The Queensland Consortium for Professional Development in Education: Building Partnerships Towards a Learning Community Rhondel Johannessen Board of Teacher Registration, Queensland Australia ABSTRACT Established in 1993, the Queensland Consortium for Professional Development in Education is an initiative of the Board of Teacher Registration Queensland. The Consortium brings together a range of educational groups - including professional associations, unions, employers and higher education institutions - into what may be a unique partnership aimed at providing better information to teachers and other members of the education community across Queensland about quality professional development. The establishment of the Consortium originates from a detailed research project which was initiated following teacher concern about locating information on professional development or seeking to have appropriate professional development activities accredited towards degree courses. Since its inception, the Consortium has achieved much. However, its implementation has not been as full as intended by the research on which it was founded. This paper documents the history of the Consortium and considers the research process, outcomes and recommendations which led to its establishment. This is followed by an examination of the research as manifested in the operation of the Consortium over its first two and a half year period and its resulting success, failures and dilemmas. Finally, questions are raised concerning the future of the Consortium and other similar partnerships in education. 1. Introduction The Queensland Consortium for Professional Development in Education is a joint project by groups involved with education in Queensland to promote professional development for teachers and other members of the education community. The Consortium was established under the auspices of the Board of Teacher Registration Queensland in late 1993, however the foundation of its development dates back to 1985. Between 1985 and 1991, a series of research activities was undertaken by the then Board of Teacher Education and the current Board of Teacher Registration which strongly indicated the need for a professional development consortium in Queensland. In this paper, the developments which led to the establishment of the Queensland Consortium for Professional Development in Education are documented, following which the actual current operation of the Consortium and its achievements to date are presented. Finally, a major dilemma of the Consortium is identified, and future directions are considered. 2. Towards a Professional Development Consortium 2.1 Project 21: Teachers for the Twenty-First Century Between 1985 and 1987, the Board of Teacher Education Queensland (BTE) undertook a major review of teacher education and teacher registration which, in the event, proved to be the culmination of its seventeen-year existence. The review was commenced in April 1985 with the following broad terms of reference: to consider the social and educational contexts for Queensland schools in the next twenty-five years and their implications for the profession of teaching; to recommend guidelines for the future development of teacher education in Queensland to enable teachers to gain the education, experience and competencies needed to fulfil their professional roles; and to recommend teacher registration policies to ensure that teachers gain the education, experience and competencies needed to fulfil their professional roles. The BTE's report, Project 21: Teachers for the Twenty-first Century, made numerous recommendations for the future recruitment, selection, professional preparation, registration and professional development of teachers. The review confirmed the BTE's concept of teacher education as one of continuing professional development with initial preparation and experience a required base for the ongoing study and reflection which lead to excellence in teaching. 2.1.1 Methodology During 1985, nine working parties met, most on several occasions, to consider the issues which needed to be raised in the BTE's review and produced a Project 21 Discussion Paper. This document adopted as its starting point considerations relating to the nature of future society and the effects on the teaching and learning environments. The issues explored in this context raised corresponding issues concerning the desirable roles and competencies of teachers and how these are realised through pre-service and in-service professional development. From mid-September, schools, tertiary institutions, employing authorities and other relevant groups were advised in writing of the BTE's project and were forwarded the Discussion Paper which included an invitation to make submissions to the BTE on the issues raised. Submissions were also invited by public advertisement and a series of public meetings, from September to December, was held in major centres throughout Queensland. In February 1986, the BTE issued an eight-page leaflet which indicated the range of views expressed in the initial submissions and at the public meetings and invited further comment on these or other issues relevant to the review. The leaflet was distributed widely; in particular, a copy was sent to each registered teacher in Queensland. A total of 468 additional submissions was received. During April and May, a second phase of working party meetings was held to consider the information and ideas put forward as well as in the current literature and recent research findings relevant to the project. A final report of the project was completed early in 1987. 2.1.2 Project 21 and Professional Development There was widespread endorsement, in the Project 21 meetings and submissions, of the need for teachers to advance their professional growth. The BTE shared this perspective. It believed that the phase of initial teacher education must be followed by continuing professional development throughout teachers' careers, as they engage in critical reflection upon their practices and as they address the complex issues which arise day-by-day and year-by-year in the school situation. Resulting from Project 21, the BTE recommended that in-service providers at all levels establish mechanisms for collaboration such that: cooperation among providers is fostered; an appropriate balance of activities is available; award and non-award programs reinforce each other; and appropriate non-award activities are designed in such a way that they may be used in gaining credit towards an academic award. 2.2 Action for the 1990s Following the BTE's Project 21 review, the Board of Teacher Registration Queensland (Board), which replaced the BTE in 1989, held a one-day conference on inservice teacher education in April 1990 entitled Action for the 1990s. Attended by approximately one hundred participants, the aim of the conference was to provide a forum for the interchange of ideas with a view to the development of effective cooperation and collaboration among the various stakeholders in the field of inservice teacher education in Queensland. 2.2.1 Methodology The conference was opened by the State Minister for Education and included two keynote addresses on the topics of Post-Initial Teacher Education: Issues and Directions and Industrial Award Restructuring and its Implications for Inservice Teacher Education. These addresses were followed by presentations from a panel comprising representatives of the teacher unions, the major employing authorities and the higher education institutions. Each panel speaker presented a perspective on policies and practices in inservice teacher education in Queensland and the implications of industrial award restructuring. Conference participants were divided into small discussion groups for a working lunch session. The membership of each group was homogeneous in terms of major representative groups. Each discussion group was asked to identify implications of key inservice issues facing their particular group and prepare a brief written report. After the lunch session, participants re-formed into groups comprising a combination of members of the different representative groups. Each group was provided with copies of the reports from the first group session and were invited to identify a small number of appropriate issues representative of the various stakeholder interests which should be considered with regard to inservice education. 2.2.2 Action for the 1990s and Professional Development The two group discussion sessions identified four major issues in professional development which needed to be taken into account. The first issue focused on difficulties encountered with the inservice education at the time, and included discussion on the lack of flexibility in the provision of inservice education, the accreditation of non-award activities and cross-crediting arrangements, and the lack of teacher input in 'top down' initiatives. The second major issue focused on principles of effective inservice education, involving meeting teachers' identified needs, teacher support and follow-up, and flexibility in the time, form and location of inservice courses. The third major issue involved facilitating participation in inservice education. It was generally agreed that there should be greater opportunities for teachers to determine their own inservice needs, that a system for allocating credit for school-based and other courses was considered essential, and an overall increase in flexibility of institutional practices involving semesters, contact hours, and cross-crediting would facilitate teacher involvement. Finally, the fourth identified issue focused on collaboration in inservice education. All groups supported the notion that the various interest groups could no longer afford to operate in isolation from each other and that there should be some form of intersystemic collaborative body, representative of all interested parties, to coordinate inservice across the State. In summary, the key issues emerging from the conference centred on cooperation, collaboration and communication, and that, in any action to enhance the quality of inservice teacher education in future, these issues must be central. 2.3 Towards a Learning Community To ensure that the outcomes of the conference Action for the 1990s were pursued, the Board of Teacher Registration convened an Inservice Education Working Party to advise the Board on appropriate action. This Working Party considered the issues raised at the conference, and in the current literature, and consulted with representatives of the major employing authorities and other interested parties. The Working Party found there was almost universal support for the establishment of a State-level, intersystemic, collaborative body of teacher groups, including professional associations and unions, employers and higher education institutions, for inservice teacher education in Queensland, and recommended the establishment of a 'Queensland Professional Development Consortium'. 2.3.1 Methodology A paper describing the proposed functions and membership of the Consortium was circulated to all major groups involved in inservice education, and representatives from these groups were invited to a meeting in August 1990 to discuss the proposal. That meeting recommended the establishment of a small working party to consult widely with interested groups and to produce by the end of 1990 a more detailed proposal for a Queensland Professional Development Consortium. From September to early December 1990 the Consortium Working Party conferred with numerous parties drawn from interest groups in the field of teacher professional development, and consultants who made valuable suggestions regarding the functions, operations, structure and funding of the proposed Consortium. The draft report of the Working Party was distributed to all potential member organisations and institutions of the proposed Consortium and a meeting of representatives of these groups was held in February 1991. Following this meeting, the Working Party revised its draft report in the light of comments made and in written responses received. The Board received the Consortium Working Party's final report Towards a Learning Community at its April 1991 meeting. 2.3.2 Role and Functions of the Consortium The Working Party saw the role of the Consortium as one of encouraging cooperation and collaboration amongst all parties concerned in planning for developments in inservice teacher education and of developing agreed approaches to the recognition for various forms of credit for programs developed and offered at local, regional or State levels. The proposed Consortium would not be a controlling body or a body which itself develops or offers inservice programs. Its existence would not encroach upon the autonomy and independence of employing authorities, higher education institutions or professional associations. Rather, the goal of the proposed body would be to facilitate and promote collaboration amongst providers and participants of professional development so as to better meet the needs of the education community. The proposed functions of the Consortium fall into four main areas: Collaboration among parties; Recognition of activities for formal awards; Provision of information on career progression; and Access to information on activities. In considering ways in which the Consortium could be operationalised, the Working Party proposed three possible structures: The establishment of the Consortium as a new statutory authority; The establishment of the Consortium under the aegis of an existing body such as the Board of Teacher Registration; and The establishment of the Consortium as a separate, free-standing group, possibly with eventual legal incorporation as a non-profit making body, which would allow a sense of ownership by all member groups. This third possible structure was seen by those consulted as the most desirable alternative and was the one recommended by the Working Party (see Appendix 1). Under this structure, membership groups would be represented on a Consortium Reference Group which would meet once or twice a year in an advisory capacity to the Consortium Council. Membership of the Consortium Council would be significantly less than that of the Reference Group, comprised of representatives of the major stakeholder groups. The Council would be responsible for matters such as establishing policy, setting priorities, allocating resources, appointing staff, setting fees, and overseeing the operations of the Consortium through regular meetings. Finally, the Working Party envisaged that other more specialised working groups or forums could be formed from particular interest groups of constituents. 3. The Queensland Consortium for Professional Development in Education The Queensland Consortium for Professional Development in Education was established in late 1993 under the auspices of the Board of Teacher Registration. Although the Working Party believed that the Consortium being seen as closely associated with a single body would be a disadvantage, the Board believed that it was necessary to get the Consortium started after budget restraints prevented membership groups from contributing funds to the body as originally proposed. 3.1 Structure Since its establishment, the Consortium has maintained its conception as a collaborative body of groups interested in the professional development of the education community. Members of the Consortium include education employers, teacher unions, higher education institutions, technical and further education institutions, teacher professional and subject associations and community groups (see Appendix 2). The Consortium is managed by an Executive Committee representative of all membership groups and chaired by a registered teacher as nominated by the Board of Teacher Registration. The term of office of the Executive Committee is three years and involves monthly meetings at the office of the Board. The administrative work of the Consortium since its establishment has been carried out by two Education Officers of the Board as additional activities to their Board responsibilities. However, since early 1996, joint funding from the Queensland State Education Department and the Board has enabled the employment of a full-time Project Officer whose duties wholly consist of Consortium activities, consequently reducing the number of Board Education Officers required to one. 3.2 Achievements of the Consortium During its three years of operation, the Consortium has achieved much towards its goal and functions in the areas of collaboration, the professional development database, accreditation, publications, the annual forum and a professional development survey. 3.2.1 Collaboration The maintenance of the Consortium as a collaborative body of groups interested in the professional development of the education community is an achievement which is celebrated by the Consortium Executive Committee. All Consortium member groups are represented on the Executive Committee and are provided opportunity to raise issues and participate in debate as representative of their constituent group. A further achievement is the fact that Executive Committee members work for the Consortium on a voluntary basis, and Committee meeting attendance is funded by individual members' respective employers and constituent groups. Collaboration among parties has also occurred through the financial sponsorship of various Consortium activities by membership groups. Sponsored activities include Consortium publications and the Consortium's Annual Forum. 3.2.2 Professional Development Database (PDev) The Professional Development Database, known as PDev, is an electronic database containing information about formal courses leading to degrees offered by higher education institutions as well as courses, conferences and activities offered by a wide range of other providers such as school support centres and professional associations. The database features more than 800 professional development activities and is accessed through the Queensland Department of Education's Information Access Network from schools and school support centres around the State. A more recent development is the production of a Consortium homepage on the World Wide Web located at http://www.uq.edu.au/~zzbtr/index.html. The Web pages contain information about the Consortium's operations, including details on how to access the PDev database, how the Consortium is managed, how to contact members of the Consortium Executive Committee, and other activities of the Consortium. Future developments to the Web site will include access to Consortium publications, links to Web sites of Consortium membership groups, and access to the PDev database itself. 3.2.3 Accreditation In its early stages of development, the Consortium liaised with the Queensland Council of Deans of Education to produce policies for the accreditation of non-award activities for formal awards, and cross-crediting arrangements between universities. The details of these policies have been located on the PDev database and they have also been disseminated to Queensland's teachers through the Consortium's publications. During late 1994 and early 1995 the Consortium undertook a literature search on good practice in professional development. The Consortium sought to capture the essence of the reviewed literature, and thus agreed on a statement concerning good professional development practice, such that - Quality professional development: embodies principles of effective learning; has substance, credibility and worth; is adequately supported and resourced. 3.2.4 Publications The Consortium produces two publications annually. Professional Speaking is the Consortium's newsletter which is distributed to every registered teacher in Queensland. The newsletter provides general information about the activities of the Consortium undertaken during the year. The second annual publication of the Consortium is its professional report. The focus of the report is the Consortium's yearly theme or issue, which was 'Making Your Professional Development Count' in 1995 and 'Self-Directed Professional Development' in 1996. The Consortium's professional report is largely a culmination of presentations given at Consortium Executive Committee meetings and the Annual Forum by professionals working in areas identified as significant to the theme. This report is distributed to all schools and school support centres, higher education institutions, employers, teacher unions and all Consortium member groups. 3.2.5 Annual Forum Since its establishment, the Consortium has held three Statewide Annual Forums. Also focused on the year's theme, the Annual Forum is held simultaneously in approximately fifteen centres around the State and attracts around eighty to one hundred participants. It features videotaped presentations of a range of speakers, both from within and outside the education sector, who are conducting work significant to the theme. These presentations are then followed by workshop discussion in local centres and a teleconference link during which participants from all centres can put questions to the video presenters and members of the Consortium Executive Committee. During subsequent meetings of the Executive Committee, professional development issues raised at the Annual Forum are analysed and discussed, and are then used to inform the Committee of an appropriate theme or issue to be explored during the following year. Consequently, forward planning is able to be carried out by the Executive Committee which is based on the specific professional development needs of the education community. During 1996, information gained from the Annual Forum has been additionally used in the production of a brochure of "Challenges and Opportunities" which presents key issues and challenges which emerged during the Forum discussions and may provide valuable input to organisations as they go about planning professional development (see Appendix 3) 3.2.6 Professional Development Survey A major achievement of the Consortium is its professional development survey of 4000 teachers across the State, which revealed Queensland teachers' current perceptions and future requirements for professional development (see Appendix 4). The survey showed that the majority of teachers believe a range of factors encourages them to undertake professional development, with the relevance of content featuring most strongly, even ahead of financial considerations. The survey clearly showed that Queensland teachers want their professional development to be practical, relevant to their classroom needs and collegial in nature. The survey report argues that the results suggest a strong consistency of opinion across the entire teacher workforce. When viewed from a wider perspective, the results suggest that the education community could gain much by supporting the evolution of teachers' workplaces into learning organisations which encourage and reward cooperative problem-solving, managed risk-taking, innovation and collaboration. In such an environment, school planning could develop in conjunction with teachers' individual career planning, enabling teachers to determine their future roles and plan for the most appropriate professional development to help them reach their goals. 3.3 Dilemmas of the Consortium A major dilemma that has presented difficulties to the Consortium is in the area of funding. As mentioned, the Consortium Working Party recommended the establishment of the Consortium as a separate, free-standing group, which involved predicted establishment costs in the area of $285 000 (see Appendix 5). It was recommended that this funding be sought from the Commonwealth Department of Employment, Education and Training and the Queensland Minister for Education, and that further support be sought from the Board of Teacher Registration through the provision of infrastructure services and the Queensland Department of Education for the initial establishment of the PDev database. The Working Party recommended that Consortium members be invited to contribute annual ongoing funds for the body's operation. Using these procedures, the Working Party believed that the Consortium would be fully operational by 1 January 1992. In practice, however, this was not to be the case. Although fully supportive of the Consortium, various membership groups did not have the financial capacity at the time to contribute funding towards its operation. This resulted in the Board of Teacher Registration establishing the Consortium under its auspices as a Standing Committee. The secretariat of the Consortium has been provided as in-kind support by the Board, as well as use of its Board Room for meetings. Funding for the full-time Project Officer to continue into 1997 is uncertain, and a submission has recently been submitted to the Queensland Department of Education inviting further support. To date, the Department has also provided in-kind support towards the Consortium in terms of the PDev database and the Annual Forum video, both of which have been produced using the Department's facilities. In terms of publications and the Annual Forum, the Board of Teacher Registration has played a major role in taking financial responsibility. During 1996, options for gaining financial support were explored and resulted in the Consortium seeking sponsorship for both its publications and the Annual Forum. Given its first year of such a venture, and the timing of the sponsorship invitations during the year, the responses received were promising, albeit not adequate enough to support the work of the Consortium, the shortfall of which was borne by the Board. Because the Board is a statutory body bound by legislation, at this stage it is unable to acquire financial support through the use of paid advertising in its publications. Thus, as a Standing Committee of the Board, the Consortium is also unable to take advantage of paid advertising. 4. Future Directions of the Consortium I believe that the Queensland Consortium for Professional Development in Education plays, and will continue to play, a major role in the professional development of members of the education community in Queensland. The Consortium has gone a long way in the achievement and ongoing continuation of its functions. It has developed its own profile and identity within the education community in promoting the interests of teachers and their professional development. The Consortium has also worked well towards the inclusion of rural education communities through all of its work, including the Annual Forum. The issue of funding, at least in the short term, will continue to cause difficulties for the Consortium. In the near future, proposed legislative changes for the Board of Teacher Registration will allow for paid advertising to be included in their publications, and this will result in a likewise situation for the Consortium. As far as the work of the Consortium is concerned, plans are underway to continue its range of activities into 1997, reflecting on past experiences and making improvements. The theme chosen for 1997 is 'Work as Professional Development', focusing on the current notion of workplace learning as an important aspect of professional development. 5. Conclusion In closing, from my experience as a classroom teacher I believe that the Consortium has an important role to play in the professional development of the education community. The need for such a body was identified and expressed by a large cohort of the education community in the late 1980s, and I would argue that that need still remains evident today. I believe that, with the support of its membership groups and the continued dedication of its Executive Committee and secretariat, the Queensland Consortium for Professional Development in Education will continue to grow into a valuable asset within the Queensland education community. Appendix 1 Proposed Structure of a Queensland Professional Development Consortium Appendix 2 Membership of the Queensland Consortium for Professional Development in Education Queensland Education Employing Authorities Association of Christian Schools Association of Independent Schools of Queensland Catholic Education Commission Creche and Kindergarten Association Department of Education Department of Employment, Vocational Education, Training and Industrial Relations Queensland Higher Education Institutions Australian Catholic University, Queensland Christian Heritage College Gold Coast University College of Griffith University' Griffith University James Cook University Queensland University of Technology University of Central Queensland University of Queensland University of Southern Queensland Queensland Associations Representing Members of the Education Community Liquor, Hospitality and Miscellaneous Workers Union (representing Early Childhood teachers) Queensland Teachers' Union Queensland Association of Teachers in Independent Schools State Public Services Federation Queensland (representing TAFE teachers) Other relevant industrial organisations Joint Council of Queensland Teacher Associations Principals' Associations Subject or other professional associations actively involved in inservice education Federation of Parents' and Friends' Associations of Queensland Independent Parents' and Friends' Council of Queensland Isolated Children's Parents' Association (Queensland Council) Queensland Council of Parents' and Citizens' Associations Queensland Board of Teacher Registration Other Statutory Bodies with an Interest in Professional Development in Education Appendix 3 Challenges and Opportunities The Queensland Consortium for Professional Development in Education convenes a Forum each year, designed to promote discussion about major issues related to professional development. The theme for the 1996 Forum was 'self-directed professional development'. Key issues and challenges which emerged during the Forum discussions may provide valuable input to organisations as they go about planning professional development. As a provider of professional development to your education community, you may care to reflect on how well you are addressing the following challenges and opportunities: The importance of professional development policy in supporting and encouraging corporate and individual development. For example, by: encouraging and enabling all personnel to have individual professional development plans engaging peer support (within and outside the workplace) assisting in the identification of common needs encouraging and supporting individuals to take responsibility for their development Equitable access to the full range of available resources. For example, by: allocating sufficient funds for professional development making available to all personnel information about resources (eg. networks, technology, personnel) assisting individuals to access funding and other resources providing access to interactive networks and searchable databases providing current information on cross-crediting arrangements for formal awards acknowledging the strengths and limitations of using information technology for professional development The identification of existing professional development opportunities and the maximising of access. For example, by: identifying a clear purpose for professional development organising a cohort to undertake a specific program supporting and practising membership of professional associations accessing the full range of tertiary programs (including post-graduate studies and short courses) enlisting the aide of technology, such as the Internet accessing local networks The critical importance of leadership. For example, by: modelling and promoting learning seeking support and expertise for professional development projects from within and outside your organisation ensuring that information about professional development is easily available building professional development into your budget processes The importance of both formal and informal recognition of professional development, leading to appropriate credentialling. For example, by: rewarding learning which is based on individual needs and worksite requirements recognising learning outcomes publicly providing information about cross-crediting arrangements and accreditation of non-award activities The identification of criteria for better practice in professional development. For example, by: providing for a range of learning modes within professional development providing exemplars or case studies encouraging on-going evaluation by individuals ensuring that professional development opportunities incorporate principles of effective learning ensuring that professional development has substance, credibility and worth providing adequate support and resourcing for professional development The Consortium Executive Committee is interested to learn about the successful ways in which organisations have been meeting their professional development challenges. We would welcome your examples of better practice. These may be sent to: The Consortium Education Officer PO Box 389, TOOWONG 4066 Tel: (07) 3377 4777 Fax: (07) 3870 5006 Appendix 4 Teacher Professional Development Survey Questionnaire Appendix 5 Budget Estimates for the Proposed Queensland Professional Development Consortium A.Establishment Costs (Capital Expenses) Furnishings and partitions (desks, chairs, filing cabinets, bookshelves, visitors' chairs) Installation of telephone line and Commander system Personal computers (x3), Printer, Modem Setting up of database Petty cash B.Estimated Approximate Annual Operating Costs (Recurrent Expenses) Rental of office space assuming 60sq.m. @ $180/sq.m p.a. Outgoings (building services) approx. $200/per month Cleaning (@ $1/sq.m per month) Electricity Stationery Telephone rental and calls Publications and postage (including bulk mailing and one personalised mailing of newsletters to users) Meeting expenses and conference attendance for Coordinator and Data Manager Salaries and 'on costs' C.Possible Sources of Recurrent Income In the event that approaches to Federal and State authorities for funding prove unfruitful, the figures below represent the maximum contribution that will be required from Consortium members. Contributions from Higher Education Institutions Based on estimated 1991 enrolments in post-initial teacher education courses, the annual contributions required from each higher education institution (@ $20 per EFTSU enrolled in post-initial teacher education courses) would be as follows: Queensland University of Technology Griffith University University of Queensland University College of Southern Queensland Australian Catholic University, Queensland James Cook University of North Queensland University College of Central Queensland Gold Coast University College of Griffith University Christian Heritage College Contributions from Employing Authorities Based on annual contributions of $4 per teacher employed: Department of Education (approx. 26 000 teachers) DEVETIR (approx. 2 000 teachers) Non-government employers (approx. 8 000 teachers) Contributions from Registered Teachers Levy on registration fee - approximately 60 000 registered teachers @ $1 each D.Budget Estimates for 1991-92 Incoming Higher Education Institutions TAFE Education Department Other employers Outgoing Establishment costs Salaries and on-costs Other recurrent costs References Board of Teacher Education Queensland. (1986). Bulletin. no.16, February. Board of Teacher Education Queensland. (1987). Bulletin. no.17, February. Board of Teacher Education Queensland. (1987). Project 21: Teachers for the Twenty-First Century. Board of Teacher Education: Toowong. Board of Teacher Education Queensland. (1988). Bulletin. no.18, February. Board of Teacher Education Queensland. (1988). Teacher Registration in Queensland. January. Board of Teacher Registration Queensland. (1989). Bulletin. no.1, April. Board of Teacher Registration Queensland. (1990). Action for the 1990s: Inservice Cooperation in Queensland Conference Proceedings. Board of Teacher Registration: Toowong. Board of Teacher Registration Queensland. (1991). Towards a Learning Community: Report of the Working Party on the Proposed Queensland Teacher Professional Development Consortium. Board of Teacher Registration: Toowong. Board of Teacher Registration Queensland. (1993). Becoming a Registered Teacher. Brochure. November. Board of Teacher Registration Queensland. (1995). Teacher Registration in Queensland. Brochure. October. The Queensland Consortium for Professional Development in Education. (1995). Professionally Speaking. Issue 1, October. The Queensland Consortium for Professional Development in Education. (1996). Making Your Professional Development Count. Queensland Board of Teacher Registration: Toowong. The Queensland Consortium for Professional Development in Education: Building Partnerships Towards a Learning Community Rhondel Johannessen - Board of Teacher Registration, Queensland Australia Page 5 The Queensland Consortium for Professional Development in Education: Building Partnerships Towards a Learning Community Rhondel Johannessen - Board of Teacher Registration, Queensland Australia Page 1 SURVEY QUESTIONNAIRE ON TEACHER PROFESSIONAL DEVELOPMENT Instructions for completion Please complete each section as indicated and return to the Board of Teacher Registration BY 13 NOVEMBER 1995 in the reply-paid envelope provided. This survey is anonymous; if however you wish to contribute further, please complete the section on the enclosed letter concerning optional follow-up interviews. Background Please tick the relevant box for each question. (a)Your gender ¨1Male¨2Female (b)Your age ¨1Under 25 years ¨225-29 years ¨330-34 years ¨435-39 years ¨540-44 years ¨645-49 years ¨750-54 years ¨855 years and over (c)Years of teaching experience ¨1Up to 2 years ¨22-4 years ¨35-10 years ¨4Over 10 years (d)Are you: ¨1currently employed in teaching?¨2not currently employed in teaching but intending to return within the next five years? ¨3not currently employed in teaching and not likely to return to teaching within the next five years? (e)Area of education in which you usually work(ed) when teaching: ¨1Early childhood ¨2Primary ¨3Secondary ¨4TAFE ¨5University ¨6Special ¨7Other (please specify) _____________ ________________________________ (f)Please indicate the total number of years' study (full-time equivalent) of your current teacher education qualifications: ¨1Less than three years (e.g. Teaching Certificate) ¨2Three years (e.g. DipTeach; Bachelor of Teaching) ¨3Four years (e.g. BEd; degree + postgraduate DipEd; Dip of Teaching + Graduate Diploma) ¨4More than four years (e.g. BEd + GradDip; Masters degree in Education; combined degree, e.g. BA/BEd) (g)Please indicate the highest level of qualification in any area other than education that you currently hold: ¨1Certificate ¨2Diploma ¨3Bachelor degree ¨4Masters degree ¨5Doctorate (h)Please give the postcode of your residential address: __________ (i)Is the area in which you currently reside: ¨1Brisbane metropolitan ¨2Gold Coast ¨3Sunshine Coast ¨4Other provincial city ¨5Rural - non-remote ¨6Rural - remote SECTION A: PROFESSIONAL DEVELOPMENT IN GENERAL 2.What constitutes professional development? (a)If you were to undertake further professional development in education, how valuable do you consider each of the following professional development formats and strategies would be for you, given your current professional and personal needs and current organisational demands? (please circle one number on the scale for each item.) Not very valuable ® Very valuable Seminars/workshops12345 Colloquiums/forums/symposiums12345 Lectures12345 Guest lectures/public addresses12345 Work-based committees12345 Conferences12345 Visits/travel/exchanges12345 Short courses12345 Critical reflection on teaching12345 Self-directed reading and learning12345 Preparation/presentation of academic papers12345 School-based collaborative teaching/learning activities12345 School-based curriculum development activities12345 Networking/interaction with colleagues12345 Involvement in professional and trade associations12345 Action research12345 Formal award courses (university/TAFE)12345 Other (please specify) ________________________________12345 (b)If you were to undertake further professional development in education, how important to you would professional development be in each of the following content areas, given your current professional and personal needs and current organisational demands? (Please circle one number on the scale for each item.) Not very important ® Very important Emerging system initiatives12345 Coping with educational change12345 Using student performance standards12345 Computer skills12345 Counselling skills12345 Management processes and skills12345 Personnel management12345 Behaviour management12345 Group dynamics12345 Career management12345 Social justice areas12345 Meeting needs of students from non-English speaking backgrounds12345 Meeting needs of students with special needs12345 Aboriginal studies12345 Vocational education12345 Competency-based skills12345 Use of information technology and multimedia12345 Evaluation and assessment12345 Development and/or use of teaching resources12345 Upgrading of subject knowledge and skills12345 Teaching and planning for teaching12345 Curriculum development12345 Instructional delivery skills12345 Critical reflection on teaching12345 Educational philosophies12345 Sociological issues12345 History of education12345 Comparative education12345 Environmental education12345 Teachers and the law12345 Multi-age teaching12345 Other (please specify) ________________________________12345 ______________________________________________________ 3.Your involvement in professional development in education Regarding the following formats and strategies for professional development in education, please tick the relevant box or boxes below to indicate: (a)those which you undertook in the last 12 months; (b)those which you would like to undertake in the next 12 months (your `wish list'!); (c)those which you realistically expect to undertake in the next 12 months. (a) Did in last 12 months (b) Like to do in next 12 months (c) Expect to do in next 12 months Seminars/workshops Colloquiums/forums/symposiums Lectures Guest lectures/public addresses Work-based committees ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ Conferences Visits/travel/exchanges Short courses Critical reflection on teaching Self-directed reading and learning ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ Preparation/presentation of academic papers School-based collaborative teaching/learning activities Networking/interaction with colleagues Involvement in professional and trade associations Action research ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ Formal award courses (university/TAFE) . Full-time . Part-time internal . Part-time external . Mixture of above . Other (please specify) _______________________ __________________________________________ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ 4.Support for professional development (a)If you were to undertake further professional development in any of the following areas, how do you think this should be funded? (Please circle one number for each item below.) Fully self-funded ® Fully employer-funded Emerging system initiatives12345 Coping with educational change12345 Using student performance standards12345 Computer skills12345 Counselling skills12345 Management processes and skills12345 Personnel management12345 Behaviour management12345 Group dynamics12345 Career management12345 Social justice areas12345 Meeting needs of students from non-English speaking backgrounds12345 Meeting needs of students with special needs12345 Aboriginal studies12345 Vocational education12345 Competency-based skills12345 Use of information technology and multimedia12345 Evaluation and assessment12345 Development and/or use of teaching resources12345 Upgrading of subject knowledge and skills12345 Teaching and planning for teaching12345 Curriculum development12345 Instructional delivery skills12345 Critical reflection on teaching12345 Educational philosophies12345 Sociological issues12345 History of education12345 Comparative education12345 Environmental education12345 Teachers and the law12345 Multi-age teaching12345 Other (please specify) ________________________________12345 ___________________________________________________ (b)If you were to undertake further professional development in any of the following areas, when do you think this should occur? (Please circle one number for each item below.) Fully in own time ® Fully in employer's time Emerging system initiatives12345 Coping with educational change12345 Using student performance standards12345 Computer skills12345 Counselling skills12345 Management processes and skills12345 Personnel management12345 Behaviour management12345 Group dynamics12345 Career management12345 Social justice areas12345 Meeting needs of students from non-English speaking backgrounds12345 Meeting needs of students with special needs12345 Aboriginal studies12345 Vocational education12345 Competency-based skills12345 Use of information technology and multimedia12345 Evaluation and assessment12345 Development and/or use of teaching resources12345 Upgrading of subject knowledge and skills12345 Teaching and planning for teaching12345 Curriculum development12345 Instructional delivery skills12345 Critical reflection on teaching12345 Educational philosophies12345 Sociological issues12345 History of education12345 Comparative education12345 Environmental education12345 Teachers and the law12345 Multi-age teaching12345 Other (please specify) ________________________________12345 ____________________________________________________ (c)If you were to consider undertaking further professional development in education, to what extent would each of the following factors encourage you? (Please select one point on the scale for each item.) Little extent ® Great extent Financial assistance12345 Credit towards university/TAFE award12345 Recognition of prior learning12345 Resultant pay increments12345 Encouragement from employer12345 Flexible delivery modes12345 Flexible employment modes (e.g. part-time employment/12345 part-time study) Recognition for career progression12345 Time release12345 Study leave (paid or unpaid)12345 Child care facilities12345 Content that is up to date12345 Content relevant to your current professional needs12345 SECTION B: FORMAL AWARD COURSES 5.This section refers to formal professional development, through university and the TAFE sector. (a)Do you intend to gain formal qualifications beyond those you already have? If so, please indicate the course(s) which you might consider starting within the next five years: ¨1Bachelor of Education ¨2Bachelor degree in another discipline ¨3Graduate Diploma in Education ¨4Research Master of Education ¨5Coursework Master of Education ¨6Masters degree in discipline other than Education ¨7Doctor of Education ¨8Doctor of Philosophy ¨9TAFE award ¨10Other (b)If you were to undertake a further formal award program, what would be your preferred mode of study (please select only one option): ¨1Full-time attendance on campus ¨2Part-time attendance on campus ¨3Conventional distance delivery ¨4Computer-based distance delivery (e.g. CD-ROM, e-mail, etc) ¨5`Vacation schools' (i.e. on-campus study during vacations plus assignments to be completed during semester) ¨6Study schools at weekends plus assignments ¨7Workshops by university and other staff in the workplaces (e.g. after school, pupil-free days, etc) ¨8Video-audio teleconferencing plus print materials ¨9Independent study ¨10Credit for courses and activities undertaken other than through a university ¨11A mixture of some or all of the above ¨12Other ____________________________________ (c)Which of the following content areas for professional development in education do you think should be included in an inservice Bachelor of Education course? (Select as many areas as you like.) ¨1Emerging system initiatives ¨2Coping with educational change ¨3Using student performance standards ¨4Computer skills ¨5Counselling skills ¨6Management processes and skills ¨7Personnel management ¨8Behaviour management ¨9Group dynamics ¨10Career management ¨11Social justice areas ¨12Meeting needs of students from non-English speaking backgrounds ¨13Meeting needs of students with special needs ¨14Aboriginal studies ¨15Vocational education ¨16Competency-based skills ¨17Use of information technology and multimedia ¨18Evaluation and assessment ¨19Development and/or use of teaching resources ¨20Upgrading of subject knowledge and skills ¨21Teaching and planning for teaching ¨22Curriculum development ¨23Instructional delivery skills ¨24Educational philosophies ¨25Sociological issues ¨26History of education ¨27Comparative education ¨28Environmental education ¨29Teachers and the law ¨30Multi-age teaching ¨31Other (please specify) ______________________ __________________________________________ Thank you for your assistance. Please return completed questionnaire in the reply-paid envelope provided to: Board of Teacher Registration PO Box 389 TOOWONG Q 4066 by 13 November 1995 ?? The Queensland Consortium for Professional Development in Education: Building Partnerships Towards a Learning Community Rhondel Johannessen - Board of Teacher Registration, Queensland Australia Page 23 The Queensland Consortium for Professional Development in Education: Building Partnerships Towards a Learning Community Rhondel Johannessen - Board of Teacher Registration, Queensland Australia Page 16