The Professional Teachers Council NSW

Submitter information

Name

The Professional Teachers Council NSW

Where are you located?

New South Wales

What type of area do you live in?

Metropolitan

Are you an education professional?
(e.g. teacher, school leader, learning support assistant, teacher’s aide)

Yes

Which sector do you work in?

Education representing professional teacher associations across all sectors and systems in NSW

What is your occupation?

CEO of The Professional Teachers Council NSW

Elevating the profession

The actions proposed recognise the value teachers bring to students, communities and the economy.

Strongly agree

Would you like to provide feedback about these actions?

Regrettably, the majority of press regarding teachers and the teaching profession is negative and presents a deficit model of reporting. Teacher's are rarely praised by media. The obvious shift was reporting around how teachers rallied during COVID to ensure their students received the best education possible under ever changing parameters. This was the best time for positive press about the press and teachers. And this showed that the public were very much behind the teachers and the profession for all that they did!
Sadly this is not the norm and the media will revert back to deficit especially when NAPLAN results are released.
Any campaign to raise the status of teaching much be targeted, sustained and real - NOT simply spin and mother hood statements!

Improving teacher supply

The actions proposed will be effective in increasing the number of students entering ITE, number of students completing ITE and the number of teachers staying in and/or returning to the profession.

Somewhat agree

Would you like to provide feedback about these actions?

The perception of the profession needs to be addressed so that attracting candidates into the profession is positive. Regrettably the media reporting so regularly on the current retention issues, working conditions and pay only add to a poor perception of the profession which leads to candidates very unsure of what to expect. The value of the profession, the wonderful nature of the profession must be elevated so that candidates are wanting to become a teacher and to be proud of being a teacher.

Strengthening Initial Teacher Education (ITE)

The actions proposed will ensure initial teacher education supports teacher supply and quality.

Somewhat agree

Would you like to provide feedback about these actions?

Initial teacher education requires a realignment to what is actually happening in schools. Initial teachers need to have quality support from the moment they begin their course and become part of the profession with real life experiences in classrooms. Mentoring my professional teachers, who have proven skills and expertise to demonstrate the theory and put it into practice. Initial teacher training must empower students with skills that prepare them to teach - not simply to provide them with the content knowledge of a subject. Real teaching skills must be taught explicitly.

Maximising the time to teach

The actions proposed will improve retention and free up teachers to focus on teaching and collaboration.

Somewhat agree

Would you like to provide feedback about these actions?

There have been many studies, reports held and decisions made without really hearing the teacher voice. Regrettably, there are non-teacher trained bureaucrats, who have made decisions without direct knowledge of the issues faced day - to - day by teachers across all schools.
To name but a few issues:-
1. Data collection for the sake of data collection. A rationalisation of what data is actually needed and how it is used to support student outcomes is needed.
2.Relevance of meetings across all schools must be addressed.
3. Administration requirements also needs to reviewed. What administration is required. Who can assist teachers with the bulk of necessary administration in a school. Leaders in schools must be allowed to priorities that level of administration within their school so it is relevant to their situation and needs.
4. Layers of administration and duplication is also an issue - States have requirements, then NESA, regulatory bodies and systems and sectors. All requirements do need to assessed and refined to assist schools to handle all of the requests. Mindful that teachers need to manage their own administration of their work and classes.
5. Admin removes the teacher from their core work - teaching!

Better understanding future teacher workforce needs

How effective are the proposed actions in better understanding future teacher workforce needs, including the number of teachers required?

Slightly effective

Would you like to provide feedback about these actions?

A long term plan, which is based on current, real life research conducted by teachers with strong teacher voice is needed. Once a solid plan is in place then initiatives can evolve from the plan to become sound actions as opposed to 'knee jerk', quick fix short sighted solutions.
If we are expecting the profession to remain relevant and skilled, requiring rigorous accreditation, why are we working to 'recruit' people from industry to suddenly begin teaching - just because they are an accountant and good with numbers does not mean they can teach mathematics - or an engineer can pop in and teach.
Teachers working out of subject is a real issue that must be addressed. The thousands of teachers on casual or part time contracts, some for years must be addressed.
Hiring teachers from overseas needs much thought and rigour as simply arriving into an Australian school and teaching is not fair on the school, students or the ill prepared teacher!

Having Third and Fourth year university students teaching full loads before they are formally qualified or completed their degree is also flawed, as it potentially increases the likelihood of earlier burn out or failure to enter the profession altogether.

Better career pathways to support and retain teachers in the profession

The proposed actions will improve career pathways, including through streamlining the process for Highly Accomplished and Lead Teacher (HALT) accreditation, and providing better professional support for teachers to retain them in the profession.

Somewhat disagree

Would you like to provide feedback about these actions?

The inclusion of the HALT accreditation has been an issue since inception. When you look at the number of HALTs across the country the number is very low, given the time passed since teachers were offered a HALT accreditation.
Large numbers of teachers began their HALT accreditation only to be come disheartened and finally gave up!
The process is onerous, costly and fails to acknowledge the professionalism of each candidate wanting to begin the process.
Once a HALT - what next? This question must be addressed as it is one the most important issues teachers ask before they even attempt the process of accreditation. Where are the career pathways? How are HALTs used in schools? Where is the consistent renumeration and recognition of the HALTs?

If you ran a department, was an executive of a school, had a doctorate when you were given accreditation status you were deemed Proficient! So was the teacher who had recently started teaching!
The number of HALTs will not grow until these issues are addressed.
The value of a HALT must be addressed.
To be a HALT must be seen as worthwhile and a positive contribution to education in all states.