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It also aligns these areas with relevant questions from the Discussion Paper.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the submission claim about ITE preparation for literacy and numeracy?",{"text":68,"@type":64},"The submission argues that ITE does not consistently, or at best does inconsistently, prepare teachers with the knowledge and skills needed to deliver high-quality instruction in literacy and numeracy for all students. It highlights learners with language and learning difficulties and culturally and linguistically diverse backgrounds.",{"name":70,"@type":61,"acceptedAnswer":71},"How does inadequate evidence-informed preparation affect teachers and students?",{"text":72,"@type":64},"The submission links lack of preparation to difficulties early-career teachers face, reduced classroom impact, and frustration when students do not meet curriculum standards. 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It is our intention to consider these key areas with reference to a selection of the specific questions posed by the Discussion Paper that are relevant to the role AUSPELD, as the national federated body representing the five state SPELD organisations, plays in the Australian education system.  \nIn this submission, we propose that ITE does not (at worst) or does inconsistently (at best) currently prepare teachers with the knowledge and skills required for them to be able to provide high-quality, effective instruction in literacy and numeracy for all students, including those with language and learning difficulties or those from culturally and linguistically diverse backgrounds. This deficit in ITE has been identified in previous reviews and submissions within Australia, most notably in the National Inquiry into the Teaching of Literacy (Teaching Reading, Rowe, 2005) and Action Now: Classroom Ready Teachers (Craven [et. al](et. al), 2014) . Whilst it is acknowledged that some progress has been made since 2014, the consistent characteristic across the nation is one of great variability which is in and of itself a major cause for concern.  \nWell-trained and knowledgeable teachers have the potential to significantly change the academic outcomes achieved by students and to reduce the gap between those making progress and those who are not. Teachers are our most powerful agent for change, and it is essential that they receive the pre-service training and the in-school support and mentoring they need to succeed.  \nIt is our intention to consider both sections of the Terms of Reference. We have placed particular emphasis on the specific questions posed in Part B, as we believe this is the area to which we can contribute the most; however, we also wish to address selected questions from Part A.  \nAuspeld Quality Initial Teacher Education Review  \nPart A  \nAttracting and selecting high-quality candidates into the teaching profession  \n1. How can we further encourage high-performing and highly motivated school leavers to enter ITE and choose teaching as a career?  \nand,  \n4. What more can be done to address issues with workforce supply in some subject areas (particularly maths) and schools?  \nAs noted in the Discussion Paper for the Review, a ‘2019 Grattan Institute survey on the career motivations of high achieving young Australians found that they perceived teaching to fall well short of the intellectual challenge and pay offered by their chosen career’ (p. 5, Quality Initial Teacher Education Review Discussion Paper, April 2021; italics added by the authors of this submission) . This perception is perpetuated, in part, by the difficulty many teachers experience after graduation from their ITE course and the failure of some schools to adequately support and mentor newly qualified teachers. The lack of preparation in effective, evidence-based teaching practices affects the impact early-career teachers are able to have in the classroom. This is highly likely to lead to frustration when students fail to achieve the academic standards articulated in the curriculum and contributes to the perception that beginning teachers have of their capacity to be effective teachers. While there is a lack of national data quantifying teacher attrition rates, the available research suggests that a common factor influencing the choice teachers make as to whether they rema","cbCairh2rDm2PwAu","https://ap.wps.com/l/cbCairh2rDm2PwAu","pdf",3359399,"English","# Introduction\n## Purpose and key questions\n# Part A: Attracting and selecting high-quality candidates\n## Encouraging high-performing school leavers into ITE\n## Workforce supply issues in subject areas\n# Evidence-based teaching and early-career effectiveness\n## Impact on classroom instruction and student outcomes\n## Teacher attrition drivers and perceived effectiveness\n# Literacy and numeracy preparedness\n## Consequences for primary and secondary teachers\n## Support, intervention, and adjustments for diverse learners","[{\"question\":\"What are the two key questions Auspeld focuses on in this Review submission?\",\"answer\":\"The submission focuses on how to attract and select high-quality candidates into teaching and how to prepare ITE students to become effective teachers. It also aligns these areas with relevant questions from the Discussion Paper.\"},{\"question\":\"What does the submission claim about ITE preparation for literacy and numeracy?\",\"answer\":\"The submission argues that ITE does not consistently, or at best does inconsistently, prepare teachers with the knowledge and skills needed to deliver high-quality instruction in literacy and numeracy for all students. It highlights learners with language and learning difficulties and culturally and linguistically diverse backgrounds.\"},{\"question\":\"How does inadequate evidence-informed preparation affect teachers and students?\",\"answer\":\"The submission links lack of preparation to difficulties early-career teachers face, reduced classroom impact, and frustration when students do not meet curriculum standards. It also notes that this can affect teachers’ sense of effectiveness and contribute to perceptions about beginning teachers’ capability.\"}]","Auspeld Quality Initial Teacher Education Review - Discussion Paper Submission | PDF",38]