The preparation of Mathematics Teachers in Australia - ACDS

We have had difficulty getting suitable mathematics trained teachers for 1 year temporary positions. Have
used PE or Science trained teachers [Highly Accessible school in New South Wales]
7.1.2 Retaining mathematics teachers
Heads of mathematics departments were asked if their schools experienced difficulties in retaining
mathematics teachers.
Nearly 30 per cent of schools reported difficulties with teacher retention, citing a diversity of factors
including school location and challenging students.
Teachers transfer to “better” locations or are poached by the private sector due to lack of Sci/Maths
teachers [Remote school in Queensland with 5 mathematics teachers]
Some mathematics teachers travel from a larger centre about an hour away. Our school can be a “fill in
measure” until something else comes up closer to home [Highly Accessible school in Victoria with 10
mathematics teachers]
We are in an isolated rural environment. We only really get teachers who have grown up in area or are
recruited by local sports clubs. Most young staff stay 2-3 years and move back to wherever they came
from [Accessible school in Victoria with 12 mathematics teachers]
Some (teachers) do not want to teach maths – they feel it is unfair to students if they themselves have a
poor knowledge base. Discipline becomes a problem when students realise the teacher is not confident in
the subject area [Moderately Accessible school in Queensland with 19 mathematics teachers]
The young teachers know that in the private schools they do not have to put up with the discipline
problems associated with the public schools. They do a few years in the state system and then leave due
to disenchantment and possible transfer to the country [Highly Accessible school in Queensland with 23
mathematics teachers]
The approaching retirement of experienced staff was of concern to many schools.
Most teachers have been here “forever” and will retire from here (in the next 2 years) [Accessible school
in Victoria with 9 mathematics teachers]
I foresee a possible problem in the next 5-10 years when long-standing staff retire [Accessible school in
New South Wales with 6 mathematics teachers]
This difficulty is just starting to happen because senior teachers are locked into “seeing out” their time due
to superannuation. The upcoming generation will not be shackled to the same extent and then retention
will become a major issue [Highly Accessible school in Victoria with 9 mathematics teachers]
Heads of mathematics also offered a range of suggestions for retaining teachers. Many of these
comments were offered as suggestions for both the attraction and retention of suitably qualified
teachers, and are described in Chapter 8. Of particular note regarding retention, however, were calls
from heads for improved professional development strategies. In addition, heads from Western
Australian schools mirrored teachers concerns regarding curriculum changes in that state (see also
Section 7.2.2).
Mini courses provided – 3-4 days, with compulsory withdrawal from schools to attend courses. Maths
topic-based: theory of topic in depth; techniques to teach effectively; resource material – project
exercises; test questions; sharing ideas. This would inject more vitality/interest in Maths and also improve
the confidence of teachers [head of mathematics; 7-12 school]
Provide a quality curriculum that involves teaching using different strategies – forget outcomes based
education [head of mathematics; 7-12 school Western Australia]
Reduce the frequency of ‘change’ – it has been unrelenting for nigh on 20+ years [head of mathematics;
7-12 Western Australia school]
Ensure the curriculum is a national curriculum; a common form of assessment from state to state and
common reporting methods. A lot of time is wasted “reinventing the wheel” creating new programmes and
assessments, when this could be created nationally (via a website?). Have a common programme where
beginning or inexperienced or isolated teachers know they can refer to video links, technology resources
based on a national website. Respect the workload of teachers and try to identify ways to cut this down –
not increase it with new courses and without a database of resources [head of mathematics; 7-12 school;
Western Australia; Highly Accessible metropolitan school].
47