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Objective: To improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload and freeing up teachers to focus on core teaching tasks and collaboration
12. Pilot new approaches to reduce teacher workload through a Workload Reduction Fund to maximise the value of a teacher’s time
The Australian Government will invest $25 million with interested states and territories, to pilot selected initiatives with jurisdictions and sectors through the Workload Reduction Fund to maximise the value of teachers’ time with an emphasis on government schools facing systemic disadvantage. Initiatives to be funded will include those that assist teachers to further support students with diverse needs.
The effectiveness and cost of pilots will be evaluated to inform suitability for broader application across interested jurisdictions and sectors.
13. Build on work already underway to reduce unnecessary teacher workload, plan and collaborate and independently evaluate the effectiveness of these measures on teachers’ time
Jurisdictions and sectors have invested in a range of strategies and initiatives to address teacher workload issues.
Future work will consider the different workloads, responsibilities and school settings of a diverse teacher workforce, including First Nations teachers, and the use of para‑professionals and specialists. States and territories and sectors will develop, monitor and evaluate reductions in teacher workload, in consultation with teachers and unions, and report progress within six months.
Work already underway can be found at Appendix A of the National Teacher Workforce Action Plan document.
14. Develop national guidelines to support early career teachers and new school leaders including mentoring and induction
The Australian Institute for Teaching and School Leadership (AITSL) will develop the guidelines, with jurisdictions, sectors and unions to consider the time it would take to support implementation.
The guidelines will have regard to the needs of specific groups, including inclusive practice for supporting students with diverse learning needs, First Nations teachers and teachers in regional and remote areas. The Australian Government will work with the states and territories to explore opportunities to strengthen mentoring and other support, including in-class support, for early career teachers.
Work already underway in the states and territories and in the non-government school sector can be found at Appendix A of the National Teacher Workforce Action Plan document.
15. Develop and support career pathways which value teachers and reflect transitions in the Australian Professional Standards for Teachers
States and territories and sectors will report firstly on specific measures being put in place to support career pathways, and later, on how pathways are being developed and used, and impacts on teaching practice.
The Australian Institute for Teaching and School Leadership will also consider the development of an accreditation process aligned with the principal standard.
Work already underway in the states and territories and in the non-government school sector can be found at Appendix A of the National Teacher Workforce Action Plan document.
16. Improve access to high-quality First Nations’ cultural responsiveness resources to ensure teachers are better prepared to teach First Nations peoples in culturally safe ways
Improve access to high-quality First Nations’ cultural responsiveness resources to ensure teachers are better prepared to teach First Nations students in culturally safe ways. Initial teacher education (ITE) providers and teacher employers will work collaboratively to improve access to resources.
17. Streamline Highly Accomplished and Lead Teachers (HALT) processes to make it less burdensome for teachers, set a target to increase the numbers of HALTs, and incorporate recognition of equivalent qualification and certification processes
This plan will be developed by the Australian Institute for Teaching and School Leadership (AITSL) in partnership with jurisdictions, sectors and unions to complete this work in early 2023, and will build on the work already completed in New South Wales. This work will also consider how to recognise existing high achieving teachers who have not yet received certification.
AITSL will work with states and territories to increase the number of teachers certified as HALT or equivalent to 10,000 nationally by 2025. This will include the 2,500 HALTs committed to by the New South Wales Government as part of their streamlined HALT Policy. Deeming work will determine equivalent programs, such as the Teaching Excellence Program in Victoria and Best in Class Program in New South Wales. Queensland is currently reviewing its HALT accreditation process to identify and alleviate any impediments, while not diluting standards.
New HALT specialisations will also be trialled in areas including mathematics and classroom management.
18. Develop micro-credentials and expand the Quality Teaching Rounds (QTR) to enhance teachers’ access to quality professional development
$10 million has been allocated in the Australian Government budget to deliver this measure.
19. Examine how to support implementation of the national curriculum
Ministers will task the Australian Curriculum, Assessment and Reporting Authority (ACARA) with examining ways to develop and make available to teachers, optional supports to assist the implementation of the national curriculum.
In developing advice to Education Ministers, ACARA will consult with the Australian Education Research Organisation (AERO), the Australian Institute for Teaching and School Leadership, Education Services Australia, states and territories, sectors, the teacher and principal workforce and unions. ACARA should also take into account the experience of, and lessons learned from, jurisdictions that have undertaken similar exercises, for example, Queensland’s Curriculum to the Classroom (C2C) initiative.
ACARA and AERO will also provide advice on the frequency of the Australian Curriculum Review cycle to reduce workload for schools.
20. Each initiative in the next National School Reform Agreement will be subject to a Teacher Workload Impact Assessment
States and territories, non-government school authorities and unions will be consulted on the development of the workload impact assessment.
21. Identify the most effective use of initial teacher education (ITE) students, teaching assistants and other non-teaching staff
Review the role and function of ITE students, teaching assistants, school support staff and barriers to accessing in-class learning support to determine how they can be optimally deployed to reduce teacher workload.
States, territories, and sectors will explore how teaching assistants and school support staff are currently used, taking into consideration diverse and complex school settings, to identify any scope for change or improvement. This will be completed in consultation with unions and workforce representatives to ensure the work is informed by the workforce and does not create additional workload for teachers. It will build on the existing work of New South Wales to introduce additional administrative support staff through the New South Wales Quality Time Action Plan.
22. Identify and assess the effectiveness of initiatives to support teacher retention
The Australian Government, in consultation with jurisdictions and sectors will identify and assess initiatives that may influence teacher retention. These include but are not limited to teacher superannuation scheme rules, taxation arrangements including the Higher Education Loan Program (HELP), salary, career structure, workload, teacher support and housing affordability factors such as stamp duty.
Feedback received through consultation on the draft Action Plan will guide the initial assessment of initiatives. Further initiatives will be informed by improved teacher retention data (see action 27).