Darwin, Brisbane, Adelaide and Perth hearings will be in July, with the committee aiming to table its report to The House by the end of August.
What happens then?
Well, we wait for the government’s response to the committee’s recommendations (writing appropriate letters all the while and talking to the media:-).
One example of a government’s response is to the teacher education inquiry. The committee’s report, Top of the Class, was tabled in February 2007. The government’s response was in August 2008 and included the following:
In responding to the recommendations, the Australian Government’s approach anticipates that state and territory education authorities, the non-government sector and higher educationproviders (HEPs) who deliver teacher education courses, will also be guided by the report to take action in areas which apply to their responsibilities.
Traditionally, the Commonwealth’s influence in relation to teacher quality has come through aspects of schools funding, funding for teacher education, and planning for teacher supply viaprovision of teacher education places in universities. Therefore, the Australian Government plays a role in fostering the quality of teacher education and through that the provision of adequate teacher supply. States and territories have direct responsibility for teaching career structures, recruitment and remuneration, as well as funding and direction setting for ongoing teacher development.
The Australian Government is committed to providing additional support to improve teacher quality and school leadership, and to working collaboratively with states and territories to achieve genuine reform. We recognise that improving school outcomes for all children will require significant and systemic change over a number of years. The current organisational models of schooling do not necessarily service all forms of student need, nor are the current forms of bureaucratic co-ordination and planning necessarily going to achieve a systemic approach to school provision that focuses on the whole community.
It goes on to respond to each of the 12 recommendations with proposals regarding research and longitudinal studies, incentives to increase tertiary education course applicants, programs addressing quality teaching and practicum concerns, induction programs, on-going professional development, and a National Clearinghouse for Education Research. This report, Top of the Class, can be found here.
You get a clear sense of what might be done to address many of the same sort of issues – training, teacher education, research, PD – which are being raised in our Teacher Librarian Inquiry.