NSW welcomes focus on teacher standards

Minister for Education Adrian Piccoli today welcomed the Commonwealth Government’s response to a review of teacher education.

Mr Piccoli said the Commonwealth Government’s response to the Teacher Education Ministerial Advisory Group (TEMAG) review demonstrates a shared commitment with NSW to improve the quality of teaching.

“Great teaching leads to the best results for students so I welcome the Commonwealth Government’s focus on the quality of teacher education,” Mr Piccoli said.

“This review and the Commonwealth’s response endorses the approach taken by NSW through our  Great Teaching, Inspired Learning (GTIL)reforms which have focussed on improving the quality of teaching.”

Mr Piccoli said that in some areas NSW has already introduced higher standards than those suggested by the review.

“For example, from next year, school leavers entering teaching degrees in NSW will need to have a mark of 80 or higher in three of their HSC subjects, including in English,” he said.

“I make no apology for setting high standards ”” it is what the community expects ”” and NSW will continue with its new requirements.

“Quality teaching is the single largest in-school influence on student results, which is why the NSW submission to the review was coordinated by the Board of Studies, Teaching and Educational Standards (BOSTES) and endorsed by all school sectors, presenting a united NSW position.

“Over the next few months the BOSTES will go back to schools and universities to consult with them on the review’s specific recommendations and opportunities to build on the successes of  GTIL.”

The  GTIL  reforms that are underway and continuing in NSW include:

  • HSC students will need three band five results, including in English, to enter a teaching degree from 2016 onwards;
  • From 2016, teacher education students will have to pass literacy and numeracy tests before they undertake their final practicum in order to be eligible to teach in NSW schools;
  • A new framework for professional experience has been developed to strengthen this aspect of the preparation of new graduate teachers;
  • Identifying ways to strengthen the teacher education program accreditation process arising from a review of key aspects of a graduate’s preparation (literacy education, special education and classroom management), and a  review of online teacher preparation;
  • The creation of specialist strands in primary school teaching qualifications; and
  • From 2018 all teachers will need to be accredited and undertake regular professional development.

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