1,721,004 research outputs found
What makes a teacher course effective?
No full textTeacher education is high on the political agenda in Australia, with several parliamentary inquiries on the topic underway at federal and state levels. Drawing on a survey of all Victorian teachers who graduated from teacher education programs in 2002, Lawrence Ingvarson looks at how well these new teachers felt that their teacher education program had prepared them for the demands of teaching
Teacher education accreditation: A review of national and international trends and practices
No full textWith increased evidence that the quality of our teachers is the most important educational resource in our schools, greater attention is being given to factors that shape that quality. These undoubtedly include the capacity of teacher education providers to attract able students and to prepare them well to meet the demands of teaching. Assuring this capacity is a joint responsibility of governments, universities and the profession write Lawrence Ingvarson, Alison Elliott, Elizabeth Kleinhenz and Phil McKenzie
Development of a national standards framework for the teaching profession
Get PDFIn a paper prepared for the Ministerial Council on Education, Employment and Training\u27s Taskforce on Teacher Quality & Educational Leadership, Lawrence Ingvarson discusses what we mean by "good teaching" and considers what a national standards framework would include and how it would operate. He argues that no existing body has the capacity, or the acceptability across the professional educational community, to undertake the role of a national professional certification body for teachers, so any serious attempt to introduce and operate a professional certification system will depend on the creation of an entirely new kind of body
Standards for school leadership: a critical review of the literature
No full textExpectations of what teachers and school leaders should know and be able to do change over time and context, as they do in most professions. Standards must reflect those changes. But with school leaders, expectations often appear to have outstripped the quality and supply of training and support write Lawrence Ingvarson, Michelle Anderson, Peter Gronn and Andrew Jackson in this literature review.In recent years, the context within which school leaders work has been characterised by increasing complexity in expectations for school leaders and greater demands for accountability. These changes have led to calls for more and better professional preparation programs, and greater attention to programs tailored to the needs of established school principals. The role of standards developers is to identify what is of central importance in the preparation of school leaders – to identify those features of leadership that are associated with student outcomes. These changes have also called for more attention to be given to the recruitment and selection of suitable school principals and to conditions of work that will increase the retention of effective leaders. Standards have a role to play here also in pointing to fair and valid forms of evidence to assess the performance of school leaders. Expectations of what teachers and school leaders should know and be able to do change over time and context, as they do in most professions. Standards must reflect those changes. But with school leaders, expectations often appear to have outstripped the quality and supply of training and support write Lawrence Ingvarson, Michelle Anderson, Peter Gronn and Andrew Jackson in this literature review
Standards for advanced teaching: a review of national and international developments
Get PDFThis ACER report by Lawrence Ingvarson and Elizabeth Kleinhenz provides a review of national and international developments in relation to advanced standards and certification processes for teaching. It also considers the implications of current research on teaching for the development of advanced teaching standards and related improvements in teaching and learning
Where are teachers in the national partnership?
No full textThe teaching profession should be a full and genuine partner in the National Partnership on Improving Teacher Quality, argues Lawrence Ingvarson of the Australian Council for Educational Research
JULIA GILLARD, the Deputy Prime Minister and Minister for Education, recently announced the establishment of the Australian Institute for Teaching and School Leadership (AITSL). The new body will be responsible for delivering reforms that promote the quality of teacher education and the attractiveness of the teaching profession.
AITSL has emerged as a key component of the COAG National Partnership on Improving Teacher Quality. The Partnership recognises the need for much better coordination of policies to strengthen the teaching profession at state and national levels.
Australia is weak in this area. Countries that do better than Australia on international tests of student achievement invest more in assuring the quality and status of the teaching profession. They ensure that teaching can compete with other professions for the ablest graduates from secondary schools and universities. They offer career paths and salaries that provide substantial rewards to teachers who reach high standards of practice...
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Recognising excellence in educational leadership
No full textLawrence Ingvarson describes the development of Australia’s new voluntary principal certification system
Evaluating Australian teachers
Get PDFACER researchers Lawrence Ingvarson and Elizabeth Kleinhenz have investigated current Australian policies and practices in teacher evaluation and their relation to the improvement of teaching and learning
Transparency needed in teacher recruitment: The smoke may be clearing in the ATAR battle
No full textIn recent debates about ATARs we have lost sight of what matters most in teacher recruitment: selecting high-quality candidates to ensure a strong profession, says Lawrence Ingvarson
Supporting school improvement at the system level
No full textLawrence Ingvarson and Kate Reid explore the benefits of a system-wide approach to creating strong professional learning communities
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