Setting Student Teachers Up for Success

It used to be that industries took on junior employees and moulded them in the way that they wanted, but somewhere along the way we lost focus on this method of producing quality, work ready professionals.

The teacher shortage is an unfortunate feature of the current landscape and while there are many reasons for it, one is the issue of training which doesn't provide a proper grounding in the demands of the classroom and a real knowledge of what the job requires.

The result is that student teachers can complete a course and arrive at schools underprepared for what is a challenging line of work and stressed young teachers tend to lose motivation and leave the profession.

Australian Christian College (ACC) is seeking overcome this loss of talent by giving student teachers a thorough exposure to what to expect in the job by mentoring trainee teachers in its Teacher Training School program. Trainee teachers work in the classroom one day per week during their first year and this practical teaching component increases each year.

“The Teacher Training School is an apprenticeship style of training in which a trainee teacher learns skills on the job, much like what occurs in the building and medical industries,” says the Manager of Teacher Training School, Anna Plant.

“We designed a Handbook that summarised the essence of the program and some of the routines and structures to aid it in functioning well. From this we designed an online training module to check for understanding of the handbook. Furthermore, we built a training package on 'Gradual Release of Responsibility' to support mentor teachers in the subtle differences of having a trainee teacher for a full year in the Teacher Training School program as opposed to a block practicum as is the current practice in a typical university journey for a Bachelor of Education or Master of Teaching.”

Plant believes a focus on practical vocation is integral to the learning process as it enables the trainee teacher to develop skills and a deeper understanding of what it means to be a teacher.

“Many other professions such as the building and medical industry have used an apprenticeship style program to learn the 'tools of the trade'. In the industry of education, the trainee teachers are able to observe their mentor teacher at work; how they deliver a lesson, how they bring students on that learning journey, how they build partnerships with parents and how much goes on behind the scenes.

“The trainee teacher then gets to have a go through what we have called a 'Gradual Release of Responsibility Model', in which the trainee has a turn at settling a class outside the classroom and bringing them inside or to run a small group to then teach a whole lesson or half a day. It truly is a powerful way to become equipped as a teacher who will be able to step into the classroom at graduation with confidence.”

ACC encourages ongoing change to the training program in response to what has been happening on the ground.

“There have certainly been changes to the training based on constant feedback of the experience for trainee teachers, mentors and school coordinators. One exciting addition is termly virtual meetups for mentor teachers to share their practice and ideas on training a teacher. This builds a wider network and community around the teacher training school.”

The program does require mentor teachers to take on more than their normal load, which in other circumstances might have drawn some resistance. ACC addresses this by vetting the teachers involved, identifying who has the strongest teaching practice and their ability to take on the task.

“Mentor teachers are selected in consultation with their principal as someone with excellent teaching practice and capacity to share their practice. Many mentors are excited to share and build the capacity of the future generation of teachers. Providing time in the day for mentor teachers and trainee teachers to debrief has been an important step in valuing the mentor teachers’ load.”

Both trainees and fully qualified teachers have found value in the program, one student teacher commented, “Being a tertiary student for the previous eight years (in various universities and degrees), there is something so tremendously different in completing this program. One of the strengths of a program like this is that it enables students to practice the skills and concepts they are being taught at university immediately in the classroom.

“I chose this program specifically as the program directors work tirelessly to efficiently tailor this unique experience by strengthening the connection between uni life and school life. Due to this interconnection, this experience has been different from the typical university experience. It has impacted my learning by being more intentional and practical than ever.”

Mentors find the program fulfilling and enjoy imparting some of the knowledge they have built during their careers and interacting with young, ambitious teachers in the making.

“The thing I celebrate, as a mentor, is being able to develop a strong relationship with the trainee teacher as they are with us for a full year. You see their confidence grow. I valued the new ideas the trainee shared with me from what they were learning at university. I love the trainees’ enthusiasm because I value someone's new approach to things. After some time as a teacher that perspective can at times wane. I've enjoyed sharing with the trainee my passion for teaching and hopefully designing ways to help students who need it,” says a teacher involved in the program.

The program will continue to adapt and evolve in 2023 and Plant says that, “We are working towards higher levels of collaboration across our national network of schools. This is outworking as termly virtual meetups for mentor teachers to be encouraged and equipped with ideas on how to best shape the journey for a trainee teacher.”