Over half of all secondary school teachers in Australia report that they have too much administrative work which takes away time for preparing for classes and is a major source of stress. A quarter of teachers say they experience a lot of stress at school. These are amongst the highest percentages in the OECD. They are significant factors behind teachers leaving the profession. These are significant factors behind teachers leaving the profession.
Australian teachers also have less professional autonomy over classroom content and assessment than in other OECD countries, but there is more professional collaboration in Australian schools. However, a majority of teachers do not believe their profession is valued by society.
These are key results from the OECD Teaching and Learning International Survey (TALIS), an international survey of school teachers, school leaders and the learning environment in schools released this month. The report provides important insights into the state of the teaching profession in Australia and other countries.
Continue reading “Teachers Say There is Too Much Administrative Work & Stress in Schools”
The following article by Larry Cuban, Professor of Education at Stanford University, provides an interesting historical perspective on teaching methods. Comment is invited on its application to Australia. It is republished with permission from Professor Cuban’s blog.
Most policymakers, researchers, and parents believe
that good teachers and teaching are the keys to school improvement yet these
very same folks know little about how teachers teach daily. And that is the
rub. Good teachers and teaching are the agreed-upon policy solutions to both
high- and low-performing students yet reliable knowledge of how most teachers
teach and what are the best ways of teaching in either affluent or low-income,
minority schools are absent among policymakers, researchers, and parents.
How do most teachers teach?
The short answer is that teachers draw from two
traditions of teaching.
Continue reading “How Do Teachers Teach–Then and Now”
New figures released by the OECD Teaching and Learning International Survey (TALIS) 2018 show that teacher workload in Australia increased significantly since 2013. The increase was one of the largest in the OECD.
The new figures confirm the concerns of teacher organisations and teachers about their increasing workload. The increased workload, especially time spent on management and administration, and the stress it places on their lives is a reason reported by many teachers for leaving the profession.
Continue reading “Teacher Workload Has Increased in Australia”
Strong teacher unions are critical to improving equity in school funding according to a new study published in the academic journal Review of Economics and Statistics. They also play a major role in translating funding increases into increases in student achievement.
Continue reading “Teacher Unions Benefit Schools and Students”
If you ask a group of
educators, from any sector what is the most important feature of successful
teacher/student interaction invariably you get the answer relationships. And I would agree. However, personal relationships are hard work
even when both parties are committed to having such a connection. It is a challenge when the relationship you
need is between a teacher and an angry, oppositional student. It is obvious that it will be up to that
teacher to build that relationship, not only is that connection a prerequisite
for engagement, how else are they going to participate, it really is an ethical
Continue reading “Empathy is the Key to Teacher-Student Relationships”
Public discourse about schooling generally assumes that it’s in crisis. The script goes something like this: There’s a problem and it’s big – really big! Test results show us Australia is going downhill and teachers need to be accountable. There are ‘evidence-based’ solutions but teachers are not using them. If they did, literacy standards would improve, test results would improve, and Australia would be among the best in the world again.
Well we have some good news and bad news for you. Continue reading “New research shows what makes a difference in teaching literacy and why ‘evidence-based’ is not enough”
What conclusion can be drawn from the Turnbull government’s announcement that a national review of teacher registration, will examine ways in which the process for becoming a teacher around Australia will be streamlined in order to make it easier for people in the trades and other professions to switch careers? It begs the question of why aren’t teachers being encouraged to rapidly retrain as tradies, nurses or for other professions, to fill skill shortages in rural Australia? Continue reading “Who is for teaching?”
Commonly cited figures on teacher attrition in Australia are not reliable according to a new research paper. It found there is no robust evidence to support claims that 30–50% of Australian teachers leave teaching within their first five years. In fact, it says, the teacher attrition rate in Australia is unknown. Continue reading “Doubt About Reliability of Figures on Teacher Attrition in Australia”
Teach for Australia (TFA) has abjectly failed to answer criticisms of the program. Save Our Schools has criticised TFA on several grounds:
• The large majority of its teachers are in marginally disadvantaged schools instead of highly disadvantaged schools;
• Its attrition rate is very much higher than for traditionally-trained early career teachers;
• The high turnover of TFA teachers imposes additional financial and human resource costs on schools and negatively impacts on disadvantaged students;
• It is a very high cost program in comparison with traditional teacher training; and
• There is no substantive evidence that TFA teachers improve student results more than traditionally trained teachers. Continue reading “Pathetic Response by Teach for Australia to Criticisms”
An evaluation report on the fast-track teacher training program, Teach for Australia (TFA), raises serious questions about the effectiveness of the program. It shows that TFA teachers are not being placed in genuinely disadvantaged schools and a high proportion leave teaching within three years of completing the program. It calls for changes to increase retention such as longer placement lengths, or incentives for TFA teachers to stay in disadvantaged classrooms. There are also serious questions about the cost effectiveness of TFA and its impact on student outcomes.
Continue reading “Teach for Australia Fails in its Mission”