Quality Teacher Education - More than accreditation

Quality Teacher Education:
More than accreditation
ATEA Annual Conference
Adelaide July 2012
> Endorsed by MCEECDYA in April 2011
> Reflect the shared commitment of:
The teaching profession
Teacher educators
Employers of teachers
The wider education community
 Two key objectives:
 improving teacher quality through continuous
improvement of initial teacher education, and
 accountability of providers for their delivery of quality
teacher education programs, based on transparent and
rigorous standards and accreditation processes.
 Continuous improvement
 Outcomes focus
 Flexibility, diversity and innovation
 Partnerships
 Building on existing expertise
 Evidence
1. National Professional Standards for Teachers (Graduate
career stage)
2. National Program Standards
3. National accreditation process
> Undertaken at the jurisdiction level
> Based on judgments about agreed national program
standards using nationally agreed procedures.
> AITSL will
monitor and evaluate the accreditation process
nominate interstate member to each panel
periodically review accreditation standards and procedures
publish accreditation information and other ITE data
> Further work to clarify the Program Standards and
support panels in the accreditation process:
– Program Standard 1
• With regulatory authorities and others, develop guidelines for
assessing PST achievement against Graduate standards
– Program Standard 2
• Liaising with TEQSA to align institutional accreditation and
professional accreditation
– Program Standard 3
• Working with curriculum authorities to identify Subject Scores
that indicate literacy and numeracy achievement equivalent
to the top 30 per cent of the population
• Working with ACDE to develop principles, benchmarks,
support and assessment for PSTs not identified as achieving
in the top 30 per cent
– Program Standard 4
• Working with ACECQA to develop a consolidated statement
about requirements for early childhood programs
• Working with regulatory authorities and others to develop
agreed elaborations to clarify what the Program Standards
require in priority areas, especially:
– Literacy and numeracy strategies
– Indigenous education
– Students with special education needs
– Classroom management (including bullying)
– ICT in teaching
– Program Standard 5
• Work with regulatory authorities, teacher educators and
others to
– achieve agreed clarification of concepts such as
internship, enduring school partnership and sufficient
– identify principles for effective professional experience
placements and school partnerships
• Develop a professional learning tool to support teachers who
provide supervision to PSTs, including assessing
achievements against the NPST
– Program Standard 7
• Liaise with regulatory authorities, providers and employers to
clarify the nature of ITE data to be collected and/or published
> Unearthing key issues affecting quality initial preparation
of teachers
> Current national interest and debate
> Productivity Commission Schools Workforce Study Report
(May 2012)
– “High quality teacher education is a foundation stone of a
well-performing teacher workforce”
– Issues identified in initial teacher education
Insufficient evidence
Imbalance between teacher surplus and shortage
Barriers to alternative pathways into to teaching
Risks in the consistency of implementation of the national
accreditation system
> 2nd International Summit on the Teaching Profession
(New York, March 2012)
– Emphasis on:
• The overarching importance of matching supply and demand
• Getting the balance between theory and practice right within
ITE programs
• More flexibility in ITE structures without compromising the
rigor of traditional routes
> Queensland Review of Teacher Education and School
Induction (October 2012)
– Government agreed to a range of specific
recommendations about the content of ITE programs and
> Victorian Government discussion paper: New Directions for
School Leadership and the Teaching Profession (June 2012)
– Improving the quality of new teacher entering the profession = 2
months improvement in student learning
– Proposes raising the bar at both entry and exit
– New accountability and review measures for ITE programs
> NSW Minister for Education speech (June 2012)
– Has commissioned paper on teacher quality
– Key questions, including:
• Do entrants to teacher education need more in the way of
prerequisites? Not just English, what about Maths and Science?
• How well do the courses deal with National Priority Areas:
Special Education? Aboriginal education? Classroom
management including bullying? ICT?
• Who should student teachers be placed with? Any teacher who
volunteers? Or a certified expert?
> Opportunities for providers through engaging with the
> Supply and demand
– Quality of entrants
> Quality and structure
– Professional experience
> Evaluation and assessment
– Quality of graduates
– Outcomes of programs
> Diverse pathways
iTunes U > Australian Institute
for Teaching and School
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