Investigating Quality teaching in the Victorian VET Sector Associate Professor, Ruth Schubert Associate Director, LH Martin Institute

"Put a stake in the ground": to take the first step; to make a big move to get something started.

Stop the rorts: $30 million crackdown looms for vocational sector's dodgy training providers Published: September 20, 2015 The AGE. Matt. Golding

VET Funding in Australia – Mitchell Policy Paper March 2016.

Learning from Victoria’s TAFE mistakes  ”It’s rare that TAFE becomes a big election issue, but this is what has just happened in Victoria – giving new Premier Daniel Andrews a mandate to save TAFEs.” December 8, 2014 – The Conversation, Photo Source AAP

Victoria Leading the way The independent VET Funding Review was established in February 2015, led by reviewer Bruce Mackenzie, with deputy reviewer Neil Coulson One of the 6 building blocks in the final report is “A commitment to placing quality and continuous improvement at the heart of VET”

Department of Education and Training – Review of Quality Assurance in Victoria’s VET System Deloitte Touche Tohmatsu - May 2015 Quality is the fact and perception that: The qualification attained through VET has integrity (i.e. students have attained the expected competencies and can use these to support employment outcomes); and • The student experience aligns to the student’s expectations.

Research Project Team Associate Professor, Ruth Schubert Associate Professor, Shelley Gillis Dr Peter Bentley Dr Chris Corbel Dr Mary Leahy Professor Stephen Dinham Professor Leo Goedegebuure Ms Sandra Silfvast Dr Suzanne North Research commissioned June 2015 Final Report with the Department of Education and Training

Who else was involved? VET Industry Steering Group Subject Matter Expert Panel DET Internal Reference Group 6 focus group meetings with RTOs 11 interviews with recognised expert teachers Survey was viewed 1748 times, commenced by 844, and completed by 342 individuals

In Short The researchers examined existing national and international capability frameworks and together with a team of subject matter experts devised a draft capability framework.  An important difference in the framework is that it does not seek to identify capacities that have been previously documented in the wider context of a VET practitioner, but instead seeks to define in depth the fundamental role for VET teachers - namely teaching, and assessment for learning.  This framework is based on previously well-tested concepts of “visible learning” and the clinical model of teaching that directly links the impact of teachers on student learning.  The research process indicates that VET teachers across the system are also highly engaged with the question of quality, and the results of the research survey showed a high level of endorsement for the capability framework.

Research Questions What are the key capabilities that quality VET teachers exhibit? Do the key capabilities differ between qualifications, occupations or industry areas? Do the key capabilities differ depending on the learning style and characteristics of the student? What teaching practices demonstrate these capabilities? What is the best way for teachers to develop the identified capabilities? What are the key challenges and obstacles to developing the identified capabilities? What is the relative impact of RTO organisational practices on VET teaching quality? What is the relative impact of VET teacher characteristics (e.g. qualification levels, work experience) on VET teaching quality? What are examples of ‘best practice’ teaching methods and practices in VET? What is the impact of quality VET teaching on student outcomes?

Underpinning Principles The development of the framework was underpinned by the following set of principles. Developmental -The Framework will be based on the premise that competence is developmental and that individuals can have varying levels of proficiency. Context Free - The capabilities of VET teaching can be described in a single framework irrespective of context. Evidence based - Building on existing standards/frameworks within the field, the Framework will be underpinned by the scholarship of teaching and learning and be guided by extensive consultation with key stakeholder groups. Aspirational - The Framework is not intended to be mandatory, exhaustive or definitive. Instead, the Framework is intended to be aspirational and educative in nature.

High Levels of Endorsement 93 % of survey respondents agreed that the framework, as a whole, adequately captures the essential skills and knowledge that underpin quality.  

What are the key capabilities that quality VET teachers’ exhibit? 12 "Capability” statements – Draft Figure 2. Agreement (%) that each of the Capability Framework's 12 capabilities effectively summarise quality teaching (n=342)

What is the best way for VET teachers to develop the identified capabilities? Figure 7. Effectiveness of different activities in developing the capabilities of VET teachers (n=342).

Proportion of respondents nominating likely barrier to the adoption of the capability framework (n=342) Figure 11. Proportion of respondents nominating likely barrier to the adoption of the capability framework (n=342)

To what extent does the Certificate IV in Training and Assessment adequately prepare the VET teaching workforce deliver quality teaching? - Additional Research Question Responses consistent with research underway with the team being led by Professor Erica Smith – Federation University “Would more highly qualified teachers and trainers help address quality problems in the Australian VET system”. Certainly concern about the contribution the Certificate IV makes towards teaching skills Concern the standard may be too low Previous research by Wheelahan and Moodie 2011 – recommended qualifications higher than the CIV. They also recommended continuing PD, registration of VET Teachers.

To what extent does the Certificate IV in Training and Assessment adequately prepare the VET teaching workforce to deliver quality teaching?

Final Word “The best way to develop these capabilities is in a carefully structured building of competence over time. The foundation is initial industry and teaching qualifications and the dual qualification of VET teachers is a distinctive requirement of the system. It is also clear that continuing experience in industry and teaching, together with regular structured professional development builds deeper and higher levels of teaching proficiency. This concept is one recognised in other education sectors and indeed in other areas of professional practice”

Thank you