{"product_id":"empowered-educators-in-australia-isbn-9781119369646","title":"Empowered Educators in Australia","description":"\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM AUSTRALIA'S HIGH-PERFORMING SCHOOL SYSTEMS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEmpowered Educators in Australia\u003c\/i\u003e is one volume in a series that explores how high- performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.\u003c\/p\u003e \u003cp\u003eThe authors of \u003ci\u003eEmpowered Educators in Australia\u003c\/i\u003e take an in-depth look at the policies and practices surrounding teaching quality in two different states: New South Wales (NSW) and Victoria. NSW offers significant support for government schools in areas such as staffing and teacher professional development. Victoria operates a highly devolved school system. Each provides a contrasting view of how federal and state policies combine to shape learning outcomes for students in Australia.\u003c\/p\u003e \u003cp\u003eThe interplay between state and federal policy characterizes an intriguing \"centralizing decentralization.\" Initiatives to create national curricular, teaching, and teacher education standards all sit in balanced tension with a movement towards greater devolution of authority to schools. Together the NSW and Victoria case studies provide insights into policies that can support high-quality teaching in a federal education system.\u003c\/p\u003e \u003cp\u003eAustralia's current educational reforms place increasing emphasis on issues of teaching quality, reshaping teaching as a standards-based, evidence-informed profession, and one that seeks to foster collegiality and professional exchange. These reforms encompass many aspects of a system that supports teaching quality, and highlight: the way teachers are trained, how they are inducted into the teaching profession and supported with mentors, the professional learning they receive, how they are appraised on their work, and the career pathways for teachers.\u003c\/p\u003e Foreword vii \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Sponsoring Organizations xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xv\u003c\/p\u003e \u003cp\u003eOnline Documents and Videos xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 A National Framework to Support Teaching Quality in Australia 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAustralia, Its Constitution, and Federalism in Education 2\u003c\/p\u003e \u003cp\u003eA Pivot Point—The Melbourne Declaration 4\u003c\/p\u003e \u003cp\u003eAbout Australia 6\u003c\/p\u003e \u003cp\u003eSocial Democratic Systems in Australia 8\u003c\/p\u003e \u003cp\u003eAustralian Education in International Comparison 9\u003c\/p\u003e \u003cp\u003eSchooling in Australia 9\u003c\/p\u003e \u003cp\u003eInternational Educational Performance and Comparisons 11\u003c\/p\u003e \u003cp\u003eEducation and Equity 15\u003c\/p\u003e \u003cp\u003eProfessional Teaching Standards and the Role of AITSL 17\u003c\/p\u003e \u003cp\u003eDevelopment of the Professional Teaching Standards 17\u003c\/p\u003e \u003cp\u003eThe Australian Professional Standards for Teachers (APST) 19\u003c\/p\u003e \u003cp\u003eImplementation and Impact of the Standards 20\u003c\/p\u003e \u003cp\u003eAustralian Professional Standard for Principals 21\u003c\/p\u003e \u003cp\u003eInitial Teacher Education 23\u003c\/p\u003e \u003cp\u003eOngoing Developments—Initial Teacher Education Reform 27\u003c\/p\u003e \u003cp\u003eRole of ACARA 30\u003c\/p\u003e \u003cp\u003eAssessment 30\u003c\/p\u003e \u003cp\u003eCurriculum 31\u003c\/p\u003e \u003cp\u003eEducation Funding in Australia and Gonski 35\u003c\/p\u003e \u003cp\u003eEducation Funding in Australia 36\u003c\/p\u003e \u003cp\u003eFederal Funding and the Melbourne Declaration 36\u003c\/p\u003e \u003cp\u003eNational Partnerships: Federal Funding to Improve Teaching Quality 37\u003c\/p\u003e \u003cp\u003eThe Gonski Review 38\u003c\/p\u003e \u003cp\u003eSummary 40\u003c\/p\u003e \u003cp\u003eNotes 41\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 From Policy to Practice: Teacher Quality in New South Wales, Australia 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout New South Wales (NSW) 44\u003c\/p\u003e \u003cp\u003eDemographics 44\u003c\/p\u003e \u003cp\u003eNSW Economy and Government 45\u003c\/p\u003e \u003cp\u003eEquity and Education in NSW 46\u003c\/p\u003e \u003cp\u003eThe NSW Education System 47\u003c\/p\u003e \u003cp\u003eOverview of the New South Wales Education System 47\u003c\/p\u003e \u003cp\u003eThe Education Policy Context in NSW 48\u003c\/p\u003e \u003cp\u003eNSW Five-year Strategic Plan 2012–2017 50\u003c\/p\u003e \u003cp\u003eLocal Schools, Local Decisions 51\u003c\/p\u003e \u003cp\u003eEducation Funding in NSW and the Gonski Review 52\u003c\/p\u003e \u003cp\u003eThe Resource Allocation Model 53\u003c\/p\u003e \u003cp\u003eStudents in NSW Schools 54\u003c\/p\u003e \u003cp\u003eDiversity in NSW Public Schools 55\u003c\/p\u003e \u003cp\u003eTeachers in NSW Schools 63\u003c\/p\u003e \u003cp\u003eTeacher Remuneration 64\u003c\/p\u003e \u003cp\u003eTeacher Recruitment Incentives 65\u003c\/p\u003e \u003cp\u003eRecruitment Incentives for Rural and Remote Areas 66\u003c\/p\u003e \u003cp\u003eCasual and Temporary Teachers 66\u003c\/p\u003e \u003cp\u003ePortraits of School Practice 67\u003c\/p\u003e \u003cp\u003eEngadine High School: A Portrait of Practice 67\u003c\/p\u003e \u003cp\u003eHomebush West Public School: A Portrait of Practice 69\u003c\/p\u003e \u003cp\u003eCurriculum and Assessment in NSW Schools 71\u003c\/p\u003e \u003cp\u003eCurriculum 72\u003c\/p\u003e \u003cp\u003eAssessment in NSW Schools 74\u003c\/p\u003e \u003cp\u003eTeacher Quality in NSW Schools 76\u003c\/p\u003e \u003cp\u003eGreat Teaching, Inspired Learning (NSW Policy) 76\u003c\/p\u003e \u003cp\u003eTeacher Preparation in NSW 78\u003c\/p\u003e \u003cp\u003eTeacher Accreditation in NSW 87\u003c\/p\u003e \u003cp\u003eTeacher Induction 91\u003c\/p\u003e \u003cp\u003eProfessional Learning and Accreditation 94\u003c\/p\u003e \u003cp\u003eTeacher Appraisal, Performance, and Development 103\u003c\/p\u003e \u003cp\u003eCareer Paths and Leadership Development 109\u003c\/p\u003e \u003cp\u003eNSW Principals’ Credential: A Portrait of Practice 112\u003c\/p\u003e \u003cp\u003ePolicy Principles and Design and the Teachers Union 115\u003c\/p\u003e \u003cp\u003eCommon Platforms for Government, Catholic, and Independent Schools 118\u003c\/p\u003e \u003cp\u003eConclusion 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Building Teacher Capacity and Collaborative Cultures: Teaching and Teacher Quality in Victoria 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCharacterizing the Victorian System 124\u003c\/p\u003e \u003cp\u003eOverview and Context 125\u003c\/p\u003e \u003cp\u003eDemography and Economy 125\u003c\/p\u003e \u003cp\u003eSchool System 127\u003c\/p\u003e \u003cp\u003eIndigenous Students in Victoria 128\u003c\/p\u003e \u003cp\u003eCurriculum 130\u003c\/p\u003e \u003cp\u003eEducation Policy Context 131\u003c\/p\u003e \u003cp\u003eThree Waves of Reform 131\u003c\/p\u003e \u003cp\u003eUnderstanding the Reforms 139\u003c\/p\u003e \u003cp\u003eEducation Governance in Victoria 140\u003c\/p\u003e \u003cp\u003eGovernmental Organizations 140\u003c\/p\u003e \u003cp\u003eThe Victorian Institute of Teaching 141\u003c\/p\u003e \u003cp\u003eTeacher Unions and Professional Organizations 142\u003c\/p\u003e \u003cp\u003eGovernance of Catholic and Independent Schools 143\u003c\/p\u003e \u003cp\u003eSchool Management and Funding 146\u003c\/p\u003e \u003cp\u003eResourcing Education—How Victorian Schools Are Funded 150\u003c\/p\u003e \u003cp\u003eRecruitment 152\u003c\/p\u003e \u003cp\u003eMeeting Supply and Demand in Victoria 152\u003c\/p\u003e \u003cp\u003eThe Teaching Career and Stages 159\u003c\/p\u003e \u003cp\u003eSalaries 160\u003c\/p\u003e \u003cp\u003eWorking Conditions 162\u003c\/p\u003e \u003cp\u003eShort-term Contracts 163\u003c\/p\u003e \u003cp\u003ePreparation 166\u003c\/p\u003e \u003cp\u003eOverview: Teacher Training and Registration in Victoria 166\u003c\/p\u003e \u003cp\u003eAccreditation of Teacher Education Programs 167\u003c\/p\u003e \u003cp\u003eContent of ITE Programs 170\u003c\/p\u003e \u003cp\u003eImproving Clinical Practice in Victoria 177\u003c\/p\u003e \u003cp\u003eInduction, Mentoring, and Teacher Registration 185\u003c\/p\u003e \u003cp\u003eTeacher Registration in Victoria 186\u003c\/p\u003e \u003cp\u003eSupports for Induction 189\u003c\/p\u003e \u003cp\u003eInduction and Mentorship in Practice 190\u003c\/p\u003e \u003cp\u003eEffectiveness of Teacher Induction 191\u003c\/p\u003e \u003cp\u003eThe Organization of Schooling in Victoria 195\u003c\/p\u003e \u003cp\u003eOrganization within Schools 195\u003c\/p\u003e \u003cp\u003eSchool Networks 201\u003c\/p\u003e \u003cp\u003eSchool Review and Improvement 202\u003c\/p\u003e \u003cp\u003eProfessional Learning 204\u003c\/p\u003e \u003cp\u003eSchool-based, Evidence-supported Professional Learning 204\u003c\/p\u003e \u003cp\u003eProfessional Learning Polices in Victoria 211\u003c\/p\u003e \u003cp\u003eAppraisal 217\u003c\/p\u003e \u003cp\u003eThe Evaluation Process 218\u003c\/p\u003e \u003cp\u003eTeacher Appraisal and Improving Teaching 220\u003c\/p\u003e \u003cp\u003eContinual Review and the Politics of Teacher Evaluation 221\u003c\/p\u003e \u003cp\u003eLeadership 225\u003c\/p\u003e \u003cp\u003eLeadership Framework and Skills 226\u003c\/p\u003e \u003cp\u003eLeadership Training and the Bastow Institute 228\u003c\/p\u003e \u003cp\u003eSummary 234\u003c\/p\u003e \u003cp\u003eNotes 235\u003c\/p\u003e \u003cp\u003eConclusion 237\u003c\/p\u003e \u003cp\u003eAppendix 241\u003c\/p\u003e \u003cp\u003eReferences 243\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eDION BURNS\u003c\/b\u003e is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eANN M\u003csmall\u003eC\u003c\/small\u003eINTYRE\u003c\/b\u003e is an experienced principal, superintendent, and NSW state policy leader who is recognized for her work in quality teaching, leadership, and school and system improvement.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM AUSTRALIA'S HIGH-PERFORMING SCHOOL SYSTEMS\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEmpowered Educators in Australia\u003c\/i\u003e is one volume in a series that explores how high- performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. \u003c\/p\u003e\u003cp\u003eThe authors of \u003ci\u003eEmpowered Educators in Australia\u003c\/i\u003e take an\u003ci\u003e\u003c\/i\u003e in-depth look at the policies and practices surrounding teaching quality in two different states: New South Wales (NSW) and Victoria. NSW offers significant support for government schools in areas such as staffing and teacher professional development. Victoria operates a highly devolved school system. Each provides a contrasting view of how federal and state policies combine to shape learning outcomes for students in Australia. \u003c\/p\u003e\u003cp\u003eThe interplay between state and federal policy characterizes an intriguing \"centralizing decentralization.\" Initiatives to create national curricular, teaching, and teacher education standards all sit in balanced tension with a movement towards greater devolution of authority to schools. Together the NSW and Victoria case studies provide insights into policies that can support high-quality teaching in a federal education system. \u003c\/p\u003e\u003cp\u003eAustralia's current educational reforms place increasing emphasis on issues of teaching quality, reshaping teaching as a standards-based, evidence-informed profession, and one that seeks to foster collegiality and professional exchange. These reforms encompass many aspects of a system that supports teaching quality, and highlight: the way teachers are trained, how they are inducted into the teaching profession and supported with mentors, the professional learning they receive, how they are appraised on their work, and the career pathways for teachers.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989126988005,"sku":"NP9781119369646","price":30.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119369646.jpg?v=1761782904","url":"https:\/\/k12savings.com\/es\/products\/empowered-educators-in-australia-isbn-9781119369646","provider":"K12savings","version":"1.0","type":"link"}