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BOARD OF STUDIES, TEACHING & EDUCATIONAL STANDARDS NSW

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I am pleased to present to you the Annual Report of the Board of Studies, Teaching and Educational Standards NSW for the year ended 30 June 2016 for your presentation to the. The report highlights the activities and performance of the Board of Studies, Teaching and Educational Standards NSW during the year under review and is prepared in accordance with the Annual Reports (Statutory Bodies) Act 1984 and the Public Finance and Audit Act 1983. BOSTES has also made many work to support the introduction of early childhood teacher accreditation from this year and the pre-2004 teacher workforce from 2018.

Our organisation and governance 1

The Board and its committees

dr. Michael Bezzina - Director, Teaching and Learning, Catholic Education Office, Sydney Mr Philip Cooke - NSW Teachers' Union Candidate representing Government Primary Teachers. Mr Larry Grumley - Independent Education Union NSW/ACT candidate representing non-government school teachers. Mr Gary Johnson - Candidate for the Council of NSW Secondary Principals Dr. Meredith Martin - Special Education Consultant.

Figure 1.1 shows the standing committees and panels of both the Board of Studies, Teaching and Educational Standards NSW and the Quality Teaching Council
Figure 1.1 shows the standing committees and panels of both the Board of Studies, Teaching and Educational Standards NSW and the Quality Teaching Council

Members of the Board

Cindy is a member of the Secretary's Reference Group on Aboriginal Education and Training at the NSW Department of Education. Leadership, director of the Center for Creative and Authentic Leadership (2008 to 2012), then head of the School of Educational Leadership (2008 to 2010). Greg is an Associate Professor in the Faculty of Education, University of Western Sydney; Chair of the Board at the NSW Department of Education.

Structure and staff of BOSTES

Strategic planning and goals

Coordinate implementation of  Develop and implement policies that strengthen the quality and the NSW Government's Great Eligibility of graduates of teacher education programs Teaching, Inspired Learning: A. Develop and promote educational innovation (including technological innovation) with a central focus on improving teacher quality and the educational standards of students. Develop and implement technology and best practice in the examination and assessment of student performance.

Table 1.2: Key priority area 2 – Curriculum and assessment   Key priorities   Strategic activities   Key priorities
Table 1.2: Key priority area 2 – Curriculum and assessment Key priorities Strategic activities Key priorities

Our achievements 25

Examinations and credentials

The 2015 HSC Results Inquiry Center opened when the HSC results were announced and ran until 8 January 2016. Of the schools contacted, 43 (56%) had changed their students' grades in one or more subjects. Of the schools we contacted, 84 (63%) changed their students' grades in one or more subjects.

Table 2.6: HSC day marking by subject and location, 2015
Table 2.6: HSC day marking by subject and location, 2015

Quality teaching and regulatory compliance

The minister has delegated the function of approving providers of continuing professional development to the BOSTES president. The policy provides a framework for teachers' professional learning, BOSTES' approval of providers of professional development and recognition of providers' courses as Quality Education Council-registered professional development. Teachers who are accredited at the highly skilled and senior teacher levels must also maintain their accreditation through participation in continuing professional development.

These are activities that support the professional development and practice of colleagues at the teacher training school and in the wider educational community. A number of priority areas of professional development were aimed at increasing the offer of registered QTC courses. Due to the popularity of the sessions, new QTC Registered Professional Development resources were developed in 2016 and were widely advertised.

During 2015–2016, BOSTES officers gave 32 presentations to teachers, superintendents, and principals on professional development requirements for maintaining accreditation in. These sessions included information on how to apply to become an approved professional development provider at the high achieving teacher and leadership levels. In 2015–16, BOSTES continued to provide professional development opportunities to meet the professional learning needs and aspirations of Kindergarten to Year 12 teachers in NSW schools.

BOSTES provided professional development activities for Standards 3, 5 and 6 and Standard Descriptor 7.4.3 of the Australian Professional Standards for Teachers at the Qualified and Highly Qualified Teacher levels.

Table 2.14: Maximum time to achieve Proficient teacher level for full-time, part-time and  casual teachers
Table 2.14: Maximum time to achieve Proficient teacher level for full-time, part-time and casual teachers

Quality schooling and regulatory compliance

For non-state schools, the registration program is based on the requirements and evidence of compliance set out in the Manual for Registered and Accredited Individual Non-State Schools (NSW) and the Manual for Registration Systems and Members of Non-State Schools (NSW). For teacher accrediting authorities, the program is based on the requirements and evidence of compliance set out in the guidelines for the regulation of teacher accrediting authorities for non-government schools and early childhood education centres. In 2015-16, board inspectors attended information sessions for non-government schools whose registration expired in 2016.

Of particular note to the sessions were advice on the application process using the NSW Non-Government School Registration and Accreditation BOSTES website and the newly introduced policy and procedure requirement for proper school governance. By the end of July 2015, the annual reports of all non-government schools were submitted to BOSTES. The handbook outlines the requirements for NSW State Schools and the monitoring process to be carried out by BOSTES.

During 2015, BOSTES published new guidelines, requirements and processes for the regulation of teacher accreditation authorities for non-government schools and early childhood centres. The new requirements came into effect in January 2016 with a transition period to implement the new regulatory process regarding the registration cycle for non-government schools. In 2015, information sessions were held for all non-government schools to provide information about the new regulatory program.

Registration of new campuses of existing schools. system non-government schools that belong to the registration system. a) The change in the number of recommendations for renewal of registration for each reporting year reflects the number of schools whose registration expires in each reporting year.

Figure 2.1: Number of individual and systemic non-government schools at 30 June 2016
Figure 2.1: Number of individual and systemic non-government schools at 30 June 2016

Policy development, consultation and engagement

BOSTES has conducted a comprehensive analysis of the relative performance of rural and regional students in NAPLAN and the HSC. Improving the quality of initial teacher education is at the heart of the Great Teaching Inspired Learning (GTIL) reform programme. In 2015-2016, BOSTES continued to implement the recommendations of the Review of Languages ​​Education in NSW (2012-2014).

Dr Kyngdon presented the development and deployment of the BOSTES Literacy and Numeracy Tests as Computerized Adaptive Tests. It was an opportunity to present the work of BOSTES to the world's leading experts in Computerized Adaptive Testing; and to further develop the relationship between BOSTES and the University of Cambridge. The Board has established a working relationship with the office of the NSW Advocate for Children and Young People.

Improvements were also made to the All My Own Work website with the release of a tablet-friendly version of the site. The delivery of the online shop is another step towards a common web platform. Each year BOSTES contributes to the content of the Sydney Morning Herald HSC Study Guide.

All official notices and news items also appear on the news section of the BOSTES website.

Table 2.24: Frequency of visits to BOSTES websites, 2015–16
Table 2.24: Frequency of visits to BOSTES websites, 2015–16

Managing our organisation 105

Management of human resources

In 2015-16, NSW Board of Studies, Teaching and Education Standards full-time equivalent staff was 280.6. During the past year, an additional 411.5 FTEs of casual staff were engaged primarily to assist with peak hours associated with postsecondary certificate programs. For 2015-2016, the Performance Development Plans were managed through the BOSTES Human Resources Information System, enabling a more streamlined process and providing better information for reporting.

This section outlines trends in the representation and distribution of workforce diversity groups in BOSTES over the past three years (tables 3.4 and 3.5), as well as BOSTES' workforce diversity achievements in 2015–16 and strategies for 2016–17. Notes: A dispersion index of 100 indicates that the center of the distribution of the workforce diversity group across salary levels is equivalent to that of other staff. Values ​​less than 100 mean that the workforce diversity group tends to be more concentrated at lower salary levels than is the case for other staff.

In some cases, the index can be more than 100, indicating that the diversity group of the workforce is less concentrated at lower wage levels. Further information on BOSTES' multicultural policies and services is provided in Appendix H, while details of the BOSTES Disability Inclusion Action Plan are provided in Appendix I. Labor policies and practices at BOSTES are in accordance with the guidance and direction of the Industrial Relations Department. of Finance and Services, Public Service Commission, Department of Premier and Cabinet and relevant government policies.

The code has been distributed to all employees and is given to new employees as part of the induction process.

Table 3.2 shows the number of Public Service senior executives employed at BOSTES at  30 June 2016, by gender and band level
Table 3.2 shows the number of Public Service senior executives employed at BOSTES at 30 June 2016, by gender and band level

Financial management

Suppliers were notified of the new policy through purchase orders and selected identification from vendor and payment records. The Chair of the NSW Board of Studies, Teaching and Education Standards confirms that the use of the corporate card at BOSTES has met best practice guidelines in accordance with the Premier's memoranda and the Treasurer's instructions 205.1 to 205.8.

Table 3.8: Details of accounts due or paid within each quarter, 2015–16
Table 3.8: Details of accounts due or paid within each quarter, 2015–16

Knowledge management and information security

Digital Information Security Annual Statement for the 2015–16 Financial Year for the Board of Study, Teaching and Educational Standards. The controls in place to mitigate identified risks to the digital information and digital information systems of the Board of Studies, Teaching and Educational Standards NSW are adequate. Teaching and educational standards are assessed with an independent ISMS certified in accordance with the NSW Government Digital Information Security Policy.

The Board of Studies, Teaching and Educational Standards has maintained certified compliance with ISO 27001 Information technology – Security techniques – Information security management systems – Requirements from an accredited third party during the 2015–16 financial year.

Environmental sustainability

This commitment is demonstrated by the consistent purchase of energy, which includes 6 percent green power from an accredited energy supplier, and a reduction in both cost and consumption over the 1995 base year by an average of 53 percent of cost and 63 percent of consumption. In 2013, the office achieved, and has since maintained, a five-star NABERS (National Australian Built Environment Rating System) energy efficiency rating for its head office in Clarence Street, Sydney, ahead of green energy considerations.

Financial statements 129

Revenue is measured at the fair value of the consideration or contribution received or receivable. The maximum exposure to credit risk is generally represented by the carrying amount of the financial assets (net of any provisions for impairment). Credit risk arises from the financial assets of the economic entity and the parent company, including cash, receivables and deposits from government agencies.

The interest rate risk exposure of the financial units and parent units is set out below. It is consolidated as part of the Board of Studies, Teaching and Educational Standards and the NSW Total State Sector Accounts. The maximum exposure to credit risk is generally represented by the book value of the financial assets (less any write-downs).

Deputy Director, Senior Pathways, NSW Department of Education NSW Department of Education nominee. A/Leader, VET Programs for Secondary Students, NSW Department of Education Nominated by the NSW Department of Education. Assistant Secretary General (After School Education), NSW Teachers Federation NSW Teachers Federation nominee.

Nominated by the Association of Heads of Independent Schools of Australia Associate Professor Paul Wormell. It also has representation from the Aboriginal Members Committee of the NSW Teachers Federation (one secondary teacher and one primary teacher). Nominated by NSW Teachers Federation – Government Secondary Teacher Ms Natalie Pierson (from 16 March 2016).

Table A1: Board members’ attendance at board meetings in 2015–16
Table A1: Board members’ attendance at board meetings in 2015–16

Disability Inclusion Action Plan

Figure

Figure 1.1 shows the standing committees and panels of both the Board of Studies, Teaching and Educational Standards NSW and the Quality Teaching Council
Figure 1.2: Board of Studies, Teaching and Educational Standards NSW organisational structure at 30 June 2016
Table 1.2: Key priority area 2 – Curriculum and assessment   Key priorities   Strategic activities   Key priorities
Table 1.6: Key priority area 6 – Development and promotion of educational innovation   Key priorities   Strategic activities
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References

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