❓ A parliamentary question regarding a teacher's failure to achieve level 3 status, despite accolades, and requests a review of the selection process and data on past awards, highlighting gender representation.
AnsweredQoN 768Legislative Council
QuestionView source ↗
My question concerns level 3 classroom teacher status. (1) With the public campaign to encourage males into the teaching profession and the perceived need to keep appropriate male role models in the classroom, will the minister explain why Mr Keith Brown from Coogee Primary School has once again failed to achieve level 3 teacher status? Mr Brown has not only gained significant recognition for the success of the Ribbons of Blue program but, among other achievements, has been awarded the BHP Billiton Australian Science Teacher Award (Primary) for 2004. (2) Will the minister undertake to ensure that a review of the selection procedure takes place? (3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD
AnswerView source ↗
The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(1) With the public campaign to encourage males into the teaching profession and the perceived need to keep appropriate male role models in the classroom, will the minister explain why Mr Keith Brown from Coogee Primary School has once again failed to achieve level 3 teacher status? Mr Brown has not only gained significant recognition for the success of the Ribbons of Blue program but, among other achievements, has been awarded the BHP Billiton Australian Science Teacher Award (Primary) for 2004. (2) Will the minister undertake to ensure that a review of the selection procedure takes place? (3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(2) Will the minister undertake to ensure that a review of the selection procedure takes place? (3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(1) With the public campaign to encourage males into the teaching profession and the perceived need to keep appropriate male role models in the classroom, will the minister explain why Mr Keith Brown from Coogee Primary School has once again failed to achieve level 3 teacher status? Mr Brown has not only gained significant recognition for the success of the Ribbons of Blue program but, among other achievements, has been awarded the BHP Billiton Australian Science Teacher Award (Primary) for 2004. (2) Will the minister undertake to ensure that a review of the selection procedure takes place? (3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(2) Will the minister undertake to ensure that a review of the selection procedure takes place? (3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(3) Will the minister inform the Parliament of the number of teachers who have been awarded level 3 classroom teacher status in 2001, 2002, 2003 and 2004, including the number of males and females? Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD replied: The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The answer provided to me by the minister is in the following terms - I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
I thank the member for some notice of this question. (1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(1)-(3) The importance of the public campaign to encourage males into the teaching profession and to keep appropriate male role models in the classroom is acknowledged. However, it remains a separate issue from the reason that an individual candidate, either male or female, did not achieve level 3 classroom teacher status. Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon Barbara Scott: Why not? He is an outstanding teacher. Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD: Shut up and listen! The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The PRESIDENT: Order! Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Hon GRAHAM GIFFARD: I did not interrupt the member when she asked the question, and I would appreciate the same courtesy. For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
For candidates to achieve level 3 classroom teacher status, they must submit a portfolio of their work in which they demonstrate achievement at the required benchmark for each of the five level 3 classroom teacher competencies, and successfully demonstrate these competencies through a structured oral presentation and facilitated group discussion referred to as the reflective practice. The level 3 classroom teacher selection process is rigorous, with all assessors being required to have undertaken comprehensive assessment and moderation training. Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Although applicants may be recognised as highly competent and committed teachers, and may have gained significant recognition in other contexts, this does not necessarily mean that they have demonstrated achievement of the required benchmarks as outlined in the level 3 classroom teacher assessment process. (2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(2) The department reviews the level 3 classroom teacher selection process each time it occurs. A review of the 2004 process will be conducted at its conclusion. (3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
(3) Prior to the present round, the level 3 classroom teacher selection process was implemented in 2000 and 2002. The number of males and females achieving level 3 status are outlined in a table. I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
I seek leave to have the following table incorporated in Hansard . Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
Leave granted The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The following material was incorporated - 2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
2000 2002 Total Number of Applicants 374 285 Number of male applicants 90 (24%) 62 (22%) Number of female applicants 284 (76%) 223 (78%) Number of successful male applicants 30 (33%) 27 (44%) Number of successful female applicants 119 (42%) 85 (38%) Number of unsuccessful male applicants 60 (67%) 35 (56%) Number of unsuccessful female applicants 165 (58%) 138 (62%) The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
The data indicates that the ratio of male to female candidates is representative of the gender profile of teachers employed by the department. At present the department employs 18 592 teachers, of whom 14 300, or 77 per cent, are female and 4 292, or 22 per cent, are male. The 2004 assessment process is yet to be concluded.
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