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Working together to enhance teacher education: A collaborative project between Queensland College of
Teachers and Queensland Deans of Education
QCT Roles and Responsibilities• Approve and monitor
initial teacher education for provisional registration
• A Fresh Start: Improving the preparation and quality of teachers for Queensland schools
(DETE, 2013)
Defining Partnerships
• Employing sectors and organisations
• Preservice teachers
• Queensland Deans of Education
• Queensland College of Teachers
Reciprocal learning
relationships(Darling-Hammond 2006;
Peters 2011)*
Explicit and agreed roles
and responsibilities
(Kenny 2012)*
Genuine collaboration
(Kruger et al 2009; Turner 2008)*
Responsiveness
(Le Cornu 2012; Martinez & Coombs 2001)*
*Cited in Rossner, P. & Commins, D. (2012). Defining ‘Enduring Partnerships’. Queensland College of Teachers 20 July 2012
Accreditation of ITE Programs
AccreditationOngoing
MonitoringReaccreditation
5
Links to research in
best practiceRenshaw, P., Baroutsis, A., van
Kraayenoord, C., Goos, M., & Dole, S. (2013). Teachers using classroom data well: Identifying key features of effective practices. Final report.
Brisbane: The University of Queensland.
(early 2013)
Expectations of Graduate – Employer
Forum
(Oct 2013)
Peer Moderation
- QDEF Forum
(June 2014)
QCT Expert Panel –
Monitoring Reports
(Sept 2014)
Monitoring Process and Identified Priority Area
Focus area 5.4: Interpret student data
‘demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.’
Australian Institute for Teaching and School Leadership (2011) Australian Professional Standards for Teachers, AITSL, Melbourne
Monitoring Reports Evidence
Developed with the Queensland Deans of Education Forum
Best Practice Principles identified through moderation
Program structure
Assessment (including samples of student work)
Response to ‘best practice principles’
Monitoring Reports Global and Individual Feedback
Recommendations Support
Helpful resources
Detailed description on the intent of Focus area 5.4
Individual feedback in relation to programs and course assessment
Broaden the focus from data about individual learners to whole class data
Strengthen emphasis on evidence-based decision making and critical reflexivity
Develop assessment dispositions early and develop skills across programs
Outcomes Responses from ITE providers
Emerging Benefits
ITE Provider
Improved knowledge of
programs
Enhanced content and assessment
Employer/ Sector
Increased responsibility
and input
Increased capacity to
provide support
Regulator
Deep insight - increased
rigour
Strengthened ability to
promote ITE quality
Collaboration
Stakeholder involvement
Continual Program Improvement Strategy
Graduate Outcomes
Support
Benchmarks
Examples of good
practice
Preservice Teacher Assessment Practices
Interactive
Teacher led
Ongoing feedback
Promote next steps in learning
Continuous
Future DirectionsEvaluation of the pilot & next iteration
Evaluation • Process • Requirements• Impact on outcomes
Broader Engagement• Numeracy Forum• Expert Panel • Influence of National policy
Monitoring Policy• Tighter guidelines• Success criteria up front• Stronger evidentiary base
