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Following increasing criticism of the variability in graduate teachers' readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.

Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient 'classroom ready' teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.

Australia has recently implemented Teaching Performance Assessments (TPAs) as a national accreditation requirement to assess final year preservice teachers' classroom readiness. In 2019, an Australian university developed a TPA to meet this requirement, comprising three written components and one oral component. This exploratory study investigated 18 TPA assessors' perceptions of the oral component. Focus group data revealed that both explicit and latent assessment criteria influenced assessors' professional judgments of the oral component. A discourse competence framework was used to analyse the data, illustrating how preservice teachers' personal experience and their professional and institutional discourse competence are evident in their orals. Thematic analysis revealed that benefits and issues of fairness and equity contributed to assessors' perspectives about the value of the oral component.

The Highly Accomplished and Lead Teacher (HALT) Certification process introduced in Australia in 2012 was designed to recognise expert teachers, to encourage them to continue to influence and impact their students and colleagues through their exemplary classroom practice. Expert teachers prepare evidence of their impactful practices, and have this evidence evaluated through a National Certifying Authority. HALTs are a relatively new role in Australian education, and little is known about their impact in schools, or the potential for their ongoing role as middle leaders in schools. This paper analyses the experiences of HALT teachers who had been certified by Independent Schools Queensland (ISQ) in 2018, and what impact they recognised they were having in the schools who supported them through their certification process. Impact is theorised as a temporal, reflexive narrative. Data were gathered in a cascading evaluative process through portfolio analysis, interviews with nationally certified teachers, school-based mentors and school leaders and a survey about their teacher and middle leader efficacy. The process of applying for HALT Certification had significant positive personal impact for the teachers, their students, their colleagues in their school and for some, beyond their school. The recognition of impact as a temporal narrative with distinct genres, and the concept of HALT teachers as middle leaders may point to new avenues of supporting applicants and to potential benefits for schools to encourage teachers to consider national certification.

There is evidence that Intimate Partner Violence and Abuse (IPVA) is more prevalent among military populations compared with civilian populations. However, there has been limited research into the help-seeking experiences of civilian victim-survivors who have experienced IPVA within relationships with military personnel. This qualitative study aimed to explore the experiences of, and barriers to, help-seeking for IPVA victimisation among civilian partners of military personnel in order to identify strategies to improve the management of IPVA both within the military and civilian sectors. The study adopted a descriptive cross-sectional study design and used qualitative research methods. One-to-one telephone interviews were conducted with civilian victim-survivors (n = 25) between January and August 2018. Interview transcripts were analysed using thematic analysis. Three superordinate themes were derived: (1) Drivers to help-seeking; (2) Barriers to help-seeking; and (3) Experiences of services. The findings indicate difficulties in help-seeking for IPVA among civilian partners of military personnel due to stigma, fear, dependency, poor understanding of IPVA, lack of appropriate and timely support, and a perceived lack of victim support. Difficulties in help-seeking were perceived by participants to be amplified by military culture, public perceptions of the military, military protection of personnel and the lack of coordination between civilian and military judicial services. This study reinforces the need for a military specific Domestic Abuse strategy, identifies vulnerable groups and highlights a need for both increased awareness and understanding of IPVA within civilian and military services in order to provide adequate victim protection., Author(s): Filipa Alves-Costa [sup.1] , Rebecca Lane [sup.1] , Rachael Gribble [sup.2] , Anna Taylor [sup.3] , Nicola T Fear [sup.2] , Deirdre MacManus [sup.1] Author Affiliations: (1) grid.13097.3c, 0000 [...]

School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach is used to understand how leadership attributes spark related social mechanisms that lead to improved outcomes. Data analysis generated four leadership attributes: (1) valuing diversity, (2) support for staff, (3) collaborative leadership style, and (4) valuing teachers' professional learning. Each of these was found to have influenced decision-making and sentiment, which generated positive school improvement outcomes in the two case study schools. These findings have the potential to contribute to professional learning which can improve understanding of how leadership attributes in context bring about school improvement.

In Australia, policy makers demand school leaders focus on raising student achievement levels when planning and implementing a school improvement (SI) plan. This paper explores the SI process for two Australian primary schools deemed to be underperforming and underwent a priority school support review (PSSR). In this study, 2 principals and members of their leadership team and 10 teachers across 2 schools were interviewed to explore how they experienced the PSSR process at different stages of the review process. Two assistant regional directors assigned to supporting the two schools during the PSSR process were also interviewed. The findings suggested that initially, school principals wondered how a PSSR would impact the morale of teaching staff already working hard to support student outcomes. However, as the schools progressed through the process, the principals' perspectives shifted to see the PSSR as a valuable process for building leadership and teacher capacity and improving student outcomes.

Aim: Private practice is one of the most rapidly growing, but under‐researched employment sectors for graduate dietitians in Australia, limiting evidence‐based workforce development. This scoping review examines existing international literature to gain an understanding of the current private practice workforce size, distribution, demography and workforce development considerations, including competencies, supply and demand, remuneration and professional development activities. Methods: The databases MEDLINE, EMBASE, CINAHL, EMCARE, PsycInfo (Ovid) and grey literature were systematically searched in August 2023 using key search terms to identify studies for inclusion. Articles were included if they related to private practice dietetics and described an aspect of workforce. Original research, government and organisational reports, statements of practice and websites providing governmental or organisational statistics were included. A directed content analysis and qualitative constant comparison technique were used to deductively map intelligence sources against a workforce development framework. A gap analysis was also conducted to provide a focus for future workforce development research. Results: A total of 72 peer‐reviewed and grey literature sources were included, with 65% of the studies being Australian‐based publications. Private practice dietetics research interest has increased in the last decade. Despite a breadth of published sources, this review found little published data on workforce size, distribution, demography, supply, demand, continued professional development and remuneration, indicating a significant gap in the evidence base. Existing literature focuses on workforce challenges and barriers, the work of private practice dietitians, with limited exploration of competency requirements for graduate private practitioners. Conclusions: The literature on the private practice dietetics workforce is lacking worldwide, which constrains evidenced‐based workforce development initiatives. Workforce development research across all workforce aspects is warranted to address current evidence gaps. [ABSTRACT FROM AUTHOR]

Aims: The randomized, double‐blind, placebo‐controlled HOPE‐HF trial assessed the benefit of atrio‐ventricular (AV) delay optimization delivered using His bundle pacing. It recruited patients with left ventricular ejection fraction ≤40%, PR interval ≥200 ms, and baseline QRS ≤140 ms or right bundle branch block. Overall, there was no significant increase in peak oxygen uptake (VO2max) but there was significant improvement in heart failure specific quality of life. In this pre‐specified secondary analysis, we evaluated the impact of baseline PR interval, echocardiographic E‐A fusion, and the magnitude of acute high‐precision haemodynamic response to pacing, on outcomes. Methods and results: All 167 randomized participants underwent measurement of PR interval, acute haemodynamic response at optimized AV delay, and assessment of presence of E‐A fusion. We tested the impact of these baseline parameters using a Bayesian ordinal model on VO2max, quality of life and activity measures. There was strong evidence of a beneficial interaction between the baseline acute haemodynamic response and the blinded benefit of pacing for VO2 (Pr 99.9%), Minnesota Living With Heart Failure (MLWHF) (Pr 99.8%), MLWHF physical limitation score (Pr 98.9%), EQ‐5D visual analogue scale (Pr 99.6%), and exercise time (Pr 99.4%). The baseline PR interval and the presence of baseline E‐A fusion did not have this reliable ability to predict the clinical benefit of pacing over placebo across multiple endpoints. Conclusions: In the HOPE‐HF trial, the acute haemodynamic response to pacing reliably identified patients who obtained clinical benefit. Patients with a long PR interval (≥200 ms) and left ventricular impairment who obtained acute haemodynamic improvement with AV‐optimized His bundle pacing were likely to obtain clinical benefit, consistent across multiple endpoints. Importantly, this gradation can be reliably tested for before randomization, but does require high‐precision AV‐optimized haemodynamic assessment to be performed. [ABSTRACT FROM AUTHOR]

As teachers seek to educate and transform lives, often with limited resources and time, they can experience varying levels of stress and emotional exhaustion, particularly if effective emotion regulation strategies are not employed. The experience of teacher stress may be heightened in alternative schools that provide educational opportunities for students who present with complex needs and are 'at-risk' of withdrawing from the conventional school system. This case study explored the perceived outcomes of a 6-week school-based mindfulness program to manage stress and support the emotion regulation of four teachers at a metropolitan Australian alternative school. The study took a mixed-methods approach to data collection, which included self-report questionnaires, interview responses and journal reflections. A number of limitations, such as small sample size and lack of experimental design, had an impact on the generalisability of the study's findings. However, a range of beneficial outcomes emerged in association with the mindfulness program, revealing that participants experienced increased levels of both mindfulness and emotion regulation ability, in conjunction with decreased stress and emotional exhaustion levels.

Capstone units in higher education courses are learning experiences which are designed to bring reflection and focus to a whole course of study while, at the same time, leading students toward their entry into a new world of work (Humphrey, Brown, & Benson, 2005). The capstone experience described in this paper runs as a conference, called the Stepping Out Conference. The conference is delivered as one unit and is mandatory for all fourth year pre-service teachers. Participation in a capstone unit is an effective way for students to begin thinking of themselves as teaching professionals rather than as continuing students. Students engage in the assessment as part of their capstone experience. The assessment is designed to measure students' knowledge and skills as they relate to "authentic" real life situations (Darling-Hammond, 1991). This paper details pre-service teachers' experiences of authentic learning through their participation in a capstone unit.

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. "Mentoring Beginning Teachers". http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers' needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein's ([2000]. "Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique". Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.

Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers' perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ongoing commitment to continual learning, critical reflection and growth in pre-service teachers, along with excellent questioning and listening skills. Further, they argued that pre-service teachers need to be skilled in recognising and responding to student diversity. This article ends by arguing for some changes that need to occur in pre-service teacher education in order for teachers to teach effectively with a values focus, including the need for stronger connections between pre-service and experienced teachers.

Over the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher education programmes, with university educators re-evaluating the teacher training curriculum and embedded pedagogical processes in order to consider how they might develop these skills in pre-service teachers. One approach is to consider the processes and practices inherent in philosophical inquiry. This paper reports on three participants' reflections of a 12-week philosophy programme that was conducted for teacher educators at Queensland's University of Technology (QUT) in 2008. The programme was facilitated by teachers from Buranda State School who have been teaching philosophy in their P-7 school for more than ten years. This paper provides insight into teacher educators' reflections on the philosophy programme and the associated changes and challenges of implementing such a programme in pre-service teacher education degrees.