Who dares to teach must never cease to learn

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• Who dares to teach must never cease to learn

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The Teaching Profession, Curriculum, and the
Implementation Strategy for the National
Institute for Quality Teaching and School
Leadership
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The Teaching Profession

• Who is the profession?
• early childhood teachers
• primary and secondary teachers
• principals, administrators, senior teachers
• university teachers (lecturers, professors)
• vocational education teachers
• curriculum developers
• private teachers
• consultants
• A teaching profession or a profession of
  educators?

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Is teaching a profession?

• Teachers and educators who work professionally
• A profession that determines the standards of
  professional work of members

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Is teaching a profession?

• There is no doubt that teaching must be regarded
  as a profession, with all this implies for
  standards, accountability, status and autonomy
  that a community expects of a profession
• Senate Employment, Education and Training
  Reference Committee, A Class Act 1998 p6
• Does teaching meet these criteria?

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Education Industry A Three-legged Stool

• Employers
• Government, Catholic and non- government
• Unions
• AEU government
• IEU non government

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Education Industry A Three-legged Stool

• The profession
• More than 400 quasi professional bodies
• About 40 with influence
• Principal Associations
• Australian College of Educators
• Council of Deans
• Australian Joint Council of Teacher
  Professional Associations
• No overarching national body

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Teaching A Profession?

• Code of ethics
• Determine own standards
• Demand high standards
• Ethics and standards enforced
• Ongoing professional development required for
  continuing to practice

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Teaching A Profession?

• Member of the Australian Council of Professions
• Control of entry
• Accreditation of courses of training

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Teaching Curriculum Nexus

• Curriculum development as part of the profession
• Accredit curriculum developers
• Accredit teachers of specific curricula

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Teaching Curriculum Nexus

• Accreditation by
• Teaching level
• Subject area
• Specific curricula
• Teaching approach
• Nature of student
• Value system
• Can teachers be accredited without identifying
  the curriculum they are accredited to teach?

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NIQTSL Costs Who Pays?

• Australian Government kick-start with 10 million
  
• Individual members
• Individual professional associations
• Sponsorship

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NIQTSL Costs Who Pays?

• Fee for service
• Accreditation of courses
• Accreditation of teachers/leaders
• Advisory activities
• Does a professional body have to have individual
  paid members in control, or can it be a body
  controlled by professional associations?

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Ministerial decision

• By the profession for the profession
• Establish a vision and purpose
• Professional bodies
• Principal and educational leadership
  organisations
• Full consultation
• Located in Canberra
• Involve ACT (and other) universities

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Overview of NIQTSL

• Six aspects
• Views of professional and other groups
• The need for NIQTSL
• Vision and functions
• Mode of operation
• Governance
• Location

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Views of the profession and other interest groups

• Recognition of potential gains for profession
• Time right for a step-change for teaching as a
  profession
• Good basis of support for the concept on which to
  build

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Views of the profession and other interest group

• Challenge move from in principle support to
  tangible support and ownership/ engagement by
  the profession

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Views and expectations

• Teacher Associations
• A loose collaborative/ co-ordination model,
  resources to supplement existing activities
• Tension potential for incursions into their
  territory devaluing the voluntary ethos in
  professionalism

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Views and expectations

• Principal Associations
• A strong role new offerings for leaders a
  coherent distributed network
• Tension emphasis on leaders versus classroom
  teachers

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Views and expectations

• Teacher accreditation and registration bodies
• Potential for alignment especially for advanced
  professional standards
• Tension resource needs likely to be high

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Views and expectations

• Education unions
• In principle support see a role for a further
  professional voice
• Tension union role in governance give tangible
  evidence of by profession for profession
• Other bodies
• See potential for a service provision
• Tension duplication of roles

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Views and expectations

• Higher education
• Access to research opportunities opportunity
  for alignment of research with professional
  needs.
• Tension why not alignment now competition for
  research funds not convinced of distributed
  network model

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Views and expectations

• Education departments and authorities
• Range of views minimal support to potential
  for contracting services from NIQTSL
• Tension Commonwealth does not have legislative
  authority for determining standards for teachers
  overlap with institutes of teaching

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The vision for NIQTSL

• Make a distinctive contribution to the reputation
  and standing of the profession and become a
  driving force for innovation and excellent
  practice in schools

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Achieving the vision

• Intellectual leadership
• Shaping a vision for the future of teaching in
  the 21st century
• Advocacy for the teaching profession

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Functions of NIQTSL
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Functions to Achieve the Vision
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Mode of operation
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Location

• ANU campus in ACT
• Advantages
• National Capital
• Location near other national professional bodies
• Status of location
• ANU alignment with the proposed role and
  functions
• Value for money
• Formal incorporation in mid-2005
• Access to ANU infrastructure and amenities

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Proposed governance

• Interim arrangements
• interim chairperson and board appointed
• secretariat established
• Chief Executive advertised

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Proposed governance

• Potentially a four-tiered structure
• The Board
• An Advisory Council
• Standing committees and taskforces
• Annual conference or workshop

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Where to from Here?

• Establish our profession
• Standards teaching, curriculum, leadership
• Issues working parties
• Relationship with higher education
• Areas of research
• Multiplier effect
• Advise on 109M for practicum
• Advise on 251M for improving teaching and
  learning in higher education