Page 3351 - Week 09 - Thursday, 22 August 2019
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and then ask what are the future options around making sure that that service can continue. That is the whole purpose of the levy. I look forward to continuing to work with the sector in challenging ways to bring innovation in addressing these important issues.
MR COE: Is the balance of the fund quarantined somewhere or has it simply gone into consolidated revenue?
MS BERRY: The family safety levy has its own line item. It is shown separately in the budget papers. It is very clear, open and transparent for everyone to see where the funding is going. The funding will be provided, as I said, for innovation in addressing domestic and family violence.
Education—future strategy
MR PETTERSSON: My question is to the Minister for Education and Early Childhood Development. Minister, why does the future of education first implementation plan have such a strong focus on teachers?
MS BERRY: As the Assembly has already discussed today, there is no doubt about the significance of teachers in student learning outcomes. Because of this the quality of ACT teaching is a key to the effective implementation of the reforms arising from the future of education strategy. The future of education first implementation plan provides a systematic induction program for new teachers that ensures that consolidated planned, professional supports are in place the moment that they arrive in the classroom.
By ensuring that new teachers get the best start to their careers, students will benefit from improved teacher practice. Teachers will feel supported in their practice and wellbeing, and schools will increase the impact of their teachers and their leadership teams. Support for new teachers will also lead into universal professional learning and support strategies that unfold over all career stages and are replicated across numerous school sites.
The ACT government is investing in strategies to support continual professional learning, which will lead to greater student learning outcomes. This work will include deepened pedagogical and curriculum expertise, cohesive and systemic professional learning and an increase in coaching, mentoring and instructional leadership opportunities for teachers and school leaders. The ACT government recognises and values school leaders as education specialists.
The implementation plan will also strengthen school leadership capabilities across the education system, and it will do this through work to develop, attract and retain high quality school leaders, strengthen collaborative relationships to effectively meet student needs and ensure that school leader wellbeing underpins high quality educational leadership in every school.
MR PETTERSSON: Minister, what are the practical strategies that will support teachers to deliver a high quality education?
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