Submission 158Curtin University of Technology TE Inquiry

Department of Education

Submission to the Standing Committee on Educationand Vocational Training

Inquiry into Teacher Education

Public Hearing 25th October 2005.

A team from the Departmentof Educationat Curtin University of Technology Ipreparedthe following set of responses.The responsesaddressthe Committee’sTerms of Reference. Illustrations and examplesof excellencefrom Curtin are Iprovidedfor eachTermofReferenceasit is underdiscussion.

The DepartmentofEducationat Curtin Universityhaspreviouslymadea submissionin writing to the Committee via its membershipof the Australian TechnologyNetworkofUniversities,andtheAustralianCollegeofDeansofEducation.

The first part of this written submissionwill be a brief overview of some issuesidentifiedby theDepartmentofEducation,which, with permissionoftheChairoftheCommittee,will actasapreliminarypresentationto thePublicHearing.

Overview of teacher education at Curtin UniversityIn the ten minutesor so availableI wish to consideron behalfof theDepartmentofEducationat CurtinUniversitythefollowing pointsin relationto teachereducation:

• The false notion that teachingis easy and, by implication, that educatingnoviceteachersis also easy;

• Theideathatteachingasa careeris a journeyoflearninganddevelopment;• Thesuggestionthatmoretime spentin schoolis alwaysbetter;and• Thestrengthsoftheteachereducationprogramsat Curtin University.

The false notion that teaching today is easyIt wasW. B. Sellar,I think, who observedthat for everypersonattractedto teachthereare thirty not wantingto be taught’. Any memberofthepublicmeetingagroupof 15 yearolds from a ‘bottom set’ on Fridayafternoonmight agreeto this statement.On the otherhand,thirty excited5 yearolds exploringclayandpaint presentquite adifferent challenge.Thesesituationsandothersrequirehighly knowledgeable,skilledandthoughtfulteachers.

The recent fashion to refer to teachereducationcoursesat University as teachertraining suggeststhat preparingnoviceteachersfor the classroomis no morethanatransmissionof a list of skills for teachingchildren. The productionof a ‘bag oftricks’ is appealingat theoutset,but experiencein the complexareaof themodernclassroomsoon shows its limitations as novice teachershavenothing to return towhentheymeeta situationnot found in theirbag. We reject this idea, and suggest

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strongly that teachingand teachereducationis a complex,highly skilled, and everchangingundertaking.

Teaching as a journey of learning and developmentThestaff in theDepartmentof Educationat Curtin Universityseepartof theirjob isto preparenoviceteachersto start this journey.A majorpartof the preparationis todevelop‘thinking teachers’who areable to makeinformeddecisionsaboutwhat toteach,how to teachit, how to tailor it for childrenin theclass,andhow to knowif ithasbeeneffective in helping children learn. Furthermore,it is expectedthat noviceteacherswill develophabitsof seekinganswersto questionsabouttheirpracticeandtheirchildrenin theparticularcontextwith theaim ofconstantimprovement,personallearning,andprofessionalgrowth.

Once noviceteachersleave their teachereducationcourseat Curtin University asexcellent, ‘classroomready’, beginningteachersthey are starting the next phaseoftheircareerandthenextpartoftheirlearningto becomeaneffectiveteacher.

More time in school is better?Noviceteachersin theundergraduateprogramsat CurtinUniversityspendaminimumof 100 days in school. In reality, more time is spent in schools interactingwithteachersandchildren.Our tertiarystudents,areoftenrequiredto work with childreninan educationalcontext as part of their assessmentwork. Othersvisit schoolson avoluntarybasisto gain experiencewith a differentagegroupof childrenorto assistwith SportsDayorschoolcamp.Working with childrenin real contextsis avital partof learningto be an effectiveteacherandforms a centralpart of programsat CurtinUniversity.

Time in school is a complexissueand a simplisticsuggestionthat moretime in theclassroompersewill producebetterteachersis questionable.Feedbackfrom teachereducationstudentsreturningfrom extendedschoolplacementwill provideavarietyofreactionsrangingfrom it was really greatand theylearneda lot to it was the worsttime oftheirlife andtheyarethinking ofwithdrawingfrom thecourse.Muchdependson the preparationfor the time in school, the quality of the experienceand thelearningthat is gainedfrom it. Sometertiarystudentsareplacedwith ateacherwho iswilling, ableand competentto work with themto helpthemlearnandmakethemostof thetime in schools.Othersareleft to ‘get on with it’ with aphilosophythatif theysurvivetheywill be all right. Most do survivebut learnlittle abouteffectiveteaching,waysofmanagingclassrooms,andchildren’slearning.Moreofthe latteris not better.

Availability of quality mentor teachers,availability of a range of schools, andavailability over extendedperiodsof time of tertiary studentsare other factors thatneedto be addedto the discussion.Not all schools,teachersandclassroomsare thesame.At Curtin Universitywe strive to offer noviceteachersa rangeof experiencesand in somecaseswe insist on it. We have schoolplacementsin rural and regionalareasavailable. Manynovice teachersareunableto takeadvantageof these,eventhoughthesearemostlikely to be theareasthatwill be offering theirinitial teachingplacement.The reality of family commitments,part time employmentand limitedfinancesrestrict manynoviceteachersfrom gaining experiencein schools that aredistantfrom theirhome.

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Teacher education at curtin UniversityAt Curtin University thereare threeundergraduatecoursesfor teachereducation(B.Ed Early Childhood, Primary and Secondary) and one postgraduatecourse(GraduateDiploma in Education— Secondary).TheB.Ed coursesare four yearsinlengthwhile the GraduateDiploma programlastsfor one year. Schoolexperienceisundertakenin local schools, schools in rural areas, and for a limited numberofstudents,in CanadaandThailandaspartofStudyAbroadofferings.

Thedevelopmentof the ‘thinking teacher’ and the induction into the professionofteachingbeginson thefirst day with thefirst classin thefirst unit. Units, apartfromspecialistcontentunits, relatetheoryand researchto practicein classrooms,and allpracticein theclassroomis relatedbackto theoryandresearch.

Theinitial teachereducationprogramsat Curtin University havea similar structureandareunderpinnedby similar ideas.Thestructurehasfourmajorparts:

• Coreeducation• Curriculumandlearningareas• Electives,andmajorsandminors• Schoolexperience

All programsareembeddedwith theprincipleof excellencein literacyandtheuseofInformation and CommunicationTechnologies(ICT). Theteachingof childrenwithSpecialEducationalNeeds(SEN) also has a priority statuswithin programs.Forexample, all courseshave a mandatoryunit on teaching children with specialeducationalneeds,otherunits have SEN issuesintegratedinto them, and thereareelective units in the areaand some noviceteachersopt to specialiseby taking anumberof themin a SENtheme.Thereis a deliberateandplannedemphasison theteachingof literacy, mathematics,and ICT in the Early Childhood and Primarycourses.Here, alongwith two and a half mandatoryunits in eachof literacy andmathematics,noviceteachersmayalsoopt to studyin aspecialistpathwayin teachingliteracy,orteachingmathematics,orteachingwith ICTs.

Thereis anunderlyingaim in all coursesof preparingourgraduatesto be life-longlearners.Units throughoutthe coursesareusedto developsuchskills as reflectivepractice,autonomouslearning, and participation in professionalorganizationsandactivities.

Within the Departmentof Education,novice teachersare exposedto high qualityteachingandthelatestwriting andresearchin manyareas.For example,ProfessorRicLowe is an international leader in learning technologiesand graphicacy, andAssociate ProfessorHeatherJenkins in the area of special educationalneeds,especiallyADHD. ExcellenceandInnovationin teachingawardsattheuniversityandnationallevel havebeengivenin recenttimes to Dr RozzAlbon, Dr SandraFrid andmyself. Manyof the Departmentstaffhavehadexcellentcareersin schoolsettings,andmostofthesessionalstaffareeitherteachersat presentor haverecentclassroomexperience.

We welcomethe chanceto discussthehighly complex,intellectuallydemanding,andwonderfulworld ofteachingandteachereducation.

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Terms of Reference for the CommitteeThe next sectionof this documentwill expandon the issuesraisedearlier as itdiscussestheTermsofReferenceestablishedfor the Committee.

Examine and assessthe criteria for seleclingstudents for teacher trainingcoursesCurtin University relies on the WesternAustralian Tertiary EducationRankings(TER) to selectmost studentsfor the Departmentof EducationSecondary,Primaryand Early Childhood courses.However,mindful of equity issues,and at the sametime wishing to attracta broadrangeof studentteachers,Curtin has a numberofalternativeroutesfor entry into teachereducation,which whileallowing broadaccessalso maintainanentrystandardthat will ensurestudentsuccess.Theseincludematureageentryvia the (STAT) test,TAFE diploma,andentryfor indigenousstudentsviatheCentrefor AboriginalStudies.Graduateentrycourseapplicantsfor theGraduateDiploma in Education(Secondary)programareacceptedsubjectto theirBachelor’sdegreematchingthe teachingmajoroffered, the demandfor the teachingarea,theiracademicrecord,andapersonalstatement.

Examine the extent to which teacher-training coursescan attract high qualitystudents,including studentsfrom diversebackgrounds and experiencesCurtin University is committedto maintaininghigh academicstandardsand selectsfrom a rangeof eligible applicants.For undergraduatecourses,Year 12 applicants’rankingsarebasedon theTertiaryEntranceRankings(TER). In 2004theTER cutoffscoreswere BCE (85), Primary(86), Secondary,(84). Thus,manystudentsenteredtheirdegreecoursewith aTER rankingabove85.

Curtin University is also committedto equity and accessand acceptsnon-Year 12entrantswith diverseexperiencesincluding thosewho are returning to study afterraisinga family or changingcareerpaths,peoplefrom rural locations,and peoplefrom overseasand IndigenousAustralians.Thesestudentscompletethe approvedSTAT test.

There is a particular focus on prospectivestudentsfrom an IndigenousAustralianbackgroundwho are encouragedto applyfor entry throughTER or STAT scoresoralternativelytheymayenterEarlyChildhoodandPrimarycoursesvia non-standardentry accessagreementwith Curtin’s Centrefor Aboriginal Studies.In addition tothesepathwaysan innovativeprogramfor Indigenousstudentshasbeenoperatingthrough a partnershipbetweenthe Departmentof Educationand Training, WesternAustralia (DETWA) and Curtin’s Centre for Aboriginal Studies. In this programAboriginal and IslanderEducationOfficers (AIEO) who are currently employedinWesternAustralianschoolsupgradetheirqualificationsastheycombinetheir ‘in situ’everydaywork anduniversitystudy.

Potentialteachersin rural and regionalareasofWesternAustraliaareableto accessUniversity TeacherEducationEarly Childhood and Primary coursesvia CurtinCollege for RegionalEducation(CCRE).The Collegemakesthe Curtin (Bentley)degreesavailable in their regional centres in Western Australia, for exampleKalgoorlie, Esperance,Geraldton,and,in anew collaborationwith theUniversityofWesternAustralia,in Albany.

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Males are in a minority within the Early Childhoodand Primarydegrees,typicallylessthantenstudentsperhundred.Within thesecondaryprogramsthegenderbalanceremainsskewedto female(B.Ed secondary68% femaleand 32% male, GraduateDiploma secondary64% female and 36% male). Attracting sufficient numbersofgoodquality maleteacherscontinuesto bean issuefor theDepartmentof Education,asit is formanyteachereducationcoursesandemployingagenciesin Australia.

Curtin University endeavoursto attract the best quality studentsto the teachereducationcourseand mentoror supportsystemsarein placeto aid all studentswiththeirtransitionto academicwork anduniversitylife andeventuallyinto theprofessionof teaching. Generally, we find students entering the coursesto be genuinelyinterestedin childrenandbeinganintegralpartoftheirdevelopmentandlearning.

Examine attrition rates from teachingcoursesand reasonsfor that attrition.Attrition from teachereducationcoursesat CurtinUniversity is low. Ratesofattritionover a four-year coursearetypically in therangeof5 to 10%.

The Department of Educationat Curtin University hasa relatively small numberofstudents,and excellentstaffstudentrelationshipsaredevelopedover fouryears.Highstudent retention rates can, to a certain extent, be attributed to the excellentpastoralcare given by Course Coordinators and Departmentstaff in general, and to theflexibility that a small departmenthas.In otherwordsstudentscanwork with staff toensuretheyadjust their study load during difficult times. Departmentof Educationstaffmodel ‘bestpractice’ regardingthevalueofknowing one’sstudents,theirneeds,strengths,andweaknesses.

Specificstrategieshavebeenimplementedto boostretentionrates.Theseinclude:• adedicatedorientationto Educationat thebeginningofeachyearofstudy;• studentmentorsassignedto first yearstudents;• explicit teachingof study skills neededfor Universitystudyin first year, first

semesterunits;• anopenaccessto CourseCoordinatorsandall teachingstaff• designingflexible study loads,whereneeded;and• early,supportedinvolvement in schoolandclassroomcontexts.

Wherestudentsdo leavethe programit is normally for oneor a combinationof thefollowing reasons:health, family commitments,and to earn money to supportuniversitystudy(thesestudentsoftenreturnto study). Sometimesstudentsdecidethatteachingis an inappropriatecareerfor them. The Departmentplacesstudentsintoschoolsin SemesterOneoftheircoursesothattheycanmakean informeddecisionasto their ability and inclination to be a teacher. A few studentstransferto otheruniversity studies at the end of the first semester.On rare occasionsa Board ofExaminersmayterminatetheenrolmentofastudentwhodoesnotmeetthenecessarystandards,eitheracademicor practical,to bea noviceteachergraduatingfrom CurtinUniversity.

Examine and assessthe criteria for selectingand rewarding education facultymembers.Selectioncriteria for staff positionshave, amongothers, essentialcriteria of a Ph.D.,excellencein teaching in schoolsor tertiary settings,personal research,supervision of

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higherdegreestudents,andpublication.Whenthesecriteriaarecombinedwith otherfactorssuchastherelativeisolationofWesternAustralia,anda startingsalaryof $61000 at LecturerB level (a classroomteacherafter 7 yearshasa similar salary),thepool of availablenewstaffin the areaofteachereducationis limited anddiminishing.

Extensiveuseis madeofpractisingteachersto providesessionalteachingandguestlectures.This is a plannedstrategyof the Departmentasa way to add expertiseofcurrentclassroomteachersto thedeliveryofaunit.

Tenuredstaff at Curtin University can apply and are encouragedto apply forpromotion.Promotionis assessedagainstcriteria for performanceand excellenceinthree general areas— Researchand Development,Teaching and Learning, andLeadershipandCommunityInvolvement.

Over recent years the number of full time, tenuredstaff in Educationat CurtinUniversityhasreduced.This hasresultedin increasedteachingloadsand a decreasein time available to apply for researchopportunities and to design and conductworthwhile and relevantresearchand consultancy.This appearstypical of manyAustralianUniversityEducationfaculties.

Examine the educational philosophy underpinning the teacher training courses(including the teaching methods used, course structure and materials, andmethods of assessmentand education) and assessthe extent to which it isinformed by research.

Sound educationalresearch,both Australian and international, underpins programs inthe Department ofEducation and informs the continuing developmentand evaluationofprograms. Relevantpedagogicaland curriculainnovationsareincorporatedinto thecourseto ensurethat studentshaveaccessto up-to-dateresearch-basedprograms.

The Departmentof Educationhas developeda list of GraduateOutcomesfor itsstudents.Theseoutcomesarederivedfrom Curtin University’s GraduateAttributes,anearlierlist from theDepartment,andtheDepartmentofEducationandTrainingofWesternAustralia’s (DETWA) list ofcompetenciesfor abeginningteacher.All unitsandcoursesaim to developstudentsin thesegeneralareasoverthefour yearsoftheircourse.

TheDepartmentof Educationgraduateoutcomesareasfollows:

Disciplinary Knowledge in EducationOn completionof studiesin educationgraduates:

1. make informed decisionsregardingteachingand learning based on acomprehensiveunderstandingofthedevelopmentofthe learner;

2. areself-motivated,critical andreflective in theirapproachto teachingandlearning;

3. can plan, implement and evaluatea range of teaching, learning andassessmentpractices;

4. analyseand apply appropriatepracticesbasedon a soundknowledgeoflearningareacontent;

5. createandmanagelearningenvironments;

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6. understandthedevelopmentandapplicationofcurriculum;7. can integratethe socio-culturalcontextsand valuesof educationwithin

theireducationalscholarshipandpractice.

Developmentas a ProfessionalEducatorOn completionofstudiesin educationgraduates:

8.demonstratetheattributesoflifelong learners;9.communicateeffectivelyin contextuallyappropriateways;10. demonstrateautonomyandinitiative to researchandsolveproblems;11. areableto work collaborativelyin educationalcontexts;12. valueprofessionalandcommunitypartnershipsin education;13. demonstrateleadershipin education.

Teachingis a highiy interactiveandvery complexundertaking.Notionsofsimplistic,skills-basedapplicationsarenaYve, limited and inappropriateto thedevelopmentof aprofessionalreadyto begina teachingcateerin the 2l~ Century. Curtin Universitystrives to producethinking teacherswho areable to assessand apply a rangeofteachingtechniques,creativelydesign and develop curriculum, and useclassroommanagementalongwith teachingstrategiesasneededat thetime andspecificto thecontext. Reflectionon practiceand reflection in practice form a further layer indevelopingthe ability of the noviceteacher.Integratedthroughoutthe coursesis thedevelopmentof personaland professionalvalues in the novice teachers.Teachereducationat Curtin University is seenas a preparatoryprogram,one that preparesteachers,not only for their first few yearsof working in schools and educationcontexts,but also for leadershipand personal,professionaldevelopmentover theircareers.

Thefollowing paragraphsillustratehow this philosophyis put into practicewithin thesecondaryteachereducationprograms.Other programswithin the DepartmentofEducationemphasisesimilar importantissues.

Therearemanyskills a personneedsin orderto be a successfulhigh school teacher.Examplesof theseare to gainthe attentionof a room full of teenagers,to preparelessonsthat meetthe needsof a rangeof students’abilities andinterests,and to usequestionsappropriatelyto helpteenagersleam.Of coursetherearemanyotherthingsbut theseareusefulexamples.

GainingattentionHow doesa teachergain the attentionof a room full ofteenagers?And how do wehelp noviceteachersto be ableto it? There is not one answerto this: successful,experiencedteacherswill do this in manyways.So, asteachereducators,wecangivethe noviceteachersways to gain the attentionof a room full of teenagers.We canprovidethemwith a repertoireofwaysthat aresuccessfulfor otherteachers.But thisis not enough.Thenoviceteacherswill needto find thewaysthat are successfulforthem, thewaysthat areconsonantwith whattheybelieveandhow theywishto actinaclassroom.Further, to be successful,theywill needto developthejudgementaboutwhento useone methodfrom their repertoireand whento usea different one. Asteachereducatorsweneedto help themto achievethis. This learningexperienceis arich and complex one, and a personalone for eachnoviceteacher.This learningexperienceis an intricate mix of theory and practice,of action and reflection, of

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collaboration and personalthinking. Some novice teachersare able to gain theattentionof aroom full ofteenagersquite quickly, while othersstrugglewith this forsometime in ways that canbe emotionaland draining.At Curtin Universitywe arecommittedto helping everynovice teacherachievethis ability. This is just one ofmanyparticularabilities that successfulhigh school teachershave and that noviceteachersneedto develop.

LessonplanningWhen startingto discusslessonplanningwe tell the noviceteachersenrolledin ourteachereducationcoursesthattheycanfind on the Interneta lessonplanon anytopicfor anyagegroupof schoolstudents.But we also gnaranteethat if theydownloaditand try to use it, the lessonplan will not work. The essentialelementsof lessonplanningarein theprocessofdoing it ratherthan in theproduct.At Curtin Universitywe engagenoviceteacherswith planning a rangeof learning experiencesfor theirpeersand for schoolstudents.Lastyearonenoviceteachertold ushetook 16 hourstopreparehis first ten-minutemicroteachinglessonto his peers.He wasquite pleasedwith the way it went, butwhenhe reflectedaboutit afterreceivingfeedbackfrom usandfrom his peershe realisedimprovementscouldbemade.This processagainis acomplicatedinteractionbetweenpractice,theoryand reflection.At Curtin Universitywearecommittedto workingwith everynoviceteacherin this way.

An importantpart ofplanninga lessonis decidingon the learningstrategiesfor thestudents:matchingthe learningactivities to thecontent,to the intendedoutcomes,tothecontextandto thestudentsin theclass.We encouragenoviceteachersto considerthat group work is sometimesappropriate,explanationto the whole class from thefront is sometimesappropriate,anduseofbooks and equipmentis oftenuseful.Wesuggestthat over a periodof time variety of teachingand learningapproacheswillleadto increasedmotivation in students,ratherthandoing the samething over andover.At CurtinUniversity wehelpnoviceteachersto becomefamiliar with a varietyof teachingstrategiesandmodels.Theypractiseusingthesemodelsandstrategiesinhigh schoolsand microteachingsessionsat theUniversity. Simplistic ideasabouttheuseof ‘groupwork’ or ‘teacher-centredlearning’ do not seemuseful. Ratherwehelpnoviceteachersto beableto usea varietyof strategies,stressingthat whatevertheydo theyneedto do it well. We try to helpthemdevelopthejudgementaboutwhentouseparticularmethods,whento persistandwhento changecourse.Like otheraspectsof high school teaching this involves reflection and discussion, the interactionbetweenpracticeandtheory.

AnsweringquestionsWhatshouldahigh schoolteacherdo whena studentin theclassasksa question?Ofcoursethereis no oneanswerto this. It dependsonmanythings suchasthecontext,the questionitself, the student’smotivationand what the otherstudentsin the classare doing. Most noviceteacherswill try to answerthequestionimmediately,but thisis not alwaysthe best thing to do. The interactionsgoing on in the classroomarecomplex:maybetheteacherneedsto helpthestudentform a clearerquestion,maybetheteachercan respondwith a question,maybethereneedsto besomequiettime sothat all classmemberscan think, maybeother classmembersshould be invited torespond,and if so should this be volunteersor should the teacheraska particularstudent.If you watchsuccessful,experiencedteacherstheywill makethesedecisionsquickly andwell, andtheobservermightnot evenrealisethat decisionsweremade.It

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appearsseamless.Experiencedteachersthemselvesoftendo not know why theyhavetakena certain action: it was just ‘the right thing to do’. Thereare hundredsofdecisionslike thisonein aday andlittle time to reflecton them.Noviceteachersneedto engagewith thesesituations,to think aboutthedetail andto reflectabout,it. It maytakeaconsiderableamountoftime thinking aboutanddiscussinganapparentlysmallaspectof teaching.At Curtin University we arecommittedto helping eachnoviceteacherwith theseprocessesand with the aspectsof high school teachingthat arepersonallyimportantto them.

Thesethreespecificexamples— gainingattention,lessonplanningandrespondingtoa studentquestion— are threefrom hundredsthat couldbeselectedto makethepointthat supposed‘skills’ are implementedsuccessfullyby experiencedteacherswithincomplexsituationsrequiringsensitivejudgementsanddecision-making.Developmentof these abilities in novice teachersrequiresa great deal more than just being‘provided’ with theskills.

Of course high school teachersshould know their content well and be good atspelling,atreading,at addingup andatotherbasicskills. But this is not enough.Theyneedto begoodlisteners,theyneedto be goodcommunicators,theyneedto beableto form positive relationshipswith young peopleand other adults, and they needpersistence,patienceand energy.Teachereducationprogramsshould help developtheseabilities and a range of others. Beyond skills there is a range of moraldispositionsthat are associatedwith successfulhigh school teaching, suchas aconcernedandcaringapproachto studentsandhonestyin interactions.Time spentonconsiderationof theseandhelpingnoviceteachersfind theirown positionsregardingthemis alsoimportantin teachereducation.

A teachereducationprogramdoesneedto makearangeofknowledgeavailableto thenovice teachersand help them to learn it. Knowledge about children and youngpeople and their individual and group behaviours,knowledge about societies’expectationsof schoolsand teachers,knowledgeof the subjectsthey are to teach,knowledgeof curriculumbothgenerallyand in specific termsandknowledgeof theneedsof special groups in our schools are all essential.But ‘giving’ the noviceteachersthe knowledgeis not enough.Teachereducationhasthe responsibilitytoensurethat peoplecan ‘do’ teachingand not just know about it. The connectionsbetweenthepracticeandthe theoryareusedto achievethis. The noviceteachersdoneedto know aboutit, theydo needto think aboutit andto understandthat theyneedto keepthinking aboutit aslong astheyareteachers:but they alsoneedto be ableto‘do’ it.

Few would arguethat high school teachingis easy.Whenwe look at the arrayofknowledge,skills anddispositionsthat successfulhigh schoolteacherspossesswecansee that it is a rich and complex set existing in demandingand ever-changingenvironments.Why then would it be an easymatter for a novice entering theprofessionto becomegoodat it?

And why would it be ‘easy’ to work in teachereducationhelping thesenoviceteachers?At Curtin Universitywerejectcompletelythenotion of ‘teachertraining’,that teacherpreparationshouldin somewaybe skills developmentasif teachersweretechnicians.The ideaof ‘providing’ noviceteacherswith lists ofnecessaryskills and

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knowledge,having thempractisewithout thinking and reflection,and sendingthemout asif preparedis ludicrous; theresearchfrom thelast 100 yearsshould enableus tobecertainaboutthat. Coursesmustprovideconnectionsbetweenpracticeandtheory,botheducationalandpersonaltheory,explorebeliefsanddifferentpointsofview, andhelp novice teachersto build on their successesand learn from their failures byengagingin reflectivepractice.Graduatesneedto benot only skilled in practicebutalso in making the necessaryjudgementsand decisionsrelatingto schoolstudents,schoolsandschoolcommunities.

Coursesat CurtinUniversityarestructuredtowardsthepracticalandapplicablewith afocuson theoryinto practiceand informeddecision-making.Emphasisis placedonthe application, reflection and evaluation of research-informedmethods andtechniquesfor teaching, learning and managingchildren and classrooms.Hence,classroom-experiencedmembersof the Departmentof Educationteachthe majorityof units. The structureof degreesallows for the inclusion of expertisefrom otherDepartmentsof the Universitywherethis is neededandis appropriate.For example,University expertsin mathematics,physics,English and art teachspecialistcontentknowledgefor the B.Ed (secondary)degree.Doubledegreestructuresalso combineexpertise from the Departmentof Education and the wider University. EarlyChildhood andPrimarystudentshave accessto expertisethroughoutthe Universityvia the ‘elective’ units of the degree.Typically, the areasconsultedare: Asianlanguagessuchas Indonesianand Japanese,.speechand hearing,psychologyandAboriginal Studies.Accessto otherWesternAustralianUniversitiesis availableviacross-institutionalcredits. Recentexamplesthat studentshave undertakenincludeDrama at Edith Cowan University, and human movementat the University ofWesternAustralia.

Researchunderpinsall units taughtin theDepartmentofEducation.Membersof staffareknowledgeableof recentresearchand developmentin theirparticularareasandusethis to inform their teaching.Manyareactiveresearchersanddevelopersanduseresults and innovations from their work with their students. Other departmentmembersareresearchingtheirown tertiary teachingandusethis and thefindings offellow researchersin the delivery of their units. A numberof the DepartmentofEducationstaff,notablyDr Albon, Dr Frid andDr Sparrow,havereceivedawardsfortheirexcellenceandinnovationin teachingfrom CurtinUniversity andtheAustralianUniversityTeachingCommittee.

Assessmentof novice teacher learning again reflects a practical and appliedphilosophy.Assessmenttasksarerelateddirectlyto children,classroomsandthe craftof teaching.Theyinvolve critical reflectionand aresupportedby research.Specificexamples,which also embedelementsof personalprofessionaldevelopmentand aphilosophy of life-long learning are the units of Critical Inquiry in the B.Ed(Secondary)andActionLearningin theEarlyChildhoodandPrimarydegrees.

Moredetailedexamplesincludethefinal Internshipyearactionlearning,mathematicseducationandintegratedprogrammingunits that aredirectly alignedto real childrenin real classrooms.Curtin University studentsare required to preparefor actionlearning by identifying an areaof need in their practicum class, undertakingaliteraturereview in the area,designinga methodto studythe topic, and conductingthe study in classroomsduring their final, ten week practice.They are requiredto

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reporttheirdataand analysisat a fourthyearstudentconferencethat concludestheircourse.

The integratedplanning unit requires studentsto spend time before their finalpracticumwith theircooperatingteacherand childrensotheycaneffectivelyprogramfor their ten-weekclassroomexperience.Studentsdevelop and justify a detailedwritten philosophyof teachingand learningbasedon their theoreticalknowledge,beliefs aboutsoundpedagogy,personalstudiesand classroomexperiencesover thepreviousfour years.Thephilosophyexplainsthebasisonwhichtheywill makefuturedecisionsaboutpedagogy,classroommanagement,andrelationshipswith parentsandthe schoolcommunityin whichtheywill teach.In thisunit CurtinUniversitystudentsalsoundertakestudyinto thecurrentpoliciesandprogramsoftheWA DepartmentofEducationin suchareasasreportingand assessment,duty of care,child protection,Making ConsistentJudgementsin English and Mathematicsand other curriculuminitiatives.

Mathematicseducationhasas its final piece of assessmenta ProfessionalPortfolioPresentation.This eventinvolvesapproximately80 guestinterviewersfrom schools,parents,employing departments,other universities and professionalassociations.Final yearPrimaryandEarlyChildhoodstudentspresenttheirMathematicsTeachingPortfolio to guestinterviewers.

In summary, teacher education students at Curtin University are prepared with theskills, experience,and knowledgeneededfor themto undertakefour importantrolesof aneffectiveteacher,not only asthey work throughtheircourseat Curtin but alsoastheydevelopin theircareerasateacher.Therolesare:

• the teacheras a teacherand learner, wherethe teacherslearnabout theirpractice, effectiveness, and their students by thinking, reflecting andconnectingwhat theyhavedoneto what is knownabouteffectiveteaching;

• the teacheras a leader, whereteacherswork with others to develop andenhancethe teachingand learning environmentin classrooms,schoolsanddistricts;

• the teacheras a designer,where teachersdesigncurriculum appropriatetotheirchildrenand contextand,in fact,becomecreativeproblemsolvers;and

• the teacheras a researcher,whereteachersresearchtheir own practiceandresolvetheir own problemsby using what is known and applying it to theircontextandthenevaluatingtheresults.

Thesegenericroles are robust and applicableto different contexts,different times,and to different people. They are adaptableand form the basis of continuedprofessionallearninganddevelopment.

Examine the interaction and relationships betweenteacher training coursesandother University Faculty disciplines.

The greatest interaction betweenthe Department of Education and other Universityfaculties lies in the Secondary education courses. For example, in the B.Ed(Secondary)courseall specialistcontentunits are taught in the appropriate UniversityDepartment. There are also a number ofdouble degreecourses,namely:

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• BA/B.Ed EnglishandSecondaryEducation• BA!B.Ed AsianLanguagesandSecondaryEducation• BA/B.Ed SocialscienceandSecondaryEducation• BSc./B.EdPhysicsor Chemistryor Mathematicsor EnvironmentalBiology

andSecondaryEducation

Membersof the Departmentof Educationalso haveresearchanddevelopmentlinksandrelationshipswith otherDepartmentswithin theUniversity,for example,nursing,psychology,Internetstudiesandbusiness.

Examine the preparation of Primary and Secondaryteachinggraduatesto:

1. teachliteracyandnumeracyAll students,in the initial teachereducationprogramat Curtin Universitydemonstratehigh levels of personalliteracy in their academicand school-basedwork. Specifically, all studentsmeetCurtin University’srequirementinEnglish to gain entry into the course. Furthermore,all studentspass aDepartmentof EducationEnglishCompetencytest in spelling and writing.This hasbeenthe casefor the last ten years. Studentswho do not meet thepassmark are supportedto developtheirbasic knowledgein a compulsoryunit that addresses‘English for Teachers’beforethey areableto undertaketheir final teachingpractice.The testsare takenearlyin the courseand alltertiarystudentsare supportedin theirendeavourto improvetheirEnglishuse.

All studentsin the Secondaryprogramscompletea unit in ‘SteppingOut’,which provides literacy developmentstrategies in English and in otherlearningareasofthecurriculum.

Early Childhood and Primary studentscomplete two and a half units inteaching literacy where they learn and implement specific strategiesforteachingoral language,listening, spelling, writing, readingand viewing. Theunits are designed to provide sound theoretical knowledge as well asopportunitiesfor the practical applicationof this knowledge.The units areupdatedannually to ensurethey reflect current research-basedinformation,meet the expectationsof the professionin terms of providing essentialteachingexpertisein literacy, and reflect the WesternAustraliancurriculumdocuments.In addition, all other learningareacurriculumunits addressthepossibleliteracy focusesand teachingopportunities. This provides Curtingraduateswith a soundunderstandingof the need to teach literacy in alllearningareas.

Studentsmayalsoelectto completesomeorall of four literacyelectivesthatprovide a pathwayto preparethem for leadershipin the literacy areainschools.

Studentsentering the B.Ed (Primary) coursemust also achieveYear 12mathematicsor its equivalentbeforetheyareableto gainaplace. Studentsinthe EarlyChildhood and Primaryprogramsalso haveto demonstratean exitlevel of competence in Mathematics. The Department of EducationMathematicscompetencytest is completedtowardstheendofthefirst yearof

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thecourse.Any studentswho do notmeetthe80%passmarkaresupportedtodevelop their basic knowledge in a compulsory unit that addresses‘Mathematicsfor Teachers’.

Within theB.EdEarlyChildhoodandPrimarycoursestherearetwo andahalfunits on teachingmathematics.All studentstaketheseunits. Thereis also anelectivepathwayof four extraunits in teachingand leadingin mathematicsthatsomestudentstake.

2. teachvocationaleducationcourses;Students in the B.Ed (Secondary) and Graduate Diploma (Secondary)programsareable to enrol in a unit that will providebackgroundknowledge,strategiesand experiencein assessmentand workplace learning. Furtherdiscussionsand developmentfor the Secondaryprogramsinto this areaareplanned.

3. effectivelymanageclassrooms;CurtinUniversity studentsundertakefourprofessionalpracticeunits that areacombinationof theory and practice in managingclassroomsand children.Studentsmustpassboththetheoreticalandpracticalcomponentsofeachunit.All schoolpracticesareassessedin part on the student’sability to manage,organiseand controlthe classroomenvironment.

Specific strategiesare introducedand evaluatedfor strengthsandweaknessesin university units. These strategiesare applied in the reality of schoolclassroomswhere they form a focusfor conversationsbetweencooperatingteachers, the teacher education student, and the university supervisor.Reflectionsand examplesfrom the reality of the schoolarebroughtbacktotheuniversityclassfor furtherdiscussion.

Behaviourmanagementstrategiesand methodsarean integralpartof CurtinUniversity’s program.Reflectivepracticeunits payexplicit attentionto theseandtheyarealso a focusoftime spentin school.Otherunits, suchasthoseinEducationalpsychologyandSpecialEducationalNeeds,alsohavea particularemphasisonbehaviourmanagement.

4. successfullyuseinformation technology;Along with literacy and numeracy, information and communicationstechnology (ICT) is seen as an essential elementof Curtin University’spreparationofSecondary,EarlyChildhoodandPrimaryteachers.

All first year, first semesterEarly Childhood and Primary tertiary students(secondyear in Secondary)takea coreunit Technologyin Education. Thisunit preparesthem not only for using and effectively managingICT in aneducationalcontext.butalso developstheirpersonaluseand knowledge.Theuseof ICT is centralto students’ own work and learning via WebCT, forexample,iLectures,podcastingaswell asbeingintegratedinto otherlearningareasandschoolplacement.

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The Technologyin Educationcore unit also enablesstudentsto designanddevelopanelectronicportfolio that theywill continueto usethroughouttheirfour-year degree.E-portfolios will encourageand allow studentsto reflectupon and make judgementsabout learning and professionaldevelopment.From the Departmentof Education’spoint of view this will providea validaccountabilityprocessin that it allows the lecturersthroughoutthe four-yearcourseto chart studentdevelopmentagainstthe Departmentof Education’sgraduateoutcomes.

Manytertiarystudents,approximatelyathird, opt to takea specialistpathwayin ICT to establishthemashighly competentusersandleadersin educationalcontexts.A featureof units in learningtechnologiesat Curtin is that they areinnovative,often groundbreakingand are taughtby leadersin the field. Theapproachto ICT at Curtin goeswell beyondusualapproaches.It hasacrucialextradimensionin that it preparesnoviceteachersto designanddeveloptheirowntailor-madetechnology-basedlearningmaterials.

Tertiarystudentsin secondarycoursesalsoundertakean introductoryunit thatprovidesbasicand advancedknowledgeand applicationof ICTs. SecondarycoursesalsodevelopspecialistICT teachers.

5. dealwith bullying anddisruptivestudentsanddysfunctionalfamilies;All noviceteachersaddresstheseissuesin thefirst yearoftheircourse.Specifictime is given to working with studentswith socialand emotionalneeds.Thisincludesstudentswho bully or arebullied. Thereis anoptionalassignmentonbullying, andtertiarystudentswhotakethis optionprepareaworkshopfor theircolleaguesand lead them to a greater understandingof the issues andmanagementtechniquesandstrategiesavailablefor issuesofbullying.

There are also lectures and workshops related to students with specialbehaviouralneeds.Thesecovergeneralmanagementtechniquessuitablefor thewhole class as well as more difficult students.Referencesareprovided forfurther resources.Again thereis a workshop topic that covers studentswithautism spectrumdisordersand studentswith attention disorders(ADD andADHD). All studentsthereforeengagein learningactivities focussingon thecharacteristicsof thesestudentsand on effectiveteachingstrategies,andhavefactsheetsandfurtherresourcesmadeavailable.

Another topic in the first yearunit is dealingwith parents,professionalsandparaprofessionalssuch as teacher assistants. Although not coveringdysfunctionalfamilies assuch,studentsconsiderthe natureof parent-teacherrelationships,especiallywith difficult students,and strategiesthey canusetoengagewith and collaboratewith parents.All thesetopicsarecoveredin moredepth and detail in some of the special needselectivesthat many tertiarystudentsundertake.

6. dealwith children with Specialneedsanddisabilities.All Early Childhood, Primaryand Secondarystudentstakea compulsoryunitthat developsknowledge,skills and strategiesfor working with children withSpecial EducationalNeeds(SEN). Early Childhood,Primary and Secondary

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studentscan also elect to follow a specialistpathwayin SEN. Thesestudentsareableto gain accreditationwith the Departmentof EducationandTrainingWA (DETWA) to teachstudentswith specialneedsin morespecialistsettingssuchaseducationsupportunits,centresand schools.Other learningareaunitsintegrate aspectsof inclusivity and apply principles to their content andteachingstrategies.

7. achieveaccreditation;All novice teachersgraduating from Curtin University are able to gainaccreditationwith thenewly formedWesternAustralianCollegeofTeaching.The CurtinUniversityB.Eddegreeis recognisedin otherAustralianstates,theUnitedKingdom,NorthAmerica,andmanycountriesworldwide.

8. dealwith seniorstafffellow teachers,schoolboards,educationauthorities,parents,communitygroupsandother relatedgovernmentdepartments.

The School Experience team at Curtin University invite special guestsrepresentingvarious Governmentdepartments, for example the WesternAustralian.CollegeofTeaching,to provideinformationand advicesessionstokeepnoviceteachersup to datewith currenttrendsandpolicies.Theseregularseminarshelp to keepthe noviceteachersas informedaspossibleand is thekeyto helpingthemrelateanddealwith otherswithin theircommunity.

Examine the role and input of schools and their staff to the preparation oftraineeteachersWorking with schoolsandteachersis centralto thepreparationofnoviceteachersatCurtin University. The role of schoolsand teachers,at present,involvessupervisionanddevelopmentofteachereducationstudentsin educationalsettings,membershipofAdvisory and other Committees, working as sessional staff members,and ascolleaguesonactionlearningandotherdevelopmentprojects.

Sessionalstaffmembersareoften currentteachers.For example,a schoolprincipalteacheson reflectivepracticeunits, aYear 5 teacherworkson theprimarysocietyandenvironmentunit, a Curriculum Consultantteachespart of the action leamingunit,andateacherrecentlyin theclassroomteachesthe EarlyChildhoodLiteracyunits. Inthe secondaryprograms,it is a deliberatepolicy in the Departmentto engageteacherswith currentor recentclassroomexperienceto teachthe subjectspecificCurriculumandInstructionunits. Otherunits, for examplein theGraduateDiploma (Secondary)course,usecurrentteachersasgueststo discussbehaviouralscenariosandresponsesto disciplineissues.

IssueAt present,the identificationandsuccessfulacquisitionofquality, andin somecasesany, placesin school for school experience,is becomingincreasinglydifficult. It isalmost impossibleto gain a placefor everysecondarynovice teacherto undertaketeachingpracticein the area of expertise. The difficulty is less intensein EarlyChildhood andPrimarycoursesbut is alreadya growing concern.Generally,CurtinUniversity is ableto obtainplaceswith supportiveand excellentteachers.This is notalways the caseand at times studentsare placedwith a teacherwhose classroompracticeis not an exampleof effective teaching.This is a continual and growingproblem.

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The Departmentof Educationis reviewing its use of placementsin school, itsrelationshipswith teachers,andhow it interactswith themajorlocal employerswith aview to improvingboth thequalityof in-schoolandin-universitylearning.

Investigate the appropriateness of the current split between primary andsecondaryeducation training

Curtin hascoursesspecific to the normal yearsof schoolingin WesternAustralia,namely,Early ChildhoodYearsK-3, PrimaryYears1-7 and SecondaryYears8-12.Someelective units and a numberof coreeducationunits, where appropriate,aretaught as a K-12 group with Early Childhood, Primary, and Secondarytertiarystudentsin thesamelecture.

Examine the construction, delivery and resourcing of ongoing professionallearning for teachersalready in the workforceAt presentCurtin University offers postgraduatecoursesat Diploma, MastersandDoctorallevels.Thereis alsoa B.Ed. Conversionprogramthatenablesteacherswithtwo andthreeyearqualificationsto gaina four-yearB.Ed. qualification.A numberofunits, especiallythosein Training andDevelopment,areoffered in modern,on-lineformatsand areparticularlysuitablefor teacherswho areworkingfull-time or areindistantlocations.

Many staff memberswithin the Departmentof Educationwork with teachersinresearchsettingsin schoolwhile othersengagein professionaldevelopmentactivities.Novice teachers from Curtin University are often asked to run professionaldevelopmentsessionsfor the teachers.For example, on the recent final teachingpracticeAmy Arnold provided information and advice on WebQuest,while JamesGreenspokeon assessmentpractices.

Submission prepared for the Standing Committee by Dr Len Sparrow frominformationandcommentsuppliedby:Ms JackieBecherDr SusanBeltmanDrYvonneCarnellorDr Rich CoatneyProfessorGrahamDellarMr GregDickDr KathrynDixonDr SandraFridMr Robin Groves. Department of EducationProfessor Ric Lowe Curtin University of TechnologyDr Lina Pelliccione GPO Box U 1987Dr GlendaRaison . Perth WA 6845AssociateProfessor SueTrinidad

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