Improving Teacher Quality in Queensland

1. 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 Gary.Francis@deta.qld.gov.au

2. 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.

3. 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.

5. Why a focus on teach quality? • A growing evidence base that teacher quality is the key to better student performance and productivity

6. 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

7. 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.

8. Workforce Futures’ focus on ‘quality of teaching’ • University engagement • Attraction and retention strategies • Reward and recognition • Rural and remote education

9. What is a ‘Quality teacher’? ?

10. 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

11. 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

12. 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

13. 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

14. What about the kids?

15. 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

16. 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

17. 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

18. 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

19. 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

20. Key reform area 1 • Attract the best entrants to teaching, including mid-career entrants

21. 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)

22. Remote Area Teacher Education Program A community-based Aboriginal and Torres Strait Islander Teacher Education Program

23. RATEP graduate Justin Washington, teaching his class at St George State School Goals • 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

24. RATEP • 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

25. RATEP JCU & TAFE Graduates

26. Running Total Graduates

27. Sites…

28. 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

29. 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 (www.teach.qld.gov.au) • presence at higher education institutions and promotional events • communications • general marketing materials • Provide early pathways for high-performing school students into teaching • Eg QUTeach

30. Key reform area 2 • More effectively prepare teachers, school leaders and principals for their roles in the school environment

31. 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

32. Key reform area 3 • Place teachers and principals to minimise skill shortages and enhance retention

33. Facilitation reforms • Improved mobility of the teaching workforce • Nationally-consistent processes for teacher registration

34. Key reform area 4 • Develop teachers and school leaders to enhance their skills and knowledge throughout their careers

35. Facilitation reforms • New professional standards for teachers • Improved performance management and continuous improvement in schools • National leadership programs • Make a Difference – Take the Lead

36. 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

37. National Professional Standards for Teachers

38. 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

39. 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.

40. 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

41. 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.

42. National Professional Standards for Teachers

43. National Professional Standards for Teachers • Consultation process • Validation process • Implementation timeframe

44. 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

45. 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

46. 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

47. Key reform area 5 • Retain and reward quality principals, teachers and school leaders

48. Facilitation reforms • Nationally agreed process for accrediting/certifying Accomplished and Leading Teachers

49. Key reform area 6 • Improve the quality and availability of teacher workforce data

50. Facilitation reforms • Improved quality and availability of teacher workforce data • National Workforce Dataset • Statewide teaching workforce supply and demand analysis