When I look at this final chapter now, I am stunned at how short it is and how under developed it is. I can only presume that when I began the proof-reading and editing process that I was unable to find sufficient sections of text to remove in the previous chapters that would allow me to add significantly to the Conclusion to make it worthwhile losing that prior text. I was, quite fairly , given constructive feedback around that specific point. This is clearly the weakest chapter in my mind because I touch on a few areas but do not sufficiently unpack and discuss them and their ramifications within the context of a conclusion chapter.

If you have managed to read through the three preceding chapters in full, you will find this one, comparatively, over in the blink of an eye.

"I wanted to stay away from body-image, I hated body-image, it was so cliché, it was overkill and I wanted to do something completely different and the idea that I came up with, they said it was too shallow, like it wasn’t in depth enough and they made me do body-image, and it really made me unhappy."
- Research Participant during our interview.

On reflection, I feel like this chapter is the second weakest. There were some avenues that I did not fully explore (largely due to word limit), but largely, I was frustrated as in working through this chapter, I found myself wishing that I had asked a particular follow up question to draw further insight from my research participants, to get to the heart of what they were saying. Both of these issues were noted within the examiners feedback, as was the fact that I missed, apparently, some significant articles in my research which would have made for strong additions to my writing. I found this a frustrating piece of feedback, not because I disagreed with it but because the articles and researchers that had been suggested had not come up at all in my literature review.

This means that either their importance is over-stated (unlikely) or that I did not hit on the right combination of keywords to find those particular researchers. As well, it was noted that I did not address some issues at all, such as the impact of perceptions within schools observed during practicum and the impact that had on relationships with the arts. In some instances, I had not the clarity of mind at the time, nor the experience to follow up responses with exploratory questions. In others, it simply did not seem like something that I needed to follow up until I started to write this chapter.

If you missed either of the previous chapters, you can find them here.

As always, thank you for reading, and I welcome any constructive feedback you care to offer.

The examiners found some problems within this chapter and when I read back through this chapter after reading their feedback, they were rather obvious problems as well. There were also a few rather silly typographical errors which somehow neither I nor Mrs C21 managed to pickup in our proof-reading.

If you missed Chapter One, you can find it here.

Chapter II – Methodology

Introduction
The underlying purpose of this research project is to examine and understand the discourses that constitute the taken-up positions of pre-service teachers at the end of their ITE programs in relation to art education, and to then identify and understand the perceived barriers limiting the implementation of the arts in pedagogical practice. Focusing on the subject positions of three final (fourth) year pre-service teachers who had all completed their ITE program coursework, and had only to undertake their final ten-week long practicum prior to completing their ITE program, this research was conducted utilising a post-structuralist lens to deconstruct and understand the discourses underlying the positions taken-up by the participants in relation to art education, and the resulting barriers as perceived by the participants, impacting on their implementation of the arts in their pedagogical practice.

Research Design
The use of qualitative research techniques allows for engagement with the multi-layered lived experiences of the pre-service teachers’ ITE in order to clarify the experiences and the participant’s understandings (Polkinghorne, 2005). A post-structuralist perspective assisted in ascertaining the underlying discourses of the participants subject positioning about art education and deconstructing the barriers limiting the implementation of art education. 

Data Collection
The use of qualitative research techniques allows for fluidity of direction in the data collection process, as participants’ responses may yield unexpected data that can drive new or different research directions, whilst also providing the opportunity to scrutinise the subject understandings of those discourses experienced by participants throughout the ITE program, and the specific contexts involved (Miles & Huberman 1984 as cited in Ramey-Gassert, Shroyer, & Staver, 1996). Participants were sourced through purposive sampling and engaged in semi-structured interviews, with the resulting data analysed through discourse analysis, assisted by positioning theory.

Sampling
The research focus was on a particular set of relationships; the relationship between ITE programs and pre-service teachers’ subjectivities relating to art education, and the pre-service teachers’ subjectivities relating to art education and the implementation of the arts in their pedagogical practice. For this reason, research participants were recruited through purposive sampling of the 2014 fourth year Bachelor of Education (Primary) / Bachelor of Arts cohort form the University of Newcastle’s Central Coast campus. This cohort was selected due to ease of access by the student researcher.

Purposive sampling allowed for the selection of information rich cases on the basis of their possessing a particular characteristic typical of the population being studied (Punch, 2009), namely those pre-service teachers who have completed their coursework but have not joined the ranks of graduate teachers. The purpose of this study is not, however, to generalise the findings across the current cohort of final year pre-service teachers, but to ascertain and understand the subject positions of the participants and the barriers they perceive around implementing art education in order to gain a clearer understanding for the potential reasons for the divergence between understanding of the benefits of art education and the implementation of the arts in pedagogical practice.

Interviews
The utilisation of in-depth semi-structured interviews allowed the participants to express their narratives about their subject positions (Punch, 2009; Tanggaard, 2009). The interviews were constructed through a pre-determined open-ended interview schedule to allow for a basic framework of the understanding of the experiences which shape the positions held by the participant to emerge. Those experiences were reinforced and the understandings deepened through the use of follow-up questions, which allowed for the pursuit of those experiences and narrative truths and understandings which appeared outside the scope of the original pre-devised schedule, or prompt questions (Punch, 2009). The use of open-ended questions is preferable to closed questions as it affords the participants the choice of how they answer (Marton, 1986 as cited in Huntly, 2008). The use of ‘’what’ as a question opener was utilised as this has been cited as facilitating a rich description by the participant of the core subject being studied Marton (1986 as cited by Huntly, 2008). The recorded interviews were transcribed solely by the student researcher, and transcriptions were sent to the participants, to provide an opportunity to conduct a member check.

Data Analysis
This research examines the positions taken-up by the pre-service teacher participants about the arts in education. Through discourse analysis of the interview transcripts, I attempt to identify discourses which construct the subjectivities of pre-service teachers’ vis-à-vis art education and future use of the arts in their pedagogical practice. The reasons behind the participants’ subjectivities are examined through a post-structuralist lens.

Discourse analysis has been used within this research study as it is a research method understood to be multimodal, combining an array of analysis techniques including, in this context, theoretical, interpretive and critical (Krug & Cohen-Evron, 2000). I take the view that discourses are a productive force created through the amalgamation of ideology, linguistic practices and social relationships which constitute the taken-up position, and the means by which we make sense of the world around us (Davies, 2004; Ma, 2013). There are a multitude of discourses encountered daily, and it is not possible to take up all available discourses (Davies, 1990). Understanding that there are multiple discourses which are not all able to be taken-up allows for an understanding of our existence at the nexus of multiple discursive practices, which can be conceptualised as subject positioning (Davies, 2004). Our subject positioning is constituted through internally owned, or taken-up, discourses (Atkinson, 2004), which are, and do, change over time (Atkinson, 2004; Davies, 2004). This post-structuralist conceptualisation of subject positioning then allows for an ongoing cycle of making sense of, and continually updating, the competing and often contradictory discourses to which we are exposed (Atkinson, 2004; Beijaard et al., 2004; Davies, 1990, 1997).

My understanding of a post-structuralist lens is that it will facilitate and encourage the questioning of those understandings and beliefs which are treated as ‘taken-for-granted’ as it is understood that knowledge is understood subjectively, produced culturally and constructed contextually (Woolfolk & Margetts, 2010). A post-structuralist framework posits that there is no single truth or meaning, and thus will allow me to examine the different narratives (Guba & Lincoln, 1994; Posner, 2011), about how positions held, about the arts in education came to be taken-up, as expressed subjectively by the research participants.

Validity
Validity, in the context of a qualitative research project such as this one, is as has been broadly stated as being “…the isomorphism of findings with reality” (Denzin  and Lincoln (Eds), 1994, p. 114 as cited in Punch, 2009, p. 315). In essence, qualitative validity is looking to ensure that the findings are commensurate with the data from which they were derived. To this end, a feature of qualitative research is the use of a technique known as ‘member checking’, which refers to the practice of checking with the subjects from whence the data came that they are in agreeance that; the initial data (in this research study the interview transcripts) are an accurate representation of the reality (in this research study, the interview), and that the final representation of themselves within the analysis and findings is consistent in relation to their subjective understanding of themselves (Punch, 2009).
 
Ethical Considerations
Due to the qualitative, and human-based nature of this research project, that is the nature of the participants’ personal beliefs and experiences being examined, due consideration was given to the ethical factors that arose, including consent and confidentiality. Participants were informed in writing about the nature of the study, and participation was on a voluntary basis, with written, informed consent being sought prior to inclusion. Participants were advised, in writing on the consent form, and verbally prior to the commencement of their interview, that they were free to refuse to answer any question, or to terminate the interview at any time, without any reason and without fear of repercussion. To protect their privacy, research participants were asked to select pseudonyms for use during the interviews, with any identifying data being either omitted or altered. Audio recorded interviews and the transcripts thereof have, and will continue to be, held securely in accordance with the University of Newcastle’s Research Data and Materials Management Policy (University of Newcastle, 2008). 

Participants were provided with an opportunity to conduct a member check, and accordingly were provided with a copy of the transcription of their interview for this purpose. This was done to afford participants an initial opportunity to review the interview and ensure that they are satisfied with how they and their views have been represented through the interview process (Punch, 2009). This process also provides an initial opportunity for participants to indicate that they wish for data from their interview, either in part or in whole, not to be used for the research project. Participants were also afforded an opportunity to conduct a final member check prior to the submission of this thesis, and were provided with a copy of the final dissertation for this purpose. This was done in order to provide a final chance for participants to ensure they were satisfied with how they have been represented and interpreted as part of the analysis process, and that they have been represented authentically.

It was not expected that research participants would experience stress, mental or emotional discomfort during the interview. Participants were be reminded at the commencement of the interview that they had the right to refuse to answer any question, or terminate the interview, at any time, without reason or negative consequences for their relationship with the researchers or the University of Newcastle.

Summary
Chapter Two outlined the methodology used within this research project, and the literature that supports the methodology’s use in relation to the research question. Chapter Three will communicate the subjectively understood answers to the research questions described within Chapters One and Two.

When I was in the process of completing my initial teacher education (ITE), I considered whether or not it would be worth undertaking the Honours process as part of that. There were a lot of factors that fed into the eventual decision to apply for a place, and ultimately, though it helped not one whit with acquiring a full-time position as a teacher, I am glad that I went through the process. It was long, mentally and intellectually challenging, and it pushed me to think more critically, to be more aware of research processes and biases as well of various research methodologies. I actually enjoyed the process of researching, and writing and it has had a significant influence on my writing style.

I had considered working towards having it published, however, have neither the time nor the mindset at this point to sit down and re-edit it sufficiently so that it fits within the word limits of a journal article. More importantly, I have no disconnected with the data and with that piece of research and would need to invest significant time and effort into reconnecting. I do wish to pursue a Research Higher Degree at some point (after Youngling has started school at the earliest is what I have been told) and so offer up over the next few articles, my Honours dissertation for feedback.

I have not made any edits whatsoever to this version. It is a straight copy and paste from my original 2014 file. I am rather proud of it, despite its now (to me) glaring flaws. If you wish to dive straight into the whole dissertation, you can find it here as a PDF. I have also made available the examiners reports and rubrics (after redacting their identifiable information). I found it interesting that one examiner marked it as an eighty-eight whilst the other marked it as an eighty-two. A fairly significant variation in marks, however, the average of eighty-five was sufficient to earn a High Distinction and thus, with the other requirements met regarding my Grade Point Average etc., the award of Honours Class I.

​I welcome any constructive feedback you care to offer.

I remember sitting the Basic Skills Test in Year Five sometime in the early 1990s (though I have no recollection of sitting it in Year Three), and my recollections of it was that it was a low-key test, where my parents received a booklet which talked about grade-level expectations, and indicated where my results across the various tests sat in relation to my peers at my school, and then either across the state or across the country, I cannot recall which. My teacher, Mr. Davies, who is one of the reasons I entered the teaching profession simply told us that we had to sit this test to assess our progress and to just give it our best effort. Mr. Davies was a fantastic teacher, and as far as we knew, the test had little importance beyond what it told him about our results. We sat the test, I rushed through it as I always did (and still do) with multiple choice tests, and then went outside and read a book while I waited for my classmates to finish. Mum and Dad received the results sometime later, we chatted about them, Mum asked if I rushed through the test (cue the head hang, “Yes Mum, sorry, I just wanted to read my book”) and life moved on.

I do not doubt that there was more to it than that, however, from my perspective at that time, as a ten-year-old boy, was that it was just something we had to do, but not something that was particularly important. Things have changed, however, and not for the good. My students seemed to do ok. I had two or three students who were a little anxious, but otherwise, they did not seem overly concerned. There were, however, students across the Central Coast, from conversations with other teachers, who could not cope and actually made themselves sick, including one student in Year Three. Additionally, there were students who would ordinarily write a high-quality narrative, with excellent character development, a complex plot twist, and a clever resolution, who simply froze because of how little time they were given.
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I do not know what approach other teachers took in the lead up to NAPLAN, whether much preparation was in class, or set at home; nor do I know how much preparation my students’ put in outside of school, of their own volition (or at the behest of their parents). Personally, I sat down on Monday afternoon to talk to them about it for the first time (I had studiously avoided mentioning NAPLAN) at any point prior to that), and the reaction was immediate. Some students I could tell were worried about it, some were ambivalent, and some were annoyed that they had to complete them due to the time they took out of class. My Year Six students were ecstatic, as they would be spending the time undertaking Peer Support Training with another teacher and myself.

I talked to them about NAPLAN for a little while, telling them about my own experience with the Basic Skills Test, and then made it very clear that as far as I was not worried about their NAPLAN results, as long as they put in their best effort. I reminded them of the formative testing in literacy and numeracy that we had completed at the beginning of the year, and that we would be completing those assessments at the end of this term and again at the end of Term Four, and that I was focused on the growth they showed across the three iterations of those tests. I reminded them that NAPLAN did not know or care whether they had slept well the previous night, or had eaten breakfast or not, or are more athletically inclined, or anything else, other than the results that they put on their paper and submitted for NAPLAN.

We talked about the way they get feedback on their learning outputs in class, through the marking systems we use, or through one to one conversation during class time and that I do not get to see what they write and so cannot give them feedback, or know how they went, other than the number which is given for each test result. I could see some of the tension leaving some of my students, and my Year Six students were helpful as well, talking about their experiences and that it was not as hard or as stressful as they thought it would be.

I have a great group of students.

Whether or not we like NAPLAN, it is here, and it is here to stay, though I do not doubt it will evolve over time into something else (such as the move to digital completion which has been discussed for some time). There is a body of research about the impact that it has across the education sector and in the current education environment, where we continually here about the fourth-grade slump and the drop in results across PISA and TIMMS, short-sighted politicians are looking for a quick fix that will get them votes at the next election. There is talk about planning for the future, but I sincerely doubt that it actually means anything, given the way that politicians lie in order to get the support they need.

Students across the country have teachers who know and understand that NAPLAN is relatively meaningless, a single snapshot in time which takes twelve weeks to develop, and where the original negative (student submissions) are not available for checking. NAPLAN is a broken and flawed tool which causes stress and anxiety in students and teachers and from anecdotal reports, some parents far above what it provides in return. I await the result of this year’s NAPLAN test for my students, which will mean little as the text-type for the writing test was a different text-type to what they were required to write when they were in Year Three, making the data comparison invalid from every point of view I can think of.

What was your experience with NAPLAN this year? How did you, your students and your students’ parents cope? Do you prepare your students with pre-testing or give them a speech similar to what I gave to my students? Is your school one in which NAPLAN is a highly important test, or is it largely disregarded? I would appreciate hearing about  your experiences with NAPLAN and the strategies you employ in your context to survive the infliction of NAPLAN each year. As always, thank you for reading.

Disclosure: My attendance at Education Nation (#EduNationAu) in June is through a media pass provided by the conference organisers.

All interpretations of Professor Masters’ views are my own and any misinterpretation also mine. The Interview with Professor Masters has been included for the sake of transparency.
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After I had accepted the invitation to attend Education Nation in order to write a series of review articles about the event, I asked if it would be possible to conduct a series of pre-conference interviews via e-mail with some of the speakers. I was privileged to have been granted an e-mail interview with Professor Geoff Masters AO, the Chief Executive Officer of the Australian Council for Educational Research (ACER) as well as head of ACER’s Centre for Assessment Reform and Innovation.

In developing the questions for Professor Masters, I felt that it would be remiss of me to not take advantage of the opportunity to ask his opinions about statements by Professor John Hattie in April 2015, where Professor Hattie indicated that he felt classroom teachers should leave education researcher to trained researchers. I recall there being quite the uproar on social media as a result of Professor Hattie’s remarks, with a great number of educators commenting that there is no reason they cannot engage with research.

Professor Masters’ view is that it is unreasonable to expect teachers to be both highly trained and effective educators; and highly trained and effective educational researchers. It is reasonable, however, to expect teachers to be informed users of research evidence; evidence which should be a consideration for teachers when engaging in the informal research process of evaluative reflection upon their pedagogical practice.

The title of the article in which Profess Hattie’s statement was published was certainly clickbait and as with most instances of clickbait, upon reading further, the statements were not as provocative as at first glance. Indeed, Professor Masters’ response to this question implies that Hattie’s sentiment that teachers should leave the research to the researchers is reasonable. Indeed, when you read further in the article, where Professor Hattie is reported as also having said “I want to put the emphasis on teachers as evaluators of their impact. Be skilled at that,” I find it difficult to disagree.

I cannot speak to the level of training that other classroom teachers have received in research. Personally, having only received an introduction to educational research through the Honours program I completed as part of my initial teacher education (ITE) (delivered by Dr. Nicole Mockler), I do not feel that I would be able to put together a large-scale strong and rigorous research project on my own, whilst also managing the day-to-day requirements of teaching and evaluating the effectiveness of my practices. That said, I do feel that I have had enough training through the Honours program to enable me to read and utilise the outcomes of research to inform my reflections, or to work with a researcher to conduct more formal research.

Professor Masters further noted that high levels of training and proficiency are required for certain types of research, which dovetails neatly with Professor Hattie’s comment that “[r]esearching is a particular skill. Some of us took years to gain that skill.” I do not have years to invest in mastering the skills to become proficient with rigorous, high-quality formalised research. I would prefer, at this point in my career, to invest that time in developing my pedagogical practice. In that frame of reference, leave the research to the researcher is not, in my opinion, as provocative a sentiment as it first sounds.

During the last four years in various staffrooms and study sessions with my colleague pre-service teachers, I have encountered a variety of opinions regarding the relationship and relevance that research has to classroom teachers. Whilst there are pockets of teachers who see the value in the relationship, by and large, educational research appears to be seen as irrelevant. Professor Masters stated that too often pedagogical practice is shaped by beliefs about what should work in the classroom and beliefs shaped by fads and fashions of the day (Greg Ashman has written about various fads and fashions in education including here, here, here and here). Additionally, I have heard the “it worked when I was in school/first started teaching/we did it this way in the 70s and 80s”  refrain regularly, with its unstated implication that it will still work.

To improve the quality of classroom teaching, and by extension, the learning outcomes for students, Professor Masters asserts that evidence-based pedagogical practices should be implemented; that is, those pedagogies which have been demonstrated through research and experience to be effective in improving students’ learning outcomes and engagement. The relationship between educational research and classroom teaching is one of sharing, with Professor Masters commenting that “[p]rofessions are defined largely by a shared knowledge base. Educational research is playing an essential role in building that knowledge base.”

It is interesting to note that there is a growing community of educators on various forms of social media sharing with their practices, both the successes and the failures, with each other, and it will be interesting to see what role the online Professional Learning Networks play in contributing to educational research in the future, both as a source of information and participants, and as a vehicle for dissemination.

I asked Professor Masters what his thoughts were on what stood in the way of Australian education and the heights of PISA and TIMMS testing results that seem to be the benchmark by which educational success is judged. I did so with reference to the ITE programs in Finland and the well-publicised reign of Finland at the top of the table in regards to PISA and TIMMS. Professor Masters’ response was relatively simple. High-performing countries, such as Finland and Singapore have raised the status of teachers.

Professor Masters noted that there are a number of high-performing countries who draw their teachers from the upper echelons of secondary education, typically starting with the top thirty percent and some drawing only from the top ten percent, making teaching in those countries, a highly respected and sought after career. This is not the case in Australia, where the required Australian Tertiary Admissions Rank (ATAR) is quite low, as highlighted in this article from May 2015 which indicates that almost a third of all pre-service teachers achieved an ATAR of less than sixty. That demonstrates the low respect held for teaching compared with some of the ATARs listed in this article from January 2014, indicating that a to enter a Bachelor of Health Science/Master of Physiotherapy degree at the University of Western Sydney required an ATAR of 99.95, or the combined law degrees at the University of Sydney and the University of NSW, both with minimum ATARs of 99.70.

The school of thought that simply increasing the minimum required ATAR to enter an ITE program will improve the quality of teachers is not necessarily true. This article from October 2015 indicates that only a small percentage of pre-service teachers enter their ITE immediately upon completion of their secondary education. However, I do not believe that Professor Masters is advocating such a simplistic solution. His comment that “…teaching is a highly respected and sought after career and these countries have succeeded in making teaching attractive to their brightest and best schools leavers…” (emphasis mine) indicates to me that it should be merely one component of the admission process.

Professor Masters observed that in teaching in Australia is trending in the other direction to high-performing countries, becoming less attractive, an opinion I agree with. Personally, I am finding that time I would spend planning and preparing for a lesson is being taken up by mandatory training modules which provide no actual training, or on paperwork which is needed for the sake of bureaucracy. I, like many other teachers around the world, am struggling to balance work and family and am left feeling guilty for not spending time with my family. Perversely, I also find myself feeling guilty for not spending the time I want on marking and writing feedback, or on planning and resourcing a lesson, (often with things from my own home or which we have purchased with our own money).

​The debate about how to improve the attractiveness of teaching as a profession is an old and ongoing one, and I look forward to hearing it discussed during Education Nation. When asked for his view on how the issue could be resolved, Professor Masters pointed out that it would require a series of deliberate policy decisions on a range of issues including teacher salaries, resourcing, and autonomy; as well as the number of admissions into ITE programs. Professor Masters noted that the countries which appear at the top of the international testing results, including Finland, limit the number of pre-service teachers each year. This article indicates that only one in ten applicants is successful in gaining entry into a Finnish ITE program.

There are also come clear benefits to restricting the number of entrants to ITE programs. You are also restricting the number of graduates, thereby helping to prevent what has happened here in Australia, where there is a glut of teachers who are unable to gain permanent employment due to the high number of graduates each year. Professor Masters’ final point was that an important factor in the perception of teaching is the academic rigour of the ITE program itself. I have written previously about my own ITE (part one can be found here), and I do believe that ITE programs, in general, can be improved, and look forward to hearing about that topic at Education Nation.

NAPLAN, which commences next Tuesday for Year Three, Five, Seven and Nine students Australia-wide, is an incredibly high-stakes testing process which has the potential to cause great anxiety and consternation amongst students, parents, teachers and policy-makers, and which invariably receives a great deal of attention in the media. When asked about why he thought NAPLAN moved from being a low-stakes test to what it is now, Professor Masters wrote that it is part of a deliberate strategy to improve performances through incentives.

These incentives appear to use the carrot and stick method, with some financial rewards for school improvement or, alternatively, the threat of intervention and sanction for poor performance, and yet, the international experience has demonstrated that school behaviour is changed when the stakes attached to tests are increased. This is shown by the annual breaches that occur during the administering NAPLAN tests, including cheating and inappropriate assistance by some teachers, and the way in which many schools prepare their students for NAPLAN, as indicated in this article. Further to this, the public release of NAPLAN allows parents to compare schools and can result in some schools losing students as parents opt to send their child to seemingly ‘better’ schools.

Professor Masters commented that high-quality tests are an important component of education, providing diagnostic data around topics or concepts that require attention, monitoring improvement over time and evaluating the effectiveness and impact of programs and interventions. The widely used Progressive Achievement Test (PAT) is an example of the kind of test that can be an invaluable part of a teacher’s toolkit.

I do agree with Professor Masters about the value of testing. At the beginning of this year, Stage Three students in my school all completed a series of diagnostic tests across reading, spelling, and mathematics. That data was invaluable in identifying those students who need additional assistance in particular areas, and plays a role in developing Individual Education Plans (IEPs) for some students, and also for discussions with parents about the student’s results and progress throughout the year. It will also play an important role in quantifying students’ growth across the year when those tests are re-administered at various points throughout the year.

My final question to Professor Masters was his advice to new teachers as they enter their classrooms pressured to ensure that their students to achieve high NAPLAN results. He responded that “[t]here are few things as important in schools as providing all students with sound foundations in literacy and numeracy.” Professor Masters’ belief that the goal should be to improve our students’ literacy and numeracy levels, and that if we do raise the NAPLAN results, it should be as a result of improved literacy and numeracy levels. The problem, he pointed out, is that NAPLAN scores can be increased in ways that do not lead to better literacy and numeracy levels.

I am grateful to Professor Masters for his time and willingness to engage in the interview process. I very much look forward to hearing him speak at Education Nation, where he is speaking to the title Addressing the five key challenges in school education that matter to you on day one. Professor Masters will also be joining Dennis Yarrington, Dr. Kenneth Wiltshire and Lila Mularczyk for a panel discussion about Student Testing on day two. If you have not yet registered for Education Nation, I would encourage you to do so by clicking here.

As always, my thanks for reading, particularly given the length of this article. Please feel free to contact me with any comments, questions or feedback via the comments section below or on Twitter.

For other articles in the Education Nation series, please click here.

What strategies do you employ to weather the storm that is the beginning of the school year and the mental chaos and stress that it generates? What advice would you give to pre-service teachers or new graduates to set them up to get through the chaos of term one mentally intact?

I have been finding this term mentally and physically stressful, draining and tiring, despite my contract being for three days as opposed to the four days of last year.That said, last year, I was tasked solely with teaching digital literacy skills in an RFF capacity, a role that I think, as I was reflecting last night whilst talking to Mrs. C21st, I took too lightly, as the skills I was teaching are skills that I think I could perform in my sleep whilst standing on my head, and so allowed some bad habits to creep in, in regards to planning for specific lessons.
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This year, I am finding that there is so much more to do than what I was aware of from my ITE and even from last year. There are whole facets of teaching that do not get touched upon in, well, not the ITE program which I completed. The actually planning and programming from a scope and sequence that has been prescribed by the school, the administration required on a daily basis including everything from marking, checking books, interacting with parents, staff meetings, committee meetings, extra-curricular activities such as sports teams and debating, reassuring the student who’s struggling to feel comfortable socially that they do have friends, giving your banana to the kid who has no lunch, buying a water filter because the water in the taps tastes bad and on top of everything else, changing numeracy scope and sequences halfway through the term (though when the one that was being used made no sense, I actually do not mind that one, as frustrating as it is), having to prepare Individual Education Plans for any student who requires an adjustment for their learning.

In addition, this is also the start of the football (soccer) preseason, which brings its own time requirements, especially given that I am refereeing with a branch that is an hour away. Pre-season seminars, courses to upgrade my Referee Assessor (coach) qualifications, pre-season trial games, an FFA Cup match, training, fitness tests and other meetings have seen me spend about four or five hours just travelling each week, on top of the actual time at the event.

Then there is the chaos that comes about from Mrs C21st now being pregnant, which though  things have been relatively smooth so far, with more nausea than actually being sick, it has brought its own challenges, especially in regards to food and working out what smells set her nausea off. Thus far, it has not been as bad as it could be, with the smell of red meat cooking, chia seeds, and some yoghurts being the main things that set her off, and our (her) consumption of white peaches necessitating the purchase of a fresh bag of six peaches every two to three days.
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At the end of my first day of my first practicum back in 2012, in a Year Six class, I was hooked, I had the buzz, the rush of adrenalin that comes when a student has an a-ha! moment and gets it, and I thought to myself that, yes, I was in the right profession. I would be lying if I denied having wondered about the truth of that thought in the last week. Recently, I asked for feedback about pursuing a permanent posting, and Corinne Campbell (@Corisel) commented that I should continue to pursue a permanent posting, as being  granted that would also see me gain access to significant additional funding for mentoring and guidance in planning and programming and early professional development opportunities.

I think it is fantastic that new, permanently-employed teachers have access to that resource to help gain their footing, and I do remember hearing one my friends from university who was permanently appointed straight out of university, talk about that and how she would be struggling even more than she was, without the time that it gave her to get her head around all of the tasks that were never mentioned during our ITE.

As far as I am aware (and if I am wrong, please correct me!), as a temporary or casual teacher, I do not have access to this assistance. Whilst I understand, from a practicality and management point of view why casual teachers do not have access to it (which school manages it etc), I think it is as important that temporary and casual teacher’s gain access to it in some format, even if only on a pro-rata basis.  I am contracted, for the year, at .6. Why should I not be able to access .6 of the full amount in order to gain some guidance, mentoring and assistance in wrapping my head around everything? Why could a casual teacher with a good working relationship, whether with a particular school or a particular teacher, not nominate that teacher/school to be their mentor, and some sort of agreement is negotiated to provide the assistance to the new teacher?

There has to be a way for this to be better, and more equitably managed. There seems to be a regular discourse about the shortage of teachers and the rates of new teachers that are leaving the profession within their first five years being abominably high. Why can we not seem to come up with a way to put in place, for those new graduates who want it, access to assistance that is currently restricted to one small portion of the workforce?
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I have not had one of those days since my last article on that topic, however, I have not particularly enjoyed my teaching lately as I am too busy stressing about getting through everything I have ben told I need to get through. I suspect that my desire to complete my referee qualification upgrade this season will fall by the wayside as it will be the first casualty of the year due to the amount of time that refereeing sucks up.

On the plus side, other than a few nights, (including tonight, but Mrs. C21st is out at a training night), I have done well in not doing work at home when Mrs. C21st has been at home as well. That said, I have been getting to school at around 0630, and have often only left earlier than 1800 due to appointments.

I had a bit of a stress-out last night. I had lost Saturday as I was refereeing an FFA Cup (the assessor was happy, I got a result in regular time, ran just under fifteen kilometres according to my GPS unit, and took just under sixteen thousand steps) and then spent the remainder of the day completing paperwork and reports and going through my post-match recovery program. Sunday we spent in Sydney seeing some family and friends we had not seen in a few months, and it was dinner time when we arrived home. I ended up getting a little bit of planning done for what I need to do, and was in bed at 2030, and then here this morning at 0615, with a fresher, cooler head.

Today did actually go well. I get through everything I wanted to, except for three activities, and only half of my reading groups.But I think that, despite what I wrote earlier about taking work home, that I will take the night for myself to relax, go for a light run (I have a fitness test tomorrow afternoon) and then an early night.

I do have faith that I will make it through this term, we are, after all, halfway through. I do remember feeling like this when I first started working in one of my previous occupations, and asking my manager at the time what I was doing wrong that I was not getting through my workload each day, and stressing out about it. I do not know what changed, but it did and suddenly one day, I was the one helping others get through their workload. I believe I will get there, and that at the moment I am somewhere in transitory phase between consciously incompetent and consciously competent.

That said, I would love to hear strategies, whether mental or physical, that you use to get through this chaotic time of year. As always, thank you for reading. 

This most recent series of articles has been interesting to write, as it has required a significant amount of reflection on a range of areas that ordinarily would not receive a significant amount of conscious thought. The conversations that have emerged from this series of articles has also been intriguing and thought provoking. This was, according to the set of emerging themes I included in my original article, set to be the final article in this series. It is quite likely that a further article will emerge as a result of the conversations that have transpired as a result. This article will be examining the potential employment opportunities that are available in comparison to the number of graduates each year, and the number of active teachers not currently employed permanently.

In 2014 there was a series of articles in the print and broadcast media that indicated that there is currently a glut of available teachers in comparison to available positions, such as this article and this article. This is in conflict with articles from a range of other sources that indicate there is a shortage of teachers, such as this article. Further reading indicates that the truth is somewhere in between, with a glut of primary trained teachers and a shortage of secondary teachers in specific Key Learning Areas (KLAs), as indicated in this article.

The general consensus, based on reading these articles and similar sources, appears to be that the initial teacher education (ITE) programs are graduating between five and eight thousand new teachers annually. The Daily Telegraph, in July 2014 cited research conducted by BOSTES which found that at least one third of the NSW DEC approved employment list who are unable to gain permanent employment within four to five years, desist in their search, either remaining in the casual or temporary workforce, or leave the teaching profession. It has been my experience as well that a range of classroom teacher positions are held by teachers on temporary contracts, such as single or two year contracts, often serving in the same role on a year-by-year basis as temporary teachers for up to and longer than ten years.

Another article indicate that the shortage of teachers is actually occurring in secondary education in science, mathematics and languages. There is little apparent research that examines the reason for the disparity in training and opportunity, why pre-service teachers (PSTs) seemingly gravitate to the primary education sector as opposed to the secondary sector, and I would suggest that these questions be examined as they would yield valuable results that would guide future ITE course capacities.

The Herald indicated last year that there were around forty-four thousand teachers in NSW employed on a casual basis, and that only around half of the sixteen thousand graduate teachers from the 2013 cohort had secured permanent employment four months later. These figures, as a graduate teacher, are deeply concerning.

I do not know what the situation in this area is across the rest of Australia, however, here in NSW looking through the weekly jobs listing would uphold the position that there is a shortage of teachers in specific KLAs in the secondary education sector. Each week, there appear to be a significant number of mathematics, science and language classroom teacher positions advertised, with a large number of them being in rural or remote NSW.

The NSW Department of Education and Communities (NSW DEC) is not ignorant of this situation, with a range of incentives being offered in an attempt to attract teachers to these remote and rural schools. These incentives may include rent assistance, subsidies, additional professional development release time, additional leave entitlements, climatic entitlements and isolation from goods and services allowances. Personally, I would happily secure a permanent position in a remote or rural location if not for the fact that my better half currently has a permanent position in her industry, with an excellent employer and colleagues. Accordingly, and with regard to a desire to have family support available while we raise our own family, we have made the choice not to relocate at this point.

In regards to the demand and supply imbalance, I believe that there are a number of options for approaching it. The first and obvious option would be to reduce the number of places in primary ITE programs. In conjunction with this, I have heard suggestions that the HECS debt for the secondary subjects suffering from shortages should be negated with the caveat that graduates are required to be employed for three to five years before the HECS debt is removed, and the HECS debt suspended in the intervening period. The lecturer from my EDUC2103 course, Schooling, Identity and Societies, Keith Crawford, spoke about a solution that the English Government took in regards to a similar problem. I must note that I have not been able to find any articles talking about this, but that he was a teacher in England at the time that this program took place.

Keith indicated that young teachers were leaving the profession due to their inability to progress within their career via promotions due to the number of positions filled by older teachers and administrators who were still some years from retirement age. The approach taken saw a significant number of these senior teachers being offered early retirement packages. This had the impact of creating a number of vacancies, which allowed those suitably qualified to progress through the promotion chain. I could only imagine the cost of this program, however, it would have some significant effects, both positive and negative.

Positively, it would create a number of vacancies requiring to be filled, which would of course create vacancies further down the chain as teachers, assistant principals and principals all progressed. It should have (I am unaware if it did or not) create a culture of change as those progressing through due to the new vacancies would hopefully come through with new ideas and a willingness to embrace change and pedagogical and technological advances, particularly in the areas of twenty-first century learning.

Negatively, it would result in a significant loss of knowledge and experience, which would need to be addressed. This could be achieved through options including mentoring, a stepped handover period for each level of responsibility, and a potential short-term shortage of teachers at each level of the hierarchy.

I cannot see the Australian government adopting such an approach, due to the significant front-end cost. That said, I believe that a mixture of the two approaches I have discussed, both the removal of HECS debt for specific shortages, and the voluntary retirement program adopted by the English government would have a very significant impact in regards to reducing the number of classroom teacher positions held by temporary appointments, improving the number of permanently employed teachers.

As always, thank you for reading. I would very much like to hear from anyone who has a suggestion for how this issue can be appropriately addressed. It is not a simple situation, and I think that changes need to be made to the entire system.

​See here for the list of articles in this series.

My previous article outlined a conversation I engaged in with Mark Johnson (@seminyaksunset) while he was the guest host for the @EduTweetOz handle regarding initial teacher education (ITE). As a result of this conversation, I felt inspired to write reflect on ITE in general and mine in particular and I identified six issues from that conversation that I wanted to address via this blog, which were as follows:

1. Entry into Pre-Service Teacher Training / Initial Teacher Education (ITE) courses
2. Pre-Service Teacher Training / Initial Teacher Education (ITE) structure and content
3. The value of teachers and teaching as perceived in the public sphere
4. The role of the Education minister and his/her (currently his) stance towards education and teachers and the way the Education Minister is perceived by teachers.
5. The integration of graduate teachers into the profession
6. The rate of graduation vs the available number of employment opportunities

On Friday of last week (June 12), I posted the first article, addressing entry into ITE programs, and it generated some very interesting conversations and I received some very intriguing feedback, both in comments on the article itself, and via some Twitter conversations. My article today will address the issue of ITE structure and content. I will be dissecting my own ITE program and examining how the quality of teachers that it produces could be improved through modification of the structure and content. I also plan to include some ideas based on feedback I received as a result of my previous article.
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I completed my Bachelor of Teaching (Primary) / Bachelor of Arts degree through the Ourimbah campus of the University of Newcastle (Australia). I also want to say up-front that on the whole, I am quite happy with the program I completed, and that for me, personally, I found it to be satisfactory and that I am well-placed to be a good teacher as a result. From conversations with classmates during and since, there are of course those unhappy with certain aspects, and as I mentioned briefly in my previous article, there are entire expectations of being a teacher that weren’t discussed at all, but that, I suspect, is to be expected and would be consistent with the majority of universities. What I plan to do, is to outline the program that I completed before examining how I believe it could have been improved.

My degree was a four-year (full-time) program consisting of two semesters per year and four courses per semester for a total of three hundred and twenty units of study. We were required to complete forty units of a discipline depth study (DDS), a Sustainable Community elective and in our third and fourth year or study we had the choice between undertaking the Special Education specialisation stream, the Honours (Graded) program, or an elective course.

I moved a few things around and actually ended up completing three hundred and thirty units of study. I completed my DDS requirements under the mathematics and science umbrella and elected to undertake the Honours program. I also completed eighteen weeks of professional experience placements (two x four-week blocks and a ten week internship) as well as ten sessions of once a week for half a semester. The overview of my degree is below:

The degree that I completed has since changed. Beginning at the start of 2015, all Bachelor of Education (Primary) degrees graduate with ungraded Honours. My understanding is that the ungraded Honours component incorporates concepts introduced in graded Honours, such as research methodologies, ethical considerations, epistemology, ontology etc. but that a research project is not undertaken nor a thesis written. If you are curious, click here to read more.
How would I modify the program?
I want to again state that overall I was satisfied with the ITE that I received. As with any situation, however, there are ways in which it could be improved, and below are the ways in which I would change my degree to make it more rigorous, and provide a greater level of preparation for teachers entering the profession.
Year One Semester One

• EDUC1008 –  Foundations of Primary and Secondary Education provided an overview of the history of education, introduced pedagogy, Piaget, Vygotsky etc. and gave a good awareness of how the teaching profession has developed. This course should contain, if not a four week professional experience placement as suggested by Corinne Campbell (@corisel) in her reply to my previous article, where she indicated that that was the case in her ITE, but at the very least, a series of classroom observations, or ‘teacher shadowing.’
• SCIM2030- Foundations in Science and Technology was, from the tutorial point of view, absolutely fantastic. Every tutorial contained hands on activities that were able to be transplanted directly into a primary classroom situation, and I have used many of the experiments we did. There was, however, no mention of the curriculum that I can recall, or see in my notes (yes, I still have all of my undergrad notes). Even being shown how to navigate the curriculum, how to utilise the various aspects would have been useful.
• HIST1051- The Australian Experience was an interesting course, and the lecturer and tutor knew their content, but again, there was no mention of the curriculum. The exact same course, but with the inclusion of how to teach the History curriculum would have been fantastic.
• FSHN1021 – Nutrition, Health & Exercise for Primary Educators…was a course that held no value whatsoever for me as an educator. Many of my classmates felt the same way, and we were not shy about saying so in the end-of-course feedback survey. I would scrap it completely, and bring in a course that specifically teaches how to read and utilise the syllabus documents. How to navigate around them, how to link them, understanding the structure and the knowledge and skill continuum.

Year One Semester Two

• EDUC2744 – K-6 Science and Technology (ten class observation sessions). This was an interesting program and gave us an introduction into K-6 SciTech, however it felt that the relationship between the course and the curriculum were sparse and could have been stronger. It was highly beneficial to be able to engage with a class once a week to observe a teacher in practice, however there needed to be a more rigorous engagement. A full day as opposed to only forty-five minute sessions.
• LING1110 – Foundations of Language. Linguistics was a highly difficult course and was not one of my finer course results. It was interesting to hear and gain an understanding about how students’ speech should be developing, and how we make different sounds. I suspect that this course would have been more beneficial to those pre-service teachers’ who had a preference for working with infants students.
• MATH1900 – Elementary Mathematics. This course had mixed reactions among my classmates. Most either very much enjoyed it, or highly disliked it. I personally enjoyed it, and the strategy of having us learn how to conduct the four operations in a variety of number bases to convey the understanding of how difficult our students find it to learn these functions in base-ten was quiet clever. I would have liked to have seen stronger curriculum connections, but otherwise, this course was excellent.
• AART1010 – Foundations in Creative Arts. This was an interesting course, and as with MATH1900, you either enjoyed it or hated it. The attendance was appallingly low, and the assignments, though engaging and challenging had no basis in the curriculum. This would have been better as an introduction to the Creative Arts curriculum, the continuum of skills and concepts that are addressed therein, and how specific pedagogical techniques for teaching the skills.

Year Two Semester One

• EDUC2102 – Educational Psychology was a course that, at the time, I found to be quite difficult, and I know there were a few in my cohort who had to re-take the course. It was engaging, but conceptually challenging and I think that it was not until I actually entered the classroom in my first professional experience placement that I really appreciated the learning from this course.
• EDUC1738 – K-6 English was the first course that really delved into a specific KLA and examined the curriculum document from which that KLA is taught. It could have been strengthened by a more explicit examination of the literacy continuum, and explanation of how the curriculum and the continuum link together.
• EDUC2185 – Managing K-6 Learning Environment (First four-week professional experience placement) was the course containing our first professional experience placement, which I undertook in a Year Six classroom. The tutorial component contained an examination of different behavioural theorist played out in the classroom. There is not much I would change from this course, except that there was constant miscommunication and inconsistent instructions regarding the assignments between the different tutors.
• HIST1352 – Australian Government and Politics. This course was an over and above from the program outline and we were offered the course at the end of our first year. We were told that it currently fell under the History umbrella but as of the following year it would fall under the Political Science umbrella. It was a highly interesting course, and focused solely on how our political structure developed. I found it to be highly useful, as I was teaching similar concepts during my professional experience placement at the end of the semester in a Year Six class in preparation for the Canberra excursion.

Year Two Semester Two

• EDUC2103 – Schooling, Identity and Society was a very engaging course and was very much aimed at developing critical thinking skills, by examining education from a sociological perspective and questioning why are the way they are. I think it would benefit from being a more rigorous examination of how we can explicitly embed teaching for thinking in our pedagogical practice across a variety of domains.
• EDUC2747 – K-6 PDHPE was our first exposure to an explicit explanation of a syllabus document. The course was highly relevant and the practical components allayed many fears in regards to teaching some skills. I think this would have been better as a replacement for the FSHN1021 course in first year, with this specific course then being an extension and more explicit instruction in pedagogical strategies for both theory and practical components. FSHN1021 perhaps focus on the infants portion of the curriculum and EDUC2747 the primary portion.
• EDUC3746 – K-6 Society and Environment was a third year course that I pulled forward to second year. It was highly useful, with a high focus on global concepts, and included lots of practical lesson activities and ways to structure units on particular concepts, linking them to other KLAs, mathematics and literacy in particular, but also to Science.
• EDUC3500 – Aboriginal Education, Policies and Issues  is a course I have mixed feelings about. It was, conceptually, a highly valuable course. In execution however, it left a bit to be desired. I do strongly believe that having a course specifically dealing with strategies for being aware and inclusive of Aboriginal and Torres Strait Islander cultural beliefs, pedagogical strategies required to facilitate high quality learning etc. is of vital importance. For example, I was not aware prior to this course that eye-contact between a ‘student’ and ‘teacher’ in some Aboriginal cultures is offensive and disrespectful. This is, of course, in stark contrast to most of Western society where it is expected that you make eye contact with the person with whom you are speaking as a sign of respect and attention. However the tutors in such courses do need to be of Aboriginal or Torres Strait Islander descent to have any credibility, and they also need to not be condescending towards those of who are not and therefore do not possess the cultural knowledge.

Year Three Semester One

• EDUC3739 – K-6 Mathematics is a course that I would actually leave as is, other than more explicit connection to the curriculum and numneracy continuum.
• EDUC3745 – K-6 Creative Arts was an example of the university trying to cram to much content into too small a timeframe. We received one lecture and four x two hour tutorials per strand of Creative Arts; dance, drama, visual art and music, and this course was the sum of our explicit Creative Arts curriculum training. Our lecturers and tutors did their best, and I personally feel they did a good job, but they were not allowed enough time. This course should have been split into two courses with two strands of arts per course to allow a more rigorous engagement with the creative arts, more pedagogical training grounded in the curriculum and a more rigorous analysis of the benfits of creative arts education. I have taken some of the practical tutorials and transplanted them directly into my classes on occasion, but there needed to be more time. Ultimately, this course was an example of the value for arts in education that is held by soiciety.
• EDUC3026 – Special Education was a very broad brushstrokes introduction to special education. I do not believe that I would change anything in this course, except to remove the pointless online exam, the content of which was not discussed at any point during the course, by design.
• EDST2090 – Teaching Scientific Literacy was a highly useful course, with lots of practical activities, however it was not, despite it’s name, a course about how to teach scientific literacy. This should either have been an extension of the K-6 Science and Technology course, or what I propose as an explicit thinking for teaching course, with a specific focus on science and technology.
• MATH2910 – Studying Mathematics with a view to Teaching was the first course in a two-part series. This course challenged us to think about how we actually completed various numeracy functions and explain our processes whilst analysing different strategies.

Year Three Semester Two

• EDUC3185 – Integrated and differentiated curriculum. This course contained our second four-week professional experience placement, which I completed in a Year One classroom. The theoretical aspect was focused on creating differentiated lessons and I do not believe I would change anything about this course.
• EDUC4955 – Education Honours I was an introduction to research concepts such as epistemology, ontology, paradigms and included an analysis of the differences between qualitative and quantitative research and the process for forming rigorous and valid research questions. The course was conceptually challenging but it laid important foundations for the subsequent courses.
• MATH2920 – Working Mathematically was the follow-on from MATH2910 and continued the learning begun there. These two courses introduced practical ways to include student self-assessment and reflection of learning, including challenges and strategies used to overcome them.
• ENVS2001 – Environmental Concepts: Energy was completed as my sustainable communities elective. It was a very interesting course but completely irrelevant to myself and the only other classmate completing an Education degree. All other classmates were doing Environmental Science degrees. I have no issue with doing a course focused on sustainability, however, the courses offered need to have relevance to education students if they are going to be offered to such. I chose to do this course, as a fifth course this year so as to free up time for my fourth and final year. We had heard throughout the program, that the final year Literacy and Numeracy courses were intensive and required a significant amount of work to get through.
• EDUC1751 – Knowledge and Communication Technologies was a course that at the time I felt did not provide what it. Offered. Looking back at it now, I realise that it was aimed, in the practical sense, at those classmates who possessed few technology skills. In regards to the theory associated with technology, it was my introduction to TCPK, which has since become a much-utilised framework for technology integration in my lessons. This course was offered in third year but I believe that it would have served better as a first year course to provide a grounding prior to our first professional experience placement. It should also have created a relationship between the teaching of technology or computer skills to students and the curriculum.

Year Four Semester One

• EDUC4748 – Advanced Literacy was a very intense course, which made me glad that I had put in the effort the previous semester to get through five courses and free up some time this semester. It could have done with being more explicit in the strategies to teach various aspects of literacy such as how to explicitly teach handwriting, or reading skills to those students for whom traditional approaches do not work, rather than creating a presentation for a hypothetical Parent/Teacher evening.
• EDUC4749 – Advanced Numeracy was very similar to Advanced Literacy, in regards to the intensity of the workload and the learning required. It was highly beneficial, with us examining a NAPLAN test for a student, backward mapping it to the numeracy continuum the mathematics curriculum in order to discern the areas they needed additional assistance in, and then developing an Individual Learning Program to address those areas. I do not believe I would make changes to this particular course.
• EDUC4965 – Education Honours II was an intense course, as with Honours I. It was highly practical in regards to its application to our Honours Thesis. The two major assignments were, firstly, a presentation of what we were considering doing for our research project in Honours III to our Honours classmates, the Honours course coordinator and some guests from the Education department of the Research Faculty, all of whom provided us with feedback on our proposed research, and then secondly, our research proposal and formal Ethics Application. There was a significant amount of work involved in this course, however I would not change the structure as undertaking this particular course without the framework developed during Honours I would have been a very difficult and de-contextualised task.

Year Four Semester Two

• EDUC4185 – Teachers, Ethics and Professionalism: K-6 Internship was our final ten week internship, which I completed in a combined Year Five and Six classroom. It was weighted as twenty units and required us to complete the full internship, gradually assuming greater and greater responsibility for the daily operations of the class. I was incredibly fortunate in that he and I ‘clicked’ and it made for a very beneficial, for me, internship experience. My cooperating teacher for this class was the Assistant Principle for the Stage, was highly engaged with technology in the classroom (he was trialing a one-to-one BYOD program with his class. was very rational in his approach to classroom management with the awareness that all behaviours happen for a reason. This internship placement allowed me to engage with BYOD in a genuine manner over a sustained period, introduced me to the SAMR Model (which I have previously written about here and here) and allowed me to consider, for the first time, that I could be both a teacher and an educational researcher.
• EDUC4990 – Education Honours Course 3 (twenty Units) was the culmination of our Honours, requiring us to conduct the research project, analyse the results and write the twelve thousand word thesis. There was some debate amongst my Honours cohort as to whether we would attempt to stay engaged with our research during our internship, or allow it to sit on the back burner until after the internship. I was doing qualitative research and managed to conduct my participant interviews and transcription of one of them, prior to the commencement of internship. I focused solely on my internship during that ten week period and then had to make the difficult choice of whether or not to accept a month-long block of work in the same school on a Stage Three class at the beginning of Term Four. After discussion with my wife, I made the decision to not take the block, in order to focus on my Thesis, a decision which paid off when I was awarded Class I Honours and the Education Faculty Medal.

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There were some interesting conversations, as I mentioned previously, as a result of my previous post. I was contacted on Twitter by Amanda Corrigan (@ajcorrigan) who is the Director of Student Experience, School of Education and Associate Dean (Student Experience) Humanities and Social Sciences at the University of Strathclyde (Scotland). Amanda advised that Strathclyde University conduct interviews for entry to the second year of their ITE program, with questions based on the student-teacher's learning from the first year program. Students, both those who do and do not receive approval to continue, are provided with advice about next steps. All students undergo a first year placement which may be in any institution with children such as traditional educational institutions, but also prisons, asylum seekers, sports clubs etc. Amanda also advised that Scotland’s newest teachers also receive a guaranteed year in school, a mentor and reduced reduced class contact. This has the potential to allow graduate teachers to focus on improving their pedagogy and classroom management with advice and guidance from experienced teachers. I also received insight from Corrine Campbell (@corisel) and Sally-Anne Robertson (@eduemum) regarding their ITE, which you can read in the previous article of this series.

The content and structure of ITE programs, whether it be undergraduate or post-graduate, needs to be more rigorous, with a greater focus on an understanding of how to read and use the curriculum document as a tool for programming, how to apply TPCK and SAMR models to technology considerations, and more rigorous and explicit teaching around how to teach the KLAs; in addition to teaching how to write programs so that the KLA’s are, where possible, integrated in authentic ways that allow content to be covered across broad swathes of the curriculum. These integrated units should be used where suitable to allow time for our students to go about the business of learning how to think. As I said in my final article from the Teaching for Thinking Forum review series:

The last few articles that I have published have been an examination of emerging themes from a Twitter conversation regarding pre-service teachers (PSTs) and initial teacher education (ITE). The conversation can be viewed in the original article in this series. There have been some thought provoking responses on Twitter and in the comments section on the various articles. Thus far in this series, I have written regarding ITE courses and ways of making the entry to those courses more rigorous, the value of teachers and teaching as perceived in the public sphere and the role of the Education and Training Minister and his/her (currently his) stance towards education and teachers and the way the Education Minister is perceived by teachers. This article will discuss the integration of graduate teachers into the wider profession at the culmination of their ITE, from a collegiate point of view.

The way that a teacher is integrated into the teaching profession will vary according to how they are engaged – permanent, part-time or casual, and for casual teachers, according to the view of casual teachers from the school with which they are engaging. My experience has generally been positive and I have felt like a valued professional in the majority of my engagements as a casual teacher. There has been, however, little support by way of integration offered in regards to an invitation to attend professional development sessions when they are conducted on the day I am in that school (only received from two schools I was engaged with), advice and feedback, whether constructive or positive, regarding my work (I utilise a template I designed when in a school on a casual basis that allows me to indicate what was done during the day within each KLA and asks for constructive or positive feedback to be sent via e-mail) or general advice in relation to such areas as playground duty expectations, how to deal with minor injuries students acquire whilst playing, how to engage with or avoid staff room politics or the realities of dealing with the paperwork and administrative requirements of teaching.

Casual teachers, l believe, fall through the gaps in regard to professional development, particularly those graduate teachers who are in the early days of their career and are trying to get their foot in the door. Greater efforts need to be made by the relevant bodies (NSW DEC, BOSTES AITSL etc.) to ensure that graduate teachers who are still operating casually receive assistance with finding their feet in the teaching profession. I should point out that the NSW Teachers Federation (NSWTF) did put on a casual teachers seminar on the Central Coast earlier this year that was open to all casual teachers regardless of the time in teaching. This seminar was beneficial but I felt aimed more at casual teachers hero had been in the system for a while and had a good understanding of navigating their way through acquiring work etc. Casual teaching can be very lonely, given that day to day you may be in different schools, let alone different classes. Additionally, casual teachers in general and new graduates specifically may be somewhat isolated as many school staff rooms are devoid of life during break times due to playground duty personnel requirements, sporting and other extra-curricular activities or those teachers who elect to remain in their classroom to complete marking or other similar duties. I know that at my current school, if there are more than three or four people in the staff room it is unusual.

That has been my experience as a casual teacher across a range of schools. I dropped off a one page resume with copies of relevant documents such as my approval to teach, my Working With Children Check, my anaphylaxis training certification etc. attached, to twenty schools. I did this based on advice from a friend who is a Deputy Principal and indicated that many schools will not contact you at all for any number of reasons including but not limited to not needing any additional casual teacher on their casual list, teachers arranging their own casual cover as opposed to a central  person within the school, not liking the font you used, that you emailed it as opposed to dropped it off in person and not liking the way you have set your resume out. Some of these are valid reasons, some of them are rather petty, but they are all reasons I have heard at various points.

The experience for those who receive permanent positions straight out of university is markedly different. The summary of that experience is based on what I have been told by some classmates who were in such fortunate positions. The initial phone all with the offer of a position is rather exciting to receive, of course, and those whom I know in such a position have all indicated that they were told what year group they would be teaching and were invited to attend during the summer holidays at some point to visit their classroom, meet colleagues, begin planning and programming and to begin the administrative process required to become a permanent employee. The main issue that I am aware of, again, from conversations with friends, is that there is no advice given as to the paperwork process that is required. A classmate was advised she had a permanent position, met her colleagues, saw the classroom was asked to begging planning and programming with but said to me that she had not received or signed a contract and was a little worried about that fact.

Clarity would no doubt have been appreciated from her as to what was happening. I learned, after asking the question at a local branch NSWTF meeting that “on boarding” was a lengthy process and that no contract would likely be seen until the paperwork had all been completed. The anxiety felt by my classmate would no doubt have been alleviated by a thirty second conversation that contained words to the effect of “the paperwork is being processed and it normally takes … You will receive your contract when it has been processed.” I want to reiterate the point that this summary is based upon what I have been told, not my own experience and that the classmate in question was feeling rather overwhelmed at this point.

On the plus side, as a targeted graduate, my friend received an additional session of relief from face to face (RFF) each week to provide her with additional time to plan and prepare as well as general guidance from an Executive Teacher. My understanding is that she was generally quite happy with the support she received, however was left feeling overwhelmed with the unanticipated responsibilities and duties that were not fully explained, either in description of in explanation of the time investment required to complete them.

I received my temporary engagement after having been working  on a very regular basis in my school as a casual teacher for most of the year to that date, however, my understanding is that for temporary teachers, the experience of transitioning from pre-service teacher (PST) to teacher falls somewhere in between that of casual and permanent teachers.

I would very much like to hear from you as to your experience transitioning from PST to teacher and the support and guidance received from more experienced teachers and the various bodies to which teachers are required or encouraged to join, or for those of you who are in senior positions within schools, the systems or processes in place to integrate new graduates into the teaching profession and assist them with finding their feet.

Thank you for reading today, and I look forward to hearing people’s opinions on this topic, particularly anyone who came out of their ITE with a permanent or temporary position and can shed more light on the experience of transitioning form PST to either of those roles.

​See here for the list of articles in this series.