| Initiative |
What happened this year |
What has been achieved |
What this means for next year |
Supporting |
| Professional Learning in the Essential Learnings |
Implementation of the Essential Learnings curriculum was supported by an extensive professional learning program covering:
- Assessing for Learning
- Curriculum Design and Pedagogy
- Essentials for All.
Specific programs were offered to support teachers in reporting on the four key elements Being literate, Being numerate, Inquiry and Maintaining wellbeing.
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Over 2,000 teachers and school leaders participated in the professional learning program, with enrolments from government, Catholic and independent schools.
In addition to the branch-based workshop program, branch teacher leaders provided extensive individual support at the request of schools.
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Continuing professional learning will be directed both at individual support level and at developing school and cluster-based capacity to lead targeted programs, especially towards the recommendations of the Essential Learnings for All report. |
Goal 4.1.5
Goal 4.2.2
Goal 2.1 |
| Making Connections Induction Program for Principals and Senior Officers |
This redesigned induction program was organised to meet the needs of new school and department leaders and to facilitate the development of a shared corporate culture among participants.
The program provides a mixture of face-to-face and online support over a one-year period and reflects best practice in professional learning.
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Three Making Connections groups were formed and the first group completed the program.
A website, Making Connections, was established to enable online discussion and support throughout the year.
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The program will continue as a means of professional growth and support for new leaders. |
Goal 1.3 |
| Leadership Development and Accountability Program |
A program to develop leadership in school principals started. |
21st Century Educational Leadership: A discussion paper on the role of the principal was prepared. |
The paper will be workshopped with principals and other educators.
The outcomes of the consultation phase will inform the development of a leadership curriculum for current and potential school leaders.
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Goal 1.3 |
| Permanency for Non-Teaching Employees |
A program was initiated to offer permanency to teacher aides and other non-teaching employees. |
Around the state, 193 fixed-term employees were made permanent. |
Another conversion program will occur in 2005-06. |
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| Permanent Replacement Teacher Model |
The permanent replacement teacher employment model was developed to provide permanency for teachers who have completed six terms of continuous, satisfactory fixed-term employment.
Permanent replacement teachers cover vacancies arising from permanent teachers who are on leave or secondment.
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Under the program over 200 fixed-term teachers were offered positions as permanent replacement teachers for four years. After this time they will be assigned to a permanent teaching position within a specific school. |
Further teachers will be identified for conversion to permanency under this model. |
Goal 1.2 |
| Assistant Teacher Model |
The Essential Learnings for All report recommended that a paraprofessional position of assistant teacher be created. |
Research and analysis was undertaken of the role and competencies required by assistant teachers. |
Formal qualifications will be developed and accredited and a training program will be established. |
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| Gifted Education Professional Learning Program |
The Centre for Extended Learning Opportunities (CELO) developed, implemented and supported professional learning programs for teachers on the learning needs of gifted students. |
A partnership between the University’s Institute of Inclusive Learning Communities and CELO was extended to provide the professional learning component Giftedness as part of the Graduate Certificate of Education.
Two Quality Teacher Program workshops focusing on gifted education were held, with each attended by over 50 teachers.
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School-based research projects will be developed to guide the continuing development and running of professional and tertiary learning programs. |
Goal 3.4 |
| Support for Students with Autism Spectrum Disorder |
Autism consultants provide professional learning and individual support for schools supporting the learning needs of students with autism.
A staffing allocation for a full-time autism consultant was made to each branch.
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A statewide professional learning plan was developed for staff working with students with autism.
Professional learning workshops were held for teacher aides, teachers, school leadership teams and principals.
Training was made available to parents to assist in developing an understanding of autism.
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Further professional learning opportunities will be provided through branch and cluster structures as part of a statewide autism plan. This will include opportunities for staff to gain a graduate certificate qualification.
This will result in increased capacity at all levels to support the learning needs of students with autism.
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Goal 3.4 |
| Targeted Professional Learning |
The Inclusive Teaching Practice standards were reviewed in preparation for a more user friendly publication.
A cross-sectoral agreement recommended the development and implementation of a framework of professional teaching standards.
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Nearly 200 educators were undertaking a nationally accredited qualification, with 31 achieving a nationally recognised postgraduate qualification.
Work on the cross-sectoral Tasmanian professional teaching standards framework began.
Projects using a range of professional teaching standards to guide professional learning were conducted.
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The use of inclusive practice standards will support professional learning.
The development of the cross-sectoral professional teaching standards framework will continue.
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Goal 1.3 |
| Professional Learning in Inclusive Education for English as a Second Language (ESL) Teachers |
The Graduate Certificate in Education (Inclusive Practice) was made available to experienced, qualified teachers and school leaders to demonstrate their competence as best practitioners. |
The first group of ESL teachers enrolled for the qualification.
Participants collected and compared evidence of their competence with the relevant professional teaching standards.
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ESL teachers will continue to work towards gaining their nationally recognised postgraduate qualification. |
Goal 9.3.4
Goal 3.4 |
| Laptops for Teachers |
An initiative to provide teachers with a laptop and the support needed to use ICT to best effect was implemented. |
Half of all teachers were provided with a laptop.
A collaborative workspace was established in the eCentre for teachers, to provide useful links and information to assist adoption of best practice in ICT.
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The program will provide all teachers with a laptop over a three-year period, with all teachers having a laptop by July 2007. |
Goal 4.1 |
| Information and Communications Technology (ICT) Professional Learning Program |
The professional learning program developed through the former e-magine unit continued to use the system-wide model of using in-school mentors (ISMs) to assist program delivery in schools.
Workshops focusing on the eCentre for Teachers, the Essential Planner Guide and the Learning, Teaching and Assessment Guide (LTAG) were held for all ISMs.
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Approximately 190 ISMs from around the state attended workshops on the eCentre and the LTAG.
Teachers in a number of schools began using the Essential Planner Guide to sequence learning for elements of the Essential Learnings.
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Continuing the ISM system will provide ongoing support:
- to facilitate the successful adoption of the Learning Architecture Project (LeAP) outputs
- for teachers to incorporate ICT into their professional and classroom practice.
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Goal 1.2 |
| eLearning and Online Content |
The department continued to develop online materials for use in schools.
Several learning resources and tools were developed to support the Essential Learnings.
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Schools accessed online materials and professional learning.
Assistance was provided to teachers in using the materials to develop learning sequences that supported the Essential Learnings.
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New eLearning materials will continue to be developed and exemplars of use provided online.
Work will continue with teachers to develop learning sequences incorporating the materials.
Projects and materials will be developed to disseminate pedagogies needed for the effective use of eLearning objects.
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Goal 4.1 |
| eCentre for Teachers |
The eCentre for teachers was released. An online portal for the department’s teachers, the eCentre brings together tools and resources to support learning and teaching. |
The eCentre provided teachers with access to a range of tools to aid in delivery and assessment of programs, and to facilitate communication and collaboration in the classroom.
The eCentre also provided access to a growing collection of quality assured resources for the Essential Learnings.
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The eCentre will continue to be developed as a resource for the department’s teachers. |
Goal 4.1 |
| Hardie Fellowships |
Hardie Fellowships, established from a bequest of $7.5 million by the late Professor Charles Hardie, the former Dean of Education at the University of Tasmania, were awarded again. |
In 2004, eight scholarships were awarded to Tasmanian teachers. The scholarships provide each recipient with the opportunity to study and undertake research in the United States. |
The Hardie Fellowships will continue to enrich the Tasmanian education system. |
Goal 1.2 |
| Westfield Premier’s Education Scholarships |
The Westfield Premier’s Education Scholarships provide teachers with up to $24,000 each to undertake study and/or research in Australia and/or overseas.
The fellowships are being offered in all Australian states and territories between 2003 and 2007.
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Two scholarships are awarded each year in Tasmania, however, in 2004 the quality of applicants was considered exceptional and four teachers were selected. |
The Westfield Premier’s Education Scholarships will continue to be available each year until 2007. |
Goal 1.2 |