Scott report and a revolution in teacher education

Scott report and a revolution in teacher education

An important recommendation in my book Reimagining schools and school systems was that there should be ‘Urgent and full implementation of recommendations in Australia’s latest review’ of teacher education (p. 182). This statement was made in an assessment of Australia’s schools systems against eight international benchmarked characteristics, one of which was “Teaching staff are carefully selected and educated.” Singapore provided an exemplar. The ‘latest review’ has now reported , generally referred to as the Scott Report, named for the chair of the review panel, Mark Scott, Vice-Chancellor of the University of Sydney, former Director-General of Education in NSW and before that CEO of the ABC (he began work as a teacher). The review had not been completed at the time I wrote my book,

The review was to address long-standing concerns about initial teacher education and training and especially the selection and retention of able teachers. It followed recommendations in reports of TEMAG and QITE (summarised in pages 101-105 in my book). The report offered 14 recommendations, all of which were accepted unanimously at an Education Ministers Meeting in July 2023. There is bi-partisan political support at the federal level and in the media. I repeat my strong endorsement.

I make a few observations here on key recommendations rather than provide a summary. A genuinely national approach is recommended. Core content is prescribed: the brain and learning, effective pedagogical practice, classroom management, responsive teaching.  Among prescriptions are phonics and explicit teaching. The idea of multiple intelligences is rejected. The new curriculum is to commence in 2025. Universities can draw on a fund to support the transition. Outstanding practice is to be financially rewarded. Program closure in the event of failure to comply is anticipated.  Students who cannot demonstrate knowledge in university subjects and capacity in teaching rounds will not be employed. Education ministers in states and territories accepted responsibility for adoption of each recommendation, but there are important roles for AITSL and AERO. There shall be an Initial Teacher Education Quality  Assurance Board that shall report annually to ministers on quality and consistency.

If implemented, this could well be the most far-reaching change to initial teacher education in Australia’s recent education history. I can find no counterpart in comparable or high-performing nations, except for Singapore, notably in respect to the national prescription of core content. I agree with Paul Kelly who wrote in The Australian on 12 July 2023: ‘Australia’s universities are about to be pulled into line over one of their greatest acts of betrayal. In an encouraging step — perhaps a breakthrough moment– federal and state education ministers have endorsed principles to redesign the university training of teachers.’ I wholeheartedly support the recommendations but anticipate their implementation with much trepidation. Universities have a high degree of autonomy even though they are established in state legislation (see note on the governance of universities on page 99 of my book). There  will likely be intense resistance in some faculties. It is optimistic to say the least to expect new courses to be ready by 2025. There is modest incentive in the report to attract more people to teaching, It will take many years for there to be impact on school students. Nevertheless, a start must be made and ministers should take up their roles with a sense of urgency. It is to a large extent the reimagination of initial teacher education.

 

Reference: Commonwealth of Australia (2023) Strong beginnings. Report of the Teacher Education Expert Panel, Mark Scott (Chair). Canberra: Department of Education.

Note: I offered the above reflections in the context of my experience in the review of teacher education in a Faculty (La Trobe), University (Auckland) and State (Queensland) and as dean of faculties of education (Tasmania and Melbourne).


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