Home' Teacher : September 2010 Contents PROFESSIONAL DEVELOPMENT 17
into action by the Control of Entry cam-
paign. How idealistic they'd all been, how
convinced that by their actions they could
save, if not the world, at least the Victorian
education system and generations of students
from poor teaching -- for ever and ever. . .
But what was John saying about stand-
ards? That because the Control of Entry
campaigns had helped to ensure that only
'qualified' teachers gained entry to the pro -
fession standards of teaching were now uni-
formly high? Not true!
'Has it ever occurred to you,' she says to
John, 'that more than basic qualifications
are needed if we're to maintain high teach-
'Don't start that again,' barks John.
'Those standards are a waste of paper.'
Chloe, the new graduate teacher, regards
him with something approaching respect.
Others roll their eyes. A few nod -- in agree-
ment? Sue's not sure.
'Interesting that you make the connec-
tion,' Sue says. 'Are you saying that before
anyone had actually spelled out what teach-
ing standards are, we were supporting them
by insisting that all members of ou r profes -
sion were qualified, but that now we have
standards written down, we don't support
them any more?'
'Gotta go!' John says.
It's just on dusk, and raining in the car-
park when Chloe bumps into Sue. 'I've
never heard of this Control of Entry,' she
says. 'This connection with these standards.
Why don't you explain it to the staff on the
next curriculum day?'
'Yeah,' says Sue. She bends to the wet
bitumen where she's dropped some files.
'Have a good weekend.'
'Mr Fitzpatrick thoughtfully drew my atten-
tion a few weeks ago to the possible con-
nection between something that happened
among teachers in the Victorian education
system, before some of you were born, and
current moves to develop and implement
professional teaching standards. Today I'm
going to say something about both of those
things. I've drawn heavily on a book by
William Hannan called The Best of Times.
Then I'll leave you to see if there is indeed
'It's hard to believe now that in April 1969
fewer than 40 per cent of secondary teachers
in Victorian government schools held a uni-
versity degree. The figure for teachers with
both a degree and teacher training was 34.4
per cent. Among teachers there was little
or no expectation that the authorities were
prepared to address the problem, so some
secondary school teachers decided to take
matters into their own hands as members
of the Victorian Secondary Teachers Asso -
ciation (VSTA). The VSTA represented the
industrial interests of teachers -- it amalga-
mated with other industrial associations in
1996 to form the Victorian branch of the
Australian Education Union -- but it was also
a professional association.
'The VSTA represented the professional
interests of teachers. It said that second-
ary teachers should control entry to their
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