Longitudinal Teacher Education and Workforce Study (ltews) Final Report

Tables

Table 1. Award course completions in initial teacher education – by state/territory, 2011 28

Table 2. LTEWS graduate teacher survey response 29

Table 3. Respondents who participated in more than one LTEWS graduate survey 30

Table 4. LTEWS principal survey response rates 30

Table 5. Verification of teacher education program data – by state/territory 33

Table 6. Initial teacher education programs – by type 34

Table 7. Provider-listed initial teacher education programs – by type and state 34

Table 8. Sample of graduate teachers interviewed – by state/territory 35

Table 9. Demographic characteristics of graduate teacher respondents 39

Table 10. Characteristics of graduate teachers with a teaching position – by average age 42

Table 11. Graduates – by qualification level and teaching area 43

Table 12. Demographic characteristics of graduate teachers in the longitudinal datasets 45

Table 13. Graduate teachers with a teaching position 47

Table 14. Schools employing graduates – by state/territory 47

Table 15. Schools employing graduates – by school sector 47

Table 16. Schools employing graduates – by school type 48

Table 17. Schools employing graduates – by geographic location (ARIA) and Aboriginal and Torres Strait Islander focus schools as defined in the 2010–2014 Education Action Plan 48

Table 18. Graduate teachers with a teaching position – by level of teaching percentages in each age group 49

Table 19. Graduate teachers with a teaching position – by age percentages in each level of teaching 50

Table 20. Graduate teachers with a teaching position – by school type 51

Table 21. Graduate teachers with a teaching position who are qualified to teach a specialist area – by percentage, who are teaching in their area of specialisation, Round 3 56

Table 22. Graduate teachers with a teaching position – by length of current teaching employment 57

Table 23. Graduate teachers with a teaching position – by employment type 58

Table 24. Graduate teachers with a teaching position – by gender and employment type 59

Table 25. Cohort 1 with a teaching position in Rounds 1 and 2 – by employment type 61

Table 26. Cohort 2 with a teaching position in Rounds 2 and 3 – by employment type 63

Table 27. Cohort 3 with a teaching position in Rounds 1 and 3 – by employment type 64

Table 28. Graduate teachers without a teaching position – by seeking employment as a teacher 67

Table 29. Graduate teachers seeking employment as a teacher – by length of time seeking this employment 68

Table 30. Graduate teachers without a teaching position – by industry sector of current employment 69

Table 31. Graduate teachers without a teaching position currently employed in the education sector –by specific role 69

Table 32. Graduate teachers currently employed outside teaching in a school – by key employment sectors and current employment type 71

Table 33. Cohort 1 without teaching employment – by employment outside teaching 72

Table 34. Cohort 2 without teaching employment – by employment outside of teaching 74

Table 35. Cohort 3 without teaching employment – by employment outside of teaching 75

Table 36. Graduate mobility between schools from Round 1 to Round 2 – state/territory 77

Table 37. Graduate mobility between schools from Round 2 to Round 3 – by state/territory 78

Table 38. Graduate mobility between schools from Round 1 to Round 3 – state/territory 79

Table 39. Graduates with a teaching position in Round 3 – by characteristics of school location 79

Table 40. Cohort 1 mobility between schools 80

Table 41. Cohort 2 mobility between schools 81

Table 42. Cohort 3 mobility between schools 81

Table 43. Graduate teachers – by reasons for wanting to become a teacher 86

Table 44. Difficulty for schools in attracting graduate teachers 88

Table 45. Plan to recruit new graduate teachers in 2013, Round 2 only 88

Table 46. Difficulty for schools in retaining graduate teachers 89

Table 47. Principals’ plans to retain their graduate teachers 89

Table 48. Retention and attrition patterns 90

Table 49. Retention and attrition patterns – by school state/territory 90

Table 50. Retention and attrition patterns – by school geographic location 91

Table 51. Retention and attrition patterns – by designated Aboriginal and Torres Strait Islander focus school 92

Table 52. Retention and attrition patterns – by school type 93

Table 53. Graduate teachers with a teaching position – by level of agreement with the effectiveness of types of support received in schools 98

Table 54. Graduate teachers’ plans for three years’ time 106

Table 55. Graduate teachers’ plans for three years’ time – by program area 107

Table 56. Graduate teachers’ perceptions of the distinguishing features of their teacher education programs 123

Table 57. Graduate teacher perceptions of teacher education program distinguishing features – by program type 124

Table 58. Graduate teacher perceptions of teacher education program distinguishing features – by type of delivery 125

Table 59. Distinguishing features of teacher education programs – by graduate teachers and institutions 125

Table 60. Importance of university-based units for the knowledge gained and help in preparing for current teaching 126

Table 61. Importance of university-based units for the knowledge gained and help in preparing for current teaching 127

Table 62. Comparison of mean for university-based units statements – by program type 128

Table 63. Comparison of mean, for agreement with statements on university-based units – by campus location 129

Table 64. Comparison of mean, for agreement with statements on university-based units – by mode of study 129

Table 65. Comparison between groups, of mean for agreement with statements on university-based units – by program type 130

Table 66. Comparison of mean, for agreement with statements on university-based units – by program area 131

Table 67. Comparison of mean, for agreement with statements on university-based units – by program area 131

Table 68. Principals’ views of key challenges faced by newly employed graduate teachers 132

Table 69. Principals’ views of key attributes that contribute to a difficult transition into teaching 133

Table 70. Graduates' level of agreement that their teacher education programs prepared them in the professional standards – by retention and attrition as a teacher in a school 136

Table 71. Graduates' level of agreement that teacher education programs prepared them in the professional standards – by leadership position as a teacher in a school 137

Table 72. Graduate teachers – by level of agreement with the statement ‘I would recommend my teacher education program to others’ 142

Table 73. Graduate teachers – by preparation in key areas of teaching 145

Table 74. Comparison of mean for preparation in the professional standards – by gender 148

Table 75. Comparison of mean for preparation in the professional standards, by program type 149

Table 76. Comparison between groups of mean for preparation in the professional standards – by program type 150

Table 77. Comparison of mean for preparation in the professional standards – by program area 151

Table 78. Comparison between groups of mean for preparation in the professional standards – by program area 152

Table 79. Graduate teachers – by effectiveness in the professional standards 155

Table 80. Comparison of mean for effectiveness in the professional standards – by gender 157

Table 81. Comparison of mean for effectiveness in the professional standards – by program type 158

Table 82. Comparison between groups of mean for effectiveness in the professional standards – by program type 159

Table 83. Comparison of mean for effectiveness in the professional standards – by program area 160

Table 84. Comparison between groups of mean for effectiveness in the professional standards – by program area 161

Table 85. Comparison of teacher and principal perceptions on effectiveness in 'Know students and how they learn' 164

Table 86. Comparison of teacher and principal perceptions on effectiveness in 'Know the content and how to teach it' 166

Table 87. Comparison of teacher and principal perceptions on effectiveness in 'Plan for and implement effective teaching and learning' 167

Table 88. Comparison of teacher and principal perceptions on effectiveness in 'Create and maintain supportive and safe learning environments' 169

Table 89. Comparison of teacher and principal perceptions on effectiveness in 'Assess, provide feedback and report on student learning' 170

Table 90. Comparison of teacher and principal perceptions on effectiveness in 'Engage in professional learning' 172

Table 91. Comparison of teacher and principal perceptions on effectiveness in 'Engage professionally with colleagues, parents/carers and the community' 173

Table 92. Graduate teachers by highest qualifications in fields other than education 178

Table 93. Graduate teachers by age 179

Table 94. Graduate teachers – by the structure of the practicum in their teacher education program 182

Table 95. Graduates’ practicum structures – by employment as a teacher and seeking work as a teacher 183

Table 96. Graduate teachers with a teaching position – by their view of importance of skills gained in practicum 184

Table 97. Graduate teachers with a teaching position – by their view of relevance of practicum to current teaching 184

Table 98. Graduate teachers with a teaching position – by their view of the importance of skills gained in practicum, by practicum component 185

Table 99. Graduate teachers with a teaching position – by their view of relevance of practicum to current teaching, by practicum component 186

Table 100. Graduate teachers’ practicum components, by program type 187

Table 101. Graduate teachers – by length of internship as part of practicum component in teacher education program 189

Table 102. Graduate teachers' length of internship – by type of supervision provided during internship 189

Table 103. Graduates' participation in practicum components types – by retention and attrition, and by leadership position as a teacher in a school 191

Table 104. Teacher regulatory authority requirements for minimum days for supervised practicum by state/ territory (early 2012) 192

Table 105 Graduate teachers with a teaching position – by their view of relevance of university-based units to current teaching, Round 2 survey 196

Table 106. Graduate teachers with a teaching position – by practicum component and perception of success in influencing student learning 196

Table 107. Graduate teachers with a teaching position – by main area of teaching 204

Table 108. Graduate teachers currently teaching whose main area of teaching includes secondary – by discipline area in which they have qualifications to teach 204

Table 109. Graduate teachers' main area of teacher education program – by employment as a teacher in a school, Cohorts 1 and 2 206

Table 110. Graduate teachers' main area of teacher education program – by employment as a teacher in a school, Cohorts 1 and 2 206

Table 111. Secondary graduate teachers currently teaching who participated in more than one LTEWS Graduate Teacher Survey – by whether or not teaching in their specialist areas 207

Table 112. Secondary graduate teachers with a teaching position who have a specialist qualification – by currently teaching in a specialist area 209

Table 113. Secondary graduate teachers with a teaching position and their principals – by level of agreement that their teaching in a specialist area is effective 211

Table 114. Comparison of mean for preparation and effectiveness in specialist area expertise 212

Table 115. Comparison of mean for preparation and effectiveness in specialist area expertise – by gender 212

Table 116. Graduate teachers – by level of agreement that teacher education programs prepared them in key areas of teaching 215

Table 117. Graduate teachers – by level of agreement that they are effective in key areas of teaching 216

Table 118. Graduates' level of agreement that teacher education programs prepared them in key areas – by school geographic location 218

Table 119. Graduates' level of agreement that teacher education programs prepared them in key areas – by school Aboriginal and Torres Strait Islander focus 219