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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

PART 1: EVALUATION CONTEXTDaniel Pinchas

AITSL

Janet ClintonUniversity of Melbourne

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

WE ARE HERE

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

Janet ClintonUniversity of Melbourne

PART 2: WORKSHOPPING THE IMPLEMENTATION

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As a group, discuss your survey responses:

What does implementation look like in your context?

• 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…..

PAPER 3: BRINGING IT TOGETHER

Janet Clinton & Edmund MissonUniversity of Melbourne & AITSL

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What do you want to find out from the Evaluation?

Next steps

• Case studies

• National Survey #2 - 2015

aitsl.edu.au

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