Home' Teacher : September 2010 Contents 20 TEACHER SEPTEMBER 2010
worthy of the framers of Control of Entry.
With the help and encouragement of aca-
demics from Monash University, four teach-
ers' professional associations developed
standards for teachers of English, literacy,
mathematics and science. Other associa-
tions followed suit, so that there are now
standards, written by teachers, in a wide
variety of teaching areas. The question now
is how they can best be used?
'The Teachers' Registration Board, set up
in Victoria in 1975 following the Control
of Entry campaign, survived until 1993
when it was abolished by the state govern-
ment of Jeff Kennett. The situation changed
again in 2004, when it became law for all
teachers in all schools to be registered with
the Victorian Institute of Education (VIT),
established in 2001. All states and territo-
ries, with the exception of the ACT, now
have similar registration bodies and regula-
'The basic VIT requirement, like the goal
of the Control of Entry campaign is that all
teachers must be fully "qualified." On this
basis, like members of other professions,
they are then entitled to be placed on a reg-
ister of qualified practitioners. In theory at
least, the VIT and other Australian teacher
registration bodies make more demands on
teachers than the framers of the Control
of Entry ever dared to expect. For a start,
teachers must be able to demonstrate that
they meet these standards before they
become fully registered; standards,' Sue
stops and looks around the staff room, 'that
some call a waste of paper.'
She puts dow n her notes and is about to
suggest the staff have a quick discussion in
small groups but, to her surprise, a lively
debate breaks out before she has a chance.
'We don't need to defend the standards
like you defended Control of Entry,' says
Simon, the maths coordinator. 'They're just
there, even if some of us wish they weren't.'
'Not defend, maybe, but uphold,' says
Chloe. 'From what you've said, Sue, it seems
the thing is that the profession itself should
insist that every one of its members is up to
the job. That's what Control of Entry tried
to do and that's why we've got standards
now. It's up to us as teachers to see that high
standards are upheld.'
'Other professions have standards and
ways of ensuring that all members meet
them,' John observes, to general surprise.
'How?' says Jamie, the librarian.
'All sorts of ways,' John says. 'Seminars,
conference presentations, web-based stuff.
Lawyers have their law society, doctors have
their colleges. They're self-regulating pro-
Sue sits down.
She's been married twice now, graduated
40 odd years ago and no longer feels totally
out of her depth, even with a staff of more
than 40. She has persevered with teaching,
and like all the teachers in her school, she
realises, she's been galvanised into action
-- about quality teaching. She looks at her
colleagues. How idealistic they all seem.
'Self-regulating,' she says quietly. 'What
does that mean for us?'
Dr Elizabeth Kleinhenz is a Senior
Research Fellow at the Australian Council
for Educ ation al Research in the Teaching
Lear ning and Leadership research pro-
gram. This article draws on her report,
Standards for Advanced Teaching, with
Lawrence Ingvarson, for the Australian
Institute for Teaching and School
Hannan , W. (2009). The Best of Times:
The story of the great secondary school
expansion. Melbourne: Lexis.
Ingvarson, L. & Kleinhenz, E . (2006).
Standards for Advanced Teaching: A
re view of national and international
developments. Canber ra: Australian
Institute for Teaching and School
Ramsey, G. (2000). Quality Matters:
Revitalising teaching -- Critical times,
critical choices. (Report of the Review of
Teacher Educ ation , New South Wales.)
Sydney: NSW Department of Education
Four teachers' professional
standards for teachers
of English, literacy,
mathematics and science.
Other associations followed
suit, so that there are
now standards, written by
teachers, in a wide variety
of teaching areas.
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