Anonymous #416

Submitter information

Name

Anonymous #416

Where are you located?

Queensland

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?

Tertiary sector

What is your occupation?

Education researcher

Elevating the profession

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

Somewhat disagree

Would you like to provide feedback about these actions?

Action 3: Ministers, Members of Parliament and key education stakeholders will take opportunities to encourage members of the public to nominate teachers, effective immediately.

Action 3 should be expanded to include current and past teachers and others such as teacher educators who have excelled or are excelling in preparing teachers for the workforce.

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.

Somewhat agree

Would you like to provide feedback about these actions?

Action 5: More teaching places at universities in the right subjects and specialisations.

HEPs are significantly hampered in preparing preservice teachers in specialist subject areas given: the existing accreditation requirements for ITE programs; low student numbers in some courses; and new and emerging areas of specialisation. The context puts pressure on HEPs who are continually required to flex to accommodate this regulated yet dynamic situation. For HEPs to ensure they offer quality programs to meet the needs of the current and future teaching workforce, more funding to HEPs is required specifically to support this particular work. Currently, 'making it work' relies on a few staff - many of whom are already overworked and under resourced. Dedicated roles for this work at universities and other HEP institutions should be created and funded by the government to ensure this aspect of initial teacher education receives the focus needed. Making more places available only goes some way towards improving teacher supply in the subjects and specialisations needed - the necessary structures to support the initiative to ensure its success need to be part and parcel of the government's thinking and approach.

Strengthening Initial Teacher Education (ITE)

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

Somewhat agree

Would you like to provide feedback about these actions?

Action 10: Strengthening initial teacher education programs to deliver effective classroom ready teachers, with particular attention to working with families/carers.

My research focus for the last 15 years is parent engagement. (I currently hold adjunct/honorary roles at [REDACTED].)

The inclusion of parents/carers in the APST (3.7, 5.5, 7.3) is pleasing, but what parent engagement is and is not and how it can be achieved in practice remains an area which is lacking - in schools, ITE programs, and post-graduate offerings. Despite the best efforts of school leaders, teachers and HEPs, knowledge and practice in this area continues to focus on volunteerism and attendance at school events, rather than practices which truly engage parents in their child's learning and wellbeing as part of teachers' regular pedagogical practice. Recent research by Willis and Exley (Griffith University) (e.g., EPIC 2022 conducted for the Qld Independent Schools Parents Network and Independent Schools Qld) has shown that when teachers and school leaders understand the theory and research of parent engagement, better pedagogical practice follows. The results for students, teachers, schools and community wellbeing are clear in the findings of the latest EPIC 2022 report (note: this report builds on previous EPIC research in 2021 and in Catholic education and state schools since 2008).

The opportunities and rewards for students, parents, teachers and Australian society more broadly are lost when this aspect of school leader and teacher professional learning and ITE are not properly emphasised and supported. Stronger and sharper emphasis on contemporary research and practice is needed in: the APST which should be accompanied by appropriate illustrations of parent engagement practice; and ITE programs - with either dedicated courses in parent engagement or clear 'through-lines' in programs which teach and reinforce this aspect of teachers' work in context. What is also needed includes: dedicated school leadership roles such as Deputy Principal - Parent Engagement and post-graduate offerings (Masters level) in parent engagement.

Maximising the time to teach

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

Somewhat agree

Would you like to provide feedback about these actions?

Schools need to be supported to institute structures which support school leader and teacher on-the-job professional learning as a regular part of its processes and practices.

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?

Would you like to provide feedback about these actions?

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?