Anonymous #237

Submitter information

Name

Anonymous #237

Where are you located?

South Australia

What type of area do you live in?

Metropolitan

Are you an education professional?
(e.g. teacher, school leader, learning support assistant, teacher’s aide)

Yes

Which sector do you work in?

Secondary

What is your occupation?

Middle Leadership - Portfolio

Elevating the profession

The actions proposed recognise the value teachers bring to students, communities and the economy.

Somewhat agree

Would you like to provide feedback about these actions?

More needs to be done at the grassroots level to change the community's perception of teachers. I was particularly drawn to the point about the media representation. Currently teachers are depicted as being incompetent, unnecessary whiners, predatory, and even glorified babysitters. Therefore, it is not a surprise that the public don't understand what we do, they can only take their knowledge from media articles or even film depictions. I am, however, concerned that you are only choosing to focus on STEM when subjects in the Languages, Humanities and Arts are just as important, and given our complex socio-political situations more skills around these areas are needed.

I am not really seeing the relevance of the Medals or the Australian Teacher of the Year awards, I don't think it is wholly conducive to improving how the public sees us, or even within the profession. I feel that if teachers and schools had more time to connect with their community, to reinforce the idea that the school and learning is at the centre of the community, we will see a change in the perception. How can schools connect with local government and business to ensure visibility and relevance?

Improving teacher supply

The actions proposed will be effective in increasing the number of students entering ITE, number of students completing ITE and the number of teachers staying in and/or returning to the profession.

Neither agree nor disagree

Would you like to provide feedback about these actions?

In terms of positions at university you have to be careful not to simply open it up to every, quite frankly not everyone should be a teacher, instead you need to ensure that the entrance to teaching are rigorous and treated like other professions. For example, in Medicine, there is ATAR, Interview and UCAT - the interview component is helpful in determining who would be the most suited for the profession in terms of communication and collaboration - why can't there be a similar process for teachers? Teaching is not just about content, it is about making connections with other people. Treat teaching courses like other professional courses.

Strengthening Initial Teacher Education (ITE)

The actions proposed will ensure initial teacher education supports teacher supply and quality.

Neither agree nor disagree

Would you like to provide feedback about these actions?

Currently, the learnings offered at University around education are outdated and rooted in theory only. Many of the people who are teaching teachers how to teach, have not been in a classroom for long periods of time. Many pre-services teachers outline that the education they received in University was not relevant to what the actual profession was like. Many cite that teaching practicums is the place where they learn the most from people who are in the classroom. I think money would be better spent connecting highly effective teachers to universities. I.e. the current practicing teacher works with university lecturers and students to ensure theory and practice work together. There needs to be greater emphasis on the practicum within teaching degrees and a more structured approach to building practicum goals and embedding reflection within to the process.

Lantite needs to be in the early stages of the degree so targeted interventions can be put in place, and there needs to be greater emphasis of functional literacy across Bachelor's Degrees.

Maximising the time to teach

The actions proposed will improve retention and free up teachers to focus on teaching and collaboration.

Neither agree nor disagree

Would you like to provide feedback about these actions?

I am in agreeance with the clause about removing the technology expectations during after hours time, I think this is an important factor that needs to be formally acknowledged and reinforced. Even though people know they need to have the balance it can be difficult if they feel they HAVE to respond over the weekend. I think it will support the line being drawn between Home and Work.

It is important to engage with Early Career Teachers to ensure they are establishing healthy work-life culture. To ensure they understand that while teaching is incredibly rewarding and involved work, it is not the only aspect of their identity and the romanticisation of being 'busy' needs to be curbed by schools and leaders. They need to be given clear strategies about knowing the difference between a 'flurry of activity' and meaningful productivity.

Better understanding future teacher workforce needs

How effective are the proposed actions in better understanding future teacher workforce needs, including the number of teachers required?

Moderately effective

Would you like to provide feedback about these actions?

Clause 23. This needs to be presented more widely, and we need to move away from simply accepting the 5 year burnout concept.

Better career pathways to support and retain teachers in the profession

The proposed actions will improve career pathways, including through streamlining the process for Highly Accomplished and Lead Teacher (HALT) accreditation, and providing better professional support for teachers to retain them in the profession.

Would you like to provide feedback about these actions?