Queensland Council of Deans of Education

Related consultation
Submission received

Submitter information


Queensland Council of Deans of Education

Where are you located?


What type of area do you live in?


Are you an education professional?
(e.g. teacher, school leader, learning support assistant, teacher’s aide)


Which sector do you work in?

Higher Education

What is your occupation?


Elevating the profession

The actions proposed recognise the value teachers bring to students, communities and the economy.

Somewhat agree

Would you like to provide feedback about these actions?

The coalition of the higher education leaders in Queensland, brought together under the banner of the Queensland Council of Deans of Education (QCDE), are providing this submission to compliment submissions provided by ACDE and separate universities and to highlight key areas of response.

There is no evidence that a national campaign will have the effect of raising the status and value of the role of teachers. The funds invested in such a campaign would be better expended on research to understand what the key issues are impacting the profession negatively and taking direct actions

Awards, especially self-nominated, may not achieve the specified objective. It is recommended that the value of education and learning is the focus of any awards rather than individual teachers. Any recognitions should highlight that education is a complex system with many players, including parents and the community.

Policy levers that make teaching more attractive in terms of careers, salaries, and working conditions is a higher priority. This means a shift from short term contracts and other industrial arrangements that represent the profession as devalued.

We see strength in a united focus on one teaching profession across all places and age of learners that provides multiple career pathways

Improving teacher supply

The actions proposed will be effective in increasing the number of students entering ITE, number of students completing ITE and the number of teachers staying in and/or returning to the profession.

Somewhat agree

Would you like to provide feedback about these actions?

A national, strategic approach to teacher supply is required rather than reactive, short-term measures, such as the overall approaches being advocated. This requires cooperation between the jurisdictions. Many teacher education programs have students enrolled from all around Australia and these students have very different opportunities and possibilities for support as students and as they enter the profession, and their future career paths

Having certainty about models of ITE and funding models such as scholarships that encourage a commitment are supported.

Strengthening Initial Teacher Education (ITE)

The actions proposed will ensure initial teacher education supports teacher supply and quality.

Neither agree nor disagree

Would you like to provide feedback about these actions?

TEMAG was the impetus for significant reform in ITE, with some early indicators of positive change. However, there has not been sufficient time to embed key changes and evaluate their impact prior to further change (e.g., TPAs). This is a high priority. Aligned with this is the need to provide funding to research the evidence of impact of the features of TEMAG

Action 13 is of concern. HEIs build in the timing for students to complete LANTITE based on the nature of the program and typically as early as possible and before final placement. Identifying a range of ways in addition to LANTITE that literacy and numeracy could be considered to ensure a diversity of students are attracted to teacher education programs, e.g. multiple ways to achieve literacy for senior secondary in Queensland, is recommended. This could be incorporated with Action 11, the recognition of previous study, work experience and skills.

Maximising the time to teach

The actions proposed will improve retention and free up teachers to focus on teaching and collaboration.

Somewhat agree

Would you like to provide feedback about these actions?

There is a need for a national approach to the objective of maximising the time to teach

National studies indicate that teachers’ time is used to undertake a range of work that does not require teaching expertise (see Grattan report). This research should be extended and utilised to clearly develop the contemporary expectations of teachers’ work and to identify where other experts to work alongside teachers are needed.

Action 18 refers to the “Use of initial teacher education students” to support maximising the time to teach. This action needs careful consideration regarding the impact on student progression and completion. It is not the role of the preservice teacher, TA, or support staff to reduce the workload of teachers. Preservice teachers are in schools to learn and to prepare to be career ready. Alternatives, such as paid internships, especially for Master of Teaching students undertaking a reduced teaching load, would contribute towards maximising time to teach career changers and assist with the burden of loss of income. Note the distinction between professional experience and the internship

This is a key action area, and arguably the most important in terms of supporting teacher health, wellbeing, engagement and retention.

Better understanding future teacher workforce needs

How effective are the proposed actions in better understanding future teacher workforce needs, including the number of teachers required?

Slightly effective

Would you like to provide feedback about these actions?

Better data is definitely needed to understand and plan for teacher workforce needs. To maximise value, we need to consider the education work ecosystem (across the education continuum), and collect quantitative and qualitative data relating to supply, demand, engagement and retention.

We do not need for a National Quality Framework to guide Teacher Regulatory Authorities in teacher accreditation and to ensure nationally consistent standards for teacher education. We have Professional Standards and Program Standards and a sophisticated ecosystem to regulate and accredit on this basis

Better career pathways to support and retain teachers in the profession

The proposed actions will improve career pathways, including through streamlining the process for Highly Accomplished and Lead Teacher (HALT) accreditation, and providing better professional support for teachers to retain them in the profession.

Somewhat agree

Would you like to provide feedback about these actions?

Teaching is often identified as one career, but it can be considered to be multiple careers and numerous jobs if this is made more visible to prospective entrants to the profession. Hence, it would be useful to consider specialisation within teaching as a way for teachers to develop their skills in new areas, reinvigorate their passion and practice.

There is support for work to strengthen access to timely evidence-informed professional learning for early career teachers, new leaders, including coaching and mentoring; and for all staff.

Building cultural responsiveness, and capacity to meaningfully embed Aboriginal and Torres Strait Islander perspectives in curriculum and pedagogy, begins in ITE but needs to be nurtured and supported in partnership with diverse Aboriginal and Torres Strait Islander communities.