Written for the Suns Newspaper column in August 2016. While this fits to the Northern Territory, the tenet of this column has wide applicability.
TEACHING CAN BE TOO CHALLENGING
Teacher turnover and short term teaching appointments are regularly raised as issues in the Northern Territory. Northern Territory education is seen as being far more fluid and mobile than elsewhere in Australia.
While dissatisfaction plays a part in teacher resignation everywhere, there are local factors that come into contention. Chief among these is the considerable number of teachers who have been recruited to the Northern Territory on short-term contracts. This was seen as necessary to fill vacancies in remote and “difficult the staff” schools.
Just a few years ago, advertisements placed in the newspapers invited teachers to come to the Northern Territory to “try the place out”. Generous relocation expenses were offered, with paid southern return guaranteed after a relatively short period of time. Such offers created the impression that teachers are doing our system a favour by being here. The idea that minimal teaching effort would be good enough, became an issue.
Fortunately, this recruitment methodology appears to have been curtailed. However, there is heavy reliance on interstate and overseas teachers taking up vacancies in “out of town” areas. Part of this has to do with the lack of remote area appeal for those who undertake teacher training at the Charles Darwin University. Many preservice teachers are mature age persons with family commitments precluding them from working outside urban areas. Others are distance education trainees, preparing to teach in their home states. Unless and until we are able to reach a point of training a higher percentage of Territory grown teachers, turnover will continue to be an issue.
Training opportunities for Indigenous teachers are provided through the Batchelor Institute attached to the CDU. There have been many initiatives over the years aimed at graduating fully qualified Indigenous teachers. However self-sufficiency in teaching terms is still a work in progress.
A factor contributing to short term teaching careers is that of disappointment with what graduation offers. Many graduates are put off by system priorities . The requirement that they teach in a way that is so focussed on formal testing and assessment outcomes is off-putting. Their wish to teach holistically, seems to be at odds with prescribed system realities. The need to spend significant amounts of time on matters ranging from discipline to paperwork accountability are also disincentives. Both graduate and experienced teachers become disenchanted. That can and does lead them to resignation and the seeking of alternative careers.
Knowing about short term teaching issues is one thing. Fixing them, is another.