Professional development: The minister claims she trusts teachers. But does she really? 

The NSW Minister for Education Prue Car has just announced important changes to professional development for registered teachers in NSW. Among them, ‘accredited’ PD has been dumped, along with the constraints of ‘mandatory priority areas’ introduced in 2021, and removing some time-consuming documentation and evaluation.

The changes were announced directly to teachers last week via email. In an earnest talking head video, Prue Car vigorously defended the need to trust teachers, as “the architects of learning” and “the experts in identifying the tools and the resources …[they] need”.

 

While this focus on trust is admirable, the changes raise some serious questions.

 

What counts as teacher professional development?

The Minister emphasised that teachers will be trusted to “choose the professional development that suits their needs”. But when we look at the fine print, there are professional development activities currently highly valued by teachers that are either not included in the Government’s new framework, or explicitly excluded. This includes professional reading, collaborative planning, and the moderation of student assessment - core professional activities at the heart of good teaching practice. Furthermore, while research shows that ‘home grown’, school-based, teacher-led activities are highly effective in supporting teacher development, there is a disturbing pervasive idea that PD is something “delivered” to teachers by a “provider”.

 

Curiously, “compliance training” is, for the first time, explicitly included as professional development. First aid and child protection updates are undeniably important in maintaining teachers’ fitness to practice. But it is questionable whether they meet the benchmarks of high quality teacher professional development we should be aspiring to.

 

Who decides what teachers will do?

The second question is, who decides? While the Minister emphasised that the changes will “ensure that every hour of professional development that you do is relevant and valuable to you and your practice”, the NSW Education Standards Authority (NESA) website also states that employers “may choose areas of priority for their staff”, decisions which can be made at both a school and “system level”. There has been a trend toward NSW Department of Education ‘control and command’ approaches to dictating the focus and form of professional development activities for public school teachers. This suggests that teachers may continue to have little say in the kind of PD that matters to them.

 

The shift from ‘accredited providers’ to ‘recognised providers’ seems at odds with the Minister’s messaging, by reinforcing the idea that teachers are not best placed to decide which PD to engage with. The list of recognised providers will be “overseen by an expert advisory panel”, whose membership is as yet unclear. The use of the term ‘providers’ again suggests a view of PD as something ‘‘delivered’ to teachers rather than something they actively engage with and have ownership over.

 

Will teachers’ professional development be monitored?

Finally, while there does seem to be a reduction in administrative compliance work as part of this change, particularly for ‘providers’, teachers will still have to log their hours and be subject to an ‘audit process’ described by the Minister as “an annual review of the PD teachers have recorded so that the 100 hours of appropriate PD can be verified if needed”. This monitoring signals the continuation of “appropriate” teacher professional learning being defined by ‘experts’ (rather than by teachers themselves), which does not include many of the professional learning activities teachers may value the most.

 

Good teacher professional development is not measured in hours. If, in the words of the Minister, PD has “always been at the heart of [teachers’] practice… it was simply what teachers did”, then why is an auditable log of hours required? It hardly illustrates the ‘trust’ the Minister was at pains to express for teachers.

 

Increasing trust in teachers is a worthy and much-needed objective. But these changes make little meaningful progress toward it. While teacher PD continues to be framed as a set number of auditable ‘hours’ that are ‘delivered’ by ‘providers’, we will miss an opportunity to genuinely support teachers to do what they value and sustain them in the profession.

 

 

From left to right: Nicole Mockler is professor of education within the Sydney School of Education and Social Work at the University of Sydney. She has a background in secondary school teaching and teacher professional learning. Meghan Stacey is a senior lecturer in the UNSW School of Education, with a particular interest in teachers' work. She has a background in teaching English and drama in public secondary schools. Claire Golledge is a lecturer in education and the co-ordinator of HSIE Curriculum (Secondary) in the Sydney School of Education and Social Work at the University of Sydney. She worked as a secondary teacher of humanities. Helen Watt is the director of research development (Social Sciences) and professor of educational psychology at the University of Sydney, initiator of the Network Gender & STEM (www.genderandSTEM.com) and a Fellow of the Academy of Social Sciences in Australia.

 

This article was originally published on EduResearch Matters. Read the original article