7.3.2.1 Admissions
7.3.3 Trainers
7.3.4 Curriculum for initial teacher training
7.3.5 Qualifications and standards
7.3.5.1 Qualifications and entitlement to teach
7.3.5.2 Probationary periods
7.3.6 Post-qualification induction periods
7.3.7 Key priorities, innovative practices and research in initial teacher training
7.3.7.1 Current key priorities for initial teacher training
7.3.7.2 Innovative practice in initial teacher training
7.3.7.3 Strategies to support the use of research and evidence in informing policy and practice
7.3.7.4 Current priorities for research into initial teacher training
7.3.7.5 Research that has had major influences on programmes of initial teacher training
7.3.7.6 Recruitment incentives paid to teacher trainees
General/national
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
In mid-2001, MCEETYA established the Teacher Quality and Educational Leadership Taskforce (TQELT) with a key task of considering how to develop a nationwide framework for professional standards for the teaching profession. 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
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
The third national report on teacher supply and demand - "Demand and Supply of Primary and Secondary School Teachers in Australia" - provides the most comprehensive overview to date of national teacher supply and demand issues affecting both government school and non-government school sectors.188
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 looks at international examples of labour markets and recruitment policies employed, and 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 ageing of the teacher workforce, gender trends and teacher salaries; and a literature review incorporating both Australian and international research.188
Catholic schools
From very early on in the European settlement of Australia, Catholic authorities 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 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
Queensland
Formal teacher registration and mandatory registration arrangements have been in place for many years in Queensland. The long-standing Board of Teacher Registration (BTR) worked for several years on teacher quality and professional standards. This board was replaced on 1st January 2006 by the Queensland College of Teachers (QCT). The QCT is the statutory authority for the regulation of the teaching profession in Queensland and 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 Programmes", previously established by the BTR.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.222 212
The, former Board of Teacher Registration's "Professional Standards for Graduates and Guidelines for Preservice Teacher Education Programmes", describe:
The standards are available online.
Education Queensland is the employing authority for teachers. The Queensland College of Teachers is responsible for assessing all applicants' eligibility for registration in Queensland. Teacher registration is a prerequisite for employment in any school. Candidates must ensure that they have teacher registration in conjunction with their application for employment with an employing authority.202 222
Tasmania
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
Victoria has, for many years, had a registration board for non-government school teachers and has now established, by statute, an Institute of Teaching, which will 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 & 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 required, including a translation of any transcripts that are not in English.214
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 Victoria government schools. Currently a review of these teacher standards is taking place, taking into account the effectiveness of other national and international sets of teacher standards. More information is available by following this link to the ACER 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 to either primary or secondary teaching:
For secondary school teachers, there is a fourth option industry experience in a vocational area, linked with a teaching qualification. This is most applicable to teaching in the technology field or vocational education areas (for example automotive systems, woodwork, metals, electronics or hospitality, combined with the completion of an approved qualification in technology education).212
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:
Queensland University of Technology
Australian Catholic University
Bond University
Central Queensland University
Griffith University
James Cook University
University of Queensland
University of Southern Queensland.
Christian Heritage College.
Applications are handled by the Queensland Tertiary Admissions Centre (QTAC) (http://www.qtac.edu.au/)
Tasmania
The University of Tasmania offers the following initial teacher training courses:
The secondary teaching course consists of the following subject areas:
curriculum and method studies school experience.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:
- exercise and sport science
- outdoor education
- recreation and sports management
- health and physical education teaching.220
Victoria
Teachers in Victorian government secondary schools must have at least four years of tertiary education that includes an approved course of teacher training.213
There are four main pathways to secondary teaching:
Some approved pre-service teacher training courses offered by Victorian universities provide the option of qualifying as both a secondary and primary teacher.213
Candidates also need to bear in mind which subjects will give them the best chance of securing a position on completion of their studies. There may be a range of units available for each subject area. In selecting which ones to study, candidates might consider their relevance to teaching. Physical education, technology studies, studio arts or music are usually taken in a course that is subject specific. Physical education studies are often combined with education studies, for example in a four-year Bachelor of Applied Science (Physical Education).213
Candidates' studies must provide a suitable background for the curriculum area they wish to teach. It is essential therefore that they access and are familiar with information on the various subject qualification requirements (http://www.vit.vic.edu.au/) 213
In Victoria there are eight universities offering approved teacher training courses for secondary education:
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 7.3.1), 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. 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.
Victoria
All teachers must be good communicators and have good English and mathematical skills. The Victorian Tertiary Admissions Centre (VTAC) (http://www.vtac.edu.au/) provides specific information relating to course entry and selection. General pre-requisites specified for undergraduate teacher training course entry require a study score of at least 20 in the upper secondary leaving certificate - the Victorian Certificate of Education (VCE) - units 3 and 4 English (any) (see 6.4 for further information on the VCE). However most universities require a study score of at least 25.213
Good results in units 3 and 4 mathematics are also preferred, although satisfactory completion in units 1 and 2 may be acceptable for university entry. It is usually recommended that candidates studying a LOTE subject or music at VCE should consider continuing these interests over three years at university.213
Candidates looking to qualify to teach 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) (which replaced the Board of Teacher Registration (BTR) in January 2006) 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) on 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 school experience (teaching practice - also known as 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 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. MCEETYA agreed a national framework for professional standards in November 2003. The National Framework for Professional Standards for Teaching is available online. This will considerably advance the process. Already there is regular exchange of information and sharing of ideas among the State/Territory Registration Boards.212
Queensland
Standards are generally State-based; in Queensland the Board of Teacher Registration (BTR), which preceded the Queensland College of Teachers (QCT), developed "Standards and Guidelines" for initial teacher training. These provide graduate standards and also guidelines about 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.222
Tasmania
Bachelor of Teaching
The Bachelor of Teaching is a two-year postgraduate pre-service teacher training course taken after the 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 secondary teaching course consists of the following subject areas:
The Bachelor of Teaching programme prepares beginning teachers in all 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 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 qualifications requirements for registration. As a guide, their studies must include at least 45 days of supervised teaching practice, discipline studies and teaching methods studies for teaching subject areas in secondary schools.213
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
In secondary schools, instruction is provided by specialist teachers, holding university graduate qualifications. The usual qualification for a 'specialist subject' is a university major or sub-major in that subject, plus a teaching qualification. However, teachers without the generally accepted qualification frequently teach in areas of shortage. For example, many classes of junior secondary mathematics are taught by teachers without mathematics qualifications. Teachers teach what they are allocated to teach; qualification is no barrier after employment. Estimates of the number of students taught by unqualified maths teachers in junior secondary education is as high as 30 per cent.219
Queensland
Completing a university teacher education degree 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 section 7.3.6. in addition.
Victoria
Secondary teachers usually teach two or more subjects to a range of classes through to Victorian Certificate of Education (VCE) (upper secondary leaving certificate) level. They have some school time allocated each week out of the classroom to plan and prepare lessons.213
Secondary teachers have many opportunities for creativity and devising learning programmes in their area of expertise that are exciting and challenging for their students. Many teachers get involved in extra-curricular activities - coaching a sporting team, helping with drama productions and participating in school camps.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). The QCT replaced the Board of Teacher Registration (BTR) in January 2006. Full teacher registration is achieved following approximately one year of successful teaching and is subject to a report by the school principal where the teacher is assessed against the standards which were originally established by the BTR. 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:
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 7.3.6. in addition.
Victoria
When first employed in a Victorian government school, teachers are required to serve a twelve-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 twelve 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. 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 teaching and degrees of support, mentoring and guidance available. Many questions have been raised about the quality of the experience, including support and guidance provided and assessment practices. These largely depend on procedures at the level of the individual school. Satisfactory performance during the induction period is a condition of full registration. Boards of Teacher Registration are taking up these matters.212
There is considerable variation in the detail of induction arrangements across the country and in the intensity of central support and guidance. Some States pay particular attention to remote area and rural teaching, and it is a general practice to provide advice and guidance in the form of print-based and electronic materials on the different aspects of employment and professional responsibility.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
The former Board of Teacher Registration in Queensland (now replaced by the Queensland College of Teachers, QCT) in its guidelines for new teachers, defined induction with reference to standards and expectations of performance of the various players and outlined suitable induction practices. These included 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 featured 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, 222
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 Program, 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 FTE can access one hour release time per week.195
The BeTTR program 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
See section 7.3.5.2. in addition.
General/national
Several key priorities stand out:
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 thi problem through partnerships, joint projects and collaborative efforts to integrate or estructure the knowledge bases of teacher trining.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 operations 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
Most of Australia's teacher training programmes are in universities located in State/Territory capital cities. The strong economic, social and cultural 'pull' of these cities is a challenge, both to draw in students from remote and isolated regions, and to prepare prospective teachers for posting in regional Australia. Several universities have responded through programmes with a strong regional flavour, including community building and engagement with local activities. These are supported by community-linked research and development projects and the projection of a strong regional rural image. Even so, those universities report difficulty in recruiting students in areas of scarcity and, in common with most universities, would be able to fill more places with well qualified students, were more Commonwealth funded places available. An increase in student load in regional campuses has been canvassed to encourage more regional students to enrol, and subsequently take up teaching posts in regional and rural areas. The supply of Commonwealth-funded places is a limiting factor. As part of a wider policy of increasing enrolements, some State governments now subsidise places, thereby effectively increasing enrolments.212
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. Induction must be regarded as pivotal - in teachers' perceptions of their role, in the trajectory of their professional career, and in the grounding of professional standards. 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
In 2004 a National Institute of Quality Teaching and School Leadership will be established. This will have a key role in enhancing the quality and status of the profession. To be run by and for the profession, the Institute will complement 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 is likely to address 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 will be based in Canberra and three universities - the Australian National University, the Australian Catholic University and the University of Canberra - will have a key role to play in the Institute's 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 issued a report on national strategies to foster innovation in the economy - "Backing Australia's Ability"; one of the long-term targets of which was to increase the numbers of talented people 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
Secondary recruitment difficulties
Recruitment difficulties are apparent for certain secondary subject specialisations - including physics, chemistry, mathematics, technology studies and languages other than English (LOTE) - and in many rural and remote and some metropolitan locations. Targeted policy initiatives, including financial incentives, are required to attract and retain teachers, especially of science, technology and mathematics. Prospective teachers from indigenous and other groups, at present poorly represented in teaching, need to be recruited to achieve a better correspondence with the diversity of students.187 See section 7.3.7.6. in addition.
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. 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. It offers support to teachers by, for example, funding professional development and learning projects that meet AGQTP's aims and involve AGQTP's target groups and priority areas, and by offering teachers a range of learning activities and opportunities to collaborate within professional learning communities.204
Queensland
Quality
The issue of quality in pre-service teacher training is the focus of recent and current moves in this area. "Professional standards for teachers" have been developed through a collaborative process by the State's Education Department.212
These "Professional Standards for Teachers: Guidelines for Professional Practice" were 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.203
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 former Queensland Board of Teacher Registration's "Professional Standards for Graduates and Guidelines for Pre-Service Teacher Education Programmes" describe:
The standards are available online. The Board of Teacher Registration was replaced by the Queensland College of Teachers in January 2006.
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
New laws 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 Board 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 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 make up just 28 per cent of the teaching workforce in state schools (falling short of the 35 per cent target - for 2006 - set out in Education Queensland's "Male Teachers' Strategy"). 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 introduced a package of four incentives to recognise and reward exemplary work in state schools. These are:
Two of the new 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 are to be 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:
Tasmania
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 are 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.193
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
Victoria
Initiatives to encourage graduate recruits into teaching include:
See section 7.3.7.6. in addition.
'Help Shape the Future - Teach', was a five-week television and multi-media campaign targeting school leavers, teacher training graduates, graduates from other disciplines and former teachers returning to the profession. A government report released in January 2004 identified 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:
General/national
A distinctive feature of initial teacher training in Australia is the opportunity for off-campus, part-time study through distance education programmes. Involving a variety of arrangements for meeting the teaching practice components of initial training, these must meet the same standards as those for full-time, on-campus study.212
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 teaching practice ('practicum') 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/teacher trainers and practising school teachers in the 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:
Pre-service teachers are not without advice and support. Their needs, however, are partly met by self-help manuals. As yet, there appears to be relatively little support (among teacher training institutions) for a general enlargement of the school's role, but this may reflect administrative and financial concerns rather than a considered view about the best ways to educate teachers. It is significant that the Australian Secondary Principals' Association submission to the Commonwealth Review of Teaching and Teacher Education viewed university-based teacher preparation as 'extremely poor', arguing for major rethinking, with schools needing to become significant players in the preparation of teachers. Such criticisms notwithstanding, a number of universities have introduced significant innovations with a focus on improving the school practice component of preparation. There is little evidence of intention to move away from the university base for pre-service teacher training.212
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.212 222 The Queensland College of Teachers sets the guidelines under which such internships may operate. Further information about the CQU courses is available online.
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.
Victoria
Suitability of current pre-service teacher training courses
The Parliament of Victoria has requested the Education and Training Committee to enquire into and report on the suitability of current pre-service teacher training courses, including:
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:
The Committee is required to report to Parliament by 30 September 2004.200
General/national
This project was commissioned by the Commonwealth Department of Education, Science and Technology through the strategic national element of the Quality Teacher Programme (QTP), to improve preparation and support for beginning teachers in Australia, by identifying their needs and the principles and practices that are effective in assisting them to make the transition from initial training to teaching in schools. The principles and practices identified are of interest to university teacher training faculties, education systems, and districts and schools which are responsible for preparing and supporting beginning teachers. 213
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 students in the final year of post-compulsory upper secondary education (Year 12) in rural and remote areas and at indigenous students, as well as at current Education Queensland employees who aspire to be teachers. Of these:
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
Scholarships for maths and science teachers
The Queensland Government introduced a Maths-Science Scholarships programme to give 25 graduates with a maths-science background the chance to fast track a teaching career in Queensland state schools. This pilot programme was developed in partnership with Queensland University of Technology to offer successful candidates a full-time accelerated graduate-entry Bachelor of Education (Secondary) course. The course began in November 2004, ending in January 2006, and the scholarships were valued at $6000 each. Scholarship winners who completed their course satisfactorily and were deemed suitable to teach were guaranteed a permanent teaching job in Queensland state schools. The scholarships were available to university graduates with a maths or science degree, and the Government targeted both university-leavers and candidates working in related industries who were seeking to change career.231
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 currently 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
Secondary 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. 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 and provides support to thirty 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. Further information is available.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 section 7.3.7.1. in addition.