Anonymous #451

Submitter information

Name

Anonymous #451

Where are you located?

New South Wales

What type of area do you live in?

Regional or rural

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

Yes

Which sector do you work in?

Early childhood education and care

What is your occupation?

Training and Coaching for Quality Practices when working with our youngest citizens.

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?

Changing the paradigm of Teachers in the Early Learning and Care space and elevating their professional identity is to plan a change in the language used and highlight the complexities and knowledge we utilise daily. Media influence the general public therefore language needs to change at this base point. Generally, the public perception of teachers in schools and beyond is respected. In NSW we work under the same Teacher accreditation system and this is little understood. Early childhood educators build their many modes of knowledge from trauma-informed psychology practices, a deep understanding of holistic child development, utilising relational pedagogies, Living the United Nations Rights of the child and researching the children we work with through their play while encompassing safety as a priority incorporating the National Child Safe Principles and National Quality Framework.

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.

Strongly disagree

Would you like to provide feedback about these actions?

The need to Broaden the scope of prior tertiary qualifications to be accepted and bridged into early childhood as Teachers to include psychology and social sciences.
While improving the supply of Quality teachers and students avoiding the RTO fast track route as this does not do justice to the complex role we play in children's lives and contradicts Priority area 1.

Strengthening Initial Teacher Education (ITE)

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

Would you like to provide feedback about these actions?

Maximising the time to teach

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

Strongly disagree

Would you like to provide feedback about these actions?

Maximising time to teach at this point does not mention how changing the curriculum to open it up to a research-backed change to lessening structured assessment - exams/tests to a more collaborative, holistic, creative, a communicative curriculum that assists all students to progress their learning in a humanistic, culturally relational exemplar for learning. Teachers working in this way could reduce administrative requirements and be led by children's ability of individuality, and agency for intrinsic learning in all domains identified while they learn to research interests and innovate ideas alongside a teacher as facilitator and coach.

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?

Would you like to provide feedback about these actions?

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.

Would you like to provide feedback about these actions?