Monday 13 August 2018
Start Date
13-8-2018 1:30 PM
End Date
13-8-2018 2:30 PM
Subjects
Standards, Preservice teacher education, Evidence based practice, Teacher evaluation, Performance based assessment, Knowledge base for teaching
Abstract
The benchmarking of education systems has been accompanied by an increasing policy interest in the evidence base for initial teacher education and the related claims about graduate quality. In some countries, this has also fuelled the move to install standards that seek to specify competence on entry to teaching and at stages of career progression. In Australia, referents for these efforts include the Australian professional standards for teachers: Graduate teachers (AITSL, 2011), and National Program Standards (AITSL, 2015). It was in the context of policy-driven reform in Australian initial teacher education (ITE) that a consortium of 13 ITE providers from states and territories came together to trial the Graduate Teacher Performance Assessment (GTPA). Underpinning the work from the start was the recognition of the need for collective action and collaborative professionalism in authentic cultural change. In this paper I will present some insights into the lived experience of the GTPA, identifying both conceptual and practical aspects and some lessons learned.
Recommended Citation
Wyatt-Smith, C. (2018, August 13). Graduate Teacher Performance Assessment: An intervention project at the intersection of standards, professional knowledge and assessment [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/13august/8
Copyright Statement
Copyright Australian Council for Educational Research 2018
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865119
Graduate Teacher Performance Assessment: An intervention project at the intersection of standards, professional knowledge and assessment
The benchmarking of education systems has been accompanied by an increasing policy interest in the evidence base for initial teacher education and the related claims about graduate quality. In some countries, this has also fuelled the move to install standards that seek to specify competence on entry to teaching and at stages of career progression. In Australia, referents for these efforts include the Australian professional standards for teachers: Graduate teachers (AITSL, 2011), and National Program Standards (AITSL, 2015). It was in the context of policy-driven reform in Australian initial teacher education (ITE) that a consortium of 13 ITE providers from states and territories came together to trial the Graduate Teacher Performance Assessment (GTPA). Underpinning the work from the start was the recognition of the need for collective action and collaborative professionalism in authentic cultural change. In this paper I will present some insights into the lived experience of the GTPA, identifying both conceptual and practical aspects and some lessons learned.
Comments
Session 4O