OUR IMPACT EIGHT YEARS OF TEACH FOR AUSTRALIA
OUR VISION IS OF AN AUSTRALIA WHERE ALL CHILDREN, REGARDLESS OF BACKGROUND, ATTAIN AN EXCELLENT EDUCATION. We are working to help tackle educational disadvantage through the two key levers that research shows impact student outcomes: teacher quality and leadership.
RIGOROUSLY RECRUIT AUSTRALIA’S TOP TALENT INTO TEACHING
PARTNER WITH SCHOOLS SERVING LOW SOCIOECONOMIC COMMUNITIES
IMPROVE STUDENT AND SCHOOL OUTCOMES
DEVELOP HIGHLY EFFECTIVE TEACHERS AS LEADERS
BUILD A PIPELINE OF LEADERS WITHIN SCHOOLS DRIVE CHANGE AND INNOVATION IN THE EDUCATION SYSTEM
Each year, we measure and evaluate the impact of our work across six key areas. This report highlights the impact of Teach For Australia over eight years and our key achievements in 2016.
5
STATES AND TERRITORIES
8K+
APPLICATIONS
8
COHORTS
132 PARTNER SCHOOLS
549
PLACEMENTS
6K+ 130K+
CLASSROOMS
STUDENTS
ctorate
ster
RIGOROUSLY RECRUIT AUSTRALIA’S TOP TALENT INTO TEACHING OUR RECRUITMENT PROCESS IS MODELLED ON THAT OF THE BEST GRADUATE PROGRAMS AROUND THE WORLD. •
We have received over 8,000 applications to date, with an average of 14% growth in applications each year.
•
In 2016, the Teach For Australia recruitment marketing campaign was awarded the Winterhouse Institute William Drenttel Award for Excellence in Design.
•
In 2016, Universum listed Teach For Australia as the Doctorateemployer among humanities 6th most attractive and liberal arts students and 26th among engineering Master students.
•
In 2017, GradAustralia ranked Teach For Australia 60th on the list of Top 100 Graduate Employers and as the only non-profit organisation.
d
chelor HOnors
Grad Bachelor HOnors
WE ARE HELPING TRANSFORM THE STATUS OF TEACHING BY ATTRACTING OUR MOST TALENTED FUTURE LEADERS.
chelor
Bachelor
9% Master
6% Doctorate
2% Graduate Diploma or Graduate Certificate
26% Bachelor with Honours
57% Bachelor
70%+ 1 IN 5 of Associates have an ATAR of 90 or above.
Associates are fluent in a language other than English.
41%
48%
of Associates studied science, technology, engineering or maths at university.
of Associates are male, helping to bring gender diversity to schools.
50%+ ENTERED
THE PROGRAM AS YOUNG PROFESSIONALS OR CAREER CHANGERS.
PARTNER WITH SCHOOLS SERVING LOW SOCIOECONOMIC COMMUNITIES WE STRIVE TO BUILD SUSTAINED PARTNERSHIPS WITH THE COMMUNITIES IN WHICH WE WORK. We have partnered with 132 SCHOOLS, 34 of which are new partner schools in 2017.
•
Almost half of our partner schools are in regional, rural or remote communities.
•
13 school leaders were members of our Principal Ambassador Network in 2016, representing schools and communities across four states and territories.
•
In 2016, we hosted five TransformEDx community conferences, bringing together schools and leaders to discuss how to address the unique challenges facing education in their communities.
47 ASSOCIATES at 10 schools in the NT
53 ASSOCIATES
at 15 schools in the ACT
80 ASSOCIATES at 22 schools in WA
356 ASSOCIATES at 76 schools in VIC
13 ASSOCIATES at 9 schools in TAS
39% OF ASSOCIATES
MOVED INTERSTATE TO TEACH.
WE MATCH ASSOCIATES TO THE UNIQUE NEEDS OF EACH SCHOOLS’ CULTURE, PROFILE, CURRICULUM AND SUBJECT VACANCIES.
42% 23%
were placed to teach STEM subjects. were placed to teach maths and physics.
33% 25%
were placed to teach humanities and business. were placed to teach English and languages.
We have placed a total of 7 Associates at Parkville College, helping to deliver quality education in the youth justice system.
DEVELOP HIGHLY EFFECTIVE TEACHERS AS LEADERS WE PROVIDE ASSOCIATES WITH COMPREHENSIVE SUPPORT THROUGHOUT THE TWO-YEAR PROGRAM.
77%
of Associates would recommend the Leadership Development Program to an eligible friend or family member.
2YR
100%
Associates are allocated a dedicated teaching coach for two years.
WE SUPPORT ASSOCIATES TO ACCELERATE THEIR SUCCESSFUL DEMONSTRATION OF THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS.
92%
OF PRINCIPALS would recommend hiring an Associate to a fellow school leader.
93%
OF PRINCIPALS find that Associates are more effective than other graduates in building school capacity after two years in the classroom.
93%
OF ASSOCIATES complete the Leadership Development Program and attain their teaching qualification.
IMPROVE STUDENT AND SCHOOL OUTCOMES TOGETHER WITH OUR PARTNER SCHOOLS, WE SEEK TO ENSURE THAT STUDENTS ACHIEVE SIGNIFICANT ACADEMIC GROWTH, EXPERIENCE INCREASED ACCESS TO OPPORTUNITIES, DEVELOP POSITIVE ATTITUDES AND DEVELOP ASPIRATIONS THAT PROPEL THEM FORWARD.
89% OF PRINCIPALS
find that Associates are more effective than other graduates at improving student outcomes after two years in the classroom.
100%
OF PRINCIPALS agreed that Associates were making a positive difference in their schools.
100% OF PRINCIPALS
find that Associates increase student wellbeing and engagement at school.
WE SUPPORT ASSOCIATES TO MEASURE THEIR EFFECTIVENESS AS TEACHERS AND IMPACT ON STUDENT OUTCOMES. •
Standardised and classroom-based assessments.
•
Student perception surveys of teacher practice.
•
Student surveys related to character, attitudes and aspirations.
•
Classroom observations aligned to an evidence based framework that correlates with other measures of teacher impact.
•
Principal, mentor and Associate impact surveys.
BUILD A PIPELINE OF LEADERS WITHIN SCHOOLS TEACHER
TEACHER
TEACHER POSITION
TEACHER POSITION
OUR ALUMNI ARE COMMITTED TO BREAKING THE CYCLE OF DISADVANTAGE AS SCHOOL LEADERS.
86%
of Cohort 2015 Alumni remain in teaching for a third year.
0
TEACH LEADER
TEACH LEADER
ASSISTANT PRINCIPLE
ASSISTANT PRINCIPLE
/
PRINCIPLE
1% Principal
65%
2% Assistant principal 22% Lead teacher
of Alumni remain in teaching, with almost half in school leadership roles.
24% Teacher position of responsibility 51% Teacher
78%
of Alumni not currently teaching plan to return to teaching throughout their career.
THROUGH TEACH TO LEAD, WE ARE COMMITTED TO THE DEVELOPMENT OF GREAT EDUCATION LEADERS BEYOND THE TEACH FOR AUSTRALIA NETWORK.
20
40
60
80
100
•
31 Fellows joined the program in 2017, a 94% increase in just one year.
•
We are developing leaders across six states and territories.
•
100% of 2016 Fellows indicate that their leadership performance improved through the program.
•
100% of 2016 Fellows indicate that the program improved their leadership performance more than any other professional activity.
TEACHER POSITION
TEACHER POSITION
TEACH LEADER
TEACH LEADER
ASSISTANT PRINCIPLE
ASSISTANT PRINCIPLE
/
PRINCIPLE
TEACH TO LEAD IS OPEN TO ALL TEACHERS WHO ARE IN LEADERSHIP ROLES AT SCHOOLS SERVING LOW SOCIOECONOMIC COMMUNITIES: 36% ALUMNI 0
20
64% OTHER PATHWAYS 40
60
80
100
F
DRIVE CHANGE AND INNOVATION IN THE EDUCATION SYSTEM
O dE udE
OUR ALUMNI ARE COMMITTED TO BREAKING THE CYCLE OF DISADVANTAGE AS SYSTEM LEADERS.
4% Further study
16% Other fields
80%
of Alumni are working in education.
NON-PROFIT ORGANISATIONS
14 15% Education (outside teaching)
65% Education (teaching)
72%
17
of Alumni connect with the Teach For Australia network at least once a month.
POLICY OR GOVERNMENT
ALMOST
80%
of Alumni are also tackling educational disadvantage in their spare time.
70%
through advocacy
10
43%
SOCIAL ENTERPRISES
74%
through volunteering
of Alumni say it is unlikely they would have found themselves in the position they are in today if it were not for Teach For Australia.
teachforaustralia.org
The information in this report is based on data analysis and surveys conducted by Teach For Australia, across the history of the program where possible and, in certain circumstances, in collaboration with the Victorian Department of Education and Training. Current at May 2017. In 2016, the Australian Government commissioned an independent evaluation on the impact of Teach For Australia. Findings from this evaluation will be published in 2017, providing new evidence on the effectiveness of the Teach For Australia program. The Australian Government Department of Education and Training is a major supporter of the Teach For Australia initiative.
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