Teachers’ work

Will the Quality Time Action Plan reduce teacher workload?

By Meghan Stacey, Scott Fitzgerald, Mihajla Gavin, Susan McGrath-Champ and Rachel Wilson

Teachers want more time for lesson planning, not less. Last week, the NSW Department of Education released the Quality Time Action Plan, intended to “simplify administrative practices in schools”. Having highlighted the concerning growth in administrative workload in schools in a report based on a survey of more than 18,000 teachers for the NSW Teachers

The terrible trap of temporary teaching: I need to do more to get a job next year

By Meghan Stacey, Rachel Wilson, Susan McGrath-Champ, Scott Fitzgerald, Mihajla Gavin,

These days, there’s a new kind of teacher in NSW public schools: the ‘temporary’ teacher.  The category of temporary employment, a version of fixed-term contract work, was introduced in 2001. The category has been steadily growing while the proportion of permanent positions has declined and casual positions have remained relatively stable, as indicated in Figure

The government knows how to help teachers. And it’s not more reform.

By Mihajla Gavin, Meghan Stacey, Rachel Wilson, Susan McGrath-Champ

A decade after LSLD was implemented, it became evident there were no improved educational outcomes across the State’s schools.

New research shows we trust and appreciate our teachers – but overworked teachers aren’t feeling it

By Fiona Longmuir, Amanda Heffernan and David Bright

Teachers in Australia are struggling with workload and feeling underappreciated, and almost six in ten say they intend to leave the profession. These are just some of the many findings of the two large-scale parallel surveys we conducted in the second half of 2019. We asked a nationally representative sample of 1000 members of the

Teachers also are affected by the ‘school choice’ policies dividing Australia

By Meghan Stacey

What is it like to be a teacher? Often when we hear talk about teachers, whether in popular

Educating teachers to be researchers: three surprising gaps in what we are doing in Australia

By Amanda McFadden and Kate Williams

Much is asked of teachers these days. Governments and school systems seem to regularly increase their expectations of

Roll back curriculum constraints and give teachers the freedom to make professional judgements

By Nicole Mockler

The role of the teacher in an Australian classroom is changing, and not in a good way. As I see it, the relentless pressure for schools to perform well in NAPLAN, the demands of various mandated curriculum and the ubiquitous concerns about ‘quality teaching’ are making teachers lose confidence in their own professional abilities. There

Teacher research and why it is more important than ever for our schools

By Sue Nichols and Phil Cormack

Is teacher research still important and relevant? In the 1970s, the Bay Area Writing Project in the United

It is not easy being a teacher: my story

By Naomi Barnes

I did not become a teacher the day I walked out of university. I was trained as a

This is how Australian teachers are taught how to teach children to read: not just phonics

By Eileen Honan

There is a lot of misinformation out there, as well as ill informed commentary, about how we prepare teachers to teach reading and writing in Australian schools today Of course you have heard the argument that teachers do not teach phonics any more and worse, that many early career teachers do not even know how