...for the teaching professional

[updated 26 June 2015]

The QTU is the voice of more than 43,000 teachers and leaders in state schools and TAFE Institutes. We represent your industrial and professional rights. Too often, professional issues become industrial ones, and we want to remind members that there are a range of professional teaching resources to assist you and professional organisations to support you to meet the increasing demands of your role.

Professional teaching resources

In today’s fast-paced world, teachers want readily available resources that can be easily modified and shared, instead of reinventing them every time.


TES Australia

TES Australia is a website where teachers can download and share user-generated resources free of charge. The site is proudly supported by our national education union, the Australian Education Union.


Scootle

Many teachers are also using Scootle, an on-line resource that has been available to teachers in the non-state sector for some time. The Department of Education has reached an agreement with Education Services Australia (ESU) which allows Teachers in Queensland state schools to now register to use Scootle.

Queensland state school teachers already access Scootle resources along with other Education Queensland resources (such as C2C) through the Learning Place, which also provides a range of safe and secure spaces for curriculum delivery, collaboration and communication.

By registering with Scootle directly teachers can also access Australia’s first national social network for teachers, Scootle Community. 


enviroweek-icon100.pngCool Australia

Curriculum resources on climate change for teachers and students - Climate science is very complex but it seems everyone is suddenly an expert according to their vested interest, view of the world and political views. Why do we debate the peer-reviewed science on climate change?

Professional standards for teachers

Teachers and school leaders in all states and territories have embraced the Australian Professional Standards for Teachers, (APST) which are located on the Australian Institute for Teaching and School Leaders (AITSL) website.

The APST are explained in this QTU Facts Sheet.

Professional development

Teachers have many opportunities to attend professional development however, some training is now offered online. The QTU believes that mandatory PD should be done during school time, on pupil free days and the Department’s policy supports this. Any Professional Development undertaken after school is voluntary.

For more advice on professional development please read the  QTU Fact Sheet, "Professional development and mandatory training"

Professional reading (updated September 2015)

Targeted teaching : how better use of data can improve student learning / Goss, Peter Hunter, Jordana . - Publisher: Grattan Institute; Melbourne; July 2015. Link
Abstract: "A huge spread of achievement levels in Australian classrooms is making it hard for teachers to implement best education practice and target their teaching to the needs of every individual student, according to a new Grattan Institute report.

Targeted teaching: how better use of data can improve student learning builds on a range of studies to show that at any given year level there is a five to six year difference between the most advanced and the least advanced ten per cent of students."


Are education and skills being distributed more inclusively? / OECD.
Publisher: OECD; 1 June 2015. Link
Abstract: 'Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another. For countries to grow and progress in a sustainable way, educational opportunities should be distributed in an inclusive way.'


AEU Submission to the Review of Disability Standards for Education 2005 : June 2015 / AEU. Publisher: AEU; South Melbourne; June 2015. Link
Abstract: "The AEU welcomed the introduction of the Disability Standards for Education (the Standards) in 2005, and their intent that students with disability receive education on an equal basis to other students.
However, the goal of ensuring all students with disability can enjoy the benefits of education in inclusive and supportive environments will not be reached until adequate resourcing is provided to schools and improved training and professional development to teachers. The Standards are fatally compromised due to a lack of resources and are failing to ensure students with disability receive the education they need. Without adequate resourcing the Standards are unenforceable in practice and are irrelevant to the daily experience of many students with disability and their schools."


What doesn't work in education : the politics of distraction / Hattie, John
Publisher: Pearson; London; June 2015. Link
Abstract: "In The Politics of Distraction, John delivers a tough love message directly to policy makers: despite the best of intentions, the evidence tells us that many of our most popular education policy prescriptions just don’t work well enough. Moreover, a focus on these interventions, which include longer school days, more money, and smaller class sizes, are expensive distractors that side step the primary challenge that most education systems face: the variability of teacher effectiveness and overall education outcomes that exist within any one school. We can and should expect more from our schools and for our students."


What works best in education : the politics of collaborative expertise / Hattie, John
Publisher: Pearson; London; June 2015. Link
Abstract: 'This report presents a series of tasks designed to reduce the problem of within-school variability by seeking out and scaling up teacher expertise."


How much time do teachers spend on teaching and non-teaching activities? / OECD. Publisher: OECD; 1 February 2015. Link
Abstract: 'The annual number of teaching hours of teachers differs greatly from one country to another and tends to decrease as the level of education increases. On average across countries, teachers spend half of their working time in non-teaching activities including planning lessons, marking and collaborating with other teachers. Keeping order in the classroom, generally the biggest concern for new teachers, occupies an average of 13% of all teachers’ time across countries. Schools could further benefit from developing ways to use teachers’ time more efficiently so that they could devote more time to professional development, teaching-related work and learning.' [from website]


Preparing future leaders : effective preparation for aspiring school principals / Australian Institute for Teaching and School Leadership.
Publisher: Australian Institute for Teaching and School Leadership; website of Australian Institute for Teaching and School Leadership; 2015. Link


Classroom ready : demonstrating the impact on student learning from initial teacher education programs / Australian Institute for Teaching and School Leadership.
Publisher: Australian Institute for Teaching and School Leadership; website of Australian Institute for Teaching and School Leadership; 2015. Link


A smart move : future-proofing Australia's workforce by growing skills in science, technology, engineering and maths (STEM) / PricewaterhouseCoopers.
Publisher: PricewaterhouseCoopers; website of PricewaterhouseCoopers; 2015. Link


What are the earnings advantages from education? / OECD.
Publisher: OECD; 1 December 2014. Link
Abstract: 'Rising levels of tertiary attainment seem not to have led to an "inflation" eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary attainment rates. On average, compared to those with an upper secondary education, tertiary-educated adults earn about 1.6 times more than their peers, while individuals without an upper secondary education earn 24% less. Higher educational attainment and literacy skills increase earnings, but the advantages are more pronounced for men than for women and seem to increase as adults get older. The crisis has widened the wage gap between less educated and highly educated individuals: across OECD countries, the average difference in earnings from employment between these two groups increased from 75 percentage points in 2008 to 79 percentage points in 2012. Qualifications are more rewarded than skills: attaining a higher level of education has a stronger positive impact on earnings than better literacy proficiency. '



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