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National Professional
Standards for Teachers:
Indigenous perspectives
MATSITI Conference
Adelaide
July 2012
o Melbourne Declaration on Educational Goals for Young
Australians
o National Education Agreement
o National Partnerships:
• National Partnership on Improving Teacher Quality
o Aboriginal &Torres Strait Islander Education Action Plan
o Not big
o Not government
o Not commercial provider
o Not a regulator
AITSL does have:
o a remit from all Education Ministers to ‘provide national leadership in
promoting excellence’
o an ability to broker national agreement
o capacity to add value to policy and outcomes
AITSL works with the education community to:
o Set and maintain standards for excellence in teaching
and school leadership
o Lead and influence excellence in teaching and school
leadership
o Support and recognise excellence in teaching and
school leadership
o Intended for every teacher of every child
o Define the work of teachers and make explicit the elements of
high quality, effective teaching in 21st Century schools
o Public statement
o Common understanding and language
o Dual purpose – improvement and accountability
o Map career progression
o 7 standards grouped into 3 domains
• Professional knowledge – 2 standards
• Professional practice – 3 standards
• Professional engagement – 2 standards
o Each standard broken into between 4 and 7 focus areas
o Each focus area differentiated at 4 career stages
(descriptors)
• Graduate, Proficient, Highly Accomplished, Lead
National Professional Standards for Teachers: Indigenous Perspectives
National Professional Standards for Teachers: Indigenous Perspectives
The Standards support :
o professional learning
o peer coaching / observation
o self assessment
o professional practices
o Graduate - National Standards and Procedures for the
Accreditation of Initial Teacher Education
o Proficient - nationally consistent registration
o Highly Accomplished – voluntary certification
o Lead – voluntary certification
National Professional Standards for Teachers: Indigenous Perspectives
National Professional Standards for Teachers: Indigenous Perspectives
> Objective: To improve the capacity of all new and
existing teachers to meet the requirements of Focus
Areas 1.4 and 2.4 of the NPTS.
 Pre-service component – led with Queensland DETE
 In-service component – led by AITSL
 Each component:
Research / mapping of practices
National Forum
Resource development
> Major findings:
– No structured national policy, particularly regarding PD
around Indigenous peoples’ rights or social justice
imperatives
– Lack of workforce level PD and little evaluation of
effectiveness of what does exist
– The approach to PD in this area is patchy
– Appears to have been a reduction in PD offered in recent
times
– Teachers are fearful and resistant about these Standards
> Major findings:
– There is generally an imbalance between transfer of knowledge and
development of skills
– ITE needs a new Indigenous pedagogy, balancing skills acquisition
with knowledge transfer, to be transformative
– There is a paucity of Australian and international literature
documenting the impact of racism on Indigenous educational
outcomes
– There is a correlation between universities’ marketing vigour and
their promotion of Indigenous education as integral to initial teacher
education
– There is a drive to embed Indigenous content in core ITE subjects
– The provision of Indigenous elective subjects is inconsistent across
institutions
Bearing in mind the requirements of Focus Areas 1.4 and
2.4 of the National Professional Standards for Teachers:
1. In your experience, what really useful Indigenous skills
and knowledge have you found in (in-service OR pre-
service) offerings?
2. In your experience, what Indigenous skills and
knowledge (pre-service OR in-service) was of no use to
you at all?
3. What has been missing from these programs that would
have been really helpful to you?
aitsl.edu.au
newsroom.aitsl.edu.au
@aitsl
www.facebook.com/aitsl
teacherfeature.aitsl.edu.au
youtube.com/aitsleduau
iTunes U > Australian Institute
for Teaching and School
Leadership

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National Professional Standards for Teachers: Indigenous Perspectives

  • 1. National Professional Standards for Teachers: Indigenous perspectives MATSITI Conference Adelaide July 2012
  • 2. o Melbourne Declaration on Educational Goals for Young Australians o National Education Agreement o National Partnerships: • National Partnership on Improving Teacher Quality o Aboriginal &Torres Strait Islander Education Action Plan
  • 3. o Not big o Not government o Not commercial provider o Not a regulator AITSL does have: o a remit from all Education Ministers to ‘provide national leadership in promoting excellence’ o an ability to broker national agreement o capacity to add value to policy and outcomes
  • 4. AITSL works with the education community to: o Set and maintain standards for excellence in teaching and school leadership o Lead and influence excellence in teaching and school leadership o Support and recognise excellence in teaching and school leadership
  • 5. o Intended for every teacher of every child o Define the work of teachers and make explicit the elements of high quality, effective teaching in 21st Century schools o Public statement o Common understanding and language o Dual purpose – improvement and accountability o Map career progression
  • 6. o 7 standards grouped into 3 domains • Professional knowledge – 2 standards • Professional practice – 3 standards • Professional engagement – 2 standards o Each standard broken into between 4 and 7 focus areas o Each focus area differentiated at 4 career stages (descriptors) • Graduate, Proficient, Highly Accomplished, Lead
  • 9. The Standards support : o professional learning o peer coaching / observation o self assessment o professional practices
  • 10. o Graduate - National Standards and Procedures for the Accreditation of Initial Teacher Education o Proficient - nationally consistent registration o Highly Accomplished – voluntary certification o Lead – voluntary certification
  • 13. > Objective: To improve the capacity of all new and existing teachers to meet the requirements of Focus Areas 1.4 and 2.4 of the NPTS.  Pre-service component – led with Queensland DETE  In-service component – led by AITSL  Each component: Research / mapping of practices National Forum Resource development
  • 14. > Major findings: – No structured national policy, particularly regarding PD around Indigenous peoples’ rights or social justice imperatives – Lack of workforce level PD and little evaluation of effectiveness of what does exist – The approach to PD in this area is patchy – Appears to have been a reduction in PD offered in recent times – Teachers are fearful and resistant about these Standards
  • 15. > Major findings: – There is generally an imbalance between transfer of knowledge and development of skills – ITE needs a new Indigenous pedagogy, balancing skills acquisition with knowledge transfer, to be transformative – There is a paucity of Australian and international literature documenting the impact of racism on Indigenous educational outcomes – There is a correlation between universities’ marketing vigour and their promotion of Indigenous education as integral to initial teacher education – There is a drive to embed Indigenous content in core ITE subjects – The provision of Indigenous elective subjects is inconsistent across institutions
  • 16. Bearing in mind the requirements of Focus Areas 1.4 and 2.4 of the National Professional Standards for Teachers: 1. In your experience, what really useful Indigenous skills and knowledge have you found in (in-service OR pre- service) offerings? 2. In your experience, what Indigenous skills and knowledge (pre-service OR in-service) was of no use to you at all? 3. What has been missing from these programs that would have been really helpful to you?