preparing educators - prof bob conway

Preparing educators for the brave new world of curricula, standards, accreditation and even

teaching.

Prof Bob ConwayDean of EducationFlinders University

Key concerns from CEASA members

• Capacity for change• Overload• Reduction in goodwill• Time constraints in change• Taking more time from teaching• Curriculum from above• Individual change rates verses systems change• Lack of PL and/or PD to understand changes• Accountability measures and pay• Non-engagement of teachers during the change process leads to

difficulty to be convinced and positive about implementing them.

© R.Conway, 2012

What educational change seems like for many teachers

Issues for Teacher Education

• New national standards for Teacher Education awards on what programs must contain

• Minimum training time of 2 years (can be taught in 1.5 years)

• New national registration of teachers on graduation based on Graduate Standards of AITSL

• New mandatory days for Professional Experience

© R.Conway, 2012

Professional Experience – a Critical components for teacher education

• Increased enrolments in Teacher Education across the state

• Placements are critical but critically short in supply

• Rethink how we find places and how schools support the teachers of the future

© R.Conway, 2012

What are the constraints?

ACARA– Australian Curriculum and how it relates to state

curricula? How it will become a curriculum rather than a set of single individual subject curriculums (sic)• Cross curriculum priorities/general capabilities in F-10• Intersection with the EYLF• Senior Years model – Years 11-12• Resources and whether they will be shared (Scootle.edu.au)

– NAPLAN and its effects on teaching and learning priorities

© R.Conway, 2012

Australian Curriculum – just add a local nozzle?

© R.Conway, 2012

What are the constraints?ACARA

– Australian Curriculum and how it relates to state curricula? How it will become a curriculum rather than a set of single individual subject curriculums (sic)• Cross curriculum priorities/general capabilities in F-10• Intersection with the EYLF• Senior Years model – Years 11-12• Resources and whether they will be shared (Scootle.edu.au)

– NAPLAN and its effects on teaching and learning priorities

AITSL– Teacher and Principal standards – Australian Teacher Performance and Development Framework as a measure of

performance accountability and pay(??)

© R.Conway, 2012

How do we get to be heard as individuals in the world of curriculum change, changing accountability in terms of performance, and job expectations?

© R.Conway, 2012

What can we do?

Engage teachers, schools and systems:– Throughout the process of implementing the Australian Curriculum

with consistent updates – SA is stronger at this than some states

– In discussions about the progression from AITSL standards to measurable and enforceable progression (pay?) levels

– Use PD days effectively across schools rather than isolated individual teacher activities

– Share resources, ideas and strategies and not reinvent the wheel (ie. not just Scootle, but all resources websites)

© R.Conway, 2012

Sometimes it all seems like this.

Don’t give up as your schools and students need you!!

Thank you!

© R.Conway, 2012