Quality Teaching Framework
A high quality teaching profession is integral to the achievement of high education outcomes for Australia’s children and young people.
The IEUA believes that high quality teaching is underpinned by an holistic and comprehensive set of elements. These key elements form the basis of the IEUA’sFramework for Quality Teaching.
The framework is based on the central principle that the development and support of high quality teaching is the responsibility not only of teachers individually and as a profession, but of schools, systems and governments.
Building quality teacher capacity requires comprehensive, systematic and sustained focus and support in essential areas such as :
Development and refining of the Skills and Knowledge necessary for the highly complex work of teaching, including curriculum design and implementation, assessment, pedagogy, and leadership
- Ongoing access to quality and relevant Professional Learning
- Comprehensive Preservice Training
- Well resourced and supported Beginning Teacher Induction Programs and Mentoring
- School structures that support professional learning teams and access to cutting edge educational research and support.
IEUA Statements of Principles
Teacher Practicum
Induction
Quality Professional Development
Central to developing and sustaining quality teaching is the access to quality career pathways which acknowledge and support the complex nature of the work undertaken by the teaching profession. Essential in supporting quality career pathways are such factors as :
- Supporting an integrated Career Pathway
- Attracting Quality Applicants
- Retaining Experienced Teachers
- Quality Training and Professional Development
- Developing a relevant and meaningful Framework of Standards
- Professional remuneration, including recognising Accomplished Teachers
- Supporting Leadership
IEUA Statements of Principles
Integrated Career Structure
Scaffold for Standards
Recognising Accomplished Teaching
Key Elements of Accomplished Teaching Recognition Schemes
The capacity of teachers to provide quality learning environments for students does not sit in isolation from the resourcing and enabling structures which are the responsibility of schools, systems, and governments. It is crucial that teachers are adequately supported in their work through the provision of key enabling factors such as :
- Adequate levels of resourcing and support
- Adequate levels of staffing and workforce development to meet the full needs of all students, including the employment and development of a broad range of occupational specialist groups working in schools and support services
- Flexible classroom environments appropriate for individualised learning and school structures that enable professionals to work in teams
- Fair and reasonable workload agreements, including adequate time release from face to face teaching, appropriate class sizes, access to and time for professional learning activities and reduced administration duties
- Comprehensive strategies to tackle inequity, particularly for Indigenous, disadvantaged and special needs students
- Adequate Interagency Support
IEUA Statements of Principles
Equity and Inclusiveness
National Curriculum
Assessment and Reporting
Early Childhood Education
At-Risk Students
Special Needs Students
Integration
The Classroom
Information & Communication Technologies