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GTIL - Blueprint Presentation

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Great teaching, Inspired Learning
A blueprint for action
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
Consultation
• Consultation began 31 July 2012 – ended 2 November
2012
• 98 formal responses were received.
• 577 comments were made to the on-line discussion
forum.
• Greatest number of contributions came from individual
teachers.
• Feedback was analysed and grouped into key themes.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
Consultation
Key themes from the consultation were:
The quality of graduate teachers, the supply of graduate teachers, and the
preparation of teachers including the practical placement.
Support for beginning teachers, mentoring and induction
School leadership, professional learning, professional standards and
accreditation, and teachers not meeting the required standards.
Identifying and developing excellent teachers, encouraging, recognising and
rewarding excellence, and incentives for teachers.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
Research
The Centre for Education Statistics and Evaluation prepared a
report Great Teaching, Inspired Learning – What does the
evidence tell us about effective teaching?
The report confirms that quality teaching matters, and it
summarises the research on those areas that afford the greatest
opportunity for action
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
Research
Research findings - Initial Teacher Education;
Entrants into teacher training should be high academic performers
Teacher trainees need strong subject matter preparation
Teachers need to learn good classroom management skills
Teachers need to be taught how to use assessment data
Good teacher preparation requires quality practicum experience
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
Research
Research – beginning teachers
Effective recruitment and placement processes
Effective induction and mentoring
Research – teaching careers
Effective professional development
Rewarding effectiveness
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Great Teaching, Inspired Learning
a blueprint for action
Summary of the actions
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Initial Teacher Education
•
Entrants into teacher education will be high academic performers, have well-developed
literacy and numeracy skills and show an aptitude for teaching.
•
Teaching will attract more of the brightest and motivated school leavers and career
changers.
•
NSW teacher education programs will produce high quality graduates with personal
attributes suited to teaching.
•
All teacher education students will receive high quality professional experience as part of
their teacher education programs.
•
The quality of the teaching workforce in NSW will be informed by a strong evidence base.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Initial Teacher Education
Outcome
Actions
•
•
Entrants into teacher education
will be high academic performers,
have well-developed literacy and
numeracy skills and show an
aptitude for teaching.
•
•
GREAT TEACHING, INSPIRED LEARNING
Entrants to undergraduate
programs will require 3 HSC Band 5
results, including English.
They will need to pass a literacy
and numeracy assessment before
their final-year placement.
Develop a framework of attributes
to assess suitability for teaching.
MARCH 2013
Initial Teacher Education
Outcome
Actions
• Teaching will attract more of the
brightest and motivated school
leavers and career changers.
•
•
GREAT TEACHING, INSPIRED LEARNING
Incentives to attract more of the
best and brightest school leavers
into teaching.
More options offered for the
qualification and employment of
teachers and attraction of career
changers into teaching.
MARCH 2013
Initial Teacher Education
Outcome
Actions
• NSW teacher education
programs will produce high
quality graduates with personal
attributes suited to teaching.
•
•
•
GREAT TEACHING, INSPIRED LEARNING
Annual public reporting on the
quality of ITE courses.
Stronger ITE training in the use of
student assessment data.
Teachers better able to engage with
parents and the school community.
MARCH 2013
Initial Teacher Education
Outcome
Actions (part 1)
• All teacher education students will
receive high quality professional
experience as part of their teacher
education programs.
•
•
•
•
GREAT TEACHING, INSPIRED LEARNING
New framework to strengthen
the professional placement.
Matching supply of graduate
teachers with demand for graduate
teachers.
Specialist professional experience
schools.
Supervisors will need to undertake
professional learning.
MARCH 2013
Initial Teacher Education
Outcome
Actions (part 2)
• All teacher education students will
receive high quality professional
experience as part of their teacher
education programs.
•
•
•
•
GREAT TEACHING, INSPIRED LEARNING
Accredited Highly Accomplished
and Lead Teachers will lead the
professional experience activities
of schools.
ITE staff with recent teaching
experience.
Consistent and rigorous assessment
of professional placements.
Seek Commonwealth support for
improving placements.
MARCH 2013
Initial Teacher Education
Outcome
Actions
• The quality of the teaching workforce
in NSW will be informed by a strong
evidence base.
•
•
•
GREAT TEACHING, INSPIRED LEARNING
Data collected and shared
to create a workforce profile of the
NSW teaching profession.
Information about the quality of ITE
programs publicly reported.
The extent and quality of online
study in teacher education
examined.
MARCH 2013
Entry into the profession
•
All beginning teachers will receive a high quality induction program to support
their entry into the teaching profession.
•
All beginning teachers will receive high quality support to enhance their teaching
skills during their first year of teaching.
•
Teachers returning to the profession will be required to refresh and update their
knowledge of curriculum, pedagogy and educational expectations.
•
Accreditation and probation processes in NSW government schools will be aligned
to create one system for beginning teachers.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Entry into the profession
Outcome
Actions
•
•
All beginning teachers will receive a
high quality induction program to
support their entry into the
teaching profession.
GREAT TEACHING, INSPIRED LEARNING
•
Strengthen the induction for
permanent beginning teachers.
Casual and short-term temporary
teachers able to access better
induction support.
MARCH 2013
Entry into the profession
Outcome
Actions
• All beginning teachers will receive
high quality support to enhance their
teaching skills during their first year
of teaching.
•
•
GREAT TEACHING, INSPIRED LEARNING
The responsibilities or teaching loads
for permanent beginning teachers
should be restructured so they can
be supported by mentoring and
collaborative practices.
Casual and short-term temporary
beginning teachers supported.
MARCH 2013
Entry into the profession
Outcome
Actions
•
•
Teachers returning to the
profession will be required to
refresh and update their knowledge
of curriculum, pedagogy and
educational expectations
GREAT TEACHING, INSPIRED LEARNING
All teachers returning to the
profession after an absence of five
years or more required to complete
a refresher course.
MARCH 2013
Entry into the profession
Outcome
Actions
•
•
Accreditation and probation
processes in NSW government
schools will be aligned to create one
system for beginning teachers.
•
GREAT TEACHING, INSPIRED LEARNING
Processes for teacher probation and
provisional accreditation will be
aligned to the Institute’s processes for
accreditation and the Department’s
performance management processes.
Streamlined reporting to make it easier
for government teachers to satisfy the
requirements of both the Institute and
the Department.
MARCH 2013
Develop and maintain
professional practice
•
The Australian Professional Standards for Teachers will apply to all NSW teachers.
•
All teachers will be supported by high quality performance and development
processes.
•
The processes of the Institute and school authorities will be streamlined to reduce
duplication and give greater recognition to school-based, classroom-focused
professional learning.
•
Underperforming teachers and school leaders will be treated in an efficient and
fair way.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Develop and maintain
professional practice
Outcome
Actions
•
•
The Australian Professional
Standards for Teachers will apply to
all NSW teachers.
•
GREAT TEACHING, INSPIRED LEARNING
Legislation and policy amended to
bring all NSW teachers within the
scope of the Institute of Teachers
Act 2004.
Early childhood teachers in NSW
considered for inclusion within the
scope of the Institute of Teachers
Act 2004.
MARCH 2013
Develop and maintain
professional practice
Outcome
Actions
•
•
All teachers will be
supported by high
quality performance
and development
processes.
•
•
GREAT TEACHING, INSPIRED LEARNING
Annual teacher performance management
and development explicitly linked to the
Australian Professional Standards for Teachers
and the Australian Teacher Performance and
Development Framework.
Streamlined reporting requirements for
maintaining accreditation.
The decision as to whether teachers should
be accredited as Proficient should be made
at the school level.
MARCH 2013
Develop and maintain
professional practice
Outcome
•
The processes of the
Institute and school
authorities will be
streamlined to reduce
duplication and give
greater recognition to
school-based,
classroom-focused
professional learning.
GREAT TEACHING, INSPIRED LEARNING
Actions
•
•
•
Greater recognition given to professional
learning undertaken in school.
Simplify processes for the registration of
school-based professional learning and
endorsement of schools as providers of
professional learning.
Streamlined processes for recording and
evaluating professional learning for
accreditation purposes.
MARCH 2013
Develop and maintain
professional practice
Outcome
•
Underperforming
teachers and school
leaders will be treated in
an efficient and fair way.
Actions
•
•
•
GREAT TEACHING, INSPIRED LEARNING
Existing professional management
policies and processes dealing with
underperformance simplified.
Teachers found unable to meet the
Professional Teaching Standards removed from
the profession.
Professional support provided for a
strengthened annual performance
management and development process.
MARCH 2013
Recognise and share
outstanding practice
• Teaching excellence will be recognised and rewarded through mechanisms that
include remuneration and new leadership responsibilities for accredited Highly
Accomplished and Lead Teachers.
• Teachers who aspire to be principals will have achieved the higher levels of
teacher accreditation and undertaken professional learning to prepare them to be
leaders of a school.
• Excellence in teaching and professional learning will be identified, shared and
developed through professional collaboration and learning.
GREAT TEACHING, INSPIRED LEARNING
MARCH 2013
Recognise and share
outstanding practice
Outcome
• Teaching excellence
will be recognised
and rewarded through
mechanisms that include
remuneration and new
leadership responsibilities
for accredited Highly
Accomplished and
Lead Teachers.
GREAT TEACHING, INSPIRED LEARNING
Actions
•
•
Teacher career pathways should be
expanded to provide new responsibilities
and salary progression based on the
attainment of the Professional Teaching
Standards.
Accredited Highly Accomplished and
Lead Teachers should be recognised so
they can contribute to the development
of other teachers.
MARCH 2013
Recognise and share
outstanding practice
Outcome
•
Teachers who aspire
to be principals will
have achieved the higher
levels of teacher
accreditation and
undertaken professional
learning to prepare them
to be leaders
of a school.
GREAT TEACHING, INSPIRED LEARNING
Actions
•
•
•
Succession planning for school leaders.
School leaders better supported so they
can drive great teaching in their schools.
New school leadership credentials
developed to provide pathways to
employment as a school leader.
MARCH 2013
Recognise and share
outstanding practice
Outcome
•
Excellence in teaching
and professional learning
will be identified, shared
and developed through
professional collaboration
and learning.
Actions
•
•
•
•
GREAT TEACHING, INSPIRED LEARNING
Teachers should learn through observing
others.
Evidence used to determine what professional
learning improves student outcomes.
Research evidence applied to determine
what professional learning is registered.
Professional bodies supported to inform
and provide registered teacher professional
learning.
MARCH 2013
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