Page 4018 - Week 11 - Wednesday, 16 Sept 2009
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In conclusion, whilst I certainly accept the motion’s intent, I do have a great deal of difficulty with the actual reality and the implementation of this proposed initiative.
MS HUNTER (Ginninderra—Parliamentary Convenor, ACT Greens) (10.39): The ACT Greens have, as one of their key education principles, a belief that learning is a life-long process fostered in both formal education and informal settings from early childhood through to adult life. Therefore, in relation to parts (1)(a) and 1(b) of Ms Burch’s motion, we acknowledge the importance of the role teachers play in influencing a child’s education. In recognition of this important role, we also agree that we should have the best and most experienced teachers filling this role.
The education children receive from preschool through to their teenage years is a critical step in their development, and the best learning environment and teaching standards are vital in this process. Our highest priority needs to be that every student, regardless of background, receives the best possible education by learning or developing the skills and values that will enable them to enter the workforce in a rewarding vocation.
Research shows that the most effective way of achieving better educational outcomes for students is to improve the quality of teaching. One of the measures in the ACT Greens policy commits to reviewing pay, conditions and career opportunities of ACT education professionals to develop a comprehensive strategy addressing their recruitment and retention.
Earlier this year, the Business Council of Australia had staff at the Australian Council for Educational Research write a paper for it on quality teaching. That paper focused on what needs to be done to raise the quality of teaching in all schools for the benefit of every student.
The paper identified five reforms that were needed: firstly, recruiting the most talented, capable and committed people into the teaching profession; secondly, developing a new national certification system that recognises excellence in teachers and provides a basis for a new career path for the profession; thirdly, a new remuneration structure that rewards excellent teachers and which demonstrates that as a society Australia values the teaching profession; fourthly, a comprehensive strategy that supports teachers to continue to learn and to improve their teaching throughout their careers; and, finally, the introduction of a national assessment and accreditation system for teacher education courses.
This paper recognises that remuneration is not the only issue that needs to be considered in seeking to improve the quality of teaching. It is a combination of things. Remuneration is, however, important, as Ms Burch’s motion suggests. Indeed, the Business Council of Australia last year proposed that the best classroom teachers should have the opportunity to double the average teaching salary in return for meeting specific criteria for an accomplished or leading teacher.
Present arrangements in teaching do not encourage, reward or require further professional learning. It seems that any merit-based pay system should include a
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