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workforce profile 2017

The Workforce profile of the NSW teaching profession 2017 (PDF, 5MB) includes data that details teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers, early childhood teachers and teachers in training.

The 2017 report builds on the data presented in the following reports:

Published in Research report

Workforce profile of the NSW teaching profession 2016 (PDF, 6MB)

The Workforce profile of the NSW teaching profession 2016 (PDF, 6MB) includes data that details teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers, early childhood teachers and teachers in training.

The 2016 report builds on the data presented in the Workforce profile of the NSW teaching profession 2015 and the Workforce profile of the NSW teaching profession 2014.

Published in Research report

GTIL Beginner Teacher Support Rpt 2017 

Authors: James Finn, Liz  Gould, Andrew Goodall, Ian Watkins

Evaluator company/business: Centre for Education Statistics and Evaluation, NSW Department of Education

Year: 2017

URL or PDF: Download the Great Teaching, Inspired Learning Beginning Teacher support evaluation report (PDF, 2.67MB)

Summary: This evaluation examined the implementation and impact of Great Teaching, Inspired Learning reforms to support teachers at the beginning of their careers - specifically, induction, and mentoring and release time. The evaluation included statistical analysis of survey results, document analysis, and qualitative analysis of interviews and focus groups. Findings noted that the policy is not being fully implemented as planned, as not all beginning teachers are receiving their full entitlement of release time and mentoring. However, evidence suggests that the mentoring and release time that is being received is having a positive impact on beginning teachers' practice and teaching confidence. 

Published in Evaluation repository

School Staff Health Wellbeing Grant Project Final Rpt 2015

Authors: Meg Dione-Rodgers, Louise Taggart, Susan Harriman

Evaluator company/business: Quality Assurance Team, Policy, Planning and Reporting Unit, NSW Department of Education

Year: 2015

URL or PDF: Download the report on the Teachers Health Fund - School Staff Health and Wellbeing Grants Program (PDF, 1.44MB)
Summary: The evaluation of the School Staff Health and Wellbeing Grants Program was commissioned to describe the implementation of the funding program in nine schools and identify the effects on staff health and wellbeing, students and the school community. The methodology included: document reviews; interviews with program managers; and analysis of school self-evaluation reports. The evaluation found that the program generally worked well, with staff participants reporting health and wellbeing benefits such as increased fitness and flexibility, greater social interaction and improved staff morale.

Published in Evaluation repository

Download the report (PDF, 1.7MB)

The 2015 workforce profile report (PDF, 1.7MB) includes data that details teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers as well as teachers in training.

The Workforce Profile of the NSW Teaching Profession 2015 is published in response to element 5.1 of Great Teaching, Inspired Learning (GTIL), the NSW Government's plan for improving the quality of teaching and learning in NSW schools. Produced annually, the 2015 report builds on the data presented in the Workforce Profile of the NSW Teaching Profession 2014.

Published in Research report

State of the NSW teaching profession, 2014 (PDF, 1.2MB)

State of the NSW teaching profession, 2014 (PDF, 1.2MB) considers the extent to which NSW teachers engage in practices known to improve student outcomes, and compares the results to those of Australia and other high-performing and culturally similar countries.

Published in Research report

This report provides a profile of the NSW teaching workforce. It includes data that detail teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers as well as teachers in training. It has been created in response to element 5.1 of Great Teaching, Inspired Learning (GTIL), the NSW Government's plan for improving the quality of teaching and learning in NSW schools.

workforceprofile2014 updated

The Workforce Profile of the NSW Teaching Profession - 2014 update (PDF, 1MB), released February 2016, builds on data included in the previous report.

Workforce profile of the NSW teaching profession 2014


The Workforce Profile of the NSW Teaching Profession 2014 (PDF, 1.4MB) released December 2014. 

 

Published in Research report

Qualifications for early childhood educators (PDF, 2MB)

Responding to recent discussion in Australia, this paper examines the evidence regarding qualifications for early childhood educators working with 0-to-2 year-olds. It looks at what defines quality early childhood education for very young children, best practice pedagogy, what the literature tells us about teacher qualifications for this age group, and the qualification levels for working with 0-to-2 year-olds that apply in other countries.

Published in Research report
Friday, 05 September 2014

Action learning: what works?

Action Learning What Works 2004-05 QTAL

Authors: Peter Aubusson, Laurie Brady and Steve Dinham

Evaluator company/business: University of Technology, Sydney and University of Wollongong

Year: 2005

URL or Pdf: Download the report on Action Learning: What Works? (Pdf, 304KB)

Summary: This action learning style evaluation of the Australian Government Quality Teaching Program (AGQTP) aimed to investigate the conditions which influence teachers’ implementation of an inquiry-based approach to changing teaching practice. The evaluation of 50 action learning projects implemented in 82 NSW government schools involved survey of action learning schools, the examination of school project self-reports, analysis of mini-journals and case studies. The authors concluded that the inquiry-based approach (action learning), combined with the NSW model of pedagogy promoted, for example, collaboration and fostered reflection, facilitated ongoing change, cultivated quality teaching and stimulated changes to practice. The report also identified assisting and constraining factors in the implementation of inquiry-based approach in teaching practice. 

Published in Evaluation repository

'Action Learning for School Teams' evaluation report (PDF, 485kB).

Authors: Robyn Ewing, David Smith, Michael Anderson, Robyn Gibson and Jackie Manuel

Evaluator company/business: University of Sydney

Year: 2004

URL or Pdf: Download the 'Action Learning for School Teams' evaluation report (PDF, 485kB).

Summary: The evaluation of the Action Learning for School Teams Project focused on action learning as a form of professional development for teachers in schools. The evaluation methodology employed Patton’s model of Utilization Focused Evaluation. Fifty project submissions were selected and analysed by the evaluation team and of these eight schools were selected as case study schools. Evidence drawn from the reports and case studies indicated that Action Learning for School Teams Project was a success in relation to its central goals of increased professional learning and understanding by school teams. 

Published in Evaluation repository
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