{"id":68883,"date":"2023-07-06T00:05:32","date_gmt":"2023-07-06T04:05:32","guid":{"rendered":"https:\/\/world.edu\/?p=68883"},"modified":"2023-07-06T00:05:32","modified_gmt":"2023-07-06T04:05:32","slug":"why-are-less-than-1-of-australian-teachers-accredited-at-the-top-levels-of-the-profession","status":"publish","type":"post","link":"https:\/\/world.edu\/why-are-less-than-1-of-australian-teachers-accredited-at-the-top-levels-of-the-profession\/","title":{"rendered":"Why are less than 1% of Australian teachers accredited at the top levels of the profession?"},"content":{"rendered":"

\"\"<\/p>\n

On Wednesday the federal government released a\u00a0consultation paper<\/a>\u00a0looking at how to make the school system \u201cbetter and fairer\u201d.<\/p>\n

This is part of ongoing consultations over the next\u00a0National School Reform Agreement<\/a>\u00a0between the Commonwealth and states, due to begin in 2025.<\/p>\n

One of the questions the consultation paper asks is how to attract and retain teachers, and how to improve and support teachers\u2019 career pathways.<\/p>\n

As the paper noted, teachers accredited at the top level of the profession\u2019s standards \u201cmake up less than 1% of the teaching workforce\u201d.<\/p>\n

Accreditation levels<\/strong><\/h4>\n

Australia\u2019s professional\u00a0standards for teachers<\/a>\u00a0are now ten years old.<\/p>\n

The standards set out what a teacher must know and be able to do to be registered as a teacher in Australia.<\/p>\n

They consist of four levels. The bottom two are mandatory for all teachers in classrooms. But the top two are voluntary.<\/p>\n

Despite these being a way to high-performing members of the profession, as of 2023,\u00a0only 1,211<\/a>\u00a0of the\u00a0307,000<\/a>\u00a0full-time-equivalent teachers in Australia, are accredited at these levels. That\u2019s only about 0.4%.<\/p>\n

A Commonwealth and state government plan to\u00a0address the national teacher shortage<\/a>, released in December 2022, said Australia should aim for 10,000 \u201chighly accomplished\u201d or \u201clead\u201d teachers by 2025. It also noted the need to \u201cstreamline\u201d the process.<\/p>\n

This suggests the standards\u00a0are not working<\/a>\u00a0or useful for the vast majority of teachers.<\/p>\n

What are the standards?<\/strong><\/h4>\n

The standards were developed by the\u00a0Australian Institute for Teaching and School Leadership<\/a>. They\u00a0include<\/a>\u00a0seven separate headings and 37 different focus areas.<\/p>\n

The headings include \u201cknow students and how they learn\u201d, \u201cknow the content and how to teach it\u201d, \u201ccreate safe and supportive learning environment\u201d and \u201cassess students\u2019 learning\u201d. Teachers must also ensure they keep engaging in professional development.<\/p>\n

Each of the focus areas is divided into four stages. Teachers need to pass the first stage to enter a classroom after their education degree (\u201cthe graduate stage\u201d) and then pass another stage in the first few years of their career (the \u201cproficient stage\u201d.)<\/p>\n

The third and fourth stages of the standards (\u201chighly accomplished\u201d and \u201clead\u201d) are voluntary.<\/p>\n

What\u2019s involved with the higher levels?<\/strong><\/h4>\n

To become a \u201chighly accomplished\u201d teacher, there are two stages, no matter what state or territory teachers live in.<\/p>\n

Firstly, the teacher needs to submit a complex portfolio with annotated documents, with evidence of their teaching practice. Then they have to pass a site visit where an external assessor examines them in the classroom.<\/p>\n

Depending on the jurisdiction, the process takes a year or more. The cost ranges from about A$600 to\u00a0more than A$1,000<\/a>.<\/p>\n

\u201cLead teacher\u201d accreditation is another year and the same sort of cost again. On top of this, certification must be renewed every five years. This requires more written statements by the teacher, along with three to five referee reports.<\/p>\n

Do they get paid more?<\/strong><\/h4>\n

Despite this cost and effort, teachers do not necessarily get paid more if they get accredited at the higher levels.<\/p>\n

Teachers in New South Wales do get a pay rise, as \u201chighly accomplished or lead\u201d categories are recognised in enterprise agreements across all school sectors. But this is not the case in Victoria. And in South Australia, if teachers have the accreditation and work in a government school, they are only paid more if they are in a recognised \u201chighly accomplished or lead teacher\u201d position in the school.<\/p>\n

Is it more prestigious?<\/strong><\/h4>\n

The\u00a0two voluntary stages<\/a>\u00a0are supposed to create a pathway for teachers to become specialists in their fields.<\/p>\n

It was hoped that the voluntary stages would give teachers recognition for their expertise while remaining in the classroom, rather than building their careers by moving into school leadership roles. It was also seen as a way of\u00a0raising the status<\/a>\u00a0of teaching.<\/p>\n

But as my 2021 research showed, there is\u00a0no compelling evidence<\/a>\u00a0the standards raise the status of the profession.<\/p>\n

Meanwhile, many teachers don\u2019t stay in the classroom once they are accredited.<\/p>\n

A\u00a02018 survey<\/a>\u00a0found one in three teachers who had done the higher levels of accreditation had moved into a school leadership role that took them more out of the classroom. Previous\u00a0Australian research<\/a>\u00a0has shown teachers see moving into a school leadership or management role \u2013 such as a principal or a subject coordinator \u2013 as more prestigious than staying in the classroom.<\/p>\n

We don\u2019t have a national approach<\/strong><\/h4>\n

The uptake is not helped by different state attitudes. For example, Western Australia has an alternative leadership and pathways for teachers, which do not involve the national standards.<\/p>\n

The figures suggest teachers would prefer to get a masters degree or other university qualification anyway. More than 16,000 Australians completed a\u00a0postgraduate degree in education<\/a>\u00a0in 2021 alone. Even accounting for the\u00a04,000<\/a>\u00a0or so of those who were completing initial teacher education at master degree level, this is still a significant figure.<\/p>\n

What now?<\/strong><\/h4>\n

Teaching has long had an emphasis on ongoing professional development. But the low uptake in voluntary accreditation suggests we need to change the way we recognise high-performing teachers.<\/p>\n

The two mandatory stages of the standards have had a high impact in part because all initial teacher education courses (and teachers\u2019 ongoing registration) are pegged to them.<\/p>\n

One way to give the voluntary stages of the standards some relevance, currency and status in the profession is to hitch \u201chighly accomplished and lead teacher\u201d accreditation to university qualifications as well. We know teachers want to do further study. This could be combined with higher levels of registration.<\/p>\n

Author Bio: <\/strong>Adam J. Taylor works at the Melbourne Graduate School of Education at The University of Melbourne<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

On Wednesday the federal government released a\u00a0consultation paper\u00a0looking at how to make the school system \u201cbetter and fairer\u201d. This is part of ongoing consultations over the next\u00a0National School Reform Agreement\u00a0between the Commonwealth and states, due to begin in 2025. One of the questions the consultation paper asks is how to attract and retain teachers, and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434515],"coauthors":[11733],"class_list":["post-68883","post","type-post","status-publish","format-standard","hentry","category-education","tag-teacher-accreditation"],"acf":[],"yoast_head":"\nWhy are less than 1% of Australian teachers accredited at the top levels of the profession? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/why-are-less-than-1-of-australian-teachers-accredited-at-the-top-levels-of-the-profession\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why are less than 1% of Australian teachers accredited at the top levels of the profession? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"On Wednesday the federal government released a\u00a0consultation paper\u00a0looking at how to make the school system \u201cbetter and fairer\u201d. 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