devolved roles and responsibilities for schools. Since inspectorial systems of quality assurance no longer operate in Australian schools and central or regional support and advisory services are now largely of a strategic and monitoring kind, there is a charge on the individual school to itself develop appropriate leadership and support, with key roles in mentoring, monitoring and evaluation. Not all schools, and especially smaller ones, are well equipped to meet increasing expectations driven by the professional standards movement. A significant proportion of new entrants to the profession are dissatisfied with the quality of their induction period, and schools have frequently voiced concern over the support they receive to accomplish everything that is necessary. There are not, at present, indications of mandatory, as distinct from voluntary, standards and procedures in moves that are being made to strengthen induction. The support that is needed has funding implications for schools and system authorities which would also have to be addressed.212
Quality
The issue of quality in the pre-service training of teachers is the focus of recent and current moves to establish institutes of teaching, and to further develop the work of the existing Boards. There is a considerable onus on the State Boards/Institutes and on the MCEETYA/TQELT to forge, if not a common view on quality, then a family of attributes or quality indicators sufficiently broad to encompass the meaning of 'quality' in the different jurisdictions and sectors. This is unlikely to be achieved quickly. Documents being prepared under the auspices of, or with the support of, the Australian Council of Deans of Education and the Australian College of Educators should help to clarify issues and establish common ground.212
The National Institute of Quality Teaching and School Leadership was established in 2004. This has a key role in enhancing the quality and status of the profession. Run by and for the profession, the Institute complements arrangements to support and strengthen teaching and school leadership already in place in various State and Territory school systems and in the non-government schools sector. The Institute addresses issues including professional teaching standards, professional learning for teachers and school leaders, quality assurance, research into teaching and learning, induction, mentoring and succession planning for school leaders, and other ways of improving quality and recognising achievement. The Institute is based in Canberra and three universities - the Australian National University, the Australian Catholic University and the University of Canberra - play a key role in its operations.187 185
Recruitment of teachers
Despite uncertainties about over- and under-supply of teachers, a striking feature in both the government and non-government sectors across the country is the emergence of strategies to promote teaching as a career and assist teacher recruitment. Strategies in the government sector include:
In 2001, the Commonwealth government commissioned a report on national strategies to foster innovation in the economy. One of the long-term targets to emerge from this report ("Backing Australia's Ability") was that of increasing the numbers of talented people who are attracted to teaching as a career. In particular, the fields of science and technology were singled out. The Commonwealth established a Review of Teaching and Teacher Education in 2002, whose purpose, in consultation with State and Territory governments, was to identify the skills and support needed by teachers, and, more broadly, to build a culture of continuous innovation at all levels of schooling.212
The Australian Government Quality Teacher Programme (AGQTP)
The Australian Government Quality Teacher Programme (AGQTP) includes State and Territory projects as well as strategic national projects. It is "recognition that education of the highest quality is the foundation of all our futures and requires teachers of the highest quality." The programme provides opportunities for ongoing and targeted professional development to meet school and individual needs.204
AGQTP helps teachers in specific groups to update and improve their skills and understanding, including newly qualified teachers, and offers three kinds of support to teachers:
Quality
The issue of quality in pre-service teacher training is the focus of recent and current moves to establish institutes of teaching, and to further develop the work of the existing Boards. In Queensland, "Professional Teaching Standards" have been developed through a collaborative process by the State.212
Education Department
These "Professional Standards for Teachers: Guidelines for professional practice" have been developed in consultation with a steering committee made up of key stakeholders (including representatives of the Queensland Teachers' Union and principals' associations) and a reference group of practising teachers who provided input and initial reaction to conceptual and draft materials.
The Education Queensland standards:
describe 'the knowledge, skills and abilities that teachers apply as they provide relevant and worthwhile learning experiences for individuals and groups of students in Queensland state schools to enable all students to become active citizens in a learning society'.203
As such, the Education Queensland standards:
The Queensland College of Teachers' (QCT) (formerly the Board of Teacher Registration's) "Professional Standards for Graduates and Guidelines for Pre-Service Teacher Education Programmes" describe:
Before full registration as a teacher can be achieved, beginning teachers are also assessed against a set of standards by their school principal after approximately one year of teaching.222
Legislation to protect students
In 2003 new legislation was passed in Queensland - the Education and Other Legislation (Student Protection) Amendment Act - to provide greater protection for children in schools from sexual abuse and other misconduct from school employees. This enables the Queensland College of Teachers (QCT) to access applicants' full criminal histories and, if warranted, to also access certain police investigations, to assist in determining if applicants are of the good character required to work in a school.207 222
Attracting people to the teaching profession
The Queensland Education Department has acknowledged that there is a 'vexed issue of status and perception of the role' of teachers, and that attracting people to teaching requires a greater variety of training pathways, more flexibility in work practices and a more positive image, both within the profession itself and in the public arena.212
In October 2002, the Education Minister launched a series of recruitment commercials for television and cinema to promote teaching as a career. The aim of the ten-week campaign was to encourage school leavers and mature people who were contemplating their career options to consider teaching. Whilst, at the time, there was no teacher shortage in Queensland, it was felt that there was a need to plan for the future. One of the two commercials was aimed at attracting male teachers, as males then made up just 28 per cent of the teaching workforce in state schools. Places on courses in specialist subject areas, such as maths, science and languages other than English (LOTE), are also harder to fill.211
New government incentives to teach in state schools
In 2003 the Government also introduced a package of four incentives to recognise and reward exemplary work in state schools. These were:
Two of the programmes: Continued Learning Scholarships and Teacher Excellence Career Milestones, have a strong focus on graduate teachers in the early stages of their career. This is particularly important considering a recent Education Queensland survey shows one in five teaching graduates leave the state school system within five years.209
Initiatives to encourage science teachers
In August 2003 the Queensland Government announced additional funding for science education in the State. As part of the scheme, ten scholarships were awarded to science teachers undertaking postgraduate study in either science or science education. Science is identified as a priority area for teacher professional development and training. The Government also announced plans to establish alternative entry pathways for scientists and other experts to become teachers.208
Attracting teachers to rural and remote areas
The "Queensland Remote Area Incentives Scheme" seeks to encourage experienced, high-calibre teachers to move to teach in remote and rural schools and to remain in those schools beyond the minimum required service period (three years). It offers incentives including:
Quality Teacher Programme
The Quality Teacher Programme (QTP) is a Commonwealth Government initiative, introduced as part of the "Teacher for the 21st Century" programme. QTP involves collaboration between Commonwealth, State and Territory governments, Catholic and independent school systems, as well as other key interest groups such as teacher associations and the Tasmanian University. The three-year programme provided funding for the years 2000-2003.193
In Tasmania there were two programmes under the scheme:
This research project identified principles and practices that are effective in assisting beginning teachers to make the transition from initial training to teaching. The project produced a comprehensive report that identified how well prepared beginning teachers are for the transition to the classroom and whether their needs are currently being met in their initial training and induction processes. It also outlined proposed models and principles for effective beginning teacher programmes and included an overview document linking current practice to preferred directions.193
Schemes to encourage teacher trainees
Initiatives to encourage graduate recruits into teaching include:
See section 7.2.7.6. in addition.
"Help Shape the Future - Teach", a five-week television and multi-media campaign, also targeted school leavers, teacher training graduates, graduates from other disciplines and former teachers returning to the profession. A government report released in January 2004 stated that these initatives were having a positive effect on teacher recruitment.197
In addition, in January 2004 the Minister for Education Services announced details of a major government initiative to increase the supply of teachers to rural and outer metropolitan areas. Details released in the report "Teacher Supply and Demand for Government Schools" outlined new measures to encourage workers from more industries and occupations to make the shift into the classroom, along with education initiatives aimed at supporting the teaching profession.213
Measures included:
Since teachers must be able to effectively teach students from whatever background or social group, there is a particular challenge in pre-service programmes to both attract students from all equity groups, and to equip trainee teachers with the appropriate understanding and skills. While progress overall has been less than aimed for, there are many examples of successful programmes, notably for indigenous students, people with disabilities, and women.212
Improving links between university and school-based training
There are many innovative programmes and approaches in teacher training, notably those with close links to schools, including organisation of students' practical experience of schools and classrooms. Linkages can be further strengthened between initial teacher training, induction, mentoring and continued professional learning. Additional Commonwealth government funding is being used to improve the workplace learning component of initial teacher training. There is also a need for teacher employers, education faculties and professional bodies representing teachers to collaborate further so that all beginning teachers receive well structured induction programmes, mentoring and time to reflect on their practice.187
Relations between universities and schools in developing partnerships and sharing responsibility for the pre-service training of teachers are usually on the basis of a single university and a network of schools. The 'practicum' (teaching practice) requirements vary considerably and there is an undercurrent of unease about its quality and value. Costs are also an issue, since, while the sum paid to a supervising teacher is quite modest, when multiplied by the number of students, it can be a heavy burden on an institution's teacher training budget. Teaching practice is a specific instance of a more general concern about the respective roles of teacher training and practising school teachers in preparation of new entrants to the profession, and of the relevance of the school experience of teacher trainers in universities. Several innovations address this issue:
Academic staff involved in the planning and delivery of teacher training courses are often directly involved in schools in various roles. More academic staff need such experience to maintain the currency of their practical knowledge and to build up greater collegiality between schools and universities. Experienced, practising teachers have much to offer teacher training programmes. There is scope for conjoint appointments and close working partnerships between schools and universities in the design and delivery of teacher training. Overcoming impediments to moving further in this direction will require greater collaboration among universities, schools and employing authorities.187
Queensland
Innovative programmes of teacher training are being introduced to give greater emphasis to school experience. The Bachelor of Learning Management at Central Queensland University (CQU) is one example of a programme which offers a pre-service internship. Internships are available in most programmes offered by Queensland universities and provide the opportunity to experience full teaching responsibility in the final year but supported by a mentor teacher. The Queensland College of Teachers (QCT) sets the guidelines under which such internships may operate. 212
A University of Queensland programme also provides the option of qualifying to teach across the primary and middle (lower secondary) years of schooling.212
Victoria
Some programmes, such as Deakin University's Bachelor of Teaching (Primary and Secondary) two-year postgraduate course, provide the option of qualifying as both a primary and a secondary teacher.212
NO INFORMATION AVAILABLE AT PRESENT.
a) future requirements of such courses to train teachers appropriate for future schooling; and
b) the particular training needs and arrangements for mature-age entrants from other professions. In conducting the enquiry, the Committee is to:
General/national
Despite uncertainties about over- and under-supply of teachers, a striking feature in both government school and non-government school sectors across the country is strategies to promote teaching as a career and assist teacher recruitment. Strategies in the government sector include financial incentives. Scholarships to final year education students are a common strategy employed by States and Territories. Terms and conditions vary, but most provide for guaranteed employment for two years following graduation, often in areas of greatest need.212
The Australian Government's identification of teaching as one of two national higher education priorities, to which it proposes to apply a lower rate of Higher Education Contribution Scheme (HECS), is a significant initiative. However, those qualifying to teach through completion of a Bachelor of Science degree followed by a graduate teacher training award accrue a higher HECS debt than other teachers. Similarly, those teachers who enrol in higher education units in science, technology and mathematics for the purpose of enhancing their professional expertise accrue a higher HECS debt than their colleagues enrolled in other units and disciplines. A committee set up to research this area has concluded that secondary and primary teachers of science, technology and mathematics should not pay more HECS than their colleagues.187
Queensland
Training scholarships
Twenty government scholarships - to attract target groups to teaching and to rural areas - are available. These are targeted at rural and remote or indigenous students leaving Year 12 (the final year of upper secondary education) and at current Education Queensland employees who aspire to be teachers. Of these, five scholarships are awarded to Year 12 students from rural and remote areas to assist in the study of a Bachelor of Education at a Queensland university. On successful completion of their degree, as part of the scholarship requirements, graduates are awarded a teaching position with Education Queensland in a rural or remote school.206
Fifteen Aboriginal and Torres Strait Islander Scholarships are available to Aboriginal and Torres Strait Islander Year 12 students from the state, independent and Catholic sectors, postgraduate students and current Education Queensland employees seeking a career change to teaching. Of the 15 scholarships, there are five for Year 12 students, five for postgraduate students and five for current employees wishing to change career paths or upgrade to a teaching degree. Scholarship holders are guaranteed employment with Education Queensland for an equivalent length of time as their full-time study load, following successful completion of their teaching qualifications.206
Scholarships for successful applicants entering a four-year Bachelor of Education degree at a Queensland university are valued at 20,000 Australian dollars. Scholarships for a two-year postgraduate degree are valued at a maximum of 10,000 Australian dollars.206
Tasmania
Graduate Recruitment Programme
In 2003, the Department of Education Tasmania unveiled a new programme, the Graduate Recruitment Programme (Teachers). This invited applications from pre-service teachers enrolled in the final year of a Bachelor of Teaching, a Bachelor of Education or a Bachelor of Human Movement degree at the University of Tasmania. Pre-service teachers enrolled in courses of study from all educational sectors and skill areas were encouraged to apply. Successful applicants were identified on the basis of outstanding academic results and/or outstanding performance during professional experience, particularly during the final year internship. Offers were made in the context of identified staffing needs of the Department of Education and the relative suitability of applicants to meet those needs. Each year the Department identifies the range of graduate recruitment positions that are available. Applicants are required to nominate preferences with reference to these positions.194
Under the Graduate Recruitment Programme (Teachers), on graduation, successful applicants are placed in a teaching position with the Department of Education and confirmed as permanent employees subject to a successful probation year as required by the State Service Act 2000.221 Successful applicants are paid one salary level in advance of that normally paid to a similarly qualified graduate in the first year of employment, and remain one salary level in advance of similarly qualified and experienced teachers until they reach the top of the base-grade teacher salary scale. This benefit is in addition to any other payment or incentive that may normally be available to permanent teachers in the Department. Successful applicants may also be able to access support for relocation expenses.194
Victoria
Primary Teaching - Income Support While Studying
Students may be eligible for one of a number of available support payment schemes while they are studying.213
Each scheme is coordinated by Centrelink. Further information is available on the Centrelink website. 213
Study scholarships
There is also a range of scholarships available to provide assistance to students during their primary or secondary schooling and with tertiary study. The George Carabaldi Turri Scholarship is one such scholarship, which provides support to 30 students who intend to study for the Victorian Certificate of Education (VCE) at a Victorian government school and enter into a course of teacher training. The following webpage link provides information on the range of available scholarships: http://www.eduweb.vic.gov.au/scholarships. 213
Rural retraining programme
This programme has been designed to address staff shortages in schools in Victoria. It enables members of a school's current teaching staff to retrain in subject areas for which the school is experiencing difficulty in attracting suitably qualified teachers. On the approval of the school principal to participation in the scheme, schools are provided with funds for course costs and relief teaching assistance, where necessary. Whilst priority in the programme is given to teachers in rural schools, metropolitan-based teachers wishing to retrain in hard-to-staff subject areas, especially special education and mathematics, may also participate. Further information is available online. Source
See 7.2.7.1. in addition.