Assessment 1

Designing, Teaching and Learning

Stuart McMahon - 18377822

ASSIGNMENT 1 ESSAY ON THE FOUNDATION OF TEACHING & LEARNING

“He who can, does; he who cannot, teaches.”
-George Bernard Shaw, 1903, Man and Superman

To suggest, teachers are uniquely adept in a singular field, underestimates a teacher’s

capabilities abilities and their importance in developing responsible and critical thinking adults.

Bernard Shaw quote challenges teaching professionalism, implying teachers are those who

originally failed in their chosen occupation, this is an inaccurate misconception that continues

to disparage teaching as a profession. Australian teachers have moved forward toward

increased professionalisation by working collectively to shape an increasing consensus on a

common core of knowledge as it is explicated through professional standards (Wise, 2005, p.

318). The current state of the teaching profession suggests that its necessary for continued

development and policy initiatives, to not only improve education outcomes but solidify

teaching as a profession. Through the application of key interrelated learning concepts such as

curriculum, pedagogy, assessment within the context of gifted and talented students, the

complexities of the teaching profession will be prevalent.

In the absence of a specific set of professional and ethical standards for teachers to

adhere to, the quality of teaching will be dependent on individual discretion, provided the

educational system functioned this way, the quality of teachers will presumably decline or

remain dormant. A profession is an occupation that seeks to regulate itself, possesses special

knowledge and skills, adhere to ethical standards and exercise these skills in the interest of

others. Therefore, crucial to any profession is the creation of a professional accrediting agency

that sets the standards for professional development. The establishment of the Australian

Institute for teaching and School leadership (AITSL) in 2010 was crucial in affirming teaching as

a valued profession. A key initiative developed by AITSL is the Australian Professional Standards

1
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

for Teachers (APST) which provided a mechanism for supporting high-quality teacher

preparation. The APST framework “provides a structure for appraising, developing, and

improving teaching practice, as well as asserting the right of teachers to meaningful feedback

and support” (Clinton & Dawson, 2018, p. 313). High-quality teachers who have an effective

pedagogy, know the curriculum and are adept at assessing students show that there’s a clear

and direct correlation with achieving APST standards. APST may “provide a clear, detailed,

nationally agreed definitions of what it means to be an outstanding teacher or leader”, laying

the foundations of a unified and organised approach to teacher professionalism (AITSL,

Strategy plan). However, Clinton and Dawson (2018) argue that there has been limited action

in terms of an operationalised evaluation of teachers regarding APST and that there is little

evidence of APST improving the quality of teaching (pp. 313). They suggest there is a gap

between policy and practice, and that APST framework is considered as guidelines and not a

specific teacher evaluation rubric. Wise (2005) argues that an “accrediting body sets rigorous

standards for its profession and holds the schools it accredits accountable for meeting these

rigorous standards. In this way, the established professions have built the foundation for public

confidence in the quality of those professions” (pp. 320). The current accreditation system has

the potential for the implementation of an evaluation system that would add value to the

profession overall. The APST framework lacks scalable tools to make dependable decisions

about teacher quality, teacher evaluation depends “extensively on untrained senior school

leaders to make judgments on often cursory observations that have demonstrated low

reliability” (Clinton & Dawson, 2018, p. 325.). Teacher accreditation may not be exemplary at

this stage, however, the AITSL strategy plan (2018) demonstrates the course the teaching

profession is on, AITSL is adamant on improving the impact of APST at local levels, affirming

the status of the profession.

2
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

The content we teach will shape how students see the world, guide them to construct

their own views and values, provide them with the knowledge and skills to forge their own

path. Knowing the curriculum is an inherent requirement of the APST, standard two ‘know

what to teach’. The curriculum is the study of all educational phenomena, it’s the course

content offered by an educational institution that produces knowledge that may have an

education (Egan, 1978, p. 71). The Australian Curriculum, Assessment and Reporting Authority

(ACARA) established in 2008, developed the Australian National Curriculum. ACARA rushed “an

attempt to seek political approval for a federal curriculum which is at present shabby and

substandard, and which has not been accepted by the teaching profession in NSW or any

school system or authority” (Fitzgerald, 2010). Government interference disputes teaching as

a profession because a profession must be self-regulated, teachers must decide what the

curriculum includes. Therefore, teachers are “not seen as responsible for transmitting any

knowledge; rather they are "facilitators" who may organize learning activities” (Egan, 1978, p.

70). ACARA receives instructions from the government, which is dangerous because what

students learn may have political implications and not be for the students benefit. Wise (2005)

argues “If we do not move our field toward a profession of teaching, through increasing

professionalization, we will likely face increasing government regulation that imposes its own

brand of uniformity on teaching practice” (p. 319). In the eventuality, the Australian National

Curriculum does not meet the needs of gifted and talented students as Goodhew (2009) states

“boredom and lack of cognitive challenge in the daily curriculum is playing a more significant

role in causing pupils across the ability range to become disaffected” (p. 51). Rapid

achievement can lead to stagnation in learning, therefore, it’s necessary for teachers to

“approach the curriculum in a flexible manner” (Goodhew, 2008, p. 52). Goodhew (2008)

3
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

argues that teachers “compact the curriculum at classroom level for those who are well ahead

of their peers by cutting out all unnecessary drill and practice of skills already mastered” (p.56).

Gifted students may have prior knowledge and already understand the metalanguage or the

associated concepts of the topic. Teachers must then plan for full ability range, by identifying

the stage each student is at and utilise differentiation. Teachers should set different tasks for

gifted students and provide advanced resources to allow gifted students to benefit from

limited school time effectively. An example is students learning about economic inflation in

1920s Germany why, how it happened and what it means, while gifted students may find this

trivial. Gifted students should be provided extended work like a term long timeline activity.

Where after they assess the impacts of inflation they can apply it to a holistic timeline on the

causes of World War II. This will provide the students with the opportunity to demonstrate

their high order thinking by assessing and outlining the causes of WWII across the terms topics.

The curriculum would be meaningless to students if teachers fail to personalise and

deliver it through high-quality pedagogy. An interconnected requirement to standard two is

‘know the content, and how to teach it’. The Quality Teaching model introduced in a systemic

approach to “improving teaching with the potential to genuinely address questions of how to

achieve the necessary professional learning to improve pedagogical practice” (Gore, 2007, p.

16.). This model has clearly identified principles to guide teachers to high-quality pedagogy, it

is designed for teachers to engage in reflection to refine classroom and assessment practice

(Gore, 2007, 16.). Teaching can be considered a profession because when compared to other

occupations require content knowledge, teachers are further required to continually refine

their specialised set of skills to impart knowledge. Content is set out in the Australian National

Curriculum, although, it’s how the curriculum is delivered that determines whether the ablest

4
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

are engaged and enthused (Goodhew, 2008, p. 51). Monteiro argues “teachers should consider

themselves and be considered as professionals of the right to education and of pedagogic

communication, the center of gravity of their professionalism being an interpersonal

relationship” (Monteiro, 2015, p. 61). To downgrade the teaching profession to a single field

of ‘interpersonal relationship’, miscalculates the complex role of teachers within the

classroom, this is evident when applying high-quality pedagogy to gifted and talented students.

Goodhew (2008) argues that “personalization of the curriculum is essential if all their various

needs are to be met” (p. 51). Providing a quality learning environment for gifted students is

critical as most are sensitive of public reward, as public recognition of their abilities may

warrant unwanted attention from other students (Goodhew, 2008, p. 52). Setting classroom

rules is necessary to promote gifted student’s engagement without the fear of mockery. On

the other hand, some highly gifted students may continually disrupt the lesson with questions,

a teacher must not convey exasperation but say ‘ill come back to you during the lesson’

(Goodhew, 2008, p. 51). Acknowledging their enthusiasm is key but classroom time is limited

and allowing all students to take part is necessary to be able to indirectly assess each student,

preventing them from falling behind. Reverting to the Germany scenario this may involve giving

gifted students explicit direction and continuing to raise our own expectations. This would suit

a gifted student who prefers to self-regulate and work individually, however, teachers must

also push their students to work in groups to develop social support and maybe even use gifted

students to assist other students. It’s evident that more is required of teachers than to simple

facilitate a pre-determined curriculum through interpersonal skills.

Assessment is the only way to improve, without it we will be unaware if what and how

we are teaching is having any constructive impact on students. APST standards 5 & 6 ‘assess

5
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

and provide feedback on student learning and engage in professional learning’, assessment is

essential in guiding learning and teaching practice. The National Assessment Program in

Literacy and Numeracy (NAPLAN) established in 2008 by ACARA, is a form of diagnostic

assessment that controversially publicises its results. This government-run standardised test

influences teaching pedagogy to teach for the test and not for the students. Publicised NAPLAN

results place extreme pressure on schools, teachers and student themselves, and may not

accurately reflect student’s abilities based on its standardised framework. Shine (2015) argues

NAPLAN results in “questioning educational standards, criticising teachers and schools, and

portraying teaching as a high-pressure and stressful job, which may deter prospective

candidates from entering the profession” (p.1). Dinham (2013) argues the next step “all those

involved with all aspects of education need to find their voice to reject the misinformed,

persistent, harmful rhetoric and indeed bullying that at present is going largely unchallenged

in the public arena and, worse still, informing education policy” (p. 11). The government

“ignores the effects on learning and development of socioeconomic status, family background,

geographic location and the uneven level of funding and other resources available to schools”

(Dinham, 2013, p. 11). Teacher professional standards are widening due to the results of

standardised testing, for teaching to completely move into the realm of the profession it must

move away from standardised testing as its main source of educational data, but rather be

responsible for its own teacher assessment. How can we apply a standardised framework that

only measures a narrow band of abilities to gifted students who either become bored or spot

alternative answers (Goodhew, 2008, p. 10). Before we can meet the needs of gifted students

we must identify them, providing pre-tests or homework, designing a quiz, asking them to

create a mind map for what they already know is all forms of diagnostic assessment.

(Goodhew, 2009, pp 55). Only then, can we provide the appropriate level of curriculum

6
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

extensions and ensure effective pedagogy to promote gifted student outcomes. Curriculum,

pedagogy, and assessment are all interconnected, success in one correlates with the other,

without assessment you cannot plan a curriculum, without pedagogy you cannot teach the

curriculum. That is why APST considered these all necessary to be considered a high-quality

teacher, we have the policy, now it’s about implementation.

Teaching has made significant strides towards professionalism through AITSL

development of the APST standards. Although government interference within curriculum

decisions, teacher accreditation, and assessment practices prevent teaching from being

completely self-regulated. Therefore, to those involved in all aspects of education should be

encouraged to take control of their profession by expelling government interference. Despite

these deficiencies, Bernard’s Shaw’s quote must be refuted as the complexities teachers must

address daily, demonstrate that they are more than just facilitators of knowledge or

professional communicators. They are a disciplined group, who adhere to APST standards

derived from research at a high level, who possess a specialised set of skills outlined in the

quality teaching model and apply this knowledge for the benefit of students.

7
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

Referencing

Australian Institute for teaching and School Leadership. (2017) Increasing our impact AITSL

strategic plan 2017-2020. Retrieved from https://www.aitsl.edu.au/docs/default-

source/default-document-library/aitsl-strategic-plan.pdf?sfvrsn=4e30e93c_2

Clinton, J., & Dawson, G. (2018). Enfranchising the profession through evaluation: A story

from Australia. Teachers and Teaching, 24(3), 312-327.

Dinham, S. (2013). The quality teaching movement in Australia encounters difficult terrain: A

personal perspective. Australian Journal of Education, 57(2), 91-106.

Egan, K. (1978). What Is curriculum? curriculum Inquiry, 8(1), 65-72. doi:10.2307/1179791

Fitzgerald, D. (2010). Feds rush to take over NSW curriculum. Education, 91(10), 1.

Goodhew, G. (2009). Meeting the needs of gifted and talented students (1st ed., Meeting the

Needs).

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels

of quality teaching. Sense publishers, 15-33.

Rashid, F., & Islam, M. T. (2015). Teaching as a profession: viewpoint of the bangladeshi

secondary school teachers. Retrieved from https://ebookcentral.proquest.com

Reis Monteiro, R, (2015). The Teaching Profession Present and Future. eBooks Humanities

Social Sciences Law 2015 Collection. (2015).

Shine, K. (2015). Are australian teachers making the grade? A study of news coverage of

NAPLAN testing. (154), 25.

Waring, M., & Evans, C. (2014). Understanding pedagogy: developing a critical approach to

teaching and learning. Retrieved from https://ebookcentral.proquest.com

8
Assessment 1
Designing, Teaching and Learning
Stuart McMahon - 18377822

Wise, A. (2005). Establishing teaching as a profession: The essential role of professional

accreditation. Journal of teacher education Vol 56, Issue 4, pp. 318 – 331.

https://doi-org.ezproxy.uws.edu.au/10.1177/0022487105279965