1. Working together to enhance teacher education: A collaborative project between Queensland College of Teachers and Queensland Deans of Education

2. QCT Roles and Responsibilities Approve and monitor initial teacher education for provisional registration A Fresh Start: Improving the preparation and quality of teachers for Queensland schools (DETE, 2013)

3. Defining Partnerships Employing sectors and organisations Preservice teachers Queensland Deans of Education Queensland College of Teachers Reciprocal learning relationships (Darling-Hammond 2006; Peters 2011)* Explicit and agreed roles and responsibilities (Kenny 2012)* Genuine collaboration (Kruger et al 2009; Turner 2008)* Responsiveness (Le Cornu 2012; Martinez & Coombs 2001)* *Cited in Rossner, P. & Commins, D. (2012). Defining ‘Enduring Partnerships’. Queensland College of Teachers 20 July 2012

4. Accreditation of ITE Programs Accreditation Ongoing Monitoring Reaccreditation

5. Links to research in best practice Renshaw, P., Baroutsis, A., van Kraayenoord, C., Goos, M., & Dole, S. (2013). Teachers using classroom data well: Identifying key features of effective practices. Final report. Brisbane: The University of Queensland. (early 2013) Expectations of Graduate – Employer Forum (Oct 2013) Peer Moderation - QDEF Forum (June 2014) QCT Expert Panel – Monitoring Reports (Sept 2014) 5 Monitoring Process and Identified Priority Area Focus area 5.4: Interpret student data ‘demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.’ Australian Institute for Teaching and School Leadership (2011) Australian Professional Standards for Teachers, AITSL, Melbourne Focus area 5.4: Interpret student data ‘demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.’ Australian Institute for Teaching and School Leadership (2011) Australian Professional Standards for Teachers, AITSL, Melbourne

6. Monitoring Reports Evidence Developed with the Queensland Deans of Education Forum Best Practice Principles identified through moderation Program structure Assessment (including samples of student work) Response to ‘best practice principles’

7. Monitoring Reports Global and Individual Feedback RecommendationsSupport Helpful resources Detailed description on the intent of Focus area 5.4 Individual feedback in relation to programs and course assessment Broaden the focus from data about individual learners to whole class data Strengthen emphasis on evidence-based decision making and critical reflexivity Develop assessment dispositions early and develop skills across programs

8. Outcomes Responses from ITE providers

9. Emerging Benefits ITE Provider Improved knowledge of programs Enhanced content and assessment Employer/ Sector Increased responsibility and input Increased capacity to provide support Regulator Deep insight - increased rigour Strengthened ability to promote ITE quality Collaboration Stakeholder involvement

10. Continual Program Improvement Strategy Graduate Outcomes Support Benchmarks Examples of good practice

11. Preservice Teacher Assessment Practices Interactive Teacher led Ongoing feedback Promote next steps in learning Continuous

12. Future Directions Evaluation of the pilot & next iteration Evaluation Process Requirements Impact on outcomes Evaluation Process Requirements Impact on outcomes Broader Engagement Numeracy Forum Expert Panel Influence of National policy Broader Engagement Numeracy Forum Expert Panel Influence of National policy Monitoring Policy Tighter guidelines Success criteria up front Stronger evidentiary base Monitoring Policy Tighter guidelines Success criteria up front Stronger evidentiary base

13. Questions Deanne Commins Deanne.Commins@qct.edu.auDeanne.Commins@qct.edu.au Paula McMahonPaula.McMahon@qct.edu.auPaula.McMahon@qct.edu.au Helen Huntlyh.huntly@cqu.edu.auh.huntly@cqu.edu.au