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frequently asked questions on the NSW Governments blueprint for change in teaching and learning in NSW schools
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GREAT TEACHING, INSPIRED LEARNING August 2013
Great Teaching, Inspired Learning
Implementation update – August 2013
INSPIREDLEARNING
ENTRY INTO THE PROFESSION
INITIAL TEACHER EDUCATION
DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE
RECOGNISE AND SHARE OUTSTANDING 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 oftheir ATAR.
What about applicants who are not school leavers?
Other applicants to teacher education programs, including mature age applicants, will beadmitted 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 intoteaching?
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 transitioninto teaching.
How can we support applicants into teaching who are Aboriginal, from rural areasor from low socio-economic backgrounds?
We will support a range of pathways into teacher education programs for disadvantagedgroups and increase their representation in the teaching workforce. In doing this, steps will betaken 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 anew literacy and numeracy assessment that all teacher education students will undertake beforetheir final 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 first time, describes the personalattributes and aptitudes necessary for teaching. Universities will consider these attributes whenreviewing 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 asmathematics or music?
The Institute will work with employers and universities to identify variations to current teachereducation program structures. This will enable primary teacher education students to undertakea 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 Australiancurriculum is introduced in NSW?
The Institute’s review of the subject content knowledge in teacher education programswill focus on the changes being made to NSW syllabuses, as they incorporate the Australiancurriculum content.
Attracting the best, brightest and most suitable entrants
FREQUENTLY ASKED QUESTIONS
How will beginning teachers be better prepared to effectively manage the challengesof 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. Reportsassessing the content and delivery of these programs will be published.
How can we be confident that beginning teachers will interact well with parents andthe wider school community?
Working with parents and caregivers is crucial in helping students learn, and so these aspectswill receive renewed emphasis within teacher education programs and beyond. The Institutewill meet with the NSW Parents’ Council, the Federation of Parents and Citizens Associations ofNSW and the Council of Catholic School Parents NSW/ACT to ensure their views about howcontent regarding developing relationships with parents and school communities can beincorporated into teacher education courses.
How will practice teaching be strengthened?
A framework will be developed that will set high quality expectations, including a commitmentto shared responsibility, clear lines of communication, early notification of placements, and theimproved 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 betweenschools and universities, along with a common cause to work productively.
What support will be available for classroom teachers to supervise beginningteachers?
The Institute will be promoting a range of professional development modules that willstrengthen the skills of existing teachers in their role of supervising, assessing and mentoringbeginning teachers. These modules will be registered with the Institute as registeredprofessional development.
GREAT TEACHING, INSPIRED LEARNING August 2013
Great Teaching, Inspired Learning
Implementation update – August 2013
INSPIREDLEARNING
ENTRY INTO THE PROFESSION
INITIAL TEACHER EDUCATION
DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE
RECOGNISE AND SHARE OUTSTANDING PRACTICE
Giving teachers the best university preparation and supportwhen they begin teaching
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 afterthat time were required to be accredited (New Scheme Teachers). Bringing all teachers underthe scope of the Institute of Teachers Act 2014 means that all NSW teachers will be accreditedby 2018.
How will the existing teacher workforce be accredited?
The introduction of the Australian Teacher Performance and Development Framework providesan 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 complyingwith the Framework, the experienced teacher workforce will demonstrate that they meetthe Proficient Teacher Standards. The rollout of the Australian Teacher Performance andDevelopment 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 Proficient Teacher Standardsand becoming accredited, they are demonstrating that they can put into practice the skills andknowledge they acquired in gaining their education qualifications. This is not the same forexisting teachers who have been annually deemed efficient for many years.
Why will it take five years?
There are around 60 000 graduate teachers to be accredited in NSW in government, Catholicand independent schools. For this process to be rigorous and meaningful, it will take five years.
How will this reform streamline processes for maintaining accreditation?
The Institute’s processes will also be modified to accommodate the introduction of theAustralian Teacher Performance and Development Framework. When teachers engagewith the Framework at their school, they will be simultaneously maintaining their statusas Institute-accredited teachers.
How will teachers’ performance be managed?
The Australian Teacher Performance and Development Framework will apply to all NSWteachers. It will be rigorous, collaborative, supportive and based on the Australian ProfessionalStandards for Teachers and key Institute processes. Different schools and systems will implementthe 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 tocomplete the 100 professional development hours required of accredited teachers?
Yes. Teachers are required to complete 100 hours of professional development over five years.This comprises 50 hours teachers identify themselves (Teacher Identified) and at least 50 hoursthey select from the Institute’s registered courses (Institute Registered).
How will school-based professional development be recognised?
Schools will be supported in registering school-based professional development with theInstitute. This professional development will count towards teachers’ 50 required hours ofInstitute Registered professional development.
GREAT TEACHING, INSPIRED LEARNING August 2013
Great Teaching, Inspired Learning
Implementation update – August 2013
INSPIREDLEARNING
ENTRY INTO THE PROFESSION
INITIAL TEACHER EDUCATION
DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE
RECOGNISE AND SHARE OUTSTANDING PRACTICE
Keeping teachers at their professional best by enhancing andmaintaining skills
FREQUENTLY ASKED QUESTIONS
How can we keep high quality teachers in classrooms?
By providing opportunities for recognising and rewarding accredited Highly Accomplished andLead 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, includingthrough the development of new principal professional development modules and theestablishment of 50 School Leadership Officer positions.
The Department will publish guidelines and support materials to support better successionplanning 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 promoteprofessional 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•
findings of evaluation projects examining local implementation of professional development.•
GREAT TEACHING, INSPIRED LEARNING August 2013
Great Teaching, Inspired Learning
Implementation update – August 2013
INSPIREDLEARNING
ENTRY INTO THE PROFESSION
INITIAL TEACHER EDUCATION
DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE
RECOGNISE AND SHARE OUTSTANDING PRACTICE
Enhancing the status of career teachers
