Last year the Strong Beginnings report called for ‘a more structured whole-of-system approach’ to the delivery of practical placements, noting there was clear inconsistency – or ‘a spectrum of experiences’ – in preservice teachers’ accounts of their time in schools.

A survey of ITE students commissioned by the panel found that while many experienced high-quality placements, many “did not feel that the expectations of their performance were clearly communicated or that they had mechanisms in place to resolve grievances”.

Many ITE students also reported incurring ‘significant’ financial costs when undertaking their placements.

New AITSL CEO Tim Bullard launched the Australian Professional Experience Guidelines at the Australian Council of Deans of Education (ACDE) annual conference in Melbourne.

AITSL say the guidelines will help to “clarify roles and responsibilities, improve consistency of quality, and reduce administrative burden” for teacher education providers, schools, early childhood settings and regulatory authorities.  

Bullard stressed just how critical practical experiences are for our aspiring teachers.

“Professional experience offers a supportive environment where future teachers can transform their theory into practice and start to appreciate how they can shape the learning lives of Australian young people,” he said.

“We want to set up every preservice teacher for success and do all that we can to ensure their professional experience is a positive experience – whether they are in a metropolitan city, regional town or remote community, and whether they are 18 years old or have decided to make the shift to teaching mid-career,” Bullard added.

Speaking remotely at the conference, Education Minister Jason Clare announced the guidelines would also include professional recognition of mentor teachers.

“That includes the time teachers spend mentoring students counting towards HALT certification.

“Ministers have agreed to do this and that work is currently underway,” he said.

The Strong Beginnings report noted there was previously minimal professional recognition for mentor teachers, with variance between jurisdictions in the ability for mentoring to contribute to teachers’ professional learning hours.

“Then there is paid prac,” Clare continued.

“I know from talking to students that when they do their prac they sometimes have to give up their part-time job, or they’ve got to move away from home or work fewer hours. 

“Sometimes it can mean they have to delay doing their degree or not finish it at all.

“That’s why we are introducing for the first time ever paid prac for eligible teaching students and not just teaching students, but nursing, midwifery and social work students as well, while they do the practical part of their degree.”

ACU Executive Dean of Education Mary Ryan welcomed the new guidelines, noting they would “allow for greater consistency” amongst ITE providers.

“Theory is important as it provides the foundation for a teacher’s evidence-based understandings and knowledge.

“However, at ACU we have long recognised that time spent in the classroom applying these learnings in authentic contexts and honing one’s skills and teacher identity is just as important,” Ryan said.

Michele Simons, ACDE president, said the Deans fully supported the importance of strong partnerships with schools to best prepare future teachers.

“In the context of nationwide teacher shortages, we are committed to promoting high quality professional experience placements for all preservice teachers…

“High quality placements are central to assisting preservice teachers to receive mentoring and support to develop the insights and capabilities they will need to make a real impact on the quality of learning for students in schools,” Simons added.

The Strong Beginnings panel flagged that we know from the evidence that high-quality practical experience means ITE students are more likely to complete their course, make a successful transition to teaching and stay in the profession for the long-term.

“Sadly, too many fail to complete their studies or stay in the profession long enough to flourish,” their report warned.

“Nearly four in 10 ITE students leave their course within six years of commencing their degree and around one in five beginning teachers leaves within the first three years of entering the teaching profession.”