Anonymous #450

Submitter information

Name

Anonymous #450

Where are you located?

Queensland

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)

No

Elevating the profession

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

Somewhat agree

Would you like to provide feedback about these actions?

Elevating the profession is an excellent focus, particularly if this is done through encouraging and enabling good news stories in the media to counteract some of the 'teacher bashing' stories we see. There is ample research to show that there are more negative than positive stories about the profession in the media, so if this strategy succeeds it will have a positive impact on public perceptions of teachers. Stories need to be about everyday educational achievements, not only about 'stars', otherwise the perception that excellence in schools is an anomaly, rather than the norm, may remain.
Awards, etc. are positive but I imagine may take time to impact / solve the immediate teacher shortage crisis. They will help to elevate the public perception of the profession, however.
If the conditions in schools are improved, we might see more teachers, guidance officers and parents recommending teaching as a career to students, so any efforts to improve conditions (wages, class sizes, opportunities for ongoing professional learning, etc.) would positively impact on how the profession is viewed from the inside and the outside.
Simplifying the application process for recognition as a HALT would be a positive step, as would additional pay, media exposure, etc.

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?

It is fantastic to see additional CSPs, bursaries, etc., along with a focus on areas of need (subjects and geographically). Sharing of workforce planning data regarding potential shortages in the future will allow universities to offer additional programs, etc. in emergent areas of need. Schemes such as the QLD Turn to Teaching and Trade to Teach scholarship schemes are good short-term strategies to address immediate needs. Perhaps it is time to think about scholarships for all teacher education students, with guaranteed jobs at the end of their studies?
If most students pass LANTITE, which is a measure of being in the top 30% in our society, is it really right to imply that education does not currently attract 'the best and brightest'? Is this the same 'teacher bashing' that we see in the media?
What is the evidence that the HAT type initiatives work? Can we please look at the evidence on these programs. They do not improve 'stick-ability' of teachers, nor do they improve learning outcomes for students in schools. It seems like an awful lot of money for something that doesn't deliver a better quality or more committed professional at the end of the day.
Something has to be done about conditions in schools, respect for teachers, etc. We do not have a shortage of qualified teachers in this country, we have a shortage of people prepared to stay in a profession with poor conditions. If the reasons for people dropping out of the profession are not addressed, then we will continue to see teachers leaving the profession at the rates they do. While teacher education can prepare students for the realities they will face in the classroom, is it really good enough for us as a society to accept that the conditions under which teachers work are just 'what they are'?
Will migrant teachers be required to complete LANTITE in order to obtain registration? They should, however, if we prioritise teachers who are from English speaking countries, how will this contribute to building diversity in the teaching workforce so that students see themselves and their communities represented in their teachers?

Strengthening Initial Teacher Education (ITE)

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

Strongly disagree

Would you like to provide feedback about these actions?

Each State's regulatory body already ensures that AITSL standards are adhered to, with annual reporting to ensure graduates are 'classroom ready'.
Our university has a new Flexible Academic Calendar that will allow students to 'fast-track' through their programs.
Not every student is a school leaver and many mature-aged students can only afford to study part-time, which impacts the length of time some students take to complete their degrees. Scholarships for all teachers would help here.
Universities already have mechanisms in place to ensure previous study, work experience and transferable skills are recognised, within limits set by regulatory frameworks.
Universities prepare secondary teachers to teach in two subject areas. Schools make teachers teach out of field, or follow a particular teaching approach. Universities already ensure their practices and programs are research informed. We need to ensure that teachers are in settings that enable them to utilise research informed practices.
If we are to truly differentiate our teaching for diverse classroom cohorts, then teachers need to have a toolkit of approaches and be able to make a professional judgement about which approach or method will best suit the individual learner needs in their classroom. This is what the research says, not that there is one approach that works for all children. This is the reason teacher education is in universities: to ensure that students engage with the latest research findings on learning and learners and are able to apply this with a range of different learners in their classrooms.
While co-design is supported, will this really address the shortage of First Nations teachers?
Absolutely support government funded internship programs that fund students and supervising students in schools.
LANTITE test results need to be more comprehensive to allow universities to provide targetted support to students. Current reports are scant, and do not support students or universities to ascertain precisely what the conceptual challenges are that a student faces.

Maximising the time to teach

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

Somewhat disagree

Would you like to provide feedback about these actions?

Challenging to address #14 without an idea of what the 'selected initiatives' are. A holistic review of what takes up teacher time is required to ascertain if it is in teaching, dealing with parents, behaviour management, onerous reporting requirements, etc. Is this fully understood, as we may see money being spent to address a problem that is poorly understood.
Will be good for knowledge to be shared between jurisdictions and departments, regulatory bodies, etc. to ensure efficiencies
It is great to see that teaching and planning are recognised as core components of the work of teachers. Anything that acknowledges that teachers are highly qualified professionals is a step in the right direction.
Teacher education students, teaching assistants and non-teaching staff are not quasi-teachers. Teacher education students in particular should be treated as the emergent professionals that they are. Are trainee doctors asked to do the work of nurses and other support staff when on their placements? The purpose of students undertaking professional placements is to have an opportunity to practice - not to undertake menial tasks.

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?

Agree with the need to share teacher workforce projections.
Graduate supply data are already provided to Education Departments and regulatory authorities. I do not agree that this data should be used to inform future university places.
There are already nationally consistent program standards for ITE, developed following an earlier review of ITE, that are used by regulatory authorities now. While each State is able to add their own focus areas, these are often contextual and seeking to address a contextual problem, so I think these are a positive. They do not in any way detract from the main standards, which are consistent across the country. Review panellists are also trained nationally, again ensuring consistency.
A literature review on what we already know about why teachers leave the profession, along with incentive schemes that work, should be undertaken first. This will identify the areas requiring further research.

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 agree

Would you like to provide feedback about these actions?

Absolutely need better career pathways that allow for various forms of progression.
Take what is working well - the two QLD program mentioned - and roll them out nationally.
Ensure permanent positions for graduate teachers.
Supported programs for novice teachers in their first few years of teaching - reduced workloads, HALT mentors, etc. would help.
Support ongoing professional learning by building in time for teachers to undertake professional learning.
Offer a range of learning opportunities, delivered through a range of professional learning models, including microcredentials.
Improve engagement with First Nations perspectives through the employment of First Nations staff.