Empowered Educators in Australia

DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education. ANN MCINTYRE is an experienced principal, superintendent, and NSW state policy leader who is recognized for her work in quality teaching, leadership, and school and system improvement.

Foreword vii Acknowledgments xi About the Sponsoring Organizations xiii About the Authors xv Online Documents and Videos xvii Chapter 1 A National Framework to Support Teaching Quality in Australia 1 Australia, Its Constitution, and Federalism in Education 2 A Pivot PointThe Melbourne Declaration 4 About Australia 6 Social Democratic Systems in Australia 8 Australian Education in International Comparison 9 Schooling in Australia 9 International Educational Performance and Comparisons 11 Education and Equity 15 Professional Teaching Standards and the Role of AITSL 17 Development of the Professional Teaching Standards 17 The Australian Professional Standards for Teachers (APST) 19 Implementation and Impact of the Standards 20 Australian Professional Standard for Principals 21 Initial Teacher Education 23 Ongoing DevelopmentsInitial Teacher Education Reform 27 Role of ACARA 30 Assessment 30 Curriculum 31 Education Funding in Australia and Gonski 35 Education Funding in Australia 36 Federal Funding and the Melbourne Declaration 36 National Partnerships: Federal Funding to Improve Teaching Quality 37 The Gonski Review 38 Summary 40 Notes 41 Chapter 2 From Policy to Practice: Teacher Quality in New South Wales, Australia 43 About New South Wales (NSW) 44 Demographics 44 NSW Economy and Government 45 Equity and Education in NSW 46 The NSW Education System 47 Overview of the New South Wales Education System 47 The Education Policy Context in NSW 48 NSW Five-year Strategic Plan 20122017 50 Local Schools, Local Decisions 51 Education Funding in NSW and the Gonski Review 52 The Resource Allocation Model 53 Students in NSW Schools 54 Diversity in NSW Public Schools 55 Teachers in NSW Schools 63 Teacher Remuneration 64 Teacher Recruitment Incentives 65 Recruitment Incentives for Rural and Remote Areas 66 Casual and Temporary Teachers 66 Portraits of School Practice 67 Engadine High School: A Portrait of Practice 67 Homebush West Public School: A Portrait of Practice 69 Curriculum and Assessment in NSW Schools 71 Curriculum 72 Assessment in NSW Schools 74 Teacher Quality in NSW Schools 76 Great Teaching, Inspired Learning (NSW Policy) 76 Teacher Preparation in NSW 78 Teacher Accreditation in NSW 87 Teacher Induction 91 Professional Learning and Accreditation 94 Teacher Appraisal, Performance, and Development 103 Career Paths and Leadership Development 109 NSW Principals Credential: A Portrait of Practice 112 Policy Principles and Design and the Teachers Union 115 Common Platforms for Government, Catholic, and Independent Schools 118 Conclusion 121 Chapter 3 Building Teacher Capacity and Collaborative Cultures: Teaching and Teacher Quality in Victoria 123 Characterizing the Victorian System 124 Overview and Context 125 Demography and Economy 125 School System 127 Indigenous Students in Victoria 128 Curriculum 130 Education Policy Context 131 Three Waves of Reform 131 Understanding the Reforms 139 Education Governance in Victoria 140 Governmental Organizations 140 The Victorian Institute of Teaching 141 Teacher Unions and Professional Organizations 142 Governance of Catholic and Independent Schools 143 School Management and Funding 146 Resourcing EducationHow Victorian Schools Are Funded 150 Recruitment 152 Meeting Supply and Demand in Victoria 152 The Teaching Career and Stages 159 Salaries 160 Working Conditions 162 Short-term Contracts 163 Preparation 166 Overview: Teacher Training and Registration in Victoria 166 Accreditation of Teacher Education Programs 167 Content of ITE Programs 170 Improving Clinical Practice in Victoria 177 Induction, Mentoring, and Teacher Registration 185 Teacher Registration in Victoria 186 Supports for Induction 189 Induction and Mentorship in Practice 190 Effectiveness of Teacher Induction 191 The O