In addition, we found that 6,552 teachers in the state, or nearly 14 percent, reported their commitment to professional learning on MyPD during the 2014, 2015 and 2016 renewal cycles, indicating that VIT could improve its promotion of the tool. We recommend that VIT continue to highlight MyPD and use its data to supplement the information received during the audit process. This could improve VIT`s ability to effectively inform the Minister of Education about the professional learning needs and professional use of teachers. It also has the potential to help VIT meet its legal requirements, conduct or support research that explores effective learning and learning practices. For example, we found that between 2014 and 2016, MyPD users logged an average of 32.8 hours of professional learning per year, more than 50% more than the requirement. Studies indicate that governments should serve as models to change the practices and behaviours of school leaders and teachers. In the past, THE DET has not provided advice to teachers or information on effective teaching strategies and techniques. DeTT has recently entered this field and is developing a series of guidelines and tools to strengthen teacher practices, which is a positive development. In 2014, 2015 and 2016, Victorian government schools spent $107,332,725 on conferences, courses and seminars (see 3D chart). Since 2005, DET has been funding Victorian government schools through the Student Resource Package.
The student resource package determines each school`s unique budget by assessing its complexity using 49 reference points. These benchmarks take into account the school`s business environment – such as size and location – and the needs of its cohort, including the number of students with disabilities. The amount of money that schools spend on professional learning will vary, as THE DET CENTRALE allows headteachers to make local decisions for local needs. DeT does not, however, have a guide on the expected cost of vocational learning for different types of schools and does not conduct cross-sectional analysis. It is essential that the VIT framework is intended only for internal use and that it does not emphasize the importance of a strong professional culture of learning. In contrast, the Queensland College of Teachers` Continuing Professional Development Policy and Framework (2017) is publicly available and explicitly expresses the value of professional learning and its basic principles. This framework integrates professional learning as an important regulatory requirement for teachers and disseminates important information in a clear and concise manner. In 2017, DET implemented an online PDP system for teachers, which can be used from 2018. To initiate their performance and development cycles, teachers meet with their peers to reflect on the past year and discuss their ambitions. Teachers describe their learning intentions using four SMART goals, which are based on their school`s overall improvement strategies, as well as key areas of AITSL – professional, professional, professional, professional engagement – and student achievement. Teachers then identify strategies that enable them to achieve these goals and the evidence they will use to support their performance. According to AITSL`s 2012 Australian Teacher and Development Framework, these should include data showing significant effects on student outcomes, evidence of collaboration with colleagues, and information from peer observation meetings.