RECOMMENDATIONS
Recommendation 1
3.17 The committee recommends that the COAG Standing
Council on School Education and Early Childhood, and the Commonwealth
Government, provide teachers with training on how to use and interpret
evaluative data.
Recommendation 2
3.39 The committee recommends that the COAG Standing
Council on School Education and Early Childhood continue to monitor the
effectiveness of the Close the Gap program and identify further measures to
improve outcomes for Indigenous students, particularly for Indigenous students
in very remote areas.
Recommendation 3
3.63 The committee recommends that the COAG Standing
Council on School Education and Early Childhood Development and the Catholic
and Independent school sectors work to ensure continued investment in programs
with proven effectiveness that assist parents and guardians to support the
education of their child, beginning in early childhood.
Recommendation 4
3.74 The committee recommends that the COAG Standing
Council on School Education and Early Childhood, and the Catholic and
Independent school sectors, urgently work to identify measures to close the gap
between educational outcomes for rural and remote students and metropolitan
students. Funding measures may be required to ensure that each student
is given every opportunity to thrive and reach their full potential.
Recommendation 5
3.75 The committee recommends that the COAG Standing
Council on School Education and Early Childhood, and the Catholic and
Independent school sectors review the current incentives arrangements for
hard-to-staff positions in metropolitan, regional, remote and rural schools, to
ensure that these are appropriate.
Recommendation 6
3.94 The committee recommends that the Australian
Institute for Teaching and School Leadership ensure that university teaching
programs provide appropriate practical and theoretical training to pre-service
teachers in effective behavioural management.
Recommendation 7
3.95 The committee recommends that the COAG Standing
Council on School Education and Early Childhood, and the Catholic and
Independent school sectors, consider initiatives to better support teachers and
principals effectively manage behaviour in Australian schools.
Recommendation 8
3.103 The committee recommends that the COAG Standing
Council on School Education and Early Childhood work with the Catholic and
Independent School sectors to further develop programs to ensure that parents
and guardians have the highest expectations for each child, regardless of socio
economic status.
Recommendation 9
3.113 The committee recommends that Commonwealth Government
work with state and territory governments and the Catholic and Independent
school sectors to ensure that adequate funding for support is provided to all
students with a disability, to ensure that each student with a disability is
given every opportunity to thrive and reach their potential in a safe and
appropriate environment.
Recommendation 10
3.119 The committee recommends that the COAG Standing
Council on School Education and Early Childhood conduct research into whether
public schools participating in school autonomy programs have improved student
results.
Recommendation 11
4.69 The committee recommends that the COAG Standing
Council on School Education and Early Childhood and the Australian Council of
Deans of Education consider the research conducted by Incept Labs and the
conclusion that multiple methods should be used to select entrants to teaching
programs. These methods may include: academic ability; psychometric testing; behavioural
based interviews; role-plays; teaching practice.
Recommendation 12
4.70 The committee recommends that the COAG Standing
Council on School Education and Early Childhood and the Australian Council of
Deans of Education work to ensure that adequate funding is directed to schools
to provide quality mentoring and support programs for pre-service teachers
during practicum.
Recommendation 13
4.71 The committee recommends that the COAG Standing
Council on School Education and Early Childhood work to ensure that demand for
quality teachers is high and consider:
- restricting the number of places available to pre-service
teachers for practical training;
- capping the number of graduates who can register as teachers (any
cap imposed should be reviewed each year and reflect the expected demand for
teachers in particular disciplines); and
- introducing a registration exam to be used in conjunction with
the current registration standards to assess graduate suitability.
Recommendation 14
4.72 The committee recommends that the Tertiary
Education Quality and Standards Agency conduct an audit of literacy teaching
programs at education faculties in universities to establish whether graduating
primary school teachers have an appropriate level of literacy and are equipped
to teach the English language. This may indicate a need to moderate student
assessment across faculties.
Recommendation 15
4.73 The committee recommends that the Tertiary
Education Quality and Standards Agency, in consultation with the Australian
Mathematic Sciences Institute, conduct an audit of mathematics teaching
programs at education faculties in universities to establish whether graduating
primary school teachers are equipped to teach mathematics and numeracy to
students. This may indicate a need to moderate student assessment across
faculties.
Recommendation 16
4.74 The committee recommends that the Australian
Council of Deans of Education liaises with the relevant Deans of Sciences and
Mathematics to ensure that students in those disciplines receive timely and
accurate advice about the pre-requisites required to become secondary
mathematics and/or science teachers.
Recommendation 17
5.22 The committee recommends that state and territory
governments and the Catholic and Independent school sectors consider rewarding
Highly Accomplished and Lead teachers with meaningful remuneration and an
improved salary structure under the new national certification process (consistent
with initiatives already undertaken in some jurisdictions).
Recommendation 18
5.65 The committee recommends that the COAG Standing
Council on School Education and Early Childhood commission research into the
reasons why teachers are leaving the profession.
Recommendation 19
5.66 The committee recommends the Australian Institute
of Teaching and School Leadership, in consultation with the COAG Standing
Council on School Education and Early Childhood, develop guidelines on how best
to support first year teachers.
Recommendation 20
5.107 The committee recommends that the Commonwealth,
state and territory governments, and the Catholic and Independent school sectors
consider ways to support in-house professional learning and development
(including mentoring), with an associated reduction in teaching loads.
Recommendation 21
5.108 The committee recommends that the Department of
Education, Employment and Workplace Relations investigates the potential use of
online tools for delivery of professional learning for teachers.
Recommendation 22
5.109 The committee recommends that the state and
territory governments consider creating pathways (for example scholarships) for
teachers teaching 'out of field' in mathematics and science to become qualified
in these disciplines. The Commonwealth Government should also consider
increasing the number of postgraduate Commonwealth Supported Places in these
disciplines. As an interim solution, the committee recommends that programs
which assist teachers teaching 'out of field' be expanded.
Recommendation 23
5.110 The committee recommends that the Department of
Education, Employment and Workplace Relations commission a study in 2016 to assess
the effectiveness of the initiatives being undertaken by the Australian
Institute for Teaching and School Leadership.
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