Challenge yourself to make a difference. About Teach For

Our vision is of an Australia where all children, regardless of background, attain an excellent education.

In Australia, children from the lowest income households are on average three years behind in school. Teach For Australia is an innovative non-proft organisation and part of a global movement dedicated to developing leadership in classrooms and communities to ensure all children achieve their potential.

We work tirelessly to elevate the amazing potential of all children with the vision of what could be possible to realise an Australia that truly provides equality of opportunity for all children. Fundamental to achieving this vision is to get great leaders into classrooms as teachers, for a minimum of a two year commitment.

We recruit Australia’s future leaders and inspire, connect and empower them to a lifetime of action – activated by the classroom.

As a collective force—educators, advocates, entrepreneurs, policymakers and community members—our Associates and Alumni strive for the aspirations of students and families. We are helping to tackle educational disadvantage through the two key levers that research shows impact student outcomes most: teacher quality and leadership. In nine years, we have placed over 670 Associates into more than 150 schools, ultimately helping to change the lives of over 130,000 students.

We are part of a global network with a shared vision for expanded educational opportunity.

Teach For Australia is proud to be a member of the growing global network of nearly 50 independent, locally led and funded partner organisations with a shared vision for expanded educational opportunity in their countries.

Beginning with in 1990, each organisation around the world recruits and develops diverse individuals from a range of professional backgrounds and academic disciplines to commit themselves to teaching for two years. Alumni go on to do a range of things – including continuing to teach, leading schools, innovating in the education sector and infuencing policy.

At the core of Teach For All’s approach is the understanding that while each network partner’s local context is unique, the similarities in the nature of the challenges facing children from place to place mean that solutions are ofen shareable. Teach For All’s global organisation facilitates many opportunities, both in-person and virtual, for partners to exchange ideas, learn from each other’s successes and challenges, and adapt promising innovations in their own communities.

3 | Teach For Australia Leadership Development Program Through Teach For Australia, you’ll find that classroom leadership builds a foundation for long-term impact.

The Leadership Development Program ofers a combined postgraduate education and employment opportunity, allowing Associates to put their education into practice immediately. Associates teach in subject areas directly related to previous studies, regardless of if they have just graduated or are more than ten years out, and in accordance with the subject requirements of placement schools.

Over two years, Associates:

• teach at a school serving a low socioeconomic community, with full salary and benefts;

• earn a Master of Teaching (Secondary)(Professional Practice) through ACU on an assisted scholarship;

• participate in targeted professional development that is tailored to experience and context; and

• receive one-on-one coaching and mentoring to accelerate personal, professional and academic growth.

Through the program, Associates develop the skills and experience to enable them to lead efectively, with the opportunity to make a tangible positive impact on students, schools and communities— every single day.

“When I frst started my Science Degree, I anticipated becoming a researcher—but afer gaining professional experience, I knew that something was missing. I wanted to make a tangible diference to people’s lives.”

Lianna Beeching (Cohort 2016) Physics and Maths Teacher at Bayside P-12 College The bigger the challenge, the greater the reward.

Few other careers offer the opportunity for Develop leadership skills where they’re genuine responsibility, autonomy and impact needed most. from day one. Teach For Australia provides comprehensive support to accelerate Throughout the Leadership Development Program, Associates Associates’ personal and professional development. With the help work as a teacher with full salary and benefts, while studying of dedicated coaches and mentors, Associates ofen progress into towards a Master’s Degree, in a new profession and potentially positions of leadership within schools very quickly. in a new community. Afer two intense, challenging and rewarding years, Associates gain “It’s fast-paced, intense and hugely rewarding. Schools are such a set of unique and highly sought-afer leadership skills. complex organisations to work in. You develop strong stakeholder At the end of the program, Associates may take the next step in engagement, communication, project management, data analysis, a teaching career, striving towards having even more impact on confict management, and of course leadership skills.” (Ash Duggan, students, schools and communities, and continuing to master the Cohort 2013) art and science of being a transformational teacher.

Join a network of passionate leaders Many Alumni also launch on exciting paths beyond the classroom, and changemakers. taking with them the invaluable skills and experience obtained throughout the program. Associates are part of a national and global network of teachers and leaders who are passionate about achieving educational equity. As at March 2017:

Teach For Australia Associates are people of diverse backgrounds, • 65 per cent of Alumni remain in teaching, with almost half in perspectives and experiences who have made the decision to fnd school leadership roles. solutions to one of the greatest challenges facing our nation. • 15 per cent of Alumni continue to work in education, in Many Alumni remain in teaching, while others become leaders non-proft organisations, government or policy, and social in schools or work in diferent capacities to develop innovative enterprises. solutions to problems in education or infuence education policy and government-decision making.

Ash Duggan (Cohort 2013) Management Consultant at the Boston Consulting Group

Ash wanted to push his boundaries and develop his professional skills somewhere outside of his comfort zone. Ash challenged himself to make a diference, moving interstate to share his skills in the school that needed him most. Afer completing the program, Ash moved to a remote town in the Northern Territory, taking on a Leading Teacher role. Now, Ash works as a Management Consultant driving system level change, and is an active participant of the Teach For Australia Alumni network.

5 | Teach For Australia Leadership Development Program

An employment-based pathway into teaching.

Earn a nationally accredited degree Australia needs excellent teachers in the while fast-tracking your career. classrooms in which they can have the greatest impact. Delivered in partnership with ACU, Associates earn a Master of Teaching (Secondary)(Professional Practice). Approximately 40 per cent of children from the lowest socioeconomic households do not complete Year 12. Research and feedback from The degree is unique in Australia, closely linking theory to practice schools in regional and remote communities also reveals that they to provide powerful insights into how students learn, while preparing have dificulty attracting and retaining high quality teaching Associates to diferentiate their teaching practice to meet individual and leadership staf. student needs. We partner exclusively with schools serving low socioeconomic Afer an intensive period of initial training and development, communities, working in the regions and communities that need Associates commence employment as a teacher at a Teach For the most support. Australia partner school, with time release to complete their studies. The combined approach ofers the opportunity to immediately We match Associates with a teaching vacancy that exists at a integrate the knowledge, skills and mindsets developed through partner school, meeting their profle, curriculum, subject and the program into the context of an actual classroom. organisational needs. For many Associates, school placement requires relocation – to a new community, state or territory.

Throughout the recruitment process, applicants have the opportunity to express a preference for where they would like to work. We encourage fexibility within at least one of our placement states or territories, to improve our ability to secure a placement and the teaching position in which candidates can have the greatest impact.

Working in close collaboration with fellow Associates, teachers, school leaders and the community, we endeavour to place Associates in a cluster within the same school or schools nearby, to provide increased local support for Associates while increasing the opportunity for impact within the communities we work with.

Ying Qin (Cohort 2016) Maths and Business Management Teacher at Fairhills High School

Ying worked in Finance as a Commercial Banker for fve years before joining Teach For Australia. As a career-changer, Ying valued being able to work and study at the same time, and now feels like she is where she belongs—in teaching. The program’s development, coaching, support and opportunities for progression allowed her to develop as an efective teacher, and to do what she loved.

7 | Teach For Australia Leadership Development Program

9 | Teach For Australia Leadership Development Program Be supported through the journey of a lifetime.

Dedicated coaching, mentoring and Teaching and Leadership Adviser community. An experienced teacher who provides rigorous one-on-one Teach For Australia provides Associates with a comprehensive coaching, regular classroom observations and pastoral care to network to support their professional development and successful guide Associates’ development as a teacher and leader throughout completion of the program, and to maintain their health the program. and wellbeing. ACU Academic Mentor

A university professor who supports and supervises Associates’ progress throughout their degree and guides them towards the Australian Professional Standards for Teachers.

School Mentor

An experienced teacher at the Associate’s placement school who provides day-to-day practical support and assists with integration into life at the school and within the local community.

Teach For Australia Community

A local and national network of Associates and Alumni that enables the sharing of best practice, emotional support and collaboration. Though each member of the cohort will have diferent passions, interests, skillsets and strengths, Associates are united by their shared experience and commitment to tackling educational disadvantage.

ACU Student Services

In addition to the unique support personnel and structures provided through Teach For Australia, Associates are able to access all student services provided by ACU, including course and assessment advice, administrative support and health and wellbeing services.

Global Network

“My Teaching and Leadership Adviser would look at a Associates can connect with leaders around the world as part of the lesson and choose one targeted thing for me to work on. Teach For All network, with staf and Alumni available to discuss Something really tangible you could walk away with—or, topics such as international education and classroom best practice, ofen we’d just talk about classes, self-refecting and school leadership, social innovation and policy. chatting about life. He cared about me personally.”

Liam Ferris (Cohort 2014) Account Manager at Edrolo 11 | Teach For Australia Leadership Development Program On average, nearly 50% of Associates are eligible to teach Science, Technology, Engineering or Maths. (2018)

Ammar Aldaoud (Cohort 2014) Learning Specialist at Maths Pathway and PhD Candidate at the University of

“Teaching young people to code is an emerging priority. I’m interested in combining my Electrical Engineering experience with my teaching experience to create a tool to teach students to code.”

With a Bachelor of Engineering (Electrical and Computer Systems), Ammar taught Information Technology, Mathematics, Physics and Technology Studies as an Associate with Teach For Australia. Since completing the program, Ammar is pursuing a PhD at the , looking at techniques to wirelessly power biomedical implants. He is also working for Maths Pathway, an education technology initiative founded by two Teach For Australia Alumni. Their innovative sofware customises Maths learning, providing individualised content and assessments to students at their point of need. Program Structure

The Initial Intensive Teaching and leadership development

The frst component of the Leadership Development Program is Associates continue to develop their teaching and leadership the Initial Intensive, which commences in the November before skills throughout the program, as part of the Teach For Associates’ frst year of teaching. The thirteen-week Initial Intensive Australia community. is designed to prepare Associates for entry into the classroom, during which approximately 25 per cent of the Master’s Degree is achieved. Regional professional development

The Initial Intensive has four components: Throughout the school year, Associates beneft from professional development sessions which contribute to assessment Online Preparation requirements, while further developing context around the needs of students, schools and communities, as well as the broader issues From September, Associates are able to access a series of online that afect educational equity in Australia. learning modules to prepare them for the Initial Intensive, which are expected to be completed prior to their arrival at the National Intensive programs Initial Intensive. Over the two years, Associates undertake three additional intensive National Initial Intensive programs during the summer and winter school holidays as part of the Master’s Degree. These allow Associates to reconnect with their From mid-November to December, Associates complete a residential cohort and the broader Teach For Australia community, refect on program in Melbourne with the entirety of the incoming cohort. personal and collective growth to date, and complete additional Associates complete 10 to 12 hours of face-to-face and self-directed mandatory face-to-face learning and professional development. learning per day, fve days per week, to develop in accordance with the Australian Professional Standards for Teachers. Coaching and mentoring

Regional Initial Intensive Throughout the program, Associates participate in self-refection and development conversations with their Teaching and Leadership In January, Associates join their regional cohort in a residential Adviser and School Mentor. orientation program in the capital city of their placement state or territory. Teaching and Leadership Advisers and School Mentors also conduct classroom observations to review Associates’ teaching In the fnal week of the Initial Intensive, new Associates are practice. Following each observation, Associates will debrief introduced to the previous cohort of Associates and Alumni in with the observer to discuss their progress, achievements and their placement state or territory, further developing their regional challenges, developing targeted strategies to continuously improve contextualisation through connection with the broader network of their practice. support in their region.

13 | Teach For Australia Leadership Development Program “This role was very challenging, but also really rewarding. You can see the tangible impact that you have as a school leader every day with your staf and students. There is no way that I would have been able to take on a Leading Teacher role afer two years in the classroom if it wasn’t for the support and development Teach For Australia provided.”

Ash Duggan (Cohort 2013) Management Consultant at the Boston Consulting Group

Master of Teaching (Secondary)(Professional Practice) Professional experience and milestones

Delivered in partnership with ACU and embedded within the School practicum program, Teach For Australia Associates complete a nationally accredited and internationally recognised Master of Teaching During the Initial Intensive, Associates complete a ten-day school (Secondary)(Professional Practice). practicum over four weeks at a Teach For Australia partner school. During this time, they observe teaching while immersing Learning modules themselves into a school environment, working directly with students and completing at least fve teaching experiences. Learning modules are delivered in a variety of methods, including workshops, tutorials, and lectures primarily delivered face-to-face School placement during intensive programs and via online learning platforms during teaching periods. From Term 1, Associates commence teaching at a placement school in approved learning areas, with 20 per cent time release to study Associates complete 18 core learning modules over two years in: towards the completion of their Master’s Degree. We enadeavour to place Associates in clusters within the same school or schools • Engaging Professionally nearby one another to increase the opportunity for impact within • Implementing Efectively the community, as well as ofering a network of support in the form of a regional cohort. • Learning and Development Milestones • Literacy and Numeracy To successfully complete the program, Associates are required to • Personal Leadership achieve the following professional milestones:

• Preparing Purposefully • demonstration of the Australian Professional Standards for Teachers at Graduate Standard in the frst year and Profcient • Promoting Wellbeing Standard in the second year; Associates also complete 10 learning modules in the two learning • pass the Literacy and Numeracy Test for Initial Teacher areas that they are eligible to teach. Education (LANTITE), which assesses literacy and numeracy Assessments skills;

Assessments are based on smaller learning increments and • pass the Graduate Teacher Performance Assessment (GTPA), teaching practice in the classroom. This enables Associates which assesses Associates’ ability to apply teaching practices to manage the demanding requirements of the program and that positively impact student learning; and progressively build a portfolio of evidence that successfully • deliver a Classroom Impact Initiative to raise the academic demonstrates the learning outcomes of each module. achievement of students. Program Map

Current as at March 2018.

The Initial Intensive Year one

September – November – Winter January Term 1 Term 2 Term 3 Term 4 October December holidays

Teaching and leadership development

Online Regional professional development National Initial Regional Initial learning Intensive Intensive modules Coaching and mentoring

Regional Mid- Year Intensive

Master of Teaching learning modules

Personal Leadership 1 Personal Leadership 2 Personal Leadership 3

Preparing Purposefully 1 Preparing Purposefully 2 Preparing Purposefully 3

Implementing Effectively 1 Implementing Effectively 2 Promoting Wellbeing 3

Promoting Wellbeing 1 Promoting Wellbeing 2 Literacy and Numeracy 2

Literacy and Numeracy 1 Learning Area 2A Learning Area 3A

Learning and Development Learning Area 2B Learning Area 3B

Learning Area 1A

Learning Area 1B

Professional experience and milestones

School School placement Practicum

LANTITE

Graduate Standards

15 | Teach For Australia Leadership Development Program Year two

Summer holidays Term 1 Term 2 Winter holidays Term 3 Term 4

Regional Regional professional development Intercohort Week Coaching and mentoring

Regional Mid-Year Intensive

Personal Leadership 4 Personal Leadership 5

Implementing Effectively 3 Engaging Professionally

Learning Area 4A Learning Area 5A

Learning Area 4B Learning Area 5B

School placement

Classroom Impact Initiative

GTPA

Proficient Standards 74% of Alumni say they would not be in the position they are now if it were not for Teach For Australia. (2017)

Amy Haywood (Cohort 2013) Education Policy Analyst, Deloitte Access Economics

“Being an Associate taught me to look at the big picture, to use initiative, to take risks and not just to notice problems, but to aim to help solve them. All of these skills are useful in any workplace.”

At university, Amy knew that she wanted to inspire real change—although admits that she’d never considered herself as a potential teacher. It was Teach For Australia’s mission that resonated with her. Afer fve years teaching English, Amy now has her sights set on infuencing education policy. As an analyst at Deloitte Access Economics, Amy will utilise her knowledge and experience as a teacher to help infuence change and positively impact learning in classrooms across Australia.

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Application Information

Eligibility Selection Criteria

To be eligible, candidates: Throughout the selection process, candidates are rigorously assessed against eight competencies that are continuously refned • must be a Citizen or Permanent Resident of Australia. based on experience and evidence of efectiveness in the classroom.

• must have completed (or be in the fnal stage of completing) We recognise that these competencies can be developed through at least a Bachelor’s Degree in any discipline by the end of the a range of experiences and all applications are looked at holistically. year the program commences. We harness diferent perspectives, experiences and talents in order to continually learn and best serve culturally diverse • must not already have a degree in Education. school communities. • must have already completed (or be on track to successfully We are committed to ensuring that all applicants are treated fairly complete) a major study in at least one of the eligible and with respect, regardless of gender, sexual orientation, age, learning areas based on degree specialisations, accessible at ethnicity, religion or ability. We are happy to discuss reasonable teachforaustralia.org/learning-areas adjustments to the recruitment process to accommodate your Salary and Assisted Scholarship particular circumstances.

During the program, Associates are employed and paid by the relevant Government Department of Education or school. Salaries and other employment conditions will vary depending on the state Communication & Influencing Ability or territory.

Associates’ salaries are comparable to other graduate teachers, ranging from $53,000 – $58,000, and will increase as commensurate Leadership & Achievement with experience and progression. Skills The vast majority of program costs are covered by Teach For Organisational & Planning Ability Australia, in partnership with the Australian Government, on an assisted scholarship. Associates are required to contribute $6,500 towards the Master’s Degree, with access to FEE-HELP for these Proglem Solving payments (eligibility requirements apply).

Learning & Self-Evaluation

Commitment To Mission

Resilience Mindsets

Humility, Respect & Empathy

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Don’t let the opportunity of a lifetime pass you by. Teach For Australia to apply

1 | Teach For Australia Leadership Development Program