INITIAL TEACHER EDUCATION

Implementation update August 2013

ENTRY INTO THE PROFESSION

RECOGNISE AND SHARE OUTSTANDING PRACTICE

INSPIRED LEARNING

Great Teaching, Inspired Learning

Attracting the best, brightest and most suitable entrants

DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE

FREQUENTLY ASKED QUESTIONS

Who has to meet the new entry requirement of at least three Band 5s in the HSC? All school leavers who apply to a teacher education program at university on the basis of their ATAR. What about applicants who are not school leavers? Other applicants to teacher education programs, including mature age applicants, will be admitted through more rigorous arrangements that are equivalent to school leaver requirements. How do we get more career changers, who have a wealth of experience, coming into teaching? By recognising an expanded range of career changers previously acquired skills and experience, such as receiving credits in teacher education programs, there is increased incentive to transition into teaching. How can we support applicants into teaching who are Aboriginal, from rural areas or from low socio-economic backgrounds? We will support a range of pathways into teacher education programs for disadvantaged groups and increase their representation in the teaching workforce. In doing this, steps will be taken to ensure they have the necessary academic skills and aptitudes required of all teachers. What is happening with the current Band 4 English and Mathematics requirements? The current NSW HSC Band 4 in English and Mathematics requirements will be replaced by a new literacy and numeracy assessment that all teacher education students will undertake before their nal practice teaching placement. Who is developing the literacy and numeracy test? The Board of Studies NSW is developing the new literacy and numeracy test. How will we make sure that only the most suitable candidates get into teaching those who also have commitment and enthusiasm? A framework is currently being developed that, for the rst time, describes the personal attributes and aptitudes necessary for teaching. Universities will consider these attributes when reviewing applicants and making decisions about whether students are on-track to graduate. How can we get primary teachers to have expertise in a particular area, such as mathematics or music? The Institute will work with employers and universities to identify variations to current teacher education program structures. This will enable primary teacher education students to undertake a sequence of studies in a particular area or skill-set and have this formally recognised. How will teachers subject content knowledge need to change as the Australian curriculum is introduced in NSW? The Institutes review of the subject content knowledge in teacher education programs will focus on the changes being made to NSW syllabuses, as they incorporate the Australian curriculum content.

GREAT TEACHING, INSPIRED LEARNING

August 2013

INITIAL TEACHER EDUCATION

Implementation update August 2013

ENTRY INTO THE PROFESSION

RECOGNISE AND SHARE OUTSTANDING PRACTICE

INSPIRED LEARNING

Great Teaching, Inspired Learning

Giving teachers the best university preparation and support when they begin teaching
FREQUENTLY ASKED QUESTIONS
How will beginning teachers be better prepared to effectively manage the challenges of the classroom? The Institute is reviewing the content and delivery of teacher education courses in priority areas. Priority areas include classroom management, special needs and the teaching of literacy. Reports assessing the content and delivery of these programs will be published. How can we be confident that beginning teachers will interact well with parents and the wider school community? Working with parents and caregivers is crucial in helping students learn, and so these aspects will receive renewed emphasis within teacher education programs and beyond. The Institute will meet with the NSW Parents Council, the Federation of Parents and Citizens Associations of NSW and the Council of Catholic School Parents NSW/ACT to ensure their views about how content regarding developing relationships with parents and school communities can be incorporated into teacher education courses. How will practice teaching be strengthened? A framework will be developed that will set high quality expectations, including a commitment to shared responsibility, clear lines of communication, early notication of placements, and the improved skills, experience and commitment of staff involved. Students at risk of not passing will be provided additional support where it is needed. Good practice teaching within a teacher education program is based on collaboration between schools and universities, along with a common cause to work productively. What support will be available for classroom teachers to supervise beginning teachers? The Institute will be promoting a range of professional development modules that will strengthen the skills of existing teachers in their role of supervising, assessing and mentoring beginning teachers. These modules will be registered with the Institute as registered professional development.

DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE

GREAT TEACHING, INSPIRED LEARNING

August 2013

INITIAL TEACHER EDUCATION

Implementation update August 2013

ENTRY INTO THE PROFESSION

RECOGNISE AND SHARE OUTSTANDING PRACTICE

INSPIRED LEARNING

Great Teaching, Inspired Learning

Keeping teachers at their professional best by enhancing and maintaining skills
FREQUENTLY ASKED QUESTIONS
What does bring all teachers under the scope of the Institute of Teachers Act 2004 mean? When the NSW Institute of Teachers was established in 2004, only teachers employed after that time were required to be accredited (New Scheme Teachers). Bringing all teachers under the scope of the Institute of Teachers Act 2014 means that all NSW teachers will be accredited by 2018. How will the existing teacher workforce be accredited? The introduction of the Australian Teacher Performance and Development Framework provides an opportunity to bring all teachers within the scope of the Institute of Teachers Act 2014. The Framework is based on the Australian Professional Standards for Teachers. By complying with the Framework, the experienced teacher workforce will demonstrate that they meet the Procient Teacher Standards. The rollout of the Australian Teacher Performance and Development Framework will bring all NSW teachers within the scope of the Institute. Is this a different process from the one used for graduate teachers? Why? Yes. Graduate teachers are beginning their careers. By meeting the Procient Teacher Standards and becoming accredited, they are demonstrating that they can put into practice the skills and knowledge they acquired in gaining their education qualications. This is not the same for existing teachers who have been annually deemed efcient for many years. Why will it take five years? There are around 60 000 graduate teachers to be accredited in NSW in government, Catholic and independent schools. For this process to be rigorous and meaningful, it will take ve years. How will this reform streamline processes for maintaining accreditation? The Institutes processes will also be modied to accommodate the introduction of the Australian Teacher Performance and Development Framework. When teachers engage with the Framework at their school, they will be simultaneously maintaining their status as Institute-accredited teachers. How will teachers performance be managed? The Australian Teacher Performance and Development Framework will apply to all NSW teachers. It will be rigorous, collaborative, supportive and based on the Australian Professional Standards for Teachers and key Institute processes. Different schools and systems will implement the Framework in a way that best suits them and their workforce. Will the teachers under the scope of the Institute of Teachers Act 2004 have to complete the 100 professional development hours required of accredited teachers? Yes. Teachers are required to complete 100 hours of professional development over ve years. This comprises 50 hours teachers identify themselves (Teacher Identied) and at least 50 hours they select from the Institutes registered courses (Institute Registered). How will school-based professional development be recognised? Schools will be supported in registering school-based professional development with the Institute. This professional development will count towards teachers 50 required hours of Institute Registered professional development.

DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE

GREAT TEACHING, INSPIRED LEARNING

August 2013

INITIAL TEACHER EDUCATION

Implementation update August 2013

ENTRY INTO THE PROFESSION

RECOGNISE AND SHARE OUTSTANDING PRACTICE

INSPIRED LEARNING

Great Teaching, Inspired Learning

Enhancing the status of career teachers

DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE

FREQUENTLY ASKED QUESTIONS

How can we keep high quality teachers in classrooms? By providing opportunities for recognising and rewarding accredited Highly Accomplished and Lead Teachers, high quality teachers will be encouraged to remain in the classroom. How will school leadership be strengthened? The Department will provide better support for existing and aspiring school leaders, including through the development of new principal professional development modules and the establishment of 50 School Leadership Ofcer positions. The Department will publish guidelines and support materials to support better succession planning for aspiring school leaders. How can good practice be shared? There is a range of ways good practice can be shared. From 2014, the Department will promote professional collaboration by releasing resources and support strategies. How do we know good professional development from bad? From 2014, a new online Professional Learning Clearinghouse will be available to all teachers. The Clearinghouse will offer: access and links to local, national and international research on effective professional development evidence reviews of some professional development programs and approaches ndings of evaluation projects examining local implementation of professional development.

GREAT TEACHING, INSPIRED LEARNING

August 2013