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The submission argues against raising a high ATAR cut-off for initial teacher education, citing causal direction, unintended consequences, intake-size effects, and weak links between entrance scores and final competency. It also examines insecure replacement teaching, especially in hard-to-staff schools, and proposes professionalising replacement roles and securing graduate teachers’ employment arrangements.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/status-of-the-teaching-profession-submission-90-investigating-teacher-attractiveness-and-retention/205538/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/status-of-the-teaching-profession-submission-90-investigating-teacher-attractiveness-and-retention/205538.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why does the submission argue against setting a high ATAR cut-off for entry into initial teacher education?","Question",{"text":113,"@type":114},"It claims a high cut-off does not causally increase the profession’s status; instead, high scores reflect strong demand driven by perceived attractiveness and career outcomes. It also warns of negative unintended consequences.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the submission assess the relationship between entrance ATAR scores and final assessment of teacher education students?",{"text":118,"@type":114},"It states that rigorous final assessment is essential for quality and accountability, but in general there is not a strong relationship between entrance scores and final university assessments, especially in fields like primary and early childhood education.",{"name":120,"@type":111,"acceptedAnswer":121},"What problems does the submission identify with insecure replacement teaching, particularly for early-career teachers?",{"text":122,"@type":114},"It highlights poor quality teaching and learning in disadvantaged, hard-to-staff schools, educational and administrative disruption, increased stress and burnout, low retention, and inadequate professional support that leads to ineffective survival strategies.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},205538,1788580959,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Status of the Teaching Profession  \nSubmission 90  \nSubmission to the  \nInquiry into the Status of the Teaching Profession  \nHouse of Representatives Standing Committee on Employment,  \nEducation and Training  \nBarbara Preston  \nMarch 2019   \nThis submission addresses the inquiry’s first and fourth terms of reference:  \n1. Increasing the attractiveness of the profession for teachers and principals, including workplace conditions, and career and leadership structures.  \n4. Investigating ways to increase retention rates for the teaching profession, and avoid'burn out' among early-career teachers.  \nTwo issues are addressed:  \n􀁸 Problems with setting a high ATAR cut-off for initial teacher education. Problems concern conceptual matters, contexts and general findings on ATARs; appropriate diversity in the teaching workforce; teacher supply; and distortion of initial teacher education courses. I conclude that setting a high ATAR cut-off would not increase the attractiveness of the profession, and would have damaging unintended consequences.  \n􀁸 Problems with insecure replacement teaching, especially for early career teachers. Problems concern poor quality teaching and learning, especially for disadvantaged students in hard-to-staff schools where replacement teaching is most common; educational and administrative disruption in schools; stress,‘burn out’ and low retention of early career teachers; poor professional support for early career teachers and the development by them of habitual survival strategies inimical to effective teaching. Suggested strategies in response to these problems involve (a) professionalising replacement teaching so that it is attractive to experienced effective teachers, and thus not left to recent recruits, and (b) regulations and administrative arrangements that ensure that graduate teachers are not employed in insecure replacement roles. I conclude that these strategies would increase the attractiveness and status of the teaching profession, reduce burnout and separations of early career teachers, and improve the quality of teaching and student learning in the short and long term.  \nStatus of the Teaching Profession  \nSubmission 90  \n1 Problems with setting a high ATAR cut-off  \n1.1 Conceptual issues, contexts, and general findings on ATARs  \nSetting a high ATAR cut-off for entry (for example, 80) into initial teacher education is frequently touted as way to increase the status of teaching, and comparisons are made with some countries (such as Finland) where the status of teaching is high and so are the tertiary entrance scores of student teachers. However, to assume that setting a high cut-off will lead to an increase in the status of teaching fails to appreciate the causal direction: relatively high average and cut-off entrance scores are a consequence of high demand for a course, and high demand is a consequence of the relative attractiveness of the course and the career it leads to. Setting a high cut-off may not have any positive effect on the status of the profession, and may well have a negative effect if there are unintended consequences, such as those discussed below. High average and cut-offATAR scores for initial teacher education are desirable—but not as ends in themselves, but as indicators of the attractiveness and status of the teaching profession and of strong demand for teacher education courses. Such strong demand allows a high level of selection for those considered most likely to become highly effective teachers and to contribute to a teaching profession that better reflects the diversity of Australian society.  \nIt is important to note that the size of intakes has a substantial effect on average and cut-off entrance scores. Initial teacher education has the largest number of commencing students of all the “special” professional preparation courses in Australia: in 2017 there were 31,532 (29,929 domestic) initial teacher education commencing students compared with 4,115 (3,211 domesti","cbCaijyzvsUUyCOU","https://ap.wps.com/l/cbCaijyzvsUUyCOU","pdf",233550,"English","# Problems with setting a high ATAR cut-off for initial teacher education\n## Conceptual issues, contexts, and general findings on ATARs\n# Problems with insecure replacement teaching, especially for early career teachers\n## Quality of teaching and learning in hard-to-staff schools\n## Strategies to professionalise replacement teaching and secure roles","[{\"question\":\"Why does the submission argue against setting a high ATAR cut-off for entry into initial teacher education?\",\"answer\":\"It claims a high cut-off does not causally increase the profession’s status; instead, high scores reflect strong demand driven by perceived attractiveness and career outcomes. It also warns of negative unintended consequences.\"},{\"question\":\"How does the submission assess the relationship between entrance ATAR scores and final assessment of teacher education students?\",\"answer\":\"It states that rigorous final assessment is essential for quality and accountability, but in general there is not a strong relationship between entrance scores and final university assessments, especially in fields like primary and early childhood education.\"},{\"question\":\"What problems does the submission identify with insecure replacement teaching, particularly for early-career teachers?\",\"answer\":\"It highlights poor quality teaching and learning in disadvantaged, hard-to-staff schools, educational and administrative disruption, increased stress and burnout, low retention, and inadequate professional support that leads to ineffective survival strategies.\"}]","Status of the Teaching Profession - Submission 90 - Investigating teacher attractiveness and retention | PDF",18]