DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education. ANN MCINTYRE is an experienced principal, superintendent, and NSW state policy leader who is recognized for her work in quality teaching, leadership, and school and system improvement.

• Foreword vii Acknowledgments xiAbout the Sponsoring Organizations xiiiAbout the Authors xvOnline Documents and Videos xviiChapter 1 A National Framework to Support Teaching Quality in Australia 1Australia, Its Constitution, and Federalism in Education 2A Pivot Point—The Melbourne Declaration 4About Australia 6Social Democratic Systems in Australia 8Australian Education in International Comparison 9Schooling in Australia 9International Educational Performance and Comparisons 11Education and Equity 15Professional Teaching Standards and the Role of AITSL 17Development of the Professional Teaching Standards 17The Australian Professional Standards for Teachers (APST) 19Implementation and Impact of the Standards 20Australian Professional Standard for Principals 21Initial Teacher Education 23Ongoing Developments—Initial Teacher Education Reform 27Role of ACARA 30Assessment 30Curriculum 31Education Funding in Australia and Gonski 35Education Funding in Australia 36Federal Funding and the Melbourne Declaration 36National Partnerships: Federal Funding to Improve Teaching Quality 37The Gonski Review 38Summary 40Notes 41Chapter 2 From Policy to Practice: Teacher Quality in New South Wales, Australia 43About New South Wales (NSW) 44Demographics 44NSW Economy and Government 45Equity and Education in NSW 46The NSW Education System 47Overview of the New South Wales Education System 47The Education Policy Context in NSW 48NSW Five-year Strategic Plan 2012–2017 50Local Schools, Local Decisions 51Education Funding in NSW and the Gonski Review 52The Resource Allocation Model 53Students in NSW Schools 54Diversity in NSW Public Schools 55Teachers in NSW Schools 63Teacher Remuneration 64Teacher Recruitment Incentives 65Recruitment Incentives for Rural and Remote Areas 66Casual and Temporary Teachers 66Portraits of School Practice 67Engadine High School: A Portrait of Practice 67Homebush West Public School: A Portrait of Practice 69Curriculum and Assessment in NSW Schools 71Curriculum 72Assessment in NSW Schools 74Teacher Quality in NSW Schools 76Great Teaching, Inspired Learning (NSW Policy) 76Teacher Preparation in NSW 78Teacher Accreditation in NSW 87Teacher Induction 91Professional Learning and Accreditation 94Teacher Appraisal, Performance, and Development 103Career Paths and Leadership Development 109NSW Principals’ Credential: A Portrait of Practice 112Policy Principles and Design and the Teachers Union 115Common Platforms for Government, Catholic, and Independent Schools 118Conclusion 121Chapter 3 Building Teacher Capacity and Collaborative Cultures: Teaching and Teacher Quality in Victoria 123Characterizing the Victorian System 124Overview and Context 125Demography and Economy 125School System 127Indigenous Students in Victoria 128Curriculum 130Education Policy Context 131Three Waves of Reform 131Understanding the Reforms 139Education Governance in Victoria 140Governmental Organizations 140The Victorian Institute of Teaching 141Teacher Unions and Professional Organizations 142Governance of Catholic and Independent Schools 143School Management and Funding 146Resourcing Education—How Victorian Schools Are Funded 150Recruitment 152Meeting Supply and Demand in Victoria 152The Teaching Career and Stages 159Salaries 160Working Conditions 162Short-term Contracts 163Preparation 166Overview: Teacher Training and Registration in Victoria 166Accreditation of Teacher Education Programs 167Content of ITE Programs 170Improving Clinical Practice in Victoria 177Induction, Mentoring, and Teacher Registration 185Teacher Registration in Victoria 186Supports for Induction 189Induction and Mentorship in Practice 190Effectiveness of Teacher Induction 191The Organization of Schooling in Victoria 195Organization within Schools 195School Networks 201School Review and Improvement 202Professional Learning 204School-based, Evidence-supported Professional Learning 204Professional Learning Polices in Victoria 211Appraisal 217The Evaluation Process 218Teacher Appraisal and Improving Teaching 220Continual Review and the Politics of Teacher Evaluation 221Leadership 225Leadership Framework and Skills 226Leadership Training and the Bastow Institute 228Summary 234Notes 235Conclusion 237Appendix 241References 243

DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education. ANN MCINTYRE is an experienced principal, superintendent, and NSW state policy leader who is recognized for her work in quality teaching, leadership, and school and system improvement.

• Foreword vii Acknowledgments xiAbout the Sponsoring Organizations xiiiAbout the Authors xvOnline Documents and Videos xviiChapter 1 A National Framework to Support Teaching Quality in Australia 1Australia, Its Constitution, and Federalism in Education 2A Pivot Point—The Melbourne Declaration 4About Australia 6Social Democratic Systems in Australia 8Australian Education in International Comparison 9Schooling in Australia 9International Educational Performance and Comparisons 11Education and Equity 15Professional Teaching Standards and the Role of AITSL 17Development of the Professional Teaching Standards 17The Australian Professional Standards for Teachers (APST) 19Implementation and Impact of the Standards 20Australian Professional Standard for Principals 21Initial Teacher Education 23Ongoing Developments—Initial Teacher Education Reform 27Role of ACARA 30Assessment 30Curriculum 31Education Funding in Australia and Gonski 35Education Funding in Australia 36Federal Funding and the Melbourne Declaration 36National Partnerships: Federal Funding to Improve Teaching Quality 37The Gonski Review 38Summary 40Notes 41Chapter 2 From Policy to Practice: Teacher Quality in New South Wales, Australia 43About New South Wales (NSW) 44Demographics 44NSW Economy and Government 45Equity and Education in NSW 46The NSW Education System 47Overview of the New South Wales Education System 47The Education Policy Context in NSW 48NSW Five-year Strategic Plan 2012–2017 50Local Schools, Local Decisions 51Education Funding in NSW and the Gonski Review 52The Resource Allocation Model 53Students in NSW Schools 54Diversity in NSW Public Schools 55Teachers in NSW Schools 63Teacher Remuneration 64Teacher Recruitment Incentives 65Recruitment Incentives for Rural and Remote Areas 66Casual and Temporary Teachers 66Portraits of School Practice 67Engadine High School: A Portrait of Practice 67Homebush West Public School: A Portrait of Practice 69Curriculum and Assessment in NSW Schools 71Curriculum 72Assessment in NSW Schools 74Teacher Quality in NSW Schools 76Great Teaching, Inspired Learning (NSW Policy) 76Teacher Preparation in NSW 78Teacher Accreditation in NSW 87Teacher Induction 91Professional Learning and Accreditation 94Teacher Appraisal, Performance, and Development 103Career Paths and Leadership Development 109NSW Principals’ Credential: A Portrait of Practice 112Policy Principles and Design and the Teachers Union 115Common Platforms for Government, Catholic, and Independent Schools 118Conclusion 121Chapter 3 Building Teacher Capacity and Collaborative Cultures: Teaching and Teacher Quality in Victoria 123Characterizing the Victorian System 124Overview and Context 125Demography and Economy 125School System 127Indigenous Students in Victoria 128Curriculum 130Education Policy Context 131Three Waves of Reform 131Understanding the Reforms 139Education Governance in Victoria 140Governmental Organizations 140The Victorian Institute of Teaching 141Teacher Unions and Professional Organizations 142Governance of Catholic and Independent Schools 143School Management and Funding 146Resourcing Education—How Victorian Schools Are Funded 150Recruitment 152Meeting Supply and Demand in Victoria 152The Teaching Career and Stages 159Salaries 160Working Conditions 162Short-term Contracts 163Preparation 166Overview: Teacher Training and Registration in Victoria 166Accreditation of Teacher Education Programs 167Content of ITE Programs 170Improving Clinical Practice in Victoria 177Induction, Mentoring, and Teacher Registration 185Teacher Registration in Victoria 186Supports for Induction 189Induction and Mentorship in Practice 190Effectiveness of Teacher Induction 191The Organization of Schooling in Victoria 195Organization within Schools 195School Networks 201School Review and Improvement 202Professional Learning 204School-based, Evidence-supported Professional Learning 204Professional Learning Polices in Victoria 211Appraisal 217The Evaluation Process 218Teacher Appraisal and Improving Teaching 220Continual Review and the Politics of Teacher Evaluation 221Leadership 225Leadership Framework and Skills 226Leadership Training and the Bastow Institute 228Summary 234Notes 235Conclusion 237Appendix 241References 243

DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education. ANN MCINTYRE is an experienced principal, superintendent, and NSW state policy leader who is recognized for her work in quality teaching, leadership, and school and system improvement.

• Foreword vii Acknowledgments xiAbout the Sponsoring Organizations xiiiAbout the Authors xvOnline Documents and Videos xviiChapter 1 A National Framework to Support Teaching Quality in Australia 1Australia, Its Constitution, and Federalism in Education 2A Pivot Point—The Melbourne Declaration 4About Australia 6Social Democratic Systems in Australia 8Australian Education in International Comparison 9Schooling in Australia 9International Educational Performance and Comparisons 11Education and Equity 15Professional Teaching Standards and the Role of AITSL 17Development of the Professional Teaching Standards 17The Australian Professional Standards for Teachers (APST) 19Implementation and Impact of the Standards 20Australian Professional Standard for Principals 21Initial Teacher Education 23Ongoing Developments—Initial Teacher Education Reform 27Role of ACARA 30Assessment 30Curriculum 31Education Funding in Australia and Gonski 35Education Funding in Australia 36Federal Funding and the Melbourne Declaration 36National Partnerships: Federal Funding to Improve Teaching Quality 37The Gonski Review 38Summary 40Notes 41Chapter 2 From Policy to Practice: Teacher Quality in New South Wales, Australia 43About New South Wales (NSW) 44Demographics 44NSW Economy and Government 45Equity and Education in NSW 46The NSW Education System 47Overview of the New South Wales Education System 47The Education Policy Context in NSW 48NSW Five-year Strategic Plan 2012–2017 50Local Schools, Local Decisions 51Education Funding in NSW and the Gonski Review 52The Resource Allocation Model 53Students in NSW Schools 54Diversity in NSW Public Schools 55Teachers in NSW Schools 63Teacher Remuneration 64Teacher Recruitment Incentives 65Recruitment Incentives for Rural and Remote Areas 66Casual and Temporary Teachers 66Portraits of School Practice 67Engadine High School: A Portrait of Practice 67Homebush West Public School: A Portrait of Practice 69Curriculum and Assessment in NSW Schools 71Curriculum 72Assessment in NSW Schools 74Teacher Quality in NSW Schools 76Great Teaching, Inspired Learning (NSW Policy) 76Teacher Preparation in NSW 78Teacher Accreditation in NSW 87Teacher Induction 91Professional Learning and Accreditation 94Teacher Appraisal, Performance, and Development 103Career Paths and Leadership Development 109NSW Principals’ Credential: A Portrait of Practice 112Policy Principles and Design and the Teachers Union 115Common Platforms for Government, Catholic, and Independent Schools 118Conclusion 121Chapter 3 Building Teacher Capacity and Collaborative Cultures: Teaching and Teacher Quality in Victoria 123Characterizing the Victorian System 124Overview and Context 125Demography and Economy 125School System 127Indigenous Students in Victoria 128Curriculum 130Education Policy Context 131Three Waves of Reform 131Understanding the Reforms 139Education Governance in Victoria 140Governmental Organizations 140The Victorian Institute of Teaching 141Teacher Unions and Professional Organizations 142Governance of Catholic and Independent Schools 143School Management and Funding 146Resourcing Education—How Victorian Schools Are Funded 150Recruitment 152Meeting Supply and Demand in Victoria 152The Teaching Career and Stages 159Salaries 160Working Conditions 162Short-term Contracts 163Preparation 166Overview: Teacher Training and Registration in Victoria 166Accreditation of Teacher Education Programs 167Content of ITE Programs 170Improving Clinical Practice in Victoria 177Induction, Mentoring, and Teacher Registration 185Teacher Registration in Victoria 186Supports for Induction 189Induction and Mentorship in Practice 190Effectiveness of Teacher Induction 191The Organization of Schooling in Victoria 195Organization within Schools 195School Networks 201School Review and Improvement 202Professional Learning 204School-based, Evidence-supported Professional Learning 204Professional Learning Polices in Victoria 211Appraisal 217The Evaluation Process 218Teacher Appraisal and Improving Teaching 220Continual Review and the Politics of Teacher Evaluation 221Leadership 225Leadership Framework and Skills 226Leadership Training and the Bastow Institute 228Summary 234Notes 235Conclusion 237Appendix 241References 243