Dr. Elizabeth Kleinhenz

From the ground up

Elizabeth Kleinhenz — Sun, 06 May 2012 14:30:25 PDT

What happens when educators rather than policymakers initiate a program to define and maintain professional teaching standards from the ground up? It is possible to trace the current Draft National Professional Standards for Teachers back to 2003, when Australia's Ministers for Education endorsed the National Framework for Professional Standards for Teaching. They can be traced even further back, though, to the Control of Entry campaign of the 1960s and '70s. In 1969 fewer than 40 per cent of secondary teachers in Victorian government schools held a university degree and the figure for teachers with both a degree and teacher training was 34.4 per cent. Among teachers there was little expectation that the authorities were prepared to address the problem, so some decided to take matters into their own hands as members of the Victorian Secondary Teachers' Association (VSTA). The executive established a fledgling Registration Board, with qualified teachers receiving immediate full registration and unqualified teachers receiving provisional registration with the proviso they would become fully qualified within seven years. Anyone coming to work after 1 April 1969 would have to produce his or her VSTA certificate and if not, teaching staff would stop work. A series of stop-works and meetings followed but it was not until 1975 that the Victorian Government created the Teachers' Registration Board, which lasted until 1993, when it was abolished by the Kennett Government, but in 2004 all teachers had to be registered with the Victorian Institute of Education, established in 2001. The significance of the VSTA Control of Entry campaign in the 1960s has often been debated but what was remarkable about it was that teachers themselves rose up with a passion to seize the initiative and fight to protect their professional standards and status.

Investing in teacher quality

Stepehn Dinham et al. — Sun, 06 May 2012 14:11:31 PDT

This article explains the plan for radical education reform, which has been outlined in a position paper commissioned by the Business Council of Australia and written by Australian Council for Educational Research staff. The paper describes five recommended reforms to Australia's education system in the areas of: recruitment of the most talented, capable and committed people into the teaching profession; implementation of a new national certification system that recognises excellent teachers; implementation of a new remuneration structure; implementation of a strategy for continuing education to maintain strict standards of practice; and implementing a national assessment and accreditation system for teacher education courses.

Literacy and Numeracy Learning : lessons from the Longitudinal Literacy and Numeracy Study for Indigenous Students

Nola Purdie et al. — Sun, 06 May 2012 14:11:30 PDT

In 2000, ACER commenced the Longitudinal Literacy and Numeracy Surveys for Indigenous Students (ILLANS), which set out to track the development of English literacy and numeracy skills in a group of Indigenous students from school entry through the early years of schooling and beyond, to establish a data-rich picture of educational opportunities for Indigenous students. Phase 1 of ILLANS collected data from Indigenous students at 13 schools across Australia that had been nominated by education systems as examples of good practice in education for Indigenous students. The first three years of the study were reported in the monograph Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years (Frigi et al., 2003). Students who participated in the LLANS during their first three years of schooling acted as a comparison group for the Indigenous students who participated in Phase 1 of ILLANS. Phase 2 of ILLANS, which is reported in this monograph, followed students through Years 3–6 of primary school (2003–2006). In Phase 2, non-Indigenous students from the same schools acted as a comparison group for Indigenous students who participated in ILLANS. ILLANS aimed to track the growth in literacy and numeracy achievement of a group of Australian Indigenous students who commenced school in 2000. Phase 2 of ILLANS focused on comparing literacy and numeracy achievement of Indigenous students in the study with non-Indigenous students from the same schools. For Phase 2 of ILLANS, 11 of the original 13 schools from Phase 1 agreed to participate and 14 additional schools across Australia were also recruited. All schools that participated in ILLANS were nominated because they had recognised initiatives and supports for Indigenous students at their school, with many publicly recognised for their efforts. At the end of Phase 2, as children made the transition from Years 2–3, there was widespread mobility in the sample and as a result many children left the study. For this reason, additional children were recruited for the study in Phase 2. Non-Indigenous students at the same schools were recruited to the study in Phase 2, as they were considered a better comparison group for the Indigenous students in this study than the students in the LLANS study used as a comparison group in Phase 1. Achievement data on literacy and numeracy were collected from participating students in Term 2 of each year during Phase 2 of the study. The data collection followed closely that of the LLANS, with the Developmental Assessment Resource for Teachers (DART) used for literacy assessments and assessment tasks developed specifically for the LLANS used to monitor growth in numeracy. In addition to achievement data, data on student background (e.g. home language and absenteeism), teacher-rated student achievement and attentiveness, and student ratings of their school’s climate and themselves as learners, were collected to provide a richer perspective on the experiences of Indigenous students at ILLANS schools. Finally, the project aimed to explore in greater depth the characteristics of schools and teachers thought to promote achievement among Indigenous students by conducting interviews with selected staff in a sample of ILLANS schools. Case studies of five schools participating in Phase 2 of ILLANS were conducted in 2005. Selection of these schools was based on a preliminary analysis of quantitative achievement data to select schools that represented a wide range of achievement for Indigenous students. These case studies focused on exploring factors thought to enhance literacy and numeracy learning among Indigenous students. To focus the interviews, the questions were derived from eight priority areas for Indigenous education agreed to by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 1995. In particular, the interviews focused on the role of parent and community involvement in the school, the effectiveness of professional development for teachers, and the place of a culturally inclusive curriculum in promoting the achievement of Indigenous students. The findings of Phase 2 of ILLANS showed that the average achievement of Indigenous students in the study was lower than that of non-Indigenous students on English literacy and numeracy assessments across the final four years of primary schooling. At the same time, the results also demonstrated significant variability in achievement within the groups. Many Indigenous students achieve as well as or better than the average performance of all students. There is wide variability between schools in average achievement, with very high achievement in literacy and numeracy recorded by Indigenous students at some schools. This finding reflects the importance of isolating critical school-level factors that support Indigenous students to achieve highly at school. Though the data reflects a gap in average achievement, it is clear that there is growth in English literacy and numeracy skills across time and that the rate of development for Indigenous and non-Indigenous students is similar. Nonetheless, the gap in average achievement that is evident at the beginning of Year 3 remains relatively consistent to the final year of primary school.

The real thing

Elizabeth Kleinhenz — Thu, 29 Apr 2010 22:00:15 PDT

The author, an educational researcher who has not taught in a school for almost 10 years, agreed to take over a colleague's German classes for a week while the colleague holidayed overseas. The author recounts her experience of teaching in the 'real world' of schooling over these five days, including her interaction with the students and faculty, staff meetings, doubts about her linguistic capabilities, finding out how the school's leaders perceived their role, curriculum.

The Victorian School of Languages and ethnic communities 1935-1988

G A. Abuiso et al. — Thu, 29 Apr 2010 21:58:52 PDT

Framework for professionalism? The Victorian Curriculum and Standards Framework and its effects on teacher professionalism

Elizabeth Kleinhenz — Thu, 29 Apr 2010 21:55:18 PDT

Factors affecting the impact of teacher education programmes on teacher preparedness : implications for accreditation policy

Lawrence Ingvarson et al. — Tue, 27 Apr 2010 17:33:00 PDT

This study provides guidance to policy-makers about the standards that might be appropriate for accrediting teacher education programs. The study was commissioned by the Victorian Institute of Teaching (VIT), a statutory body established in 2001 by the Victorian state government with responsibility for the registration (licensing) of teachers and the accreditation of teacher education programs. The study investigated the characteristics of effective initial teacher education programs, as reported by teachers who have just finished their first year of teaching. A survey instrument was distributed in 2004 to all registered teachers who had graduated from their teacher education program in 2002, taught in 2003 and were now one month into their second year of teaching in 2004. In total, 1147 teachers returned completed questionnaires, from all universities in the state. Teachers who reported that they were well prepared to meet the demands of their first year of teaching were more likely to have completed courses that gave them deep knowledge of the content they were expected to teach, and how students learned that content, as well as skill in: diagnosing students' existing levels of understanding of the content; planning activities that would promote further development of understanding; and assessing the extent to which development had taken place. The paper concludes with implications for accreditation policy.

ACER-Led Delegation Investigates US Teacher Quality Practices

Elizabeth Kleinhenz — Tue, 27 Apr 2010 17:32:59 PDT

ACER recently led a delegation of representatives from Australian education systems and organisations on a study tour to Washington DC to observe the work of the National Board for Professional Teaching Standards (NBPTS).The aim of the visit was to find and share answers to questions on teacher quality in Australia such as:What do we mean when we talk about teacher quality? and how do we know it when we see it? Dr Elizabeth Kleinhenz, reports on the observations made during the visit.

An Evaluation of the Getting it Right: Literacy and Numeracy Strategy in Western Australian Schools

Marion Meiers et al. — Tue, 27 Apr 2010 17:32:58 PDT

This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focused mainly on the survey component of the evaluation. The complete data set from the surveys undertaken in 2003 and 2004 is analysed, and conclusions drawn from these analyses. The concluding sections draw on the survey data, some research literature and the illustrative case studies to report on the effectiveness of the GiR-LNS as a strategy for professional development, and as a strategy for change. Volume 2, Getting it Right in Context, presents the findings from the illustrative case studies. Twenty schools from across Western Australia were selected for the case studies, in consultation with the Department of Education. Ten of these schools had GiR-LNS literacy Specialist teachers and ten had GiR-LNS numeracy Specialist Teachers. Researchers visited these schools on three occasions over the two years. The reports of the case studies describe how the Getting it Right: Literacy and Numeracy Strategy had been implemented in schools.

Teacher Education Courses In Victoria: Perceptions Of Their Effectiveness And Factors Affecting Their Impact

Lawrence Ingvarson et al. — Tue, 27 Apr 2010 17:32:58 PDT

Investment in teacher education is a major strategy to enhance the quality of teaching and learning in our schools. Agencies, such as the Victorian Institute of Teaching (VIT), with responsibility for the accreditation of teacher education, can use feedback about the effectiveness of different modes of teacher preparation to support providers. It is vital that data for this purpose be valid and reliable. The Future Teachers Project (FTP) was designed to collect such data. It was designed to address two major questions: What are the perceptions of stakeholders (beginning teachers and their employers) about the effectiveness of current teacher education models in Victoria? What changes do stakeholders believe should be made to teacher education programs to better prepare future teachers?

Investing in Teacher Quality: A Model for Strengthening the Teaching Profession in Australia

Stephen Dinham et al. — Tue, 27 Apr 2010 17:32:57 PDT

Standards for Advanced Teaching : a review of national and international developments

Lawrence Ingvarson et al. — Tue, 27 Apr 2010 17:32:57 PDT

This report provides a review of national and international developments in relation to advanced standards and certification processes for teaching. It also considers the implications of current research on teaching for the development of advanced teaching standards and related improvements in teaching and learning.

A standards-guided professional learning system

Lawrence Ingvarson et al. — Tue, 27 Apr 2010 17:32:56 PDT

The authors note that teaching is almost alone among the professions in not having profession developed, profession wide standards and a related system of professional learning and certification to assist teachers to attain those standards. The authors argue the case for a standards guided professional learning system (SGPLS) designed to help teachers learn and grow and provide public assurances of the quality of work of those teachers who are able to meet the standards, assist in the development of career paths for teachers and teacher leaders that are based on the demonstration of excellent teaching. They discuss the essential components of an (SGPLS) and describe some examples that work in Australia, the UK and America and argue for a national system to suit the Australian context.

Teacher evaluation uncoupled : a discussion of teacher evaluation policies and practices in Australian states and their relation to quality teaching and learning

Elizabeth Kleinhenz et al. — Tue, 27 Apr 2010 17:32:56 PDT

Developing standards of practice for leaders in Victorian Catholic schools

Elizabeth Kleinhenz et al. — Tue, 27 Apr 2010 17:32:55 PDT

In 2003-4, the Catholic Education Commission of Victoria (CECV) and the Australian Council for Educational Research (ACER) undertook a project to develop standards for school leadership. A specific aim of the project was to provide a 'bridge' to leadership that would encourage teachers to undertake leadership tasks and to consider moving into formal positions of leadership. This paper reports on the experiences and challenges of developing standards that matched this purpose. It also reviews school leadership standards that have been developed in Australia and overseas over the past decade. A comparison is drawn between standards for teachers and standards for leaders in schools, making the point that, whereas teaching standards are specific to the profession of teaching, leadership extends across many areas and occupations. In accordance with contemporary understandings of distributed leadership, the CECV standards were designed as a generic articulation of what leaders know and do rather than descriptions of school principals' responsibilities. The standards were developed to provide a framework for the assessment of leadership performance and to suggest tasks that teachers may undertake to gain leadership experience. The paper discusses the major challenge of identifying these tasks and articulating them in standards for leaders, within the various areas of the daily work of schools. It describes how this project is being carried forward and the associated work that is now being done in schools. [

Teacher accountability in Australia : current policies and practices and their relation to the improvement of teaching and learning

Elizabeth Kleinhenz et al. — Tue, 27 Apr 2010 17:32:55 PDT

The strong link between teacher quality and student learning outcomes calls for effective systems of teacher accountability. School systems in all Australian states have established policies and practices to raise levels of teacher accountability, but it remains doubtful whether they have the capacity to deliver on teacher quality assurance or improvement in teachers' practice. This paper reports some of the recent findings of an ARC funded project that mapped teacher evaluation practices across all Australian states and territories. After providing a brief historical overview of teacher evaluation in Australia, it discusses three recent initiatives at the 'accomplished teacher' level; namely evaluations for the Victorian Experienced Teacher With Responsibility (ETWR); the Western Australian Level 3 Classroom Teacher position (L3); the UK 'Threshold' classification; and recent state developments in evaluation for teacher registration. The paper uses 'loose coupling' theory to interpret the limitations of these schemes. It argues that the two main purposes of teacher evaluation, assuring teacher quality and facilitating improvement in teachers' work, will best be achieved when teachers and their organizations claim the responsibility for developing and implementing methods for assessing teacher performance that respect the complexity and depth of their professional knowledge and practice. The paper concludes with an overview of the recent moves in Australia to establish a profession-run certification system to provide recognition and incentives for evidence of professional development, based on methods that do justice to the nature of teachers' work.

Teacher Quality: If it’s so important, what should be done?

Stephen Dinham et al. — Tue, 27 Apr 2010 17:32:54 PDT

Evaluation of the Standards and Professional Learning Project 2003

Elizabeth Kleinhenz et al. — Tue, 27 Apr 2010 17:32:54 PDT

In February 2003, the Victorian State Minister for Education and Training launched the ‘Standards and Professional Learning Project’ as the first major policy initiative of the new Institute. The brief of the project was: to develop professional teaching standards for full registration, and to support new teachers (who were mostly newly graduated teachers from tertiary teacher education programs) to move from provisional to full registration at the end of their first year of teaching. This involved designing and implementing evidence based assessment processes to show that the standards had been met. These assessments would provide guarantees of teacher quality to the public and to the teaching profession in Victoria.

Time for a National Approach to Teacher Quality

Stephen Dinham et al. — Tue, 27 Apr 2010 17:32:53 PDT

Standards for Teaching : Theoretical Underpinnings and Applications

Elizabeth Kleinhenz et al. — Tue, 27 Apr 2010 17:32:53 PDT

The primary purpose of this report was to conduct a critical review of the literature on the application of professional standards to teachers' practice. The New Zealand Teachers Council provided the following questions in the Request for Proposals to guide the review:

Where, in the complex mix of factors that can support teachers' professional capacity, do professional standards sit?

How can standards support teacher learning?

What are the benefits, costs and harms?

Which models enhance and which detract from teachers' professional learning and the profession's overall capacity?

Can the documented strengths of working with professional standards be gained in other ways?