CODE: CUN00359
Teacher Education:
Meeting the Challenges
of the Future
Debra Cunningham and Graeme Hall
Board of Teacher Registration Queensland
Paper presented at AARE Annual Conference
University of Sydney
December 2000
Abstract
Recent changes in society and in education raise numerous implications for the education of teachers. Acknowledging this, the Board of Teacher Registration Queensland has embarked on a major study in which it is taking a "fresh look" at teacher education and professional development.
In the study, the Board will review its mechanisms for influencing teacher education and development at various points, including its guidelines for preservice programs and its program approval processes, its requirements for moving from provisional to full registration, and its requirements for ongoing registration.
As a basis for the study, the Board has undertaken an analysis of recent reports, surveys and curriculum initiatives (mainly from Queensland) which incorporate explicit and implicit demands of teaching and teachers, and therefore of teacher education. This has helped to identify emerging areas where teachers' knowledge and skills may need development The Board will consult widely with Queensland bodies and groups with an interest in teacher education. It is expected that proposals for consultation will be developed by the end of 2000.
The paper will describe this work-in-progress. Audience participation will be invited in the identification of issues and potential new models for professional learning and development across the careers of teachers.
TEACHER EDUCATION: MEETING THE CHALLENGES OF THE FUTURE
INTRODUCTION
The aim of this paper is to describe a project currently being undertaken by the Board of Teacher Registration in Queensland. The aim of the presentation at the conference is to present this description and to seek comments on the project (content and/or process) from conference participants. The paper begins with a brief overview of the Board and then relates the origins, aims and processes of the project.
BACKGROUND: THE ROLE OF THE BOARD OF TEACHER REGISTRATION
The Board of Teacher Registration Queensland (BTR) is one of only three teacher registration authorities in Australia, the others being in Victoria (non-government schools only) and South Australia (although a number of other states are seriously considering setting up similar bodies).
The Board is a statutory authority responsible to the State Minister for Education. Established in 1989, it took over from the Board of Teacher Education which had operated since 1971. The BTR operates under the Education (Teacher Registration) Act 1988 which sets out its constitution, functions and powers. The Board is funded entirely through teacher registration fees. All teachers in Queensland schools must be registered with the BTR; this applies to both government and nongovernment schools, including preschools, primary, secondary and special schools.
Membership of the Board as set out in the Act is broadly representative of the education community. Its 16 members include representatives of teacher employing authorities,
teacher unions, registered teachers, teacher education institutions, and parent and community groups, and nominees of the Minister. The Board meets monthly. Members undertake their work in a voluntary capacity.
The Office of the Board has a staff of approximately 20 professional and administrative officers who are public servants.
The Board's main functions are to maintain a Register of Teachers, to keep teacher registration under review, and to consult on standards of teacher education programs for registration purposes.
The Board of Teacher Registration has legislated responsibilities in relation to acceptable preservice teacher education programs, conditions attaching to provisional registration, and maintenance of registration. Through these legislated functions, and its policies and processes, the Board can influence teacher education and continuing professional development. The Board's responsibilities in each area are outlined below.
Preservice teacher education programs:
Under the Education (Teacher Registration) Act 1988, the Board is required 'to confer and collaborate with teacher employing authorities, teacher education institutions, the teaching profession, teacher organisations and the general community in relation to standards of courses of teacher education acceptable for the purpose of teacher registration and to advise the Minister accordingly'. The processes and content of teacher education programs are therefore of major interest and concern to the Board.
To assist it to discharge this key area of responsibility, the Board has established a widely representative Professional Education Committee (PEC). The Professional Education Committee publishes Guidelines on the Acceptability of Teacher Education Programs for Teacher Registration Purposes to assist institutions to develop preservice programs which will enable graduates to be registered as teachers in Queensland. The Guidelines include sections dealing with: the institutional context in which the program is offered; the goals, structure, content, and processes of the program including practical experiences; and suggested procedures for collaboration in the development of programs.
The current process for acceptance of programs for teacher registration purposes is largely based on the institution's submission, prior to the program's first offering, of printed information detailing how the program will meet the Board's Guidelines. Institutions are required to provide a brief annual report on the program's implementation, and a slightly fuller report after its first complete offering (ie when the first cohort has graduated).
Provisional registration and induction:
Registration of teachers in Queensland is normally provisional in the first instance. To gain full registration, teachers must teach for one year in Queensland to the satisfaction of the Board. (In some cases, additional conditions are imposed, such as upgrading of qualifications, and meeting English language proficiency requirements.) Assessment of provisionally registered teachers is carried out with the assistance of school principals, who are asked to complete a report on the teacher's performance towards the end of their first year of teaching. (This report is separate from, and uses different criteria from, the probationary report used by Education Queensland.) The report form seeks comments on the teacher's performance in four areas, as well as a recommendation as to whether the teacher should be given full registration, or whether their provisional registration should be extended or cancelled.
While the Board expects that beginning teachers will receive a comprehensive induction program, it recognises that the nature and extent of induction varies considerably across schools.
In a trial conducted in selected schools during 1997 and 1998, the Board used a report form based on the National Competency Framework for Beginning Teaching (developed by the National Project on the Quality of Teaching and Learning, and published in 1996). The trial also entailed a statement -- signed by the beginning teacher, their mentor teacher, and the school principal -- that an induction plan had been developed for the provisionally registered teacher consistent with recommendations in a Board-supplied brochure on induction. These arrangements were well received by those involved in the trial.
Maintenance of registration:
Under present requirements, teachers renew their registration annually simply through the payment of a fee (currently $25). Persons not currently teaching are also able to retain their registration in the same way. (Some 40 percent of those on the register are not currently teaching in a school.) The Board is acutely aware that such a situation is increasingly difficult to justify. In 1998 the Board, together with the Teachers Registration Board in South Australia, commissioned a review of the relationship between ongoing professional registration and continuing professional development in other professions and in the teaching profession overseas.
A "FRESH LOOK" AT TEACHER EDUCATION AND TEACHER REGISTRATION
Late in 1999 the Board decided to take a "fresh look" at teacher education in Queensland. While the Board's Guidelines on preservice courses have been frequently revised since their first publication in 1990, it is now over 13 years since a major study of teacher education and teacher registration in the State has been undertaken (the Board of Teacher Education's 1987Project 21: Teachers for the Twenty-First Century). A number of recent reports and developments in education in Queensland and elsewhere have suggested a need for teacher education in this State to be carefully considered to ensure it continues to meet the needs of teachers, students and the education system. Teacher education is reportedly widely perceived by teachers themselves to be in need of review. A further triggering factor was media and political interest in the quality of teachers and the nature of teacher education.
The Board considered that it was important to respond to criticisms arising from various quarters and that it would be appropriate for the Board itself to initiate a study. The project was to be a fresh look at teacher education and its relationship to registration, not a review of the Board's performance, and it was therefore appropriate for it to be undertaken by the Board as the only body in the State where the major relevant stakeholders met regularly on a collegial basis and with legislated responsibility for the matters involved.
It was proposed to begin the study by compiling and analysing recent reports and other documents with significant implications for Queensland preservice teacher education, then to develop terms of reference and strategies to address these. Strategies adopted should be open and should involve all major relevant interest groups.
An analysis of selected recent relevant documents was undertaken by a member of the Board's professional staff. Papers based on this analysis were considered by the Board at meetings early in 2000. Further documents were considered at later meetings as they became available. Key issues with implications for teacher education, especially emerging areas where greater emphasis may be needed, were identified.
These documents included those arising from State Government initiatives such as 2010: Queensland State Education and the "New Basics", a draft set of standards prepared by Education Queensland for state government teachers, information on the Queensland Bishops' Catholic Schools Research Project, the terms of reference for the Review of Teacher Education in NSW, findings of an Education Queensland survey of beginning teachers, the report of the Board-commissioned study of links between professional development and licensing renewal in teaching and other professions ("the Barlow report"), and the reports A Class Act andPreparing a Profession.
The above-mentioned reports identify numerous emerging issues regarding the global context, the purpose of education, the changing focus of schools, new emphases for teachers, and emerging kinds of knowledge and abilities needed by teachers. These are indicated in the attached matrix.
The State Minister for Education, to whom the Board is accountable, was informed of the Board's intention to undertake the study. The Minister was appreciative of the Board's initiative and expressed keen interest in the outcome.
At its March 2000 meeting the Board established a small working party of Board members to develop terms of reference and recommend a process for the study. This was later augmented by the addition of other Board members and of senior representatives of Education Queensland. The Working Party met 7 times during the course of the year (in March, May, June, July and September).
Terms of Reference for the project were endorsed by the Board in June. An Action Plan for addressing these was endorsed in July.
Terms of Reference:
The terms of reference, together with a preamble stating the rationale for the project, are reproduced below.
The Board recognises that teacher education and teacher registration requirements must keep pace with changes in education and in society generally. Contemporary society is characterised by unprecedented complexity, diversity and change. The goal of education today is to equip young people with the knowledge, skills and other attributes needed for effective lifelong participation in an evolving 'digital knowledge' society. Schools are refocussing their operations to meet this goal, becoming more inclusive, flexible and dynamic.
Curriculum is becoming more holistic, and closer relationships are developing among school, parents and the wider community. Schools are expected not only to promote positive academic and social outcomes for students, but also to build the foundations for lifelong learning.
Teachers must therefore have a wide repertoire of knowledge, skills and abilities to provide challenging learning experiences which will meet diverse student needs. For example, they must be able to teach with and about the new technologies, to work in partnership with colleagues and parents, and to understand and facilitate vocational education in schools. They need strong interpersonal and communication skills, and a commitment to engage in their own ongoing learning.
Clearly, even the most comprehensive preservice teacher education program cannot equip teachers with all of the knowledge, skills and abilities they will ever need. The Board has
consistently described the critical aspects of teacher education as a continuum, made up of preservice program, induction, and continuing career-long professional development. A preliminary review of recent reports has confirmed this view.
The terms of reference for this project are as follows:
1. To review the Board's Guidelines on the Acceptability of Teacher Education Programs for Teacher Registration Purposes with a view to rewriting them in more current terms and to ensuring they address emerging attributes valued in teachers.
2. To elicit the strengths and weaknesses of the current process for program acceptance and to explore alternative mechanisms for collaboratively reviewing the implementation, delivery and outcomes of accepted programs.
3. To report on ways of strengthening working relationships among universities, employing authorities and schools, especially as these apply to the practicum and internships.
4. To review a range of internship models and their linkages to induction/continuing professional development, with a view to strengthening graduate learning in the critical early stages.
5. To review the Board's requirements for the period of provisional registration, in order to facilitate the continuing professional development of beginning teachers.
6. To examine the implications of making renewal of registration subject to conditions such as satisfactory professional practice and/or ongoing professional development.
Action Plan:
An action plan has been developed for addressing the above terms of reference. A preliminary move was to employ a person part-time to coordinate the project and (with assistance from Board staff members) undertake the writing of the report. The person appointed to this position is a Board member - a widely respected, recently retired, former senior employee of Education Queensland.
The main part of the plan includes three stages; these are outlined below.
The first stage, which concluded at the end of September 2000, was aimed at formulating a set of initial "propositions" in relation to the terms of reference. As part of this stage the Board, through individual letters and the Board's web site, invited all stakeholder groups to help formulate propositions by providing initial comments on issues arising from any or all of the terms of reference. Some 17 responses were received. A summary of these responses, with the names of respondents removed, is enclosed as an indication of the views so far put forward by stakeholders. In general the responses indicate strong support for the project and its objectives. Some cautions are expressed in some areas, particularly the nature of any new requirement for registration renewal.
Drawing on literature reviews, the above submissions and the outcomes of workshops conducted with members at meetings of the Board and the PEC, a series of principles and propositions relating to the terms of reference has been formulated. A table showing the principles and propositions is attached. The principle for each term of reference is intended to indicate its basic underlying assumption. It is hoped that most stakeholders would have no difficulty agreeing with these principles. The propositions, of which there are two or three for each term of reference, indicate a range of future alternative options representing points on a continuum, from a "status quo" position, through a "limited change" position, to a "major change" position.
Stage 2 will run from October 2000 to February 2001. Its focus is refinement of the propositions into draft recommendations. Through individual letters and the Board's web site,
written submissions have been invited on the propositions from a wide range of bodies in the Queensland education community, as well as from industry training advisory bodies and the Queensland Industry Training Council.
Respondents have been asked particularly to consider the implications of any or all of the propositions from the viewpoint of their organisation. Responses have been requested by 30 November 2000.
Responses will be used as a basis for a series of focus group discussions. The focus groups will be based largely on interest groups represented on the Board (eg employers, unions, parents, teachers, teacher educators), but will also include peak bodies from business. It is planned to conduct these late in 2000 or early in 2001, in regional areas as well as in Brisbane. A series of internal reference groups will also be established.
In Stage 3, from March 2001 to May 2001, a draft report will be circulated to all stakeholders for further comment. It is expected that a final report will be completed and submitted to the Board in May 2001.
INVITATION TO COMMENT
The Board welcomes comments on any aspect of the "Fresh look", but particularly any suggestions and comments regarding implications of the various propositions. Some questions and issues which conference participants might address are:
o Are the propositions desirable? defensible?
o Should the Board's guidelines for preservice courses be worded entirely in terms of expected outcomes (ie qualities of graduates)? If so, what are the implications for the Board's means of assessing programs? If not, what is an appropriate balance between an outcomes-orientation and an approach based on program content and process? Should the Guidelines be more or less prescriptive than they are now? What areas should be added/removed/ emphasised/de-emphasised?
o What might be an appropriate process for the initial approval of programs? Should this be based on more than a written expression of intent? For the purposes of confirmation of acceptance, should the Board undertake site visits? discussions with students? with academic staff? with supervising teachers? Should the process include sitting in lectures/tutorials? visits to cooperating schools? examination of web-based materials?
o How might the transition from student teacher to independent beginning teacher be eased? Should all preservice programs include an internship? What should an internship entail? Should universities be involved in the induction of beginning teachers? Should schools be required to report to the Board on the induction of provisionally registered teachers? What criteria should be used in reporting on the teaching performance of
provisionally registered teachers? Should the Board's report form remain distinct from that of Education Queensland? Is one year of teaching a sufficient period on which to base a recommendation about a beginning teacher's registration? How much formal professional development should be expected of a beginning teacher?
o Is it reasonable in the contemporary context that teachers should be able to maintain their registration simply by paying a small annual fee? If not, what would be a reasonable expectation in terms of professional development? Would an indication of competent current practice be an appropriate alternative requirement? What are the implications for those not currently teaching who wish to retain their registration?
Comments would also be welcome after the conference (see contact details below).
Suggestions as to any source material that may be of assistance (eg journal articles, reports, websites) would also be appreciated.
Debra Cunningham Assistant Director Board of Teacher Registration PO Box 389 Toowong Qld 4066
Graeme Hall Principal Eaton's Hill SS PO Box 5496 Brendale Qld 4500
Tel: 07 3377 4736 Fax: 07 3870 5006
Email: [email protected]
Tel: 07 3264 8055 Fax: 07 3264 8435
Email: [email protected]
REFERENCES
Australian Council of Deans of Education (1998) Preparing a Profession - Report of the National Standards and Guidelines for Initial Teacher Education Project. (Chair: K.Adey) Canberra.
Board of Teacher Education (1987) Project 21: Teachers for the Twenty-First Century. Brisbane.
Board of Teacher Registration (1999) (revised edition - also 1990, 1994/5, 1997) Guidelines on the Acceptability of Teacher Education Programs for Teacher Registration Purposes. Toowong.
Barlow, P (1999, unpublished) Professional Development Requirements for the Renewal of Licensing in the Professions: A Study for the Teacher Registration Board of South Australia and the Board of Teacher Registration Queensland..
Education Queensland (1999c) Draft Strategy for Consultation - 2010. Brisbane.
Education Queensland (1999d) Professional Standards for Teachers - Draft for Consultation. Brisbane.
National Project on the Quality of Teaching and Learning (1996) National Competency Framework for Beginning Teaching. AGPS, Canberra.
Sellars, N, McNally, P & Rowe, K (1998) Queensland Board of Teacher Registration Induction Project 1997: an evaluation. Board of Teacher Registration, Toowong.
Senate Employment, Education and Training Reference Committee (1998) A Class Act - Inquiry into the Status of the Teaching Profession. Commonwealth of Australia, Canberra.
BOARD OF TEACHER REGISTRATION Queensland
A Fresh Look at Teacher Education: Emerging issues identified in recent reports
KEY ISSUES
Ed Qld 2010
'New Basics' Project
Qld Bishops Research Project
NSW Review of teacher ed
Ed Qld Beg Tr survey
Barlow Report
Cuttance Report
Ed Qld Prof. Standards for Teachers
Global context
Unprecedented complexity, diversity and rapid change
4 4 4
Competition, downsizing, privatisation, accountability
4 4 4
New concept of 'work'
4
A 'digital knowledge society'
4 4
'Learning products' for sale on global market
4
Dislocation of families
4
Purpose/desired outcomes of education
Equipping students with 'multiliteracies' for a new
4 4 4
technological world
Building foundations for a skilled, flexible workforce
4 4
Preparing students for competent participation in local and global communities
4 4 4
Preparing students for effective life-long learning
4 4
9
Changing focus in schools
Schools as tolerant, supportive, socially just communities
4 4 4
Schools inclusive, meeting diverse individual needs
4 4 4 4
Schools as dynamic learning organisations
4
Schools providing relevant, holistic curriculum
4 4 4 4
Schools offering multiple pathways to post-school destinations
4 4 4
Schools promoting positive academic
4 4 4 4
and social outcomes for students
Schools creating more flexible structures (staffing, time-tabling)
4 4
Schools encouraging parents as active partners in managing learning
4 4 4
Enhanced relationships between school, business and community
4 4 4 4 4
Culture of accountability/accreditation
4 4 4
'Market' or entrepreneurial orientation
4 4
Schools building foundations for life-long learning
4 4
New emphases for teachers
Recognising and valuing student diversity
4 4
Forward-looking view of curriculum
4 4 4
Understanding the changing nature of pedagogy in a digital knowledge society
4 4
Flexible, individualised approaches to managing students' learning
4 4 4 4 4
Shift of emphasis from 'teaching' to 'learning outcomes'
4 4 4 4
Informing and working with parents and wider community
4 4 4 4
Belonging to professional learning communities
4 4 4 4
Emerging knowledge, skills and learning needed by teachers
Ability to cater for diverse student abilities in an inclusive setting
4 4 4 4
Ability to provide challenging learning experiences for individuals and groups
4 4 4 4 4
Wide repertoire of teaching strategies
4 4 4 4 4
Ability to teach with and about new technologies
4 4 4 4
Strong curriculum 4 4 4 4 4
development skills
A futures perspective on curriculum (as in 'New Basics')
4 4 4 4
Strategies for developing positive classroom behaviour
4 4 4 4 4
Conflict resolution skills
4 4 4
Assessment skills 4 4 4 4 4
Reporting skills 4 4 4 4 4
Understanding of, and/or skills in, VET
4 4 4
Ability to support students' social development
4 4 4 4
Interpersonal and communication skills
4 4 4 4 4
Ability to work collaboratively with colleagues and other professionals
4 4 4 4 4
Ability to involve, and work with, parents and caregivers
4 4 4 4 4 4
Commitment to life-long learning
4 4 4 4
Board of Teacher Registration - "Fresh Look at Teacher Education"
SYNOPSIS OF STAGE ONE SUBMISSIONS
October 2000
RESP
ToR 1 ToR 2 ToR 3 ToR 4 ToR 5 ToR 6 OTHER ISSUES
To review the Board'sGuidelines on the Acceptability of Teacher Education Programs for Teacher Registration Purposes with a view to rewriting them in more current terms and to ensuring they address emerging attributes valued in teachers
To elicit the strengths and weaknesses of the current process for program acceptance and to explore alternative mechanisms for collaboratively reviewing the implementation, delivery and outcomes of accepted programs
To report on ways of strengthening working relationships among universities, employing authorities and schools, especially as these apply to the practicum and internships
To review a range of internship models and their linkages to induction/continuing professional development, with a view to strengthening graduate learning in the critical early stages.
To review the Board's requirements for the period of provisional registration, in order to facilitate the continuing professional development of beginning teachers.
To examine the implications of making renewal of registration subject to conditions such as satisfactory professional practice and/or ongoing professional development.
1 General agreement
General agreement
General agreement
General agreement
General agreement
This issue requires sensitive handling and extensiv
Alternative pathways to registr
e consultation
Consider:
• effectiveness of mandatory PD
• other criteria/strategies for renewal
• problem of current registrants who are not practising
• effect of absence of incentives
ation
The TAFE/voc ed interface with registration
Mechanisms for addressing teacher supply and demand and the ability to direct resources to emerging areas of need
Need for police checks on persons teaching under authorisation
2 Review
appropriate with caveat that traditional attributes valued in teachers not be overlooked
Strongly supported
• current working relationship seen as very limited
• views of some supervisors in schools at odds with those of course lecturers
• relationship with schools/unis need to be "true dialogue"
• schools be given greater voice as
Supported Supported- teaching profession needs to 'catch up' with other professions re need for ongoing PD
Supported - need 'to shift the prevailing culture that teachers' maintenance of professional and contemporary standards and knowledge should be a matter dealt with in existing school hours ...'
major stakeholders
• use of internships/partial registration could improve prac experience
3 Guidelines should include:
• content knowledge as well as educational theory
• processes, eg planning units of work
• knowledge of learning and development
• attitudes eg professionalism, diversity, social justice
• skills eg language and
• better incentives for supervising teachers
• practicum links theory and practice
• schools need to be aware of structure &
• reduced teaching loads for beginning teachers essential
• mentorships in schools need to be better organised
• prof associations need support in providing PD
• current length seen as acceptable
• criteria need review in light of prof standards for beginning tea
• ongoing PD essential but in work time unless incentives
• employers should provide incentives for relevant post grad cour
technical competence
• professional standards in each discipline
content of teacher prep courses
• effective liaison with schools
• visits by uni staff need time to confer with teachers
• have common pattern for practicum or have each school deal with only one uni
• observation before prac peri
for beginning teachers
chers
ses • shou
ld BTR rely on employer view of unsatisfactory practice or use its own mechanisms?
• need to consider prof standards and idea of advanced certification
od preferred
• procedures for failing students
• sup teachers should be aware of prof standards
14
4 Supported. Current Guidelines do not adequately address middle schooling issues such as: curriculum, pedagogy, school organisation, partnerships between schools/agencies, relationships among teachers/ parents/ community
Prof associations could act as consultants for unis during program development or assessment
Links among schools, families, youth-serving agencies, and wider community should feature in practicum & internships
Acceptance of middle-schooling programs & practices will require change in culture of schools and teachers
• need for ongoing PD for all teachers not just beginning teachers
Strongly supports teaming in schools as a model conducive to the induction process
• also note the change being
Supports a role for BTR in maintenance of appropriate standards.
It is appropriate to ensure that PD and best practice are maintained through registration requirements.
• supports whole school PD programs as a valuable methodology
made to traditional classroom practice by technology and its potential effect on registration requirements
5 '...there is a strong need to ensure that specialist knowledge is incorporated into teacher education and that that should be reflected in the Terms of Reference'
• Supports review of Board requirements with respect to provisiona
Support, but how to implement is the issue
• providers of PD programs also need to be assessed for
l registration
• ongoing professional development important for all teachers (not just beginning teachers)
• supports broadening to include maintenance of standards
appropriate and quality programs
6 Endorse renewal to address
See T of Ref 1.
The fact that in some
Fully endorse
Endorse the idea of
contemporary needs but not the introduction of procedures that deliver excessive control of these matters to the BTR where such control rightly belongs to the tertiary institutions providing the professional training
preservice programs, the final semester consists largely of an internship (inc. authorisation to teach) makes these courses appear to be effectively only 3 and a half years long. This raises query re purpose of 4 year program and raises potential for disadvantage to students from a 4 year program.
Board insistence on provisional registration in which continuing professional development of beginning teachers is required and provided
renewal of registration being subject to conditions such as satisfactory completion of the final year of B Ed.
Need to be courses for teachers returning to the profession.
However, opposed to BTR imposing conditions such as evidence of satisfactory practice or ongoing professional development for such matters belong to schools systems
and tertiary institutions
15
7 Focus on outputs rather than content and time
Focus on the assumptions which underlie various views of desirable attributes of beginning teachers
Ensure guidelines draw on contemporary theories of learning to teach
Encourage differentiation by teacher education faculties
Focus on the process and the desired collaborative nature of the process
Put onus on universities to provide an argument that their programs are preparing competent teachers rather than trying to provide specific content in written documentation
Accommodate a variety of models and flexibility; think outside the box
Focus on internship as induction and part of ongoing professional development
Find ways of recognising ongoing professional learning, teacher inquiry and action research as legitimate evidence of professional growth; explore use of portfolios to provide evidence of professional growth
8 • encourage teachers to see themselves
Lack of collegial relationships between education
• pace of curriculum change
as learners, as well as teachers, modelling lifelong learning
• teachers must develop sound knowledge of young learners and learning processes practical knowledge and skills of teachers re curriculum planning needs attention
faculties results in not all pre-service courses reflecting latest curriculum developments and curriculum planning skills
• encourage teachers to see themselves as accountable for learning outcomes of their students
will continue to increase need for personal commitment by teachers to staying abreast of changes
• need to consider establishing standards of prof practice and PD
16
9 Suggests the following matters should be considered:
• vocational dimensions
• technology in schools
• a greater emphasis on practice under the guidelines and mentoring of practising teachers in schools
Consideration should include:
• joint negotiation or review of industrial agreements to underpin practicum & internship
• use of ongoing working groups to feed back to the Board
• adoption of specific schools by universiti
• backloading the practicum into the final 12-18 months of the degree course would create climate whereby professional knowledge and practical skills could be developed in school settings
• assess competency to teach at end year 3 and give student teachers "authorisation to teach"
PD for beginning teachers should be guided by effective induction including orientation, adaptation, and development
• continuing professional development should be at the discretion of the teacher
• most teachers in nongovernment sector are subject to performance appraisal and a key outcome is identification of ongoing PDand
es • univ
ersities identify clear, genuinely collaborative processes and communication mechanisms
• unis need to recognise impost of practicum on schools
employers need to recognise they have vested interest in preparation of quality teachers
for internship in year 4
support
17
10 • need to critically analyse the future and long term needs of teacher education
• accommodate current and future notions of 'school' and 'education'
• interdis
• context is the ability of teacher education programs to meet future needs of the workforce
• program acceptan
• essential that employing authorities and schools can influence the 'front end' elements of teacher edn programs including
• unequivocal need for teachers to be life long learners creates opportunity for collaboration between universities, employers, and schools
• little doubt that better use can be made of provisional registration as both filtering process for beg
• BTR's legislative responsibility is a powerful tool that can be used to fundamentally influence the career progression and profe
• need to reinvigorate professional associations and networks in the teaching pr
ciplinary links with related professions
ce and ongoing review of teacher education must take advantage of full range of stakeholders
attracting and accepting quality applicants as well as practicum and internships
• current distinction between practicum and internship needs review and alternative models explored
inning teachers and to instil a commitment to the continual updating of skills and knowledge into the working lives of teachers
ssional development of teachers
• use of professional standards linked to a promotion or incentive structure warrants comprehensive analysis of international models eg US, UK
ofession to generate and renew the stocks of social capital amongst Queensland teachers
11 • support for timeliness for revisiting guidelines, caution against prescription
• urge maintenance of flexibility for institutions to take own particular directions in diverse contexts
Moves concerning internship should not detract from employers' responsibilities for induction and PD of mentors
Support for lifelong development from preservice through induction and continuing career-long development
• continuing sensitivity to rural and indigenous education needs
• continuing sensitivity to political impacts of professional accreditation on Sc
hools of Education in a higher ed system starved of government funding particularly in regional universities
12 • there should be a requirement for teachers to demonstrate competence in their substantiv
Teachers should be required to undertake further study in the didactics of their disciplin
e teaching area as well as pedagogical abilities
e at Masters level
18
13 Preservice courses must address core business of teaching, including assessment. This must include:
• formal preparation on the theory, techniques or practices underpinning criteria- and standards-based assessment
• knowledge of QCS Test
• the special planning, teaching and assessment challenges of voc ed
14 Concerned about:
• literacy standards
Concerned about limited support
All preservice programs
of teachers especially in small schools - effects of role modelling and or lack of
• adequate preparation for teachers to serve in schools in rural and remote areas
to beginning teachers in small schools and small remote high schools
should include rural practical experience
19
15 Consideration should be given to rewriting the guidelines with an outcomes focus.
Possible issues include:
• new graduate
Issues include:
• greater participation by classroom teachers in
Issues include:
• effect of employing practicum supervisors who
Issues include:
• strong accountabilities by schools for school induction programs
• trainin
Issues include:
• standards to be reached being clos
Issues could include:
• re-examination of registration status (ie provi
capacity to use a range of pedagogies
• emerging curriculum frameworks
• VET and requirement for workplace experience
• globalisation
• forms of knowledge and their acquisition
• multi-literacies
• critical thinking skills
• using IT in all curriculum areas
• the engagement of students
• futures education
• need for broad general education (for student teachers)
• interpersonal skills
• integration of practicum and university-based courses
• responsibil
the Board's processes- teachers from subject professional associations, supervising teachers etc
• ongoing evaluation of courses
• broader membership of course evaluation subcommittees to include teachers and non
have no other connection with university courses
• valuing of the practicum by universities
• collaborative prep and evaluation of prac by supervising teacher and university lecturer
• coaching programs for supervising teac
g of school based personnel for induction programs
• awareness of beginning teachers of entitlement to an induction program
• reduced teaching load for beginning teachers
• inclusion in internships of elements of induction programs
ely aligned to NPQTL Standards for Beginning Teachers
• induction programs include pd that is relevant to beginning teachers
• investigate effectiveness of current period of inducti
sional vs full) for teachers who have not taught at all for a significant period of time
• the nature, relevance, quality and effectiveness of professional development linked to any future teacher registration requirement. Such a requi
ity for teaching pedagogies to student teachers
• role of supervising teachers
Qld academics
hers • clear
written guidelines for supervising teachers
• learning from "Innovative Links" program
• inclusion of EQ dist staffing officers in practicum committees
on • nee
d to communicate to teachers clear guidelines for the process of obtaining full registration
• examination of national and international models of good practice for induction and
rement would need to take account of the full range of teacher learning activities
• provision of PD linked to any term registration and the access barriers inherent when considering the circumstances of Qld teachers viz: dista
probation
• examination of induction and registration processes of other professions
nce/isolation, cost, teacher replacement, funding, time and family commitments
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16 • more proactive provision of information on the principles that guide the BTR's position would assist in developing pre-service teacher education programs
Development of induction and internship models should be pursued in order to provide stronger collaboration and links in the professional learning chain
In keeping with some overseas models, certain requirements and conditions such as satisfactory completion of advanced study/ professional development for renewal of registrati
'Fresh look' should be focused through issues of equity and justice for children, teachers, teacher educators and the comm
on should be pursued. Initial teacher education must not constitute the final expectation for professional status; ongoing support and development should be expected as part of registration for professional status/recognition. 'Certification' in specialised areas (see proposed additional ToR under "Other Issues") would precipitate large scale involvement in professi
unity.
Stronger links needed between all levels of education, early childhood to tertiary and further education and training.
Recommend an additional ToR: To examine the implications of modifying the registration system in order to differentiate among teachers who are suitabl
onal development
y qualified to teach in different age levels and /or hold specialist qualifications in content or other relevant areas. Certified teachers would be permitted to teach in their respective areas but in other areas only through negotiation. Dual or multiple certifications could be held.
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17 Within a climate of change, not all knowledge that is emergent, is specified in the Guidelines and whether or not this is possible, or desirable, is an issue for debate.
Rather than attempting to describe a finite and time-bound knowledge base for teachers, greater emphasis needs to be placed on how teachers manage and capitalise on change in the social environment in which schools and teacher education programs
While teacher education programs remain legally accountable to the BTR, the processes of accrediting programs are expensive in terms of time and resources. If teacher education institutions are to be able to respond quickly to emerging
Issues that need to be addressed include:
• How can greater reciprocality be developed between schools and universities?
• How is responsibility for student teachers best
Issues raised:
• If carefully organised and well-supported, internships act as platform to greater competence in first year of teaching.
• Under BTR guidelines, the internship is only permitted as the final unit in preser
Overall, the current requirements for provisional registration are supported. While the school principal has a strong position in determining whether provisional registration should be converted into full registration, there are
Opportunity for professional development is a right and also a responsibility for all teachers.
How such requirements are built into renewal of registration requirements so that it meets the intended objectives is more problematic:
What type of
operate.
Programs must focus on processes of accessing and managing knowledge.
needs, it is important to streamline processes to facilitate the process from initial conceptualisation to delivery.
shared? Ways and means to rekindle a more collective sense of responsibility among universities, schools and employing authorities is urgently needed.
Students need greater experience in school settings. There needs to be a stronger school-based/learning site compon
vice teacher education programs, after students have completed their total of 80 teaching practice days. More flexibility, for example to permit an internship to commence after successful completion of 60 days of teaching practice, would help encourage more students to take up this
checks and balances, and appeal procedures within the current approach.
Whether or not the provisional registration period should be extended is more problematic. Beginning teachers face many pressures and the current period for provisional registration is reasonable. It may be more important that teachers need over time to
learning and when should it occur?
How can access and equity in opportunities to professional development be addressed, if it is tied to registration?
To what extent do the professional development opportunities represent components of a coherent program, rather than a random selection of isolated pieces?
What is the appropriate relationship between compon
ent within teacher education. Opportunities where students can spend more time in schools with university personnel are strongly desirable so that teacher education students in schools are able to learn from, and contribute to, the work of the school
valuable option.
• Different models of internships
provide evidence of ongoing engagement in professional development than to extend the provisional registration period.
ents of professional development and post-graduate credits from a university?
Board of Teacher Registration Queensland
Fresh Look at Teacher Education
PRINCIPLES AND PROPOSITIONS
(For Stage 2 Consultation)
Term of Reference Principle Propositions (Alternative possibilities)
1. To review the Board's Guidelines on the Acceptability of Teacher Education Programs for Teacher Registration Purposes with a view to rewriting them in more current terms and to ensuring they address emerging attributes valued in teachers.
The Board's guidelines for teacher education programs will reflect teacher attributes which are essential for now and the future.
1. Accept the adequacy of the present guidelines.
2. Update the guidelines.
3. Redevelop the guidelines.
2. To elicit the strengths and weaknesses of the current process for program acceptance and to explore alternative mechanisms for collaboratively reviewing the implementation, delivery and outcomes of accepted programs.
The processes for initial and ongoing acceptance of teacher education programs will be rigorous and mutually acceptable to the appropriate stakeholders.
1. Continue to use the current processes for initial and ongoing acceptance of programs.
2. Collaboratively update program acceptance processes.
3. Collaboratively redevelop acceptance processes to include
information on the implementation, delivery and outcomes of accepted programs.
3. To report on ways of strengthening working relationships among universities, employing authorities and schools, especially as these apply to the practicum and internships.
Good working relationships among universities, teacher employing authorities and schools strengthen the practical components of preservice teacher education programs and their integration with other program elements.
1. Maintain current practices of cooperation for the practicum and internship.
2. Strengthen relationships in order to enhance the practicum and internship.
3. Require demonstrated formal relationships in order to enhance the practicum and internship.
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4. To review a range of internship models and their linkages to induction/continuing professional development, with a view to strengthening graduate learning in the critical early stages.
Internships and extended practical experiences provide effective linkages between preservice learning and beginning teaching.
1. Maintain current approach to practicum, internship and induction.
2. Strengthen continuity among practicum, internship and induction.
3. Require
formal internships as a component of all preservice teacher education programs.
5. To review the Board's requirements for the period of provisional registration, in order to facilitate the continuing professional development of beginning teachers.
Full registration is achieved through
continuing professional growth, an articulated induction process, and demonstrated teaching performance.
1. Maintain the current practice for movement from provisional registration to full registration.
2. Encourage evidence of continuing professional growth, an articulated induction process, and demonstrated teaching performance as a basis for movement from provisional to full registration.
3. Require evidence of continuing professional growth, an articulated induction process, and demonstrated teaching performance in order to move from provisional to full registration.
6. To examine the implications of making renewal of registration subject
Ongoing professional learning is necessary for all teachers.
1. Maintain current practice for renewal of
to conditions such as satisfactory professional practice and/or ongoing professional development.
registration.
2. Require appropriate evidence of ongoing professional learning in order to renew registration.
October 2000
