This discussion paper was prepared by a working group formed within the National Education Forum. It is an outcome of the NEF’s regular meeting in Adelaide in July 2004.
The purpose of this discussion paper is to explore new ways to build a productive partnership between the National Education Forum (NEF), and its member organisations, and the National Institute for Quality Teaching and School Leadership (NIQTSL).
This discussion paper identifies the ways this partnership could be developed to further the aim of improved learning and teaching in schools. It continues the initial conversation that occurred in Adelaide on Saturday, 24 July 2004, when Dr Gregor Ramsey as Interim Chair of the NIQTSL addressed those present at the NEF meeting. Key issues that emerged from this discussion included, development of authentic and productive partnerships, transparent processes for communication and participation, engagement in the profession, use of existing professional and education networks, and representation.
The paper outlines the nature of the NEF before reflecting on how we might work together collaboratively to build the partnership.
The NEF is a coalition of national associations of practising educators, parents and other relevant education organisations that have an interest in education in Australia. The coalition was created in 1992 with a view to enhancing the individual and collective capacity to respond to national education policy, issues, initiatives and directions.
Currently thirty national education organisations are active within the NEF (a full list is attached to this document). This broad coalition includes teachers, early childhood educators, parents, school leaders, teacher educators, teacher unions and the Australian Council of Deans of Education. The NEF member associations mirror the diversity of curriculum and leadership areas found within school communities.
The purpose of the NEF is to monitor and provide a rigorous critique of current educational policy and practice by providing a forum through which national associations can maintain a critical appraisal of developments in Australian education. The NEF aims to share information of national significance in education and nurture collaboration between member associations, particularly on common issues to promote and develop the teaching profession through, for example, construction of joint statements of policy, issues and principles related to education.
The twenty-first century challenges our notions of how schooling might occur and what systems might support new ways of learning and teaching (see Beare, 2001; Committee for the Review of Teaching and Teacher Education, 2003; Freire, 1998; Fullan and Stiegelbauer, 1991; Fullan, 1999; Goodson, 2003). The establishment of NIQTSL provides impetus for new ways of supporting the teaching profession to enhance learning and teaching in our nation’s classrooms. The NEF looks to NIQTSL to provide authentic networks for its members to engage in the discussion on future reforms.
The NEF wants to engage with the debates about quality learning, teaching and school leadership with NIQTSL and this would be the basis of any productive partnerships between the organisations that might emerge. Principles of good governance are critical for such partnerships to develop. Consequently, the NEF proposes that processes are developed to facilitate multi-layered communications among the NEF and its member organisations, NIQTSL, government, and education employers that reaches teachers, educators, parents and bureaucrats. The Institute will need to take notice of the complexity of multiple perspectives when addressing the issues which will arise, and ensure that all parties are involved in the discussion process.
Another important principle in fostering productive partnerships is to ensure that the NIQTSL enables the NEF and its member organisations to engage in meaningful opportunities to contribute to policy and strategic planning aimed at improving or changing pedagogic practice.
How can NIQTSL assist NEF and its member organisations do our work?
Support existing professional teaching networks and learning
The NEF member organisations are already involved in coordinating and providing professional development for teachers and school leaders in diverse settings and methods across the nation. The NIQTSL should engage the NEF member organisations by, for example,
– identifying and supporting existing work to deliver quality programs nationally
– working together to develop accreditation pathways for professional learning within the profession; and develop professional standards
– supporting forums/opportunities for opening up/engaging in intellectual and active debates on emerging issues
– support professional organisations to forge partnerships with universities to develop and contribute to relevant research programs and initiatives to support the teaching profession
These examples provide some insights into the work that may be achieved in collaborative projects between the NEF member organisations and the NIQTSL. Rather than developing new infrastructure, the Institute should utilise the well developed strengths of the NEF and its member bodies, and work to enhance the programs already available.
How can NEF and its member organisations assist NIQTSL do its work?
Sharing & building professional knowledge & networks for the teaching profession
The NEF has access to national associations which represent the diverse sectors of the education community that contribute to the teaching profession. Both the NEF and its member organisations have extensive networks and processes to engage the teaching profession in debates, in strategic planning and development, as well as in policy implementation. Through productive partnerships, the NEF will be able to assist the NIQTSL to provide authentic opportunities to engage meaningfully in issues related to supporting the teaching profession. The NEF member associations are national bodies and are in the best position to utilise their national frameworks for local delivery of programs and for communication. We therefore believe that NEF should have a representative on the NIQTSL Board.
In addition, our member associations could facilitate the work of NIQTSL by, for example:
– providing mechanisms/structures to distribute and gain information through our networks
– consulting with our membership
– providing delivery of quality professional learning programs
– working with NIQTSL in the design and development of accreditation pathways and professional standards
– working with NIQTSL to identify priority research agenda with universities
The NEF in its earlier submissions to the consultation processes for establishing NIQTSL, determined that it is critical for NIQTSL to develop effective partnerships with existing bodies within the teaching profession, many of which are NEF members.
Principles of good governance are imperative to establishing productive partnerships and NIQTSL should ensure that principles of transparency, empowerment, opportunities to contribute, respect, and active communication are embedded in the NIQTSL processes established.
With such partnerships NIQTSL will be able to utilise the benefits of NEF and its member organisations’ processes and draw upon its practices. Innovation and vision will emerge from a productive partnership that encourages authentic opportunities to engage with the teaching profession.
References
Beare, H. (2001) Creating the Future School, Routledge Falmer, London.
Committee for the Review of Teaching and Teacher Education, (2003), Australia’s Teachers: Australia’s Future: Advancing Innovation, Science, Technology and Mathematics, Australian Government Department of Education, Science and Training, Canberra, 3 volumes.
Freire, P. (1998) Teachers as Cultural Workers: Letters to Those Who Dare to Teach, Westview Press, Boulder, Colorado.
Fullan, M. (1999) Change Forces: The Sequel, Falmer Press, London.
Fullan, M. and Stiegelbauer, S. (1991) The New Meaning of Educational Change, Cassell Educational, London.
Goodson, I. (2003) Professional Knowledge, Professional Lives: Studies in education and change, Open University Press, Maidenhead, Philadelphia.
In January 2004 NEF responded to the Issues Paper on the Establishment of a National Institute for Quality Teaching and School Leadership as follows:
Ms Josephine Lang
Chair, National Education Forum
C/- NEF Secretariat
Robyn Cations
PO Box 3203
Norwood SA 5067
6 January 2004
The Allen Consulting Group
Level 4, 128 Exhibition St
Melbourne VIC 3000
‘The NIQTSL Project’
NIQTASL@allenconsult.com.au
To the Consortium: The Allen Consulting Group, Dr Gregor Ramsey and Deloitte Touche Tohmatsu
RE: Establishing the National Institute for Quality Teaching and School Leadership
This statement is a response from the National Education Forum (NEF) on establishing the National Institute for Quality Teaching and School Leadership. It focuses broadly on the scope of the consultation issues paper and highlights the significant features that relate to the diverse organisations brought together under the NEF.
The NEF provides opportunities for professional education organisations to share and discuss issues of common interest in the areas of national policy, initiatives and directions in education. The establishment of the National Institute for Quality Teaching and School Leadership is a significant initiative that is of critical interest to the NEF member organisations.
While the NEF has welcomed the opportunity to provide input into the consultation process for establishing the National Institute for Quality Teaching and School Leadership, it finds the restricted timeframe for consultation disappointing and inappropriate. The consultation has progressed during what is conventionally a period of vacation for the teaching profession, which are members of our organisations. This has made in depth consultation difficult to achieve a consequence that needs to be noted by the Minister for Education. However, the NEF wishes to continue to assist in the planning for, establishing and working with the National Institute for Quality Teaching and School Leadership.
Support for the concept of a NIQTSL
The conceptualisation of a National Institute for Quality Teaching and School Leadership (NIQTSL) is considered an important initiative to complement the concurrent work by the teaching profession to define itself. An example of such work is the recent Report of a National Forum on Teacher Standards, Quality and Professionalism (2003), which embodies collaborative knowledge production and sharing associated with quality teaching and leadership by diverse sectors of the profession.
The NEF supports the NIQTSL definition of school leadership broadly to include the diverse characteristics and expressions of leadership within the teaching profession. NIQTSL will need to acknowledge and recognise the variety of leadership roles within schools, which includes those roles beyond the principal-class career pathways.
The NEF encourages the further exploration of the role of NIQTSL. The NIQTSL has the opportunity to develop an environment that provides leadership on national issues about the profession through working with relevant national professional organisations as it develops policy, strategies and establishes research directions. The NIQTSL will need to recognise and acknowledge the profession’s diversity and ensure that its interactions are respectful of existing structures and functions that have worked towards building the profession. Consequently, outcomes will have to reflect complexity that is captured by a diverse profession and incorporate multiple models for policy, strategies and research to ensure appropriateness and relevance to the profession. Multi-layered strategies give consideration to the varieties of cultures, environments and social conditions that affect teachers.
Issues of governance: transparency, participatory and inclusivity
The governance of the NIQTSL needs to be clear and transparent. The NIQTSL should avoid duplication of existing structures and functions such as the state/territory institutes of teaching. This will require mapping and auditing of existing functions and structures early in the planning for NIQTSL. The NEF strongly recommends that the NIQTSL should complement the role of existing institutes of teaching and have a working relationship with these and employing authorities to ensure that the functions of these organisations strengthen the profession. Furthermore, the NIQTSL will need to actively engage with the University sector that provides formal education for preservice and inservice teachers as well as undertaking research. The NIQTSL should build on and strengthen the work of this sector by engaging this diverse expertise and practice.
The NIQTSL should also facilitate working with existing national professional organisations such as the member organisations of the NEF. Working collaboratively in partnerships with national professional organisations respects the diversity and expertise of the education profession. Establishing and maintaining equitable partnerships with national professional organisations demonstrates the active involvement of the profession in co-creating its identity, knowledge and professionalism. National professional organisations are recognised as experts in their respective fields by practitioners and the education community and are also exponents of best practice. The professional organisations are involved in delivering professional development and keeping the profession informed within their respective fields through networks and services of associations. Consequently, the NIQTSL needs to establish working relationships with organisations such as the member organisations of the NEF.
Engaging the national professional organisations within the role of the NIQTSL is critical to ensure that the profession is contributing to the development of policies, strategies and research agenda. Such equity in participation will sustain the commitment of the profession to support the NIQSTL and see it as an organisation within the profession.
The NEF is willing to continue to contribute to the planning and establishment of the NIQTSL. Should you have further queries or need for clarification, please do not hesitate to contact Robyn Cations, NEF Secretarat, email: aate@aate.org.au or Josephine Lang, email: josephine.lang@rmit.edu.au
Yours sincerely,
Josephine Lang
Chair, National Education Forum
on behalf of the NEF working group for NIQTSL consultation
National Education Forum Working Group for NIQTSL consultation
Jenny Lewis, President, ACEL
Christine Reid, Executive Officer, BEA
Joan Warhurst, Executive Director, ACSA
Deborah Crossing, Executive Director, ASTA
Steve Thornton, President, AAMT
Will Morony, Executive Director, AAMT
Jim Cumming, Executive Director, ACE
Robyn Cations, Executive Officer, AATE
Josephine Lang, President, AAEE
This National Statement represents the culmination of over three years’ collaborative work by the profession on teacher standards, quality and professionalism. Key groups involved in its development include professional associations, unions and other bodies established to support teachers. The purpose of this Statement is to identify common and agreed understandings about professional teaching standards and their relationship to teacher quality and teacher professionalism. Please note that throughout this document the term ‘standards’ refers to professional teaching standards and that the focus is on identifying major issues, with a view to constructing a firm foundation for ongoing development. A major objective of this Statement is to demonstrate the profession’s collective capacity to inform and contribute to national policy and program development on these three interconnected and interdependent areas in a way that complements the work of governments, systems and sector authorities. To that end, it is important to emphasise that the Statement reflects ‘work in progress’, and that a genuine spirit of cooperation will need to be maintained if the identified issues are to be addressed effectively.
What teachers know, do, expect and value has a significant influence on the nature, extent and rate of student learning. The powerful phrase ‘teachers make the difference’ captures the key role that professional educators play in shaping the lives and futures of their students. Recognition of the critical relationship between teachers and learners highlights the need to better define and communicate what constitutes good teaching.
Professional teaching standards provide a powerful mechanism for achieving these objectives. Teaching is not a standards-free endeavour and most teachers have always understood the essential elements of high-quality professional practice. However, teaching standards do help to make the knowledge and capabilities explicit – not only to professional colleagues but also to students, parents and the wider community. They also provide a means through which good teaching can be identified, celebrated and rewarded. Provided the profession can maintain its role as the driver of the standards agenda, these measures of teaching quality can be used in ways that will support teachers individually and collectively.
Many professional associations, unions, employers, registration authorities and other groups have invested considerable time and resources in establishing a rationale for teaching standards, and in working with classroom practitioners to design and trial various models and approaches. There has also been recognition of advanced status in a number of industrial agreements (for example Level 3 Teachers in Western Australia). Underpinning all of this work is the premise that teachers have a fundamental commitment to the effective learning, care and achievement of their students, along with a collective and strategic focus on other professional areas such as research, and curriculum and policy development. The need for greater convergence and the development of a common approach to teacher standards, quality and professionalism have been identified at a number of national forums.
A common theme spanning much of the published work of teacher organisations is the strong connection between professional teaching standards and professional learning. Many envisage standards being used as a framework for continuous professional learning and development which is teacher-directed and controlled. In other words, the process is done by and with teachers, not to or for them. Building on this concept, many also see standards being used to support the development of career pathways, with teachers using standards as a means of determining their current position on a learning continuum and charting their own course for higher order learning and professional recognition. Effective professional learning is a long-term personal quest to attain high professional standards.
Membership of the teaching profession involves working towards the following objectives:
• to be knowledgeable about and skilled in subject matter and pedagogy
• to be effective in the care and development of all learners
• to adhere to professional and ethical standards set by and for the profession
• to act as a strong advocate for the profession and the public interest
• to contribute to the development of the knowledge base of the profession
• to reflect a strong ethical orientation across all areas of learning and teaching.
Teachers’ professional learning involves the opportunity to engage with research and practice, and the capacity to generate new knowledge and critique the knowledge claimed by others. Teachers achieve high professional teaching standards through various forms of professional learning. Select examples include pre-service training, structured professional development programs, school-based curriculum development, continuous inquiry and action research, supervision of student or beginning teachers, engagement with learning networks and post-graduate study. These activities also provide teachers with opportunities to strengthen the profession by leading, facilitating and supporting others committed to improving the quality of teaching. Other factors influencing the quality of teaching and learning include high-quality supportive leadership in schools and good collegial relations.
Any consideration of what constitutes quality teaching needs to take into account the diversity of context and conditions in which teachers work. The quality of teachers’ work is affected by the conditions of student learning. Conditions such as reasonable class sizes, time release, administrative support, well-resourced education settings and access to high-quality ongoing professional development encourage a culture that promotes creativity and innovation. Supportive partnerships with parents and university collaboration are also conducive to quality teaching.
Professional teaching standards provide an important mechanism for improving the effectiveness of professional development; informing the means for improving career path opportunities; providing incentives for continuous professional learning; and building capacity for leadership, accountability and quality assurance.
Professional teaching standards are informed by practice, theory and research, and articulate what the profession believes teachers should know, do and value. Teachers have demonstrated that they can develop publicly credible and professionally challenging standards for professional practice.
In discussions so far, national teacher organisations and stakeholders have reached consensus on a set of principles to guide the development and application of standards. Professional standards for teaching should:
• be the responsibility of, and be owned by, the teaching profession in collaboration with key stakeholders
• be applied in the interests of learners, the profession and the public
• be firmly grounded in an accurate and comprehensive understanding of teachers’ work
• provide a framework for teacher qualifications and registration
• recognise the value of both generic and subject-specific standards*
• be clear to the profession and the wider community
• enhance the public perception of and esteem for teachers and their work
• promote teaching as a desirable career, thus contributing to recruitment
• focus on high-level capabilities and be described in terms of professional knowledge, understanding, skills and values
• promote engagement in professional learning throughout a teacher’s career, allowing for different points of entry and re-entry to the profession
• acknowledge that context and resourcing will have an impact on implementation and sustainability
• acknowledge the responsibility of employers and the profession to establish conditions conducive to developing and maintaining profession-defined standards.
* Generic standards identify broad capabilities and teacher attributes that apply across a range of subject areas. Specific standards identify the knowledge, skills and values required to teach in particular curriculum areas, levels of schooling and/or other areas of specialisation.
Standards could be used to provide a framework for:
• pre-service education, teacher registration and induction
• continuous professional learning
• reflection on and assessment of professional teaching practice
• recognition and certification of teachers who attain standards for highly accomplished professional practice.
In other words, standards are tools for action – tools with which the profession can exercise greater responsibility for the quality of teaching and learning in schools. Use of standards must be primarily about professional learning. It would be contrary to the spirit of professionalism if they were to be used for punitive or non-developmental purposes. Teachers should use them to create and monitor their own professional learning programs, either individually or as members of learning communities.
National collaboration and the involvement of professional organisations are essential to ensure maximum consistency in the use of both beginning and advanced teaching standards in all states and territories.
There should be flexibility in the use and forms of assessment against standards across different fields to recognise the complexity of teachers’ work, the range of contexts in which they work and the different ways in which teachers can meet standards.
Evidence of ability to meet relevant profession-defined standards should be a requirement for entry to the profession and could be a basis for advancement within the profession and for raising the status of the profession among peers and within the community.
Professional certification is an endorsement by an authorised professional body that a member of that profession has attained standards for highly accomplished professional practice. In the school sector, certification might be implemented across a number of fields of teaching and learning. Given the work of national professional associations, state/territory statutory bodies for teachers and the inclusion in some industrial agreements of advanced status payments, a nationally coordinated and consistent approach to professional certification could be further developed. It is important to acknowledge an emerging consensus that any process for the formal assessment of performance for professional certification of advanced standards should:
• be voluntary
• be authentic
• be based on and measured against professional teaching standards
• have peer involvement in its development and execution
• reflect the core business of teaching
• be positively oriented
• use a range of methods and evidence
• incorporate appeal processes.
The processes for assessing the demonstration of standards should be consistent across all fields of teaching and learning and be fair for all applicants. Peer and self-assessment through reflective practice and professional learning communities is in keeping with ownership by the profession.
Where assessor panels are established, they should be composed predominantly of school-based practitioners who are adequately trained in the assessment processes. In these processes it is important that judgments are made against the standards themselves.
A nationally coordinated, rigorous and consistent system should be established to provide recognition to teachers who demonstrate advanced standards. There should be no quota on the number of teachers who are able to receive recognition for certification, and the system must be credible to the public as well as the profession. Reward is an important part of the recognition process and reflects the desire of the profession and the community to acknowledge high-level accomplishment in tangible ways, such as increased remuneration, professional leave or other incentives.
The enterprise bargaining process between employers and unions will be an important mechanism for providing substantive recognition for professional certification. All employing authorities should be encouraged to provide recognition and support for professional certification as the process comes to demonstrate its credibility and its effects on professional learning.
The profession’s capacity to develop the common and agreed National Statement on Teacher Standards, Quality and Professionalism is significant. It demonstrates genuine collaboration, the results of which are already contributing to policy and program development at various levels. A major strength of the Statement is the provision of a solid platform for ongoing work. However, it is important not to overstate the case – many questions and issues remain to be addressed.
One of the most valuable outcomes of the extensive consultation process associated with the development of the Statement was the quality of the feedback. Teachers, their organisations and other stakeholders identified the need for ongoing debate and action on a number of issues including:
• What are the distinctive contributions that employers, unions, governments, parents and other stakeholders can make in relation to teacher standards, quality and professionalism?
• How can the profession and other stakeholders work towards further common understanding of these concepts, purposes, processes and intended outcomes?
• How can professional teaching standards be used to create new knowledge and diversity in professional practice (that is, standards not standardisation)?
• What is the interface between professional teaching standards, performance review and assessment, and other industrially based workplace practices?
• What processes should be initiated for the ongoing review of teacher standards, quality and professionalism?
• What is the best way to achieve national coordination and consistency with regard to the implementation of professional teaching standards and professional certification for highly accomplished teachers?
There are many ways in which such issues might be explored in greater depth. Examples include the development of discussion papers, professional dialogue, e-learning initiatives, commissioned research and taskforces. The processes associated with the development of this Statement suggest that genuine collaboration and cooperation will be fundamental to the success of further initiatives. Similarly, all stakeholders will need to assume a proactive role in advancing the agenda in ways that reflect an in-depth understanding and appreciation of the value of pursuing a common and agreed approach to teacher standards, quality and professionalism in Australia.
Organisations represented on the Reference Group that produced this National Statement included:
AAMT Australian Association of Mathematics Teachers
AARE Australian Association for Research in Education
AATE Australian Association for the Teaching of English
ACCE Australian Council for Computers in Education
ACDE Australian Council of Deans of Education
ACE Australian College of Educators
ACEL Australian Council for Educational Leaders
ACSA Australian Curriculum Studies Association
AEU Australian Education Union
ALEA Australian Literacy Educators Association
APAPDC Australian Principals Association’s Professional Development Committee
ASTA Australian Science Teachers Association
BTR Board of Teacher Registration, Queensland
IEUA Independent Education Union of Australia
NEF National Education Forum
It should be noted that collaboration and cooperation with the work of the Ministerial Council on Education, Employment, Training and Youth Affairs’ (MCEETYA) Teacher Quality and Educational Leadership Taskforce (TQELT) was maintained during the course of this project. The purpose of this interaction was to promote the exchange of information on processes of development for the National Statement from the Profession and the National Framework for Standards for Teaching. The support of the Commonwealth Department of Education, Science and Training is gratefully acknowledged.
Produced by the Australian College of Educators for and on behalf of all organisations represented on the National Reference Group on Teacher Standards, Quality and Professionalism.