DOCSLIB.ORG

Attracting, Developing and Retaining Effective Teachers Australian Country Background Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Attracting, Developing and Retaining Effective Teachers Australian Country Background Report ATTRACTING, DEVELOPING AND RETAINING EFFECTIVE TEACHERS AUSTRALIAN COUNTRY BACKGROUND REPORT Prepared by Emeritus Professor Malcolm Skilbeck and Dr Helen Connell for the Commonwealth Government of Australia © Commonwealth of Australia 2003 ISBN 0 642 77345 9 This work is copyright. It may be produced in whole or in part for study or training purposes subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, requires the written permission of the Commonwealth available through the Department of Communications, Information Technology and the Arts. Requests and inquires concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, GPO Box 2154, Canberra ACT 2601 Australia or email [email protected]. Disclaimer Australia has granted the OECD permission to include this document on the OECD Internet Home Page. This report was prepared for the Department of Education, Science and Training as an input to the OECD Activity Attracting, Developing and Retaining Effective Teachers. The document was prepared in response to guidelines the OECD provided to all participating countries. The guidelines encouraged the author(s) to canvass a breadth of views and priorities on teacher policy issues. The opinions expressed are not necessarily those of DEST, Australian education authorities and jurisdictions, the OECD or its Member countries. The copyright conditions governing access to information on the OECD Home Page are provided at www1.oecd.org/copyr.htm Acknowledgements We greatly appreciate the assistance of Ms Sara Blanchonette in surveys of the literature and in contributing draft material. Ms Brigit Skilbeck has been most helpful in the preparation of tables and figures, and in researching school students’ views about effective teachers. Ms Johanne Fairlie has provided expert help with formatting. We have had both valuable guidance throughout, and advice on data sources from members of the National Advisory Committee, including the Chair, Ms Georgina Webb, Director, Quality Teaching Section, Schools Group, Commonwealth Department of Education, Science and Training and from Ms Chez Greig, Ms Jill Phillips, Ms Stephanie Reilly and Ms Tracy Shields (members of staff of the Quality Teaching Section). We are also grateful for advice and assistance from the National Data Co-ordinator for the Australian project, Mr Paul Mills, Director, Skills Analysis Section, Research and Evaluation Group, Commonwealth Department of Education, Science and Training, and members of his team. Emeritus Professor Phillip Hughes, Professor Judith Chapman, Dr Stephanie Farrall and Dr Lyndsay Farrall, acting as interlocutors during the drafting process of the report, gave us the benefit of their knowledge and experience for which we are most grateful. We are pleased to acknowledge contributions and assistance in preparation of this report from the many people and organisations we have been able to contact and regret that in the time available we could not cast our net of inquiry still wider. Emeritus Professor Malcolm Skilbeck Dr Helen Connell DRYSDALE VICTORIA AUSTRALIA May 2003 TABLE OF CONTENTS EXECUTIVE SUMMARY................................................................................................................................i INTRODUCTION..............................................................................................................................................i 1. NATIONAL CONTEXT....................................................................................................................2 1.1 The country and the people ................................................................................................................2 1.2 Schooling and overall direction of school policy ...............................................................................4 1.2.1 National co-operation and co-ordination ..........................................................................................6 1.2.2 Schools and student enrolments .........................................................................................................7 1.2.3 Current trends in policy and practice ..............................................................................................10 2. TEACHERS: PROFILE OF A PROFESSION ............................................................................12 2.1 Teacher numbers..............................................................................................................................12 2.2 Gender profile ..................................................................................................................................13 2.3 Age profile........................................................................................................................................16 2.4 Teacher ‘fit’ to sector.......................................................................................................................18 2.5 Teacher mobility...............................................................................................................................19 2.5.1 An urbanised profession...................................................................................................................19 2.5.2 Who moves? Dimensions of mobility...............................................................................................20 2.6 Teacher employment and related conditions....................................................................................25 2.6.1 Central and local aspects.................................................................................................................25 2.6.2 Remuneration, entitlements and classifications ...............................................................................26 2.7 Staff–student ratios ..........................................................................................................................27 2.8 Teacher membership of unions and professional organisations ......................................................29 2.9 Trends in teacher supply and demand..............................................................................................29 2.9.1 Forecasting difficulties.....................................................................................................................29 2.9.2 Supply issues ....................................................................................................................................30 2.9.3 Anticipated increases in demand......................................................................................................31 2.9.4 Features of the current labour market .............................................................................................32 2.9.5 A note on principals .........................................................................................................................34 2.10 Career rrame: responsibilities within the school.............................................................................34 2.11 Changes affecting teacher’s work ....................................................................................................35 3. THE TEACHING CAREER...........................................................................................................36 3.1 Attraction to teaching. Why people choose a career in teaching ....................................................36 3.2 Pre-service teacher education and eligibility to teach.....................................................................40 3.3 Induction into the profession............................................................................................................52 3.4 The early years of teaching ..............................................................................................................54 3.4.1 The quality of the experience............................................................................................................55 3.4.2 Trends and issues in retention..........................................................................................................55 3.5 The continuum of professional development: Teachers as professional learners; the quest for higher standards of teaching............................................................................................................57 3.5.1 Scope of provision............................................................................................................................58 3.5.2 Teachers for the 21st century: making the difference .......................................................................63 3.5.3 Toward a National Framework for Professional Teaching Standards ............................................65 3.5.4 The self-managing, self-governing school as a centre for professional development; leadership by schools and school personnel...........................................................................................................68 3.5.5 Committee for the Review of Teaching and Teacher Education ......................................................69 4 CONCLUSION: OVERVIEW AND EMERGING ISSUES ......................................................71 4.1 The career of teaching in a new context...........................................................................................71 4.2 Attracting
Load more

Recommended publications
  • The Following Schemes Are Used by Christian Heritage College (CHC) to Provide Adjustments to the Selection Ranks of Applicants T
    The following schemes are used by Christian Heritage College (CHC) to provide adjustments to the selection ranks of applicants to CHC courses for admissions purposes: • CHC Partnership School Scheme; • CHC Community Engagement Scheme; and • Educational Access Scheme (EAS). Applicants must meet all other admission requirements for their preferred courses prior to the adjustments being applied. Only one scheme can be applied to an applicant’s selection rank. The requirements of the schemes, and the adjustments they provide, are explained below. Year 12 applicants can benefit from an adjustment of 2.00 selection ranks by completing Year 12 at a CHC Partner School (see Appendix 1). The CHC Community Engagement Scheme allows an adjustment of 2.00 selection ranks for applicants in CHC’s catchment area, according to their residential postcode (see Appendix 2). The Educational Access Scheme (EAS) allows an adjustment to be applied to the selection rank of applicants who have experienced difficult circumstances that have adversely impacted their studies. To be considered, applicants apply to QTAC for a confidential assessment of their circumstances. CRICOS Provider Name: Christian Heritage College CRICOS Provider No: 01016F The following are the schools to which the CHC Partnership School Scheme applies (as at July 2021): Greater Brisbane Area Regional Queensland Alta 1 College - Caboolture Bayside Christian College Hervey Bay (Urraween) Annandale Christian College Border Rivers Christian College (Goondiwindi) Arethusa College (Deception Bay Campus)
    [Show full text]
  • Scoresheet NEWSLETTER of the AUSTRALIAN CRICKET SOCIETY INC
    scoresheet NEWSLETTER OF THE AUSTRALIAN CRICKET SOCIETY INC. www.australiancricketsociety.com.au Volume 38 / Number 2 /AUTUMN 2017 Patron: Ricky Ponting AO WINTER NOSTALGIA LUNCHEON: Featuring THE GREAT MERV HUGHES Friday, 30 June, 2017, 12 noon for a 12.25 start, The Kelvin Club, Melbourne Place (off Russell Street), CBD. COST: $75 – members & members’ partners; $85 – non-members. TO GUARANTEE YOUR PLACE: Bookings are essential. This event will sell out. Bookings and moneys need to be in the hands of the Society’s Treasurer, Brian Tooth at P.O. Box 435, Doncaster Heights, Vic. 3109 by no later than Tuesday, 27 June, 2017. Cheques should be made payable to the Australian Cricket Society. Payment by electronic transfer please to ACS: BSB 633-000 Acc. No. 143226314. Please record your name and the names of any ong-time ACS ambassadors Merv Hughes is guest of honour at our annual winter nostalgia luncheon at the guests for whom you are Kelvin Club on Friday, June 30. Do join us for an entertaining afternoon of reminiscing, story-telling and paying. Please label your Lhilariously good fun – what a way to end the financial year! payment MERV followed by your surname – e.g. Merv remains one of the foremost personalities in Australian cricket. His record of four wickets per Test match and – MERVMANNING. 212 wickets in all Tests remains a tribute to his skill, tenacity and longevity. Standing 6ft 4in in the old measure Brian’s phone number for Merv still has his bristling handle-bar moustache and is a crowd favourite with rare people skills.
    [Show full text]
  • Taking Responsibility for Australia's Mining Legacies
    GROUND TRUTHS: TAKING RESPONSIBILITY FOR AUSTRALIA’S MINING LEGACIES Charles Roche and Simon Judd ACKNOWLEDGEMENTS Research: Charles Roche, Simon Judd and Sangita Bista We recognise and pay tribute to the communities, researchers and mining professionals who have long understood the need for mining legacies reform in Australia. This project was sponsored by a grant from the Australian Conservation Foundation. Editors: Charles Roche and Simon Judd Design and layout: Elbo Graphics All images (c) MPI unless attributed Cover artwork: Trying to Protect Our Land, Jacky Green Prints available, monies raised will support community response to mining at McArthur River. ISBN: 978-0-9946216-0-3 A publication by the Mineral Policy Institute www.mpi.org.au | [email protected] GROUND TRUTHS: TAKING RESPONSIBILITY FOR AUSTRALIA’S MINING LEGACIES 2 CONTENTS Executive Summary 4 Recommendations 4 Mining In Australia 5 Mine Closure Or Mining Legacy? 6 Success or failure? Mine closures in Australia 6 Mining legacies 7 The Australian response to mining legacies 7 International recognition and response 9 Risk 11 Environmental and social risk 11 Financial Risk 12 Textbox 1. Yabulu Refnery 14 Examples Of Mining Legacies In Australia 15 New South Wales coal – case studies 15 Textbox 2. Financial risk at Russell Vale 18 Victorian coal – case studies 19 Textbox 3. A lack of closure planning at Anglesea 21 The Carmichael coal mine; project viability and closure risk 23 McArthur River Mine 23 Ranger Uranium Mine 24 Textbox 4. Burning rocks and technical risk at McArthur River 26 Regulation and Management of Mine Closure and Mining Legacies 28 Coordinated action on Australian mine closure 28 The state system and environmental fnancial assurance 28 The bonds system 29 Mining levies 29 New South Wales 29 Textbox 5.
    [Show full text]
  • Annual Report 2016-2017
    Non-State Schools Accreditation Board Non-State Schools Accreditation Board and Non-State Schools Eligibility for Government Funding Committee Level 8, Education House 30 Mary Street Brisbane, Queensland, Australia Tel +61 7 3513 6773 Postal address: PO Box 15347 City East, Queensland 4002 Email address: [email protected] Website address: www.nssab.qld.edu.au Further copies of this Annual Report may be obtained from the Board's website at www.nssab.qld.edu.au or from the Non-State Schools Accreditation Board Secretariat. ISSN 2206-9623 © Non-State Schools Accreditation Board 2017 22 August 2017 The Honourable Kate Jones MP Minister for Education Minister for Tourism, Major Events and the Commonwealth Games PO Box 15033 CITY EAST QLD 4002 Dear Minister I am pleased to submit for presentation to the Parliament the Annual Report 2016 – 2017 and financial statements for the Non-State Schools Accreditation Board. I certify that this Annual Report complies with: the prescribed requirements of the Financial Accountability Act 2009 and the Financial and Performance Management Standard 2009, and the detailed requirements set out in the Annual report requirements for Queensland Government agencies. A checklist outlining the annual reporting requirements can be found at Appendix N of this Annual Report. Yours sincerely Emeritus Professor S Vianne (Vi) McLean AM Chairperson Non-State Schools Accreditation Board Contents About this report .....................................................................................................................................
    [Show full text]
  • Newsletter 1 August 2012
    Eamon Hannan – Principal Newsletter 1 August 2012 The Olympic Opening ceremony highlighted the need that our secular world has to explore ritual, liturgy and humour. The taking of the oaths, the lighting of the cauldron, the simple photographic remembering of those who had passed away, speak of people trying to connect with ideals and something greater than our individual selves. Mr Bean and the acting of the Queen showed the value of not taking things too seriously in a delightful British way. The ceremony was moving and uplifting and in many respects spoke of the highest of human ideals. Australian Student Prizes for Vocational Education Congratulations to two senior students from last year who have been awarded Australian Student Prizes for Vocational Education. Kaijah Jenkins and James McCann have both received the award from the Federal Minister for Education Mr Peter Garrett. The award is limited to Dates to remember: 500 students Australia wide and includes a prize of $2000 each. Kaijah and James continue a proud tradition of Australian Student Prize winners at the college in recent years. August Congratulations to Mr Will Cassells who oversees the vocational education program in the 1 P & F Meeting, 6:00 pm college and was responsible for nominating these students. Board Meeting, 7:30 pm 2 Subject Selection evening, Parent teacher night St Pat’s Hall (Year 11 2013) I would like to express my thanks to all involved in the Parent Teacher night last Thursday. If you were unable to meet with staff last week teachers may be contacted by phone and if 10 Enrolment forms for Year 2013 due today necessary alternate interview times arranged.
    [Show full text]
  • Coaches' Association / Northern District CC U/15 Rep
    COACHES’ ASSOCIATION (Founded 2010) 6th Annual Report – 2015/16 Coaches’ Association – Annual Report – 2015/16 Management Team Executive Committee / Office Bearers Bruce Wood Will Fiedler Josh Miller (President) (Vice-President) (Secretary) General Committee Daniel Anderson Edwina Chappel Daniel Wood James Madden Hame Fullagar Rod Hokin Nick Miller (Head Coach) (Treasurer) Patrons Ross Turner Tom Richmond OAM Matt Kean MP Mark Rushton (Member for Hornsby) Season / Role President Vice-President Treasurer Secretary Head Coach 2015-16 Bruce Wood Will Fiedler Nick Miller Josh Miller Rod Hokin 2014-15 Bruce Wood Justin Epthorp Will Fiedler Josh Miller Rod Hokin 2013-14 Bruce Wood Justin Epthorp Will Fiedler Josh Miller Rod Hokin 2012-13 Bruce Wood Justin Epthorp David Bennett Josh Miller Rod Hokin 2011-12 Bruce Wood Mark Rushton David Bennett Justin Epthorp Rod Hokin 2010-11 Bruce Wood Mark Rushton David Bennett Mike Burgin Rod Hokin 2 Coaches’ Association – Annual Report – 2015/16 Table of Contents Page 2 Coaches’ Association Management Team (Executive Committee and Patrons) Page 2 Coaches’ Association Executive Committee / Office Bearers (since 2010/11) Page 4 Coaches’ Association Charter – Vision – Role, Functions & Objectives Page 5 Coaches’ Association President’s Report on 2015-16 season Page 6 NDCC President’s Report on partnership with HKHDCCA Pages 7-9 School holiday junior cricket clinics (in partnership with Northern District CC) Page 10 U/10 – U/11 Off-season Development Program (May – August 2015) Page 11 Specialist Coaching Off-season
    [Show full text]
  • The Married Woman, the Teaching Profession and the State in Victoria, 1872-1956
    THE MARRIED WOMAN, THE TEACHING PROFESSION AND THE STATE IN VICTORIA, 1872-1956 Donna Dwyer B.A., Dip. Ed. (Monash), Dip. Crim., M.Ed. (Melb.) Submitted in fulfilmentof the requirements for the degree of Doctor of Philosophy in the Faculty of Educafion at The University of Melbourne 2002 , . Abstract This thesis is a study of married women's teaching labour in the Victorian Education Department. It looks at the rise to power of married women teachers, the teaching matriarchs. in the 1850s and 1860s in early colonial Victoria when married women teachers were valued for the moral propriety their presence brought to the teaching of female pupils. In 1872 the newly created Victorian Education Department would herald a new regime and the findings of the Rogers Templeton Commission spell doom for married women teachers. The thesis traces their expulsion from the service under the 1889 Public Service Act implementing the marriage bar. The labyrinthine legislation that followed the passing of the Public Service Act 1889 defies adequate explanation but the outcome was clear. For the next sixty-seven years the bar would remain in place, condemning the 'needy' married woman teacher to life as an itinerant temporary teacher at the mercy of the Department. The irony was that this sometimes took place under 'liberal' administrators renowned for their reformist policies. When married women teachers returned in considerable numbers during the Second World War, they were supported in their claim for reinstatement by women unionists in the Victorian Teachers' Union (VTU). In the 1950s married women temporary teachers, members of the VTU, took up the fight, forming the Temporary Teachers' Club (TIC) to press home their claims.
    [Show full text]
  • 2016 Annual Report Independent Schools Queensland Ltd ABN 88 662 995 577
    2016 Annual Report Independent Schools Queensland Ltd ABN 88 662 995 577 John Paul College Front cover: Groves Christian College St Margaret’s Anglican Girls School Contents By the Numbers 2 Chair’s Report 4 Executive Director’s Report 8 ISQ Board and Committees 12 Independent Schools Advocacy, Research and Representation 14 Education Services 23 Queensland is the peak Governance and School Services 26 body representing Organisational Capability 29 Queensland’s independent Membership 30 schooling sector. Alliance Partners 34 Our 203 member schools ISQ Secretariat 36 are a vital part of the state’s education system. Together, these schools educate more than 120,000 students, or 15 percent of Queensland school enrolments. Independent Schools Queensland 2016 Annual Report 1 By the Numbers MEMBER SCHOOLS 15% of Queensland school enrolments 203 including nearly 20% of secondary enrolments 1 112 schools with approved Kindy 2 3 programs 78 schools with full fee paying overseas students 188 schools with Indigenous students 181 schools educated students with disability 35 schools offered boarding Cairns 114 schools with English as a Second Language or Dialect students 7 schools offered Townsville distance education Schools located 120,911 across 37 local government areas students enrolled Mackay 117,880 at 198 independent schools 3,031 at 5 Catholic schools 13 180 9 girls only schools offered boys only schools co-ed schooling schools Rockhampton 168 149 schools schools offered Bundaberg offered Prep primary & secondary Toowoomba Brisbane Warwick Data Source: 2016 Non-State School Census (State) February Collection 2 2016 Annual Report Independent Schools Queensland Flagship programs in 2016: Teaching and Learning Self-Improving Our Schools Governance Great Teachers in Academy Schools – Our Future Services Independent Schools 36% of member 45% of member Commissioned 39% of schools 97% of member schools participated in schools participated.
    [Show full text]
  • Building an Education System for a Modern Australia
    THE McKell Institute Insti tute McKell THE MCKELLTHE INSTITUTE No Mind Left Behind Building an education system for a modern Australia OCTOBER 2016 t About the McKell Institute The1. McKellIntroduction Institute is an independent, not-for-profit, public policy institute dedicated to developing practical policy ideas and contributing to public debate. The McKell Institute takes its name from New South Wales’ wartime Premier and Governor-General of Australia, William McKell. William McKell made a powerful contribution to both New South Wales and Australian society through significant social, economic and environmental reforms. For more information phone (02) 9113 0944 or visit www.mckellinstitute.org.au About the Author Acknowledgments MARIEKE D’CRUZ The author would like to thank the following people for their valuable feedback and contributions Marieke is a during the construction of this report. member of the PROFESSOR ANTHONY WELCH: Anthony Welch is McKell Institute’s a Professor of Education at the University of Sydney policy team and specialising in national and international education policy. has contributed to a wide range of PROFESSOR ANNE DALY: Anne Daly is a Professor of research since 2014. Economics at the University of Canberra and a fellow at the National Centre for Social and Economic Modelling She holds a (NATSEM). Bachelor of Arts DR GILLIAN CONSIDINE: Gillian Considine has over 15 with a double-major in International years experience as an education and social researcher Politics and Media and Communications within both universities and not-for-profits. from the University of Melbourne, and is BRIAN EASTAUGHFFE: Brian Eastaughffe is the Principal currently completing a Master of Public of Carmel College in Queensland and has three decades Policy at the University of Sydney.
    [Show full text]
  • Matador Bbqs One Day Cup Winners “Some Plan B’S Are Smarter Than Others, Don’T Drink and Drive.” NIGHTWATCHMAN NATHAN LYON
    Matador BBQs One Day Cup Winners “Some plan b’s are smarter than others, don’t drink and drive.” NIGHTWATCHMAN NATHAN LYON Supporting the nightwatchmen of NSW We thank Cricket NSW for sharing our vision, to help develop and improve road safety across NSW. Our partnership with Cricket NSW continues to extend the Plan B drink driving message and engages the community to make positive transport choices to get home safely after a night out. With the introduction of the Plan B regional Bash, we are now reaching more Cricket fans and delivering the Plan B message in country areas. Transport for NSW look forward to continuing our strong partnership and wish the team the best of luck for the season ahead. Contents 2 Members of the Association 61 Toyota Futures League / NSW Second XI 3 Staff 62 U/19 Male National 4 From the Chairman Championships 6 From the Chief Executive 63 U/18 Female National 8 Strategy for NSW/ACT Championships Cricket 2015/16 64 U/17 Male National 10 Tributes Championships 11 Retirements 65 U/15 Female National Championships 13 The Steve Waugh/Belinda Clark Medal Dinner 66 Commonwealth Bank Australian Country Cricket Championships 14 Australian Representatives – Men’s 67 National Indigenous Championships 16 Australian Representatives – Women’s 68 McDonald’s Sydney Premier Grade – Men’s Competition 17 International Matches Played Lauren Cheatle in NSW 73 McDonald’s Sydney Premier Grade – Women’s Competition 18 NSW Blues Coach’s Report 75 McDonald’s Sydney Shires 19 Sheffield Shield 77 Cricket Performance 24 Sheffield Shield
    [Show full text]
  • A MIXED METHODS STUDY Submitted by Jennifer
    THE PROVISION OF CLASSROOM MUSIC PROGRAMS TO REGIONAL VICTORIAN PRIMARY SCHOOLS: A MIXED METHODS STUDY Submitted by Jennifer Heinrich B.Mus Ed. University of Melbourne. A thesis submitted in total fulfillment of the requirements for the degree of Master of Education. Faculty of Education – Bendigo La Trobe University Bundoora, Victoria, 3086 Australia July, 2012. 1 List of Tables ....................................................................................................................... 8 List of Figures ...................................................................................................................... 9 Abstract .............................................................................................................................. 10 Statement of authorship ..................................................................................................... 11 Dedication .......................................................................................................................... 12 Acknowledgements ............................................................................................................ 12 1.0 INTRODUCTION ....................................................................................................... 13 1.1 Introduction .............................................................................................................. 13 1.2 Purpose and significance of study ............................................................................ 14 1.3 Background
    [Show full text]
  • Pakistan Completes Series Sweep Against Bangladesh
    14 Thursday 22nd December, 2011 tion of his consistently good perform- competitive fixture since early ances and we anticipate that he can pro- November. vide steadiness at the top of the order.” Razzaq says Coach Mickey Arthur and captain Cowan is a frontrunner to replace Michael Clarke are keen on a fifth bowl- Hughes as an opening batsman. David India will beat ing option against India’s powerful bat- Warner should retain his spot on the ting line-up, so all-rounder Christian strength of his century in the previous Australia could have the edge over Marsh. Test against New Zealand, and the MEL- Left-arm paceman Starc and returning Shaun Marsh can also open. BOURNE, Hilfenhaus will fight it out for the final “It’s cliched, but you dream of it as a Australia (AP) bowler’s spot. Starc claimed just four — Pakistan all- kid to play in a Boxing Day Test,” said wickets in the recent drawn two-test rounder Abdul Cowan. “But after that brief moment of Razzaq says series against New Zealand. reflection you want to be contributing to Australia does- Inverarity said both dropped players the team.” n’t have any remain in Australia’s future plans. Inverarity said Ponting and another world-class “We see both Phillip Hughes and threatened veteran included in the team, bowlers and Usman Khawaja as developing players Michael Hussey, retained their places will struggle to with bright futures and remaining as beat India in because they provide valuable experi- players of significance,” he said. “They Abdul Razzaq next week’s first ence to a team which has had seven Test Test at the are determined young men and I know debutants since August.
    [Show full text]