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YOUR PARTNERSHIP WITH

TEACH FOR AUSTRALIA

www.teachforaustralia.org

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This booklet is designed to help you make the most of your partnership with us.

Use it to find out about how we can work together to address educational disadvantage, how Associates are selected and placed, the training and support that Associates receive throughout the two year program and how Teach For Australia, Deakin University and your school will work together.

Message from CEO

Partnership goals and values

The Associates

Selection and placement

Training and development

The team around the Associate

Your partnership with

Teach For Australia

Examples of partnership

Next steps

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0506

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WELCOME TO THE SCHOOL PARTNERSHIP BOOKLET

CONTENTS

TEACH FOR AUSTRALIA

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TEACH FOR AUSTRALIA

MESSAGE FROM THE CEO

Thank you for partnering with Teach For Australia. It is a privilege to be working alongside you. Like you, we believe that all children in Australia, regardless of background, deserve an excellent education. As such, we seek to close the Australian educational gap, recognising that this cannot be achieved by any one organisation. Only together can we ensure that all Australian children attain an excellent education. As a tenacious community of likeminded individuals, organisations and schools, we are committed to making this vision a reality. We have worked closely with partner schools to identify and develop goals at a classroom, school and system level that will help to move us towards our vision of an Australia, where all children, regardless of background, attain an excellent education. Our partnerships are critical to the achievement of these goals.

Teach For Australia will work with you to understand what these goals look like in your school, ensuring that the collaborative partnership meets the needs of your unique context. We hope that you will take advantage of everything Teach For Australia has to offer and share your own expertise across the network. I look forward to working with you.

Melodie Potts RosevearChief Executive OfficerTeach For Australia

Teach For Australia thanks partner schools Northern Bay Secondary College and Keysborough Secondary College for their support in the production of this booklet. All photographs feature real students, teachers and principals from both these schools.

THE AUSTRALIAN GOVERNMENT DEPARTMENT OF EDUCATION AND TRAINING IS A MAJOR SUPPORTER OF THE TEACH FOR AUSTRALIA INITIATIVE.

TEACH FOR

Teach For Australia is an independent, not-for-profit organisation, which seeks to close the Australian educational gap. We work towards this goal by recruiting and selecting highly competent individuals from diverse academic backgrounds and training and developing them to become exceptional teachers and inspirational leaders that meet the needs of schools in low socioeconomic areas and the broader education system. Established in 2008, Teach For Australia is governed by an independent board of directors and works closely with a number of public and private stakeholders to accomplish its goal.

AUSTRALIA

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Associates are selected for the program via a highly rigorous process with a stringent set of criteria.

The process is designed to ensure that each aspiring applicant has the qualities to succeed as a teacher in your school.

Your school fills real vacancies and receives a commitment from Associates to teach for at least two years.

Placement is determined by the curriculum needs and capacity of your school as well as the Associates’ subject area.

Your school employs Associates to teach 80 per cent of a full time teaching load, allocating time for training and development.

While teaching at your school, Associates study towards a Master of Teaching (Secondary) throughout the two year program.

The study is a combination of online learning, numerous intensives and ongoing study.

Teach For Australia, Deakin University and your school support Associates via advisers, mentors and community engagement.

Our Leadership Development Program encourages Associates towards action-orientated leadership.

Your in-school mentors receive training in pedagogical coaching, pastoral care and leadership development.

Having taught in your school for two years, Associates meet Proficient Standard under the Australian Professional Standards for Teachers.

Eligibility for full registration allows Associates to be further employed at your school.

SELECTION PLACEMENT TRAINING DEVELOPMENT BEYOND

TEACH FOR AUSTRALIA

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Working collaboratively with you and your school community, we aim to support the development of: Classrooms, where teachers lead their students to… • Levels of achievement and educational outcomes that are

reflective of full potential.• Positive attitudes and wellbeing, leading to informed and

active citizens.• Heightened levels of aspiration, leading to increased rates of

retention and graduation.• Increased access to a greater range of post

compulsory pathways.

Schools that … • Attract and retain additional excellent teachers.• Support teacher effectiveness through collaboration

and feedback.• Lead all students to exceptional educational outcomes. A system, where… • Resolving education inequity is increasingly an urgent and

important priority.• Policy choices prioritise consistently high quality teaching

and learning for schools that serve disadvantaged students.

HOW CAN WE WORK TOGETHER TO ACHIEVE REAL CHANGE?

Teach For Australia is guided by a set of core values. These values are at the heart of all partnerships. • Empowering greatness.• Outcome driven.• Collaboration.• Humility and learning.• Innovation.• Resilience.

– BRUCE MCCOURT, PRINCIPAL, CALWELL HIGH SCHOOL PARTNER SCHOOL SINCE 2011

PARTNERSHIP GOALS

AND VALUES

I AM ASTOUNDED BY THE QUALITY OF PEOPLE WHO WANT TO COME INTO TEACH THROUGH THE TEACH FOR AUSTRALIA PROGRAM. WHAT I HAVE SEEN IN THE ASSOCIATES IS AN ABSOLUTE INTEREST AND DELIGHT IN SEEING YOUNG PEOPLE LEARN AND A COMMITMENT TO ADDRESSING EDUCATIONAL DISADVANTAGE – SIGNS OF GREAT INTEGRITY.

IF WE HAVE PEOPLE IN OUR SCHOOLS LIKE THIS, EVERYWHERE, OUR FUTURE FOR SOCIETY IS IN GOOD HANDS.

THEY MODEL AND DEMONSTRATE BY THEIR OWN CHARACTER, VALUES AND ASPIRATIONS THAT WE WANT YOUNG PEOPLE TO EMBRACE.”

In applying for the Teach For Australia program, applicants recognise the opportunity that teaching provides to have a direct impact on the lives of young Australians.

The majority of our applicants have several career options but aspire to work with schools to help address educational disadvantage in Australia.

WHY DO THEY APPLY TO TEACH FOR AUSTRALIA?

To be eligible for the Teach For Australia program, as a minimum, each applicant must:

• Hold Australian citizenship or permanent residency at the time of application.

• Have completed or be in the final stage of completing at least a Bachelor’s degree in a discipline other than education.

• Have achieved a high credit or above average in completion of the degree(s).

• Meet the requirements for enrolment in the Master of Teaching (Secondary) program.

ELIGIBILITY REQUIREMENTS

THE ASSOCIATES

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FLEXIBILITY

Associates share a desire to teach where they are needed most.

The personal challenge and growth opportunity that comes with moving to a new place is another key motivating factor for Associates applying to the program.

While Teach For Australia does try to accommodate location preferences, it is clear that flexibility is required in order to make the greatest difference where it is needed most.

Over one-third of successful candidates were high achievers in STEM fields such as physics, engineering and mathematics… the marketing of the Teach For Australia program is encouraging graduates in areas of shortage to consider both teaching as a career and teaching in schools that often do not have access to high quality graduates.– ACER 2013, P. 91

In 2013, the Australian Council for Educational Research (ACER) finalised an evaluation into the Teach For Australia program, which found it to be effective in providing an alternative pathway for teachers to enter the teaching profession.

THE LEG UP THAT I GOT THROUGH MY EDUCATION WAS VIA GREAT TEACHERS. THEY IMPROVED MY LIFE AND I WANTED TO BE ABLE TO TRY AND GIVE BACK TO KIDS IN A SIMILAR WAY...”

– JAMES BAYARD, ASSOCIATE, TEACH FOR AUSTRALIA STUDIED BIOMEDICAL SCIENCE TEACHES AT NORTHERN BAY SECONDARY COLLEGE

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THE AVERAGE

ATAR OF AN ASSOCIATE IS 95

OF ASSOCIATES ARE 40% ELIGIBLE TO TEACH STEM.

SELECTION AND

SELECTION

In recognition of research that indicates that the most powerful policy lever to improve the educational outcomes of students is to improve the quality of teaching, Teach For Australia has in place a highly rigorous selection process based on a stringent set of criteria. This process is designed to ensure each aspiring applicant has the qualities to succeed as an Associate.

Applicants must first complete an online application form. We review the form and if the applicant is successful at this stage, he or she is invited to participate in a phone interview. If the applicant is successful at the phone interview stage, he or she is then invited to attend a selection day.

Partner school principals support the selection day process. Each selection day comprises of the following elements:

• Two competency based interviews.• A group activity and debrief.• A sample teaching lesson and debrief.• A problem solving test.

Successful selection day candidates are extended a conditional offer to participate in the program. Following acceptance of an offer, a position as an Associate is contingent upon:

• Confirmation of placement at one of our partner schools.• Completion of the relevant school and jurisdiction

employment process.• Successfully gaining registration as a teacher within the

relevant teacher registration body.

ONLINE APPLICATION FORM

PHONE INTERVIEW

SELECTION DAY PLACEMENT

PLACEMENT

Throughout the selection process, we rigorously assess each aspiring applicant against the following competencies:

• Leadership and achievement.• Resilience.• Humility, respect and empathy.• Communication and interaction.• Planning and organisation.• Problem solving.• Commitment to mission.• Learning and self-evaluation.

Only applicants, who demonstrate proficiency within all competencies, are extended an offer to participate in the program.

Ultimately, the selection process is designed to ensure that every successful applicant has the qualities to succeed as an Associate.

While the Associates come from a range of academic disciplines, each has:

• The potential to not only be an exceptional teacher but also an inspirational leader.

• The passion and capacity to help address educational disadvantage.

COMPETENCIES

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PLACEMENT

We commit to working with partner schools to ensure placements satisfy both schools and Associates.

Associates fill real school vacancies and commit to teaching in one of our partner schools for two years.

Associates are matched to partner schools based on their subject area, the curriculum needs of individual schools and the capacity of individual schools to support one or more Associates. They are qualified to teach classes from Year 7 to Year 12 and in subject areas, which directly relate to their tertiary studies.

Teach For Australia, together with its partner schools, aims to ensure that the support provided to each Associate is consistent and impactful, regardless of geographical location.

As a key support mechanism, we endeavour, where possible, to place Associates in clusters – within the same school and/or schools that are nearby one another.

Generally, Associates are paid 0.8 of a graduate salary and employed to teach 80 per cent of a full time teaching load. This allows allocated time for ongoing training and development.

In the event that a match is not possible, partner schools are informed as soon as possible. This allows you to pursue other avenues to fill vacancies.

OF APPLICANTS MEET ENTRY BENCHMARKS, REFLECTING THE PROGRAM’S HIGHLY SELECTIVE NATURE.

THE ASSOCIATES HAVE SUCH STRONG BACKGROUNDS – THAT IS WHAT I FIND SO GREAT ABOUT THE PROGRAM. IT IS NOT JUST THAT THEY ARE SUPPORTED, KEEN AND PASSIONATE ABOUT TEACHING, IT IS THEIR INTERESTING BACKGROUNDS.

THE ASSOCIATES ARE HIGHLY PROFESSIONAL IN EVERYTHING THEY DO. THEY FIT IN. I CALL THEM ASSOCIATES BUT THEY ARE NOT TREATED ANY DIFFERENTLY FROM THE REST OF THE STAFF.”– HEATHER LINDSAY, FORMER PRINCIPAL, KEYSBOROUGH SECONDARY COLLEGE PARTNER SCHOOL SINCE 2013

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TEACH FOR AUSTRALIA

ONLY 9%

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I WANTED TO DO REALLY MEANINGFUL AND PRACTICAL

WORK AND TEACHING IS PERFECT FOR THAT. I WANTED TO WORK WITH PEOPLE THAT ARE IN NEED, WHO HAVE NOT

HAD THE PRIVILEGES THAT I HAVE BEEN GIVEN IN LIFE.”

– TOM PEARCE, ALUMNUS, TEACH FOR AUSTRALIA STUDIED ART AND MUSIC

TAUGHT AT KEYSBOROUGH SECONDARY COLLEGENOW TEACHES AT STAWELL SECONDARY COLLEGE

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TEACH FOR AUSTRALIA

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ASSOCIATESTEACH FOR AUSTRALIA

MASTER OF TEACHINGThroughout the two year program, Associates study towards a Master of Teaching (Secondary) delivered by our partner university, Deakin University, specifically designed for teaching in diverse educational contexts.

ONLINE LEARNING MODULE

In October and November prior to the beginning of the school year, Associates undertake an online learning module, which includes readings, activities and at least one school visit.

Approximately ten hours of study per week is required.

THE INITIAL INTENSIVE

Towards the end of November, Associates begin the Initial Intensive during which approximately 25 per cent of the Master of Teaching (Secondary) is completed.

The Initial Intensive is an eight to ten week blended learning program that combines online learning (beginning with the above) with national residential and regional intensive programming. It includes:

• Approximately, 60 to 80 hours of self-paced online learning.• A five week national in-residence program, comprising of ten to twelve

hours of study per day, six days per week.• One week of regional intensive programming, workload being

consistent with that of the national in-residence program.• An additional one to two week period (based on jurisdiction) of online

learning.

Importantly, Associates spend at least two weeks in school with secondary students from diverse educational backgrounds, planning lessons, teaching under observation and reflecting on the experience and their performance.The purpose of the Initial Intensive is threefold:

• To prepare Associates to begin teaching at one of our partner schools at the beginning of the following school year.

• To establish a strong research based framework of thinking amongst Associates and to lay solid foundations for them to become high quality teachers and leaders.

• To commence work towards achieving a teaching qualification.

The Initial Intensive includes but is not limited to:

• Study of practical strategies as well as underlying theories for planning and delivering lessons, assessing learning, monitoring student progress and managing student behaviours.

• Programming that enables teachers to drive personal growth and wellbeing of students.

• Explicit emphasis on improving literacy and numeracy outcomes.• General and specific subject pedagogy.• Study of national and local curriculum.• Review and reflection on practice.• Study of the diverse educational contexts in which Associates teach.

TRAINING AND

DEVELOPMENT

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Teach For Australia maximises the potential of Associates through pedagogical and leadership development.

As Associates are employed as teachers fully responsible for their classes (as opposed to student teachers), measures are put into place to ensure that they are well prepared before entering the classroom.

Associates must demonstrate that they have reached, at a minimum, the Graduate Standard under the Australian Professional Standards for Teachers by the end of the first year of the program and the Proficient Standard by the end of their second year.

One of the key objectives of the Teach For Australia program is to help prepare Associates to take on leadership roles within their schools.

2/3 of Associates gain school leadership

positions while participating in the program.

SUBSEQUENT INTENSIVE PROGRAMS

Three subsequent intensive programs take place during the course of the two year program:

• Mid-first year of the program (winter school holidays).• End of the first year of the program (summer school holidays).• Mid-second year of the program (winter school holidays).

ONGOING STUDY

Study towards the Master of Teaching (Secondary) continues throughout the two year program, while Associates teach.

The program is evidence based in its nature, focusing extensively on linking theory with practice. This is reflected extensively in the professional practice units of study, which extend across the two year program and ultimately result in Associates meeting the registration requirements aligned to the National Professional Standards of teaching.

Ongoing study is supported via Deakin University’s highly regarded online learning system, an extensive set of training sequences and resources and the Teach For Australia team supporting the Associate.

LEADERSHIP DEVELOPMENT PROGRAM

Teach For Australia’s Leadership Development Program is designed and delivered alongside the Master of Teaching so that its components compliment and integrate with the Associates’ experiences as they pursue the degree.

Teach For Australia and Deakin University work together using the jointly designed Teach For Australia Leadership Continuum, which articulate the goals and practices of successful leaders in challenging contexts.

Through ongoing training, mentoring and practice throughout the two year program, Associates work towards the mastery of the following competencies:

• Leading self:• Cross-cultural intelligence.• Emotional intelligence.• Vision and values.

• Leading others:• Relationship building.• Social intelligence.

• Leading learning and change:• Engaging others.• Implementing.• Planning purposefully.• Professional engagement.

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Associates brought with

them a depth of knowledge

about their field, knowledge

about ICT and methods

(such as in assessment)…

that… colleagues noted had

challenged and changed

aspects of their practice.– ACER 2013, P. 88

TEACH FOR AUSTRALIA

CAITLIN CONWAY, ASSOCIATE, TEACH FOR AUSTRALIASTUDIED BIOMEDICAL SCIENCETEACHES AT NORTHERN BAY SECONDARY COLLEGE

TEACHING AND LEADERSHIP ADVISER

We employ Teaching and Leadership Advisers (TLAs), who support Associates in line with the Teach For Australia Leadership Development Program.

TLAs are qualified and experienced teachers and leaders with expertise in instructional coaching. TLAs, like Associates, are rigorously recruited and selected. They are directly employed and managed by Teach For Australia and have the necessary clearances to work in schools.

TLAs typically visit Associates and make classroom observations once every two to three weeks, depending on Associates’ needs and scheduling requirements.

TLAs coordinate and align Associate support between key individuals such as principals, SAMs and in-school mentors and serve as the conduit between the school and Teach For Australia, meeting regularly and whenever requested by in-school mentors and school leadership team members.

SCHOOL–ACADEMIC MENTOR

Our partner university, Deakin University, provides Associates with direct support via a school-academic mentor (SAM).

SAMs work with Associates to ensure that pedagogical development obtained via the Master of Teaching (Secondary) translates into practice and, ultimately, student outcomes.

THE COHORT COMMUNITY

We build a cohort community by bringing Associates together for a range of social and mission focused events and activities during the pre-program period, the Initial Intensive, subsequent intensive programs and regional meetings.

Sustained through virtual platforms, Associates develop vital connections with one another.

THE LEADERSHIP COACH

In the second year of the program, Associates have the opportunity to pair with a Leadership Coach from a specific line of work, for example, school, government, business or social enterprise.

Leadership coaches collaborate with Associates to help them:

• Reflect upon the classroom experience.• Identify key areas of personal development.• Determine, clarify and articulate plans for leadership beyond

the two year program.

IN-SCHOOL MENTORIn-school mentors play an integral role in supporting Associates throughout the two year program.

In-school mentor responsibilities include:

• Supporting Associate integration into the school community.• Supporting the work of Associates through lesson planning,

observation and feedback.• Arranging opportunities for Associates to observe other

teachers and team teach.• Supporting Associates in their subject area, including locating

and collating relevant resources.• Providing input to university assessment of Associate

teaching practices.• Liaising with Teach For Australia TLAs, Deakin University SAMs

and other stakeholders as needed.

The in-school mentor role spans the two year program, however, the intensity and nature of the role changes from year one to year two.

In-school mentors are selected by partner schools. We work closely with partner schools and employing authorities to ensure arrangements that enable effective mentoring are made.

Mentors receive training through our partner university, Deakin University.

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TEACH FOR AUSTRALIA

THE TEAM SUPPORTING

THE ASSOCIATE

Throughout the Teach For Australia two year program, Associates are guided by a support network of experienced teachers, teaching professionals and leadership coaches with whom they develop close working relationships.

... WE KNEW THAT THEY WOULD BE SUPPORTED IN THE TEAMS AND WE WERE VERY CAREFUL IN HOW WE CHOSE THE MENTORS. THE MENTORS ARE PEOPLE THAT WORK WITH THEM IN THE TEAMS AS WELL AS VERY EXPERIENCED PEOPLE – ONE IS A LEADING TEACHER AND ONE IS AN ASSISTANT PRINCIPAL. THAT WAS IMPORTANT TO US, THAT WE HAD THE RIGHT PEOPLE.”

“WE PUT THE ASSOCIATES IN TEAMS...

– HEATHER LINDSAY, FORMER PRINCIPAL, KEYSBOROUGH SECONDARY COLLEGE PARTNER SCHOOL SINCE 2013

TIMEA STAN, ASSOCIATE, TEACH FOR AUSTRALIASTUDIED ARTS AND LAWTEACHES AT NORTHERN BAY SECONDARY COLLEGE

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WHAT I REALLY WANT IN A SCHOOL IS

PEOPLE THAT ARE REALLY HUNGRY TO BE

HERE, WANT TO BE HERE AND WANT TO

TEACH, THE WAY THAT WE TEACH BECAUSE

IT IS SO DIFFERENT TO EVERYWHERE ELSE

WITH THE MULTIPLE CAMPUSES AND MIXED

AGED CLASSES. IT IS QUITE A COMPLEX

THING TO ACTUALLY DO.”– FRED CLARKE, PRINCIPAL, NORTHERN BAY SECONDARY COLLEGE PARTNER SCHOOL SINCE 2013

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YOUR PARTNERSHIP WITH

TEACH FOR AUSTRALIA

I HAVE BEEN VERY ENCOURAGED BY MY ASSOCIATION WITH TEACH FOR AUSTRALIA. IT IS A GOOD SIGN THAT WE ARE IN A PROFESSION THAT IS GROWING IN ITS PROFESSIONALISM AND INCREASINGLY BECOMING RESPECTED BY HIGHLY INTELLIGENT, HIGH ACHIEVING PEOPLE, SEEKING AND CHOOSING EDUCATION AS A CAREER PATH, RATHER THAN A DEFAULT SETTING.

I WOULD NOT HESITATE TO TAKE MORE ASSOCIATES. OUR SCHOOL NEEDS THEM.”– BRUCE MCCOURT, PRINCIPAL, CALWELL HIGH SCHOOL PARTNER SCHOOL SINCE 2011

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STUDENTS AT KEYSBOROUGH SECONDARY COLLEGE

Teach For Australia seeks to work in partnership with schools to improve the educational outcomes and wellbeing of students.

We work individually with each school in order to develop a partnership that suits the context of the school and supports the needs of the students and wider community.

SCHOOL EXPERIENCE AND EXPERTISE

We value the experience and expertise of partner schools.

Throughout the year, partner schools are invited to directly engage with applicants, Associates, Alumni and other key stakeholders at various events, including:

• Selection days.• The Initial Intensive.• TransformED – Teach For Australia’s annual conference.

At each event, partner schools are encouraged to share experiences, contribute insights and discuss challenges.

SHARED BEST PRACTICE

In order to evaluate the impact of Associates and Alumni, we invite partner schools to participate in regular research via focus groups and surveys. The research focuses on the achievements, progression and aspirations of students as well as their attitudes towards school.

Research findings are shared with partner schools to support their improvement aims. The findings also allows us and ultimately the partnership to continually improve.

CULTURE OF LEADERSHIP

Our Leadership Development Program is not limited to Associates. Through Teach For Australia, partner schools have the opportunity to further foster a culture of leadership within existing teaching bodies.

Contact us to find out more about how a partnership with us can support access to professional development and learning opportunities for emerging school leaders.

Global network

Teach For Australia is an associated partner of Teach For All – a global network of over 34 social enterprises that are working to expand educational opportunity across various nations.

Teach For All partners aspire to the vision that one day all children will have the opportunity to attain an excellent education.

Teach For All aims to increase and accelerate the impact of partner organisations by sharing the learnings and resources of those within the network.

Alumni network

Partner schools are invited to advertise vacancies within our Alumni network. Furthermore, we can assist partner schools to identify potential candidates for middle and senior leadership roles.

Having completed the Leadership Development Program, many Teach For Australia Alumni hold senior school leadership positions and have insight into the challenges schools face, innovative ideas and successful experiences.

ACCESS TO NETWORK

A partnership with us offers school principals the opportunity to further develop a network of likeminded leaders.

We deeply value the national partner school principal network and seek its guidance on various matters, regularly, including:

• Training of Associates.• Program growth and development.• Initiatives that have potential to add value to partnerships.

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TEACH FOR AUSTRALIA

OF ASSOCIATES TEACH IN REGIONAL, RURAL OR REMOTE COMMUNITIES.

ALMOST 40%

National partner school principal network

CHINESE AT CHARLES LA TROBE COLLEGE

During my two years as a Teach For Australia Associate at Charles La Trobe College, I was entrusted with the responsibility of establishing a Chinese program in the secondary curriculum.

Within this role I advocated for Languages at Charles La Trobe College and developed a compulsory Languages pathway from Year 7 to Year 10. I introduced a remedial English subject as part of the Languages program in Year 9 and Year 10 and Certificate II in VET Applied Language (Chinese) for students studying Year 10 Chinese.

Furthermore, I initiated a Chinese Chess club, conducted regular excursions and incursions and frequently invited Chinese speakers to attend classes and interact with students in the hope of creating genuine opportunities for students to practise the language and engage with the Chinese-speaking community in Australia.

Throughout my two years, I also assisted the school to establish a sister school relationship in Nanjing, China, and to develop a proposal for a Confucius Classroom to be established in the College. These partnerships have made the annual Chinese Culture Day and Languages Week calendar highlights for the whole school and the Skype sessions with Chinese students, online discussion forums with Asian literacy experts from the Asia Education Foundation and a student trip to China possible.

Many of the initiatives that I worked to establish at Charles La Trobe College could not have been achieved without ongoing support from my principal and in-school mentor. From the moment I arrived at Charles La Trobe College, it was clear that the school understood and shared Teach For Australia’s vision. My principal placed great emphasis on our leadership development and welcomed our efforts to collaborate and drive school improvement, specifically in areas of subject expertise.

– Stanley Wang, Alumni, Teach For Australia Studied Languages, Business and Economics Teaches at Charles La Trobe Secondary College

EXAMPLES OF

PARTNERSHIP

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ELLA HEWITT, ASSOCIATE, TEACH FOR AUSTRALIASTUDIED SOCIAL SCIENCETEACHES AT NORTHERN BAY SECONDARY COLLEGE

STUDENTS AT NORTHERN BAY SECONDARY COLLEGE

40% OF ASSOCIATES ARE ELIGIBLE TO TEACH ENGLISH OR LANGUAGES.

Once a decision was made to build a Chinese language program at Charles La Trobe College, I decided to look into opportunities to partner with Teach For Australia. We were very clear on the need for a highly specialised Mandarin teacher, preferably with a background in linguistics, to develop and implement the new language program.

Stanley came to Charles La Trobe College with a strong linguistics background and a clear understanding of how language has developed. He was given the role of developing the Mandarin program and provided significant support from the leadership team, myself in particular.

Stanley went in wide search for best practice amongst Victorian and Australian schools and also conducted significant international research to develop the program, not only focusing on academic rigour but also ensuring that the program provides opportunities for students and the wider school community to learn about and embrace Chinese culture.

Building an entirely new language program is expensive to resource. Crucial to the success of the program was a willingness of our schools leadership to support and resource Stanley’s work. I also expected Stanley to provide regular updates to our school leadership team. It was hugely valuable for Stanley to have a direct line to myself as school principal.

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In response to positive feedback from students and as the program grew, we elected to recruit another Teach For Australia Associate to help drive the program. Stanley and Jun have made the Chinese program a core part of what happens at Charles La Trobe College, they have celebrated and are passionate about teaching the language, grammar and culture to students. Our students have really gained from this passion and are now entering interschool language competitions.

– Maria Karvouni, former Principal, Charles La Trobe College, Partner school since 2012

TEACH FOR AUSTRALIA

40% OF ASSOCIATES ARE ELIGIBLE TO TEACH ENGLISH OR LANGUAGES.

COMMERCE AT CAROLINE CHISHOLM SCHOOL

During my first year as a Teach For Australia Associate, I approached the head of department and deputy principal about the prospect of introducing a Commerce elective for Year 9 and Year 10.

I studied accounting and economics at The University of New South Wales and have worked in a variety of business roles, including accounting and banking internships, most recently in ANZ International and Institutional Banking.

Caroline Chisholm School had previously offered Commerce but not done so for several years. There were students, who had expressed that they wanted to be accountants, financial advisers and business owners, but there was not an elective to help them start building key knowledge and skills required for such careers.

I submitted a proposal to the leadership team based on the NSW Board of Studies syllabus for Commerce (the Australia Curriculum for Commerce was not yet available), including a two year scope and sequence, which detailed content descriptors and learning outcomes for ten different topics: Consumer Choices, Promotion and Selling, Personal Finances and Investing to name a few.

The proposal was successful and I was charged with the responsibility of implementing and teaching the subject.

I had reached out to my networks, including my former Commerce teacher, who guided me through the syllabus and provided lesson and assessment ideas. I wanted the students to find Commerce both engaging and challenging. The result was effective.

Going forward, I hope to integrate Commerce, Civics and Citizenship into the Year 7 to Year 10 Studies of Society and Environment curriculum.

– Alpha Cheng, Alumni, Teach For Australia Studied Economics Teaches at Caroline Chisholm Stchool

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FOR MORE STORIES ABOUT TEACH FOR AUSTRALIA ASSOCIATES AND ALUMNI, CHECK OUT: www.teachforaustralia.org/stories

WE MADE THE DECISION TO

PARTICIPATE IN THE TEACH

FOR AUSTRALIA PROGRAM

AS WE STRONGLY BELIEVE IN

HAVING DYNAMIC, YOUNG AND

INTELLIGENT PEOPLE, WORKING

WITH OUR STUDENTS.

THE TEACH FOR AUSTRALIA

ASSOCIATES HAVE CONTRIBUTED

GREATLY TO THE LIFE OF THE

STUDENTS AND THE SCHOOL

COMMUNITY MORE BROADLY.

“

– LAURETTA GRAHAM, PRINCIPAL, MACKILLOP CATHOLIC COLLEGE PARTNER SCHOOL SINCE 2013

TEACH FOR AUSTRALIA

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MATT SLOAN, ASSOCIATE, TEACH FOR AUSTRALIASTUDIED CHEMISTRYTEACHES AT KEYSBOROUGH SECONDARY COLLEGE

FIND OUT IF YOUR SCHOOL IS ELIGIBLE TO PARTNER WITH TEACH FOR AUSTRALIA

School eligibility is determined by individual jurisdictions.

To determine whether your school is eligible to partner with Teach For Australia, contact us on 03 8640 4500.

WHAT IS THE COMMITMENT FROM PARTNER SCHOOLS?

Partner schools commit to:

• Providing each Associate with a supportive environment.• Providing each Associate with a salary equivalent to

approximately 80 per cent of a graduate teacher’s salary;• Providing each Associate time release of 0.2 FTE to study

and meet with the Teaching and Leadership Adviser, school-academic mentor and in-school mentor.

• Providing each in-school mentor time release or equivalent of 0.1 FTE (reduced to 0.05 FTE in year two).

• Allowing Associates to teach in the method areas in which they are enrolled as part of their Master of Teaching.

Partner schools sign a Partnership Agreement with Teach For Australia. This agreement outlines the roles and responsibilities of each party that contribute to the development of Associates and allow maximum partnership impact.

We work through the details of the Partnership Agreement with all partner schools.

CONSIDER POTENTIAL IN-SCHOOL MENTORS

As part of the commitment to provide each Associate with a supportive environment, partner schools nominate an in-school mentor for each Associate. In-school mentors ought to have the skills and capacity to support Associates on a daily basis.

Mentoring a Teach For Australia Associate is an important role and leadership opportunity for experienced teaching staff. Through study via our partner university, Deakin University, mentors receive training in pedagogical coaching, pastoral care and leadership development.

Contact us for additional information that will support the selection of in-school mentors.

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NEXT STEPS

I HAVE TAKEN ASSOCIATES FOUR

TIMES AND I AM DOING SO AGAIN

NEXT YEAR. I HAVE SAID PUBLICLY

BEFORE THAT I THINK THIS IS THE BEST

TEACHER TRAINING PRE-SERVICE

TEACHER PROGRAM THAT EXISTS.”

THERE IS A DIFFERENT LEVEL OF PREPAREDNESS FOR CLASSES AMONGST ASSOCIATES – AND THAT TRANSLATES INTO TEAM WORK.”– HEATHER LINDSAY, FORMER PRINCIPAL, KEYSBOROUGH SECONDARY COLLEGE PARTNER SCHOOL SINCE 2013

– PAUL DINGLE, PRINCIPAL, GLENROY COLLEGE PARTNER SCHOOL SINCE 2011

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