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It links admission standards with professional standards, teacher effects, and the need for high, visible assurance and long-term stability in those standards. The analysis maps relationships between entry standards and related factors, evaluates entry pathways, and reviews available data for transparency, assurance, and stability in admission practices.",{"@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/the-profession-at-risk-trends-in-standards-for-admission-to-teaching-degrees/205811/",{"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/the-profession-at-risk-trends-in-standards-for-admission-to-teaching-degrees/205811.png","ImageObject",300,407,{"name":92,"@type":93},"Caleb Sterling","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the report analyze about initial teacher education in Australia?","Question",{"text":113,"@type":114},"It analyzes trends in academic standards for student intakes into Australian initial teacher education programs over the past decade, and how these standards relate to professional standards for teachers.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why are assurance and transparency important for teacher entry standards?",{"text":118,"@type":114},"Assurance requires standards to be high and visible, with transparency supported by accreditation expectations that produce publicly available, comparable data for entrants and stakeholders.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the report address stability of admission standards over time?",{"text":122,"@type":114},"It argues that assured standards should be maintained with minimal change, because changes can create long-term impacts on educational outcomes and wider social and economic productivity.","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},205811,1788584072,{"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":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},962084925290,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE PROFESSION AT RISK  \nTrends in standards for admission to teaching degrees  \nAssociate Professor Rachel Wilson,  \nSydney School of Education & Social Work University of Sydney  \n978-0-6488085-4-1 (paperback)  \n978-0-6488085-5-8 (digital)  \nThis report was commissioned by the NSW Teachers Federation  \nCitation: Wilson, R. (2020) The Profession at Risk: Trends in standards for Admission to Teaching. Commissioned report. NSW Teachers Federation  \nAuthorised by John Dixon, General Secretary, NSW Teachers Federation, 23–33 Mary Street, Surry Hills 2020. 20042  \nCover and page 20 photos: [iStock.com/Greenaperture:](iStock.com/Greenaperture:) skynesher  \nContents  \nWhy this analysis is needed 1  \nExecutive summary of findings 4  \nThe importance of teachers 6  \nTeacher standards and the Australian context 6  \nTheory and research on why entry standards are important 8  \nMapping dynamics between entry standards and other factors 8  \nTeacher entry standards 9  \nTeacher pay, teacher esteem and other factors 10  \nVisualisation of the dynamics 11  \nAnalysis of standards at entry to initial teacher education 13  \nInitial teacher education in Australia 13  \nSummary of trends 18  \nInitial teacher education student ATAR 19  \nPostgraduate entry standards 19  \nUndergraduate entry standards 20  \nSummary of trends 23  \nSuccess rates and completion rates in initial teacher education 23  \nAnswering the research questions 31  \n1. What data is available to provide transparency and document trends over time 31  \nrelating to student academic background and preparation for initial teacher  \neducation programs in Australia?  \n2. What level of assurance is evident in academic standards for admission to initial 32  \nteacher education in Australia?  \n3. Are the standards stable over time? 32  \nDiscourse on standards and ATAR 33  \nWhat can be done? 37  \nIncreased monitoring and transparency 37  \nFocus on assurance and stability 38  \nKey principles for assuring standards 38  \nReferences 39  \nWhy this analysis is needed  \nThis report analyses trends in academic standards for intakes into Australian initial teacher education programs over the past decade. Academic standards, alongside non-academic standards, provide the cornerstone for professional standards. The social and economic imperatives for the development and maintenance of high professional standards for teachers are clear.  \n• Teacher effects are large; and perhaps the most malleable of influences in education systems.  \n• Internationally, all highly effective education systems hold high standards, with benchmarks and quality assurance for the teaching profession.  \n• Social and economic prosperity is dependent upon education. Because of their role as custodians and nurturers of future generations, teachers, and the profession, hold great importance in society.  \nIt is also clear that, within teacher professional accountability systems internationally, both assurance of high standards and stability in those standards are minimum starting points for successful education systems. Australia has a broad professional standards framework (AITSL, 2019; Alegounarias & Mulheron, 2018) . Standards in entry into initial teacher education programs in universities and colleges provide the foundational step in professional standards for teachers.  \nThese terms, assurance and stability, are important. The first,“assurance” requires standards to be, not only high, but also visible, or transparent. The Australian National School Reform Agreement (2018) sets high standards, confirming the need to “attract and retain the best and brightest to the teaching profession” as a national reform priority. The Australian Institute of Teaching and School Leadership (AITSL) requires transparency, as laid out in their key principles for national accreditation of initial teacher education programs:   \n7. Transparency — the accreditation process requires transparency across all elements of initial teacher education, from entrant s","cbCaimw6UtApuHwB","https://ap.wps.com/l/cbCaimw6UtApuHwB","pdf",1640036,46,"English","# Why this analysis is needed\n# Executive summary of findings\n# The importance of teachers\n## Teacher standards and the Australian context\n## Theory and research on why entry standards are important\n## Mapping dynamics between entry standards and other factors\n# Teacher entry standards\n## Teacher pay, teacher esteem and other factors\n## Visualisation of the dynamics\n# Analysis of standards at entry to initial teacher education\n## Initial teacher education in Australia\n## Summary of trends\n## Initial teacher education student ATAR\n## Postgraduate entry standards\n## Undergraduate entry standards\n# Success rates and completion rates in initial teacher education\n# Answering the research questions\n## What data is available to provide transparency and document trends over time?\n## What level of assurance is evident in academic standards for admission?\n## Are the standards stable over time?\n# Discourse on standards\n# What can be done?\n## Increased monitoring and transparency\n## Focus on assurance and stability\n## Key principles for assuring standards\n# References","[{\"question\":\"What does the report analyze about initial teacher education in Australia?\",\"answer\":\"It analyzes trends in academic standards for student intakes into Australian initial teacher education programs over the past decade, and how these standards relate to professional standards for teachers.\"},{\"question\":\"Why are assurance and transparency important for teacher entry standards?\",\"answer\":\"Assurance requires standards to be high and visible, with transparency supported by accreditation expectations that produce publicly available, comparable data for entrants and stakeholders.\"},{\"question\":\"How does the report address stability of admission standards over time?\",\"answer\":\"It argues that assured standards should be maintained with minimal change, because changes can create long-term impacts on educational outcomes and wider social and economic productivity.\"}]","The Profession at Risk - Trends in standards for admission to teaching degrees | PDF",116]