Initial Teacher Education (ITE) Reform

Initial Teacher Education Reform

Action Now:
Classroom Ready Teachers

To maximise impact on student learning, we need to ensure that every pre-service teacher is classroom ready upon graduation. Here you will find information about the reform agenda and materials to support implementation

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Education Ministers have agreed to a new and improved system for the accreditation of initial teacher education programs in Australia

Overview

What action are we taking against each of the reform areas?

Stronger quality assurance of teacher education courses

What have we done?

All Education Ministers have agreed to rigorous new Standards and Procedures for the accreditation of initial teacher education programs in Australia that make clear what providers must do to gain accreditation, and ensure that all accreditation panels across Australia apply the same high standards.

What will the impact be?

All initial teacher education programs will have to be accredited under the new strengthened system. All initial teacher education programs will be of a consistently high quality and have a demonstrable impact on graduate capability which means better outcomes for our students.

Find out more: Strengthened Accreditation

Rigorous selection for entry to teacher education courses

What have we done?

Ministers have agreed  guidelines for selection of students into initial teacher education programs, which include specific criteria to assist providers in selecting suitable students based on academic and non-academic factors. The guidelines also set out transparent reporting requirements for providers to publish information about their selection mechanisms. We have also developed a literacy and numeracy test to support providers to ascertain whether candidates have the required levels of literacy and numeracy.

What will the impact be?

Candidates selected to enter initial teacher education programs will have the right mix of skills and attributes to be most likely to succeed in their programs and become effective teachers.

Find out more: Selection of Pre-Service Teachers

Improved and structured professional experience for teacher education students

What have we done?

The revised Standards and Procedures require universities to establish partnerships with all schools where professional experience students are placed and set out requirements for communication between schools and providers. The requirements make explicit the expectations of supervising teachers and assessment against the Australian Professional Standards for Teachers.

Throughout 2015 we have detailed the essential elements of effective professional experience, with supporting video examples of great practice.

What will the impact be?

All initial teacher education students will develop strong pedagogical skills through theory and practice linkages, will be rigorously assessed, and will be more confident and 'classroom-ready' upon graduation.

Find out more: Professional Experience

Robust assessment of graduates to ensure classroom readiness

What have we done?

All initial teacher education students will have to pass a rigorous assessment that covers the breadth of teaching responsibilities to ensure that they are classroom ready by the time they graduate.

The revised Standards and Procedures also set out requirements for subject specialisation in primary teaching programs. We are also developing induction guidelines, due in 2016, which will set out consistent, high quality induction practices to be maintained across Australia.

What will the impact be?

All graduates will be robustly assessed against the Graduate career stage of the Australian Professional Standards for Teachers to ensure they can have a positive impact on student learning. New primary teachers have increased capacity to teach and assist other teachers in critical areas such as maths, science and languages and beginning teachers will be better supported in their new careers through quality induction practices.

Find out more: Assessment of Pre-Service Teachers and Induction

National research and workforce planning capabilities

What have we done?

The AITSL Initial Teacher Education Research Agenda has been published to guide research on the effectiveness of initial teacher education. We are also working with stakeholders to define the data needed for better evaluation of initial teacher education and workforce planning.

What will the impact be?

A rigorous evidence base about effective initial teacher education will be available, allowing programs to learn from and be benchmarked against effective practice. Data driven teacher workforce planning will be undertaken to improve the recruitment, resourcing and retention of effective teachers.

Find out more: Learning from Initial Teacher Education Research and Data

Background

The Teacher Education Ministerial Advisory Group was established in 2014 by Minister for Education and Training the Hon Christopher Pyne to provide advice on changes needed to the training of teachers in Australia. The work of the Advisory Group involved significant consultation: over 175 public submissions were received and over 30 consultations were held with key stakeholders.

Minister Pyne released the Teacher Education Ministerial Advisory Group report on teacher education and the Government’s response on 13 February 2015.

This report charts a major reform agenda for initial teacher education in five key areas:

  • Stronger quality assurance of teacher education courses
  • Rigorous selection for entry to teacher education courses
  • Improved and structured professional experience for teacher education students
  • Robust assessment of graduates to ensure classroom readiness
  • National research and workforce planning capabilities