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Improving Teacher Quality in Queensland. A systemic reform agenda across the teacher life cycle Learn Earn Legend Indigenous Education Forum 14 September 2010 Gary Francis Director – Workforce Futures [email protected] .

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improving teacher quality in queensland

Improving Teacher Quality in Queensland

A systemic reform agenda across the teacher life cycle

Learn Earn Legend Indigenous Education Forum

14 September 2010

Gary Francis

Director – Workforce Futures

[email protected]

tough standards for aspiring teachers september 6 2010 aap
Tough standards for aspiring teachers September 6, 2010AAP
  • Aspiring Teachers will have to meet tough entry standards in English and maths and will have to demonstrate an aptitude for the profession under a national overhaul of teacher education to start next year.
  • A consultation paper on a national accreditation system for education degrees, released by the Australian Institute for Teaching and School Leadership, stipulates that school leavers will have to score in the top 30 per cent in English and maths to study primary teaching and the top 30 per cent in English to become high school teachers.
  • The proposed model also increases the amount of disciplinary study included in education degrees, requiring high school teachers to major in one subject for at least three years and preferably a minor study for at least two years in a second subject, The Australian newspaper says.
Geoff Wilson says well done as Queensland students fall behind in national rankings after NAPLAN tests

Tanya Chilcott - The Courier-Mail

September 10, 2010 10:03AM

  • QUEENSLAND students have slipped behind in the national rankings on this year\'s national tests, coming equal second last with Western Australia.
  • But Queensland is also the most improved state since the first national numeracy and literacy tests began in 2008, with Education Minister Geoff Wilson congratulating teachers on the results.
  • Compared to last year, Queensland students didn\'t perform as well on the 2010 NAPLAN (National Assessment Program - Literacy and Numeracy) exams.
  • Overall, the state\'s students have performed below the national average on almost all areas of this year\'s exams, which tested reading, writing, spelling, punctuation and grammar and numeracy.
why a focus on teach quality
Why a focus on teach quality?
  • A growing evidence base that teacher quality is the key to better student performance and productivity
not a new phenomenon
Not a new phenomenon
  • DET Workforce Strategic Plan and Workforce Strategic Plan
  • Education Queensland’s Professional Standards for Teachers
  • Professional Development Agenda
  • Australian Government Quality Teacher Program
  • Recruitment and selection processes
  • Advanced Skills Teacher / Senior Teacher classifications
det workforce strategic plan
DET Workforce Strategic Plan
  • Four key focus areas:
    • creating the right jobs and finding the right people
    • developing the performance of our people
    • looking after and valuing people
    • using data, governance and systems to drive quality in our people management.
workforce futures focus on quality of teaching
Workforce Futures’ focus on ‘quality of teaching’
  • University engagement
  • Attraction and retention strategies
  • Reward and recognition
  • Rural and remote education
what is a quality teacher10
What is a ‘Quality teacher’?
  • A quality teacher
    • values each student as a unique person with individual needs as learners
    • engages students in the learning process with inspiring energy and emotion
    • is creative in teaching technique and is willing to explore new approaches to subject matter
    • is a good listener to students and to their parents
    • is a perpetual learner, continuing to better themselves and increase their knowledge so they can in turn become an even more efficient teacher
    • is organized in presenting lessons
    • displays efficient and effective classroom management
    • is passionate and enjoys students and the learning environment
    • does not show favoritism
    • can display humility
what is a quality teacher11
What is a ‘Quality teacher’?
  • Great teachers:
    • set high expectations for all students
    • have clear, written-out objectives
    • are prepared and organized
    • engage students and get them to look at issues in a variety of ways
    • form strong relationships with their students and show that they care about them as people
    • are masters of their subject matter
    • communicate frequently with parents
what is a quality teacher12
What is a ‘Quality teacher’?

Professional Practice

  • The best teachers
    • deliver intellectually rigorous programmes, integrated with other curricular areas and relevant to the world of the individual student
    • draw upon diverse teaching methods to fit the circumstances of the lesson
    • develop learning environments and facilitate human relationships that support, include and empower the students
    • use assessment practices that provide specific, frequent and positive feedback

The Teacher’s Attributes and Capabilities

  • An excellent teacher is marked by
    • “passion” for teaching
    • creativity
    • excellent verbal ability and clear communication of ideas
    • the ability to develop effective collegiate relationships with peers
    • willingness to take on leadership roles in some contexts
    • thorough education in the content areas and methodology in the early-career stage
    • continuing professional development at all career stages which is active and collaborative with peers, relevant to the school and supported by the school’s leaders
new drivers for quality teaching
New drivers for ‘quality teaching’
  • Queensland Government Q2 Targets
    • Smart Queensland
      • 1: All children will have access to a quality early childhood education so they are ready for school
      • 2: Three out of four Queenslanders will hold trade, training or tertiary qualifications
  • NAPLAN - Masters’ Report
  • Flying Start for Queensland Children
  • National Partnerships
  • Growing parent and community expectations
masters report
Masters’ Report
  • In 2008, Professor Geoff Masters, CEO of ACER, was commissioned to review primary school education in Queensland, with a focus on literacy, numeracy and science
    • five key recommendations to improve the performance of Queensland primary schools in literacy, numeracy and science
masters report16
Masters’ Report
  • The Government Response commits to nine key actions designed to enhance teaching and learning in literacy, numeracy and science, including:
    • Building confidence in teaching standards - introducing pre-registration tests in literacy, numeracy and science for all teachers
    • Endorsement of rigorous professional development - developing a professional development framework for programs improving literacy, numeracy, science and assessment capability for teachers and school leaders
    • Deploying specialist teachers - employing additional specialists beginning with literacy and numeracy coaches in 175 state schools, and 100 additional teachers to support the teaching of science in Queensland state schools
    • Queensland Education Leadership Institute - establishing to provide high quality professional learning opportunities to meet the needs of leaders in all school sectors
national partnerships
National Partnerships
  • Improving Teacher Quality
  • Low SES School Communities
  • Literacy and Numeracy
  • Early Childhood Education
  • Indigenous Early Childhood Development
  • Indigenous Economic Participation
  • Youth Attainment and Transition

Attract the best entrants into teaching

More effectively prepare teachers, school leaders and principals

Place staff to minimise skill shortages and enhance retention

Develop and enhance skills and knowledge throughout careers

Improving Teacher Quality National Partnership Agreement

Retain and reward quality teachers, school leaders and principals

Improve the quality and availability of teacher workforce data

4 year funding period 2008-2011

(QLD $18.6 M)

Co-investment by states ( QLD $5.8M)

National structures and strategies

Leverage for state reform

Cross-sectoral participation

2 year funding period 2011 - 2013

Funding contingent on progress

‘Spend before we earn’

QLD potentially receives $69M

Ambitious state based reforms

Built on facilitation base

Agreed indicators and evidence of progress

COAG Reform Council assessment of progress

Improving Teacher Quality National Partnership Agreement

Facilitation expenditure

Reward expenditure

key reform area 1
Key reform area 1
  • Attract the best entrants to teaching, including mid-career entrants
facilitation reforms
Facilitation reforms
  • New Pathways into Teaching
  • Better Pathways into Teaching
    • Trades-to-Teaching
    • Step into Teaching
  • Indigenous education pathways
    • Expand the Remote Area Teaching Education Program (RATEP)

Remote Area Teacher Education Program

A community-based Aboriginal and Torres Strait Islander Teacher Education Program


RATEP graduate Justin Washington, teaching his class at St George State School

  • To increase the pool of registered Aboriginal and Strait Islander teachers leading to tangible professional training and employment opportunities and outcomes
  • To deliver a teacher training course through the two approved tertiary institutions (TNQTAFE & JCU) via on-site delivery
  • born out of a shared recognition of the critical role of Indigenous teachers in the Torres Strait and of the urgent need to upgrade assistant and community teachers
  • paraprofessional teachers were providing teaching services reserved only for registered teachers elsewhere in the state
  • designed to upgrade staff to a professional standard where they lived and worked
  • now looking at supporting year 12 graduates
models offered
Models offered…
  • all levels up to B Ed on school sites
  • Teacher Aide upskilling/on-the-job training, currently at Certificate level
  • multi-site eg Roma/St George
  • Satellite – single students attached to main sites at JCU level with lecturer/TC support
  • Certificate III offered through yr 11/12
facilitation reforms29
Facilitation reforms
  • Promote teaching as a career to attract school leavers and mid-career aspirants to the profession
    • Make a difference – Teach
      • development of a dedicated recruitment and marketing website (
      • presence at higher education institutions and promotional events
      • communications
      • general marketing materials
  • Provide early pathways for high-performing school students into teaching
    • Eg QUTeach
key reform area 2
Key reform area 2
  • More effectively prepare teachers, school leaders and principals for their roles in the school environment
facilitation reforms31
Facilitation reforms
  • Establish School Centres of Excellence
  • Establish quality placements for teacher education courses
    • Beyond the Range
  • National consistency in pre-service teacher education course accreditation
key reform area 3
Key reform area 3
  • Place teachers and principals to minimise skill shortages and enhance retention
facilitation reforms33
Facilitation reforms
  • Improved mobility of the teaching workforce
    • Nationally-consistent processes for teacher registration
key reform area 4
Key reform area 4
  • Develop teachers and school leaders to enhance their skills and knowledge throughout their careers
facilitation reforms35
Facilitation reforms
  • New professional standards for teachers
  • Improved performance management and continuous improvement in schools
  • National leadership programs
  • Make a Difference – Take the Lead
national professional standards for teachers
National Professional Standards for Teachers
  • Superceding:
    • Professional Standards for Queensland Teachers and Graduate Level standards developed by the QCT
    • The Education Queensland Professional Standards for Teachers
    • Standards currently used by the non-state schooling sector
national professional standards for teachers38
National Professional Standards for Teachers
  • comprise seven broad statements identifying what teachers should know and be able to do within the three teaching domains
  • provide a structure for presenting the more detailed descriptors of each Standard
national professional standards for teachers39
National Professional Standards for Teachers
  • Standard 1:
    • Know students and how they learn
  • Standard 2:
    • Know the content and how to teach it
  • Standard 3:
    • Plan for and implement effective teaching and learning
  • Standard 4:
    • Create and maintain supportive and safe learning environments
  • Standard 5:
    • Assess, provide feedback and report on student learning
  • Standard 6:
    • Engage with professional learning
  • Standard 7:
    • Engage professionally with colleagues, parents/carers and the community.
national professional standards for teachers40
National Professional Standards for Teachers
  • Professional Capability at Four Career Stages
    • benchmarks to recognise the professional growth of teachers through their careers
    • descriptors represent increasing levels of knowledge and skills for teachers
    • progression through the stages describes a growing understanding, applied with increasing sophistication across a broader and more multifaceted range of situations
national professional standards for teachers41
National Professional Standards for Teachers
  • Graduate Teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher preparation.
  • Proficient Teachers meet the requirements for full registration through demonstrating achievement of the seven Standards at this level.
  • Highly Accomplished Teachers are recognised as highly effective classroom practitioners and routinely work collaboratively to improve the practice of colleagues.
  • Lead Teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers.
national professional standards for teachers43
National Professional Standards for Teachers
  • Consultation process
  • Validation process
  • Implementation timeframe
make a difference take the lead
Make a Difference – Take the Lead
  • Tailored strategy for small schools and regional contexts
  • Recruitment and development of aspiring leaders regionally and state-wide
  • Coaching & mentoring strategy
  • Cross jurisdictional resources
broader leadership model
Broader leadership model
  • DET is reviewing current models, associated investment in building school leadership, and in existing supervisory processes for principals to provide:
    • a strategy that has a clear focus on principal leadership
    • explicitly growing the capability of all of our school leaders
    • differential and responsive to the needs of individuals
broader leadership model46
Broader leadership model
  • Education Queensland Capability and Leadership Framework
    • developed in direct consultation with practicing principals
    • will provide a consistent professional language to describe the leadership knowledge, skills, and behaviours of principals across the differing levels of leadership
    • will be a practical resource
  • A new supervisory model underpinned by clear expectations, responsibilities and accountabilities
key reform area 5
Key reform area 5
  • Retain and reward quality principals, teachers and school leaders
facilitation reforms48
Facilitation reforms
  • Nationally agreed process for accrediting/certifying Accomplished and Leading Teachers
key reform area 6
Key reform area 6
  • Improve the quality and availability of teacher workforce data
facilitation reforms50
Facilitation reforms
  • Improved quality and availability of teacher workforce data
    • National Workforce Dataset
    • Statewide teaching workforce supply and demand analysis
det workforce 2020
DET Workforce 2020

Early Childhood


and Care



Higher Education


det 2010 workforce
DET 2010 workforce
  • In 2010 the Department of Education and Training (DET) has a workforce of 87 000, of which 96% work in schools or TAFE Institutes
early childhood education and care workforce 2010
Early Childhood Education and Care Workforce 2010
  • 150 DET regional regulatory staff
  • 22,000 workers employed mostly in the private ECEC sector loosely mandated skills and qualifications
early childhood education and care
Early Childhood Education and Care
  • National early childhood reform agenda through COAG, including action to:
    • address early childhood workforce issues
    • establish a national Early Years Learning Framework
    • create a national approach to ECEC quality and regulation
    • improve data and performance information
    • develop a national early childhood development strategy that provides an agreed vision for the early childhood sector in 2020
the 2010 ecec workforce
The 2010 ECEC Workforce
  • chronic and persistent shortages of early childhood education and care staff
  • high staff turnover rate
  • difficult to recruit employees in remote and high disadvantage areas
the 2010 ecec workforce56
The 2010 ECEC Workforce
  • An additional 970 ECEC workers will be required by 2020, as well as significant up-skilling due to universal access to kindergarten and National Quality Reform for ECEC
education workforce 2010
Education Workforce - 2010
  • Approximately 54,000 people work in state schools
  • 38 000 teachers supporting 490 000 students in 1,240 school sites
  • Teachers make up 70% of DET’s education workforce
training workforce 2010
Training Workforce - 2010
  • 6,600 staff in TAFE comprising:
    • 3,100 teachers and tutors;
    • 2900 public servants;
    • 600 other staff
in 2020
In 2020
  • first members of the baby boomer generation will be turning 74
  • median age of the Australian workforce will be 40
  • further population concentration in capital cities
  • rural communities will continue to shrink and coastal communities grow
  • increasing number of skilled migrants from a diverse range of countries, particularly from the Asian region
  • emerging government priorities, particularly through changes to government
  • federal intergovernmental relations
  • the range of services required to be delivered by the department
  • economic cycles
  • technological change, including technological innovation in service delivery
  • the changing labour market
  • new and emerging industries
forces for change
Forces for change
  • Population growth
  • Ageing population
  • Family trends
  • Employment patterns
  • Impacts of environmental issues (climate change)
future industry growth
Future industry growth
  • Probable high growth and/or high impact sectors of the knowledge economy in Australia to 2050:
    • information and communication technology
    • energy
    • biotechnology and health
    • advanced manufacturing
    • environmental design/construction
    • environment and sustainability
predictions for 2020
Predictions for 2020
  • China and India among the largest and fastest-growing economies
  • Asian region increased share of world GDP from 35 per cent in 2005 to 43 per cent in 2020
  • Australia\'s international competitiveness is driven by engagement in the knowledge and high tech economy
  • Competition on a global scale for knowledge workers and complex problem solvers
predictions for 202064
Predictions for 2020
  • More career time travelling outside of Australia
  • More in-depth understanding of other cultures and language skills to enable effective operation in markets and cultures
  • Companies source employees from around the globe
  • The labour market is extremely tight
  • Younger skilled workers are in high demand
  • An ageing population are highly demanding of both trades and services in the areas of health, hospitality, personal services, and financial and business services
  • Professions redefined
  • Human experts increasingly replaced by technology
  • Professionals no longer follow a traditional career path and must constantly learn and upgrade their skills
predictions for 202065
Predictions for 2020
  • The convergence of ICT, biotechnology and nanotechnology
    • \'machine knowledge\' is exceeding human knowledge
    • genetic links of 90 per cent of diseases have been identified
    • electronic memory enhancement is available
    • genetic, chemical and physiological bases of human behaviour are understood
    • computers are so small they are almost invisible, and are embedded into hundreds of everyday objects
    • virtual human beings have replaced many service sector employees
    • full immersion virtual reality involving visual and auditory senses is now available, with images written directly onto the retina using eyeglasses and contact lenses
    • personalised medicine, including individualised lifestyle and diet plans, helps people live longer, healthier lives
    • nanobots, blood-cell-sized devices will go inside the body and brain to perform therapeutic functions
predictions for 202066
Predictions for 2020
  • New developments in understanding of the human genome, together with advances in the fields of neuroscience and cognitive science provide far more in depth insights into individual differences and learning styles
  • Far greater recognition and understanding of the interplay between the behavioural, social and biological aspects of development, particularly in the early years
the 2020 public education workforce
The 2020 Public Education Workforce
  • State school enrolments are anticipated to grow steadily over the next decade, resulting in almost 540,000 enrolments by 2020
  • If current methods of service delivery remain the same, then the department’s workforce will grow by 5,000 teachers by 2020
in 2020 school education
In 2020school education:
  • is organised around meeting the needs of individual learners
  • is forward looking, more flexible, responsive and adaptive to the world for which learners are being prepared
  • is flexible, both in their planning for individual needs and learning and in the programs available for community members
  • uses technology as central to mediating and supporting learning
  • provides learners with far more control and responsibility for their learning
  • uses a far greater mix of professionals inside schools
  • allows educators to work in multi-disciplinary teams to provide learners with the most valuable and tailored learning experiences
  • retains student care as a central part of schooling
in 2020 learners will learn in
In 2020, learners will learn in:
  • multiple learning and teaching sites with dispersed technology
  • social and creative spaces
  • ‘scalable’ spaces that allow for a range of things to happen - more likely to be located in the centre of communities
  • multipurpose buildings, designed to be easily converted for other uses
  • converted office blocks and warehouses
  • environmentally sustainable, energy efficient, healthy spaces and places
  • other countries
in 2020 educators
In 2020, educators:
  • work with learners to develop their individual learning plans and learning portfolios
  • teach creativity and individual and group problem-solving
  • use technology to support individual and group learning
  • share knowledge with their learners and amongst other educators
  • understand the developmental standards which underpin learning
  • understand the appropriate pedagogical techniques to assist learners achieve those standards
  • understand how to effectively assess performance against developmental standards
  • understand and continuously update knowledge of learning styles and preferences
  • are networked into the world of business, industry and technology
educator demand in 2020 is defined by
Educator demand in 2020 is defined by:
  • strong competition across a range of sectors to attract highly-skilled young graduates on a global scale
  • different pathways to enable a broader range of teaching staff either directly in schools or accessible to schools
  • multi-disciplinary educational teams
  • far greater flexibility for educators to move in and out of their profession
  • various career entry points for those wanting to spend time educating in schools
  • Year 7
  • eLearning / distance education / VET
  • STEM
  • National Curriculum
  • Government commitments (eg LOTE)
  • Funding models
    • Class size targets vs contact hours
    • Outcomes?
      • NAPLAN
      • Completions
  • Growing social complexity
2010 indigenous workforce
2010 Indigenous Workforce
  • Currently, 1.9% of the DET Workforce identify as Indigenous
  • Indigenous staff are predominantly employed in support roles, as teachers aides, janitor grounds-persons and similar roles
  • Patterns of Indigenous employment vary across regions, with the highest proportion in those regions containing a higher general Indigenous population (eg Far North Queensland)
2020 indigenous workforce
2020 Indigenous Workforce
  • DET has committed to increased Indigenous participation in public sector employment by 2.6% through the implementation of the Aboriginal and Torres Strait Islander Employment Strategy to be achieved by 2013