Although Stephanie considers teaching is not a high-status profession, she has always wanted to teach young children.
Chloe is the primary carer to her young children and is keen to foster her love of teaching and science in others as a part-time high school science teacher.
Graeme has already completed his undergraduate degree in maths, and is now thinking of completing further studies in education to become a mathematics teacher in a regional or remote school.
Stephanie applies for a teaching degree after she completes high school. Her Australian Tertiary Admission Rank (ATAR) score will be used, along with information on her non-academic capabilities, to get her into the teaching programme at the university.
Chloe passed a mature-age entrance examination and applies at a university offering multi-modal study (i.e. off-site and on-site courses) and part-time studies so that she can better manage family and study.
Most universities now offer 2-year Master of Teaching for those with Bachelor degrees in the subject of study. For the university he wishes to attend he must submit his academic transcript and complete a non-cognitive online test designed to assess his personal and professional attributes.
Stephanie will study a range of subjects – STEAM, humanities, English, health and physical education – combined with pedagogical studies, general education studies and at least 80 days of practical experience over the 4 years. Before her first practicum, she’ll be required to have a police check. In order to graduate, she will need to pass a literacy and numeracy test.
To improve both her theoretical and practical knowledge, Chloe will complete a 4-year combined degree. She has chosen genetics as her major discipline but must do at least two courses in Physics or Chemistry, with one course in another discipline plus elective courses. She’s interested in the core units on educational psychology, Indigenous perspectives, learning and teaching perspectives, classroom management and special education. She must also complete at least 80 days of practical experience over the 4 years. Before her first practicum, she’ll be required to have a police check. In order to graduate, she will need to pass a literacy and numeracy test.
Graeme must select two main teaching areas, complete 60 days of practical training over 3 practicum periods (he’s hoping for one in a remote school), and take courses in pedagogical studies and general education studies. The Master of Teaching is delivered through a blended online learning model so Graeme doesn’t have to be on campus for all his classes. He’ll also have to pass a literacy and numeracy test in order to graduate. Graeme and all pre-service teachers must successfully complete a final-year Teaching Performance Assessment that demonstrates they meet the Graduate Teacher Standards in a classroom setting.
All students’ ITE courses have been accredited by the State and Territory regulatory authorities following AITSL’s new accreditation framework for ITE programmes. In addition, their universities have met the quality standards contained in the Higher Education Threshold Standards, which is managed by the Tertiary Education Quality Standards Agency.
After completing her university studies, Stephanie obtains provisional status – or “Graduate status” according to the Australian Professional Standards for Teachers. She applied for a job in a regional school through the State department of education and was hired after a panel interview. Her progress from “Graduate” to “Proficient” status will be reviewed by the school and her mentor using evidence.
Like Stephanie, Chloe obtains provisional status – or “Graduate status” after completing her ITE programme. In the first 5 or so years of teaching, she hopes to achieve “Proficient” status but she’ll have to first complete 80 teaching days in the first 2 years, and also compile a portfolio of her work for review by the head teacher. Chloe applied to a part-time post in a non-government school – and was hired by the school after an interview.
Like Stephanie and Chloe, Graeme obtains provisional status – or “Graduate status” after completing his ITE programme. In his state, he must complete 180 teaching days in the first 3 years, and also compile a portfolio of his work for the head teacher. Graeme was hired by the remote school in which he completed his practicum, which was keen to make use of his STEAM-related knowledge and teaching skills.
In addition to a reduced teaching load in the first year, she is allowed 15 days time-release over three years to support her development. All staff are also required to take mandatory online induction modules. She was told that the expectation of mentoring beginning teachers is built into the roles and responsibilities for experienced teachers.
Although some government and non-government schools in the state provide a lot of informal support, reduced workload is at the school’s discretion. There is a course run by the local regulatory authority, which Chloe must attend.
As a teacher in a remote school, compulsory on-line induction courses are very practical. The school also arranged an orientation for him and other new teachers, including four-wheel drive training. His assigned mentor is a certified Lead Teacher, whose responsibilities are built into his role.