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Survey
While waiting for the presentation, please take a few minutes to complete the reflection survey that is at your table…
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Assoc Prof Janet Clinton Edmund MissonDaniel Pinchas
Pauline Ho
SHAPING TEACHER QUALITY IN AUSTRALIA: THE
EVALUATION OF THE IMPLEMENTATION OF THE
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Session Overview
Part 1: Evaluation Context
Part 2: Workshopping the Implementation
Part 3: Feedback and Next Steps
Purpose of the Standards
Dual purpose:• Improvement
– Performance and development– Professional learning
• Career progression– Accreditation – Graduate – Registration – Proficient – Certification – Highly Accomplished and Lead
• Support Materials
Evaluation methodology
Mixed-Methods
Informing policy development = Evidence Based Policy Implementation
Evaluation phases
Phase 1• Build evaluation
foundation• Establish stakeholder
groups and team• Lit review & program
logic
Phase 2
• National Forum• Stakeholder interviews• Collect existing
documents
Phase 3
• National Survey #1• National online
depository
Phase 4
• Case studies• Data collection round
#2
Phase 5
• Stakeholder interviews• Final data collection
round• National Survey #2
Phase 6
• Triangulation of findings• Revisit program logic • Draw overall conclusion
Stage 1- Develop and refine design
Stage 2- Collect evidence
Stage 3- Finalise and make recommendations
Levels of influence
ACCREDITATION(GRADUATE)
REGISTRATION(PROFICIENT)
CERTIFICATION(HA AND LEAD)
PERFORMANCE AND
DEVELOPMENT
PROFESSIONAL LEARNING
SUPPORT MATERIALS AND
RESOURCESSTUDENTS
TEACHERS AND SCHOOL LEADERS
SCHOOLS AND COMMUNITIES
SYSTEMS/SECTORS & AUTHORITIES
STATES/TERRITORIES
NATIONAL POLICY
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What do we know so far?
The majority of education professionals are aware and have knowledge of the Standards
96%
4%
KnowledgeNo knowledge
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APST Implementation Life Course Model
Implementation
Stakeholder ownership
Awareness Attitude Knowledge Activity Sustaining behaviour change
APST implementation
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Teacher School Leader Teacher Educator Pre-service Teacher
2.91
3.42
3.97
3.08
2.45
2.842.68
3.84
4.44.2
4.53
3.84
4.384.49 4.56
Teachers, School Leaders, and Teacher Educators
High
Low
Intention to ImplementPositive AttitudePrior UseKnowledge
Position Type
School leaders reported higher levels of knowledge, attitudes and intentions to use the Standards as compared to teachers.
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Teacher Experience
0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30 31+
3.15
2.922.73
2.38
3.83
4.22
3.76
Years of Teaching Experience
Intention to ImplementPositive AttitudePrior UseKnowledge
High
Low
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Top four uses of the Standards
Teachers• Self-reflection• Lesson planning• Professional
development needs• Collaboration with
colleagues
School Leaders• Discussion with my
teachers• Building capacity of
colleagues• School plans for teaching
and learning• Supporting PD
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Top Enablers & Challenges
Enablers• Leadership support• Access to resources• Information sharing • Standards are seen
as a means not an end
• Sharing effective practices
Challenges• Compliance-based,
top-down approach• Misinterpretation of the
Standards• Difficulty in ensuring
and encouraging teachers to engage
• Geographical disparity
• What do you want the implementation to look like in 5 years & how will you get there?
• What challenges in your context that need to be overcome?
• What do you want to find out from the Evaluation?
Please use the butchers paper in front of you
As a group consider the following…..