- Related consultation
Gardiner, John
Related consultation – Teacher Education Expert Panel Consultation
Submitter information
Name Gardiner, John
Reform area 1: Strengthening initial teacher education programs to deliver confident, effective, classroom ready graduates.
Q: To what extent would the proposed opportunities strengthen ITE to deliver confident, effective, classroom ready graduates?
To a great extent
Reform area 2: Strengthening the link between performance and funding of initial teacher education.
Q: To what extent would the proposed opportunities provide a strengthened focus on improving the performance of ITE programs?
To a great extent
Reform area 3: Improving the quality of practical experience in teaching.
Q: To what extent would the proposed opportunities improve the quality of practical experience?
To a large extent
Reform area 4: Improving postgraduate initial teacher education for mid-career entrants.
Q: To what extent would the proposed opportunities improve postgraduate programs to attract mid-career entrants?
Somewhat
Feedback
I am pleased to see the concentration on evidence-based practices and an understanding of current cognitive theories and strategies.
Unfortunately there is insufficient focus on the use of such evidence based approaches in regard to:
1. Effective classroom management (lack of emphasis on functional behavioural analysis, trauma informed/safe practice, lack of appreciation of neuro-diversity and diverse learning needs.
2. The obligations on staff to be aware of, and comply with, national (e.g. DDA/DSE) and state laws in regard to not only the provision of adjustments but also the prevention of harassment and victimisation.
The other area I feel should be strengthened is the need for a national teacher registration board and a national accreditation board for teachers. While there is mention that this would be difficult given the state-based nature of current legislation, the paper gives only a brief mention of the model adopted by health professionals (i.e., states signing up to a national system of registration and regulation of the profession) and no mention of independent accreditation of education training programs (e.g., the APAC - Australian Psychology Accreditation Council) with a system of audits and program accreditation rather than a system of self-assessment with no public access to assessment reports or participation by senior teachers from a number of sectors.