Page 3828 - Week 10 - Wednesday, 19 September 2018

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Regardless, the issues in Ms Lee’s motion are no surprise to the government, and the government has already been responding responsibly. The government undertook an 18-month deep, iterative community consultation process leading to the future of education strategy, because I believe in the vital importance of governments working with community rather than doing things to the community. This process was overseen by a small panel of expert community partners. The process was supported by robust research into evidence of what is required for a high performing, equitable education system. I look forward to releasing reports about the consultation process and research evidence later this year.

The resulting future of education strategy provides a road map for continued focus and investment. It is not a narrow list of actions but a strategic policy document designed to provide foundations and principles that will make sure that the things the government does in the education portfolio are cohesive. The initiatives arising from this strategy are summarised into three phases over 10 years. The government is currently developing implementation plans for the first phase in consultation with key stakeholders, including government and non-government school system leaders, the ACT Teacher Quality Institute and the Australian Education Union. I look forward to making an implementation plan available to the community and to the Assembly once it is settled and published.

I would also like to briefly address the question of factors that affect school academic performance. It is true that the ACT government does not have all the answers to this question. But there is also clear evidence about some of the key things that matter. The future of education strategy is fundamentally based on education equity because this is key to ensuring that all students achieve the best possible school outcome. I have already highlighted some of the evidence of this. There is more. For example, in a comprehensive analysis of high performing and most improving school systems around the world, McKinsey found that there were three common elements: a focus on teaching quality; teacher investment; and explicit focus on equity.

After personal factors related to the students themselves, teachers and teaching make the greatest impact on student development. International and national research such as that done by John Hattie makes very clear that the impact that high quality teachers have on student learning outcomes outweighs the effect of every other factor outside of the student’s family background. There is significant evidence that students taught by a succession of high performing teachers will progress three times as fast as those placed with less effective teachers. The government values and respects the teachers, learning professionals and support staff in ACT schools.

A significant focus of the future of education strategy is about empowering learning professionals. As I stated in my future of education ministerial statement, it is vital that the right people enter the teaching profession, that initial teaching education meets contemporary needs and delivers classroom-ready graduates and that new teachers are supported in their journey into the profession. The government has also strengthened instructional leadership, making sure the right people progress into school leadership roles and are supported to do their best work. Through partnership with the University of Canberra and with the support of agencies like the


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