Home' Teacher : September 2010 Contents 16 TEACHER SEPTEMBER 2010
You can trace the current Draft National
Professional Standards for Teachers with
its standards to describe the professional
expertise required of teachers at the Grad-
uate, Proficient, Highly Accomplished
and Lead Teacher levels back to 2003,
when Australia's Ministers for Education
endorsed the National Framework for Pro -
fessional Standards for Teaching. You can
trace them even further back, though, to the
Control of Entry campaign of the 1960s and
Friday afternoon in the staffroom
'The trouble with you young blokes,' says
John, 'is you've never known what it's like
to work with unqualified teachers in your
school. You believe everyone is competent
and you don't have to think about keeping
up high professional standards. In the '70s
I worked in a school where a chicken farmer
wanted to teach French -- he'd been to Paris
so he thought he could. Now we young
teachers, we weren't going to stand for that.
The principal knew we were right, so he
sent that fellow on his way. You remember
Control of Entry, don't you, Sue?'
It's Friday afternoon in the staffroom,
and Sue, the principal, is only half listening,
but the words 'Control of Entry' grab her
attention. Yes, she remembers. The 1960s.
She remembers being newly married, newly
graduated, feeling totally out of her depth
in her classes with more than 40 Year 8 stu-
dents. She hadn't even planned, back then,
to persevere with teaching, but like all the
teachers in her school she'd been galvanised
WHAT HAPPENS WHEN EDUCATORS RATHER THAN POLICYMAKERS
INITIATE A PROGRAM TO DEFINE AND MAINTAIN PROFESSIONAL
TEACHING STANDARDS, FROM THE GROUND UP?
ELIZABETH KLEINHENZ HAS SOME ANSWERS.
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