First, Misko and her colleagues found that teaching quality in the sector is variable: some are great at teaching or have well-regarded industry expertise while others need improvement. And:<\/p>\n

\u201cThere is strong support for using teacher capability frameworks and\/or professional standards as diagnostic tools and guidelines for teacher self-evaluation and reflection, including for the planning of objectives for personal and professional development.\u201d<\/p>\n

But the diversity of the sector and the varying nature of teachers\u2019 work may make it difficult to develop a single \u201cnationally prescribed VET teacher capability framework\u201d. So, the report has recommended a core and options approach, given that there are many things that can be commonly agreed, but others need a more local or contextual focus.<\/p>\n

What needs to be done?<\/h2>\n

Those consulted believe that adequate resourcing of continuous professional development (CPD) opportunities is a must to ensure teachers maintain their industry currency, update their skills and learn new ones, and \u201ckeep up with modernised and technology-enhanced training approaches.\u201d<\/p>\n

Those consulted also felt there was a need for better approaches to help with induction and career progression, including using mentoring support from:<\/p>\n

\u201cknowledgeable, experienced and accomplished peers or higher-qualified colleagues to give both beginning and continuing teachers advice and feedback, or to engage with them in reflective practice.\u201d<\/p>\n

It\u2019s also about attracting the \u2018right people\u2019 into VET teaching.<\/p>\n