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Legislative Assembly for the ACT: 2004 Week 01 Hansard (Thursday, 12 February 2004) . . Page.. 385 ..

(2) The number of community-based orders is determined by the courts. It should also be noted that any community-based order administered during the previous financial year that is still active, would be counted within the relevant recording periods of the following financial year.

(3) The number of youths on community-based orders is determined by the courts and the target estimates are based on the previous year’s results.

Teachers—quality
(Question No 1162)

Mr Pratt asked the Minister for Education, Youth and Family Services, upon notice, on 10 December 2003:

In relation to teacher quality:

(1) What is the Government doing to improve teacher quality in the ACT:

(2) What programs have been implemented to improve teacher quality in Labor’s time in office;

(3) What programs are still to be delivered to improve teacher quality;

(4) Is there any particular research regarding teacher quality or teacher pedagogy that the Government is looking at, if so, which research, if not, why not.

Ms Gallagher: The answer to Mr Pratt’s question is:

(1) The ACT has high quality teachers and a high quality education system. All teachers in ACT Government schools have Professional Pathways Plans. The Professional Pathways Program is the department’s professional appraisal program for teachers. It provides a formal appraisal of teacher performance, and provides a means for teachers, principals and managers to recognise professional development needs for individuals and whole schools

The Centre for Teaching and Learning Technologies provides teachers with professional development based on research and focussing on leading practice. All teachers in ACT Government schools undertake a minimum of five days of professional learning programs annually.

(2) Mr Pratt will recall previous announcements of the many initiatives implemented by the Government.

The following is an overview of some of the key programs:

•  Teacher Fellowships have enabled 127 teachers to undertake postgraduate studies in education.

•  The department is partnering with the University of Canberra to develop and implement accredited professional development programs. The first of those programs have focused on school leadership. Further programs will be developed in 2004.

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