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Legislative Assembly for the ACT: 2003 Week 10 Hansard (25 September) . . Page.. 3734 ..

MS DUNDAS (4.38): I would like to point out that, while it is unarguable that there are more female classroom teachers than male classroom teachers, women are under-represented in positions of leadership and administrative responsibility. Even though, in the ACT, we have a female minister for education and a female head of the department, it is a fact that women are concentrated in the lowest-paid sectors of the teaching industry. They are over-represented in teaching jobs, with the lowest security-be they casual, contract or relief teachers.

To suggest that the lack of male teachers impacts on the education of students is a fallacy, as is the proposition that boys will achieve better outcomes with male teachers. The Human Rights and Equal Opportunity Commission found, earlier this year, that there is insufficient evidence that the gender imbalance in the primary teaching profession will have adverse social or educational effects, will detrimentally affect school culture or the education of boys enrolled as students in primary schools.

What impacts on the quality of education is the quality of teachers and the quality of the relationship each student establishes with his or her teacher. An excellent teacher is not one determined by their gender, but rather by their ability to teach.

This includes an understanding of gender construction and its impact on students and teachers; actively and democratically involving students in their own learning; providing for a range of learning styles; being explicit about the outcomes towards which we are working; the criteria they will apply for assessment; confronting dominative, disruptive and harassing behaviour; and ensuring that all students can take an active part in class discussions, express feelings and take risks, without fear of being considered to be wrong.

Teachers need to encourage students to compete against themselves, rather than against others, and allow students to have a degree of control over the pace and direction of their learning-as well as encouraging students to support each other in their learning. This is what we require from good teachers. Research suggests that male teachers are less likely to implement gender-inclusive strategies, and are also less attentive to the needs of at-risk boys. This itself needs to be addressed, as opposed to simply trying to address the perceived gender imbalance.

It is important to recognise that gender is only one element in providing diversity among teachers. We need more indigenous teachers, more young teachers, more ethnic teachers and more disabled teachers. In these times of teacher shortages, quite simply, we need more teachers. We should have the best and most suitable teachers-and the ability to teach should be the primary consideration.

If we were to start paying teachers what they are worth; improve conditions; reduce class sizes; put money towards professional development and training; treat them with the respect they deserve; and give them decent and clear paths for promotion and pay increases, then we as a society might be able to attract more teachers and also a more diverse teaching work force. That is what we are all aiming for today.

MR SPEAKER: The discussion is concluded.

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