The Queensland Teachers’ Union (QTU) has put a ban on implementing the new curriculum and planning for the ninth Australian Curriculum, citing the lack of time provided by the education department to plan for the changes. This ban will be in effect for the rest of Term 2, which ends on June 21st. Despite Education Queensland having a high teacher retention rate of 95%, there are widespread teacher shortages in central and northern Queensland, particularly in regions like Ipswich, Logan, Biloela, and Sarina. The government has been criticized for not adequately addressing these shortages, with only 8% of the additional teachers and teacher aides promised at the 2020 state election being employed.
Opposition education spokesman Dr. Christian Rowan has pointed out that the failure to develop and implement a comprehensive workforce plan for teachers and teacher aides has led to increased workloads for existing staff. This has raised concerns about potential industrial action, with the QTU considering workforce bans as a response to the government’s inaction. In an effort to address the shortage of teachers, the QTU has also proposed major reductions to HECS debt for teachers as a financial incentive to attract more people to the profession, especially in regional areas where shortages are most acute.
With the ban on implementing the new curriculum and planning for the ninth Australian Curriculum in place, teachers are facing additional challenges as they navigate the changes in their work programs without the necessary time or resources to do so effectively. The lack of funding to release staff for planning during rostered duty time adds to the strain on teachers who are already dealing with increased workloads due to the shortages in staffing. It is evident that more support and resources are needed to address the systemic issues affecting the teaching workforce in Queensland, in order to ensure that students receive the quality education they deserve.
The teacher shortages in central and northern Queensland, as well as in specific regions like Ipswich, Logan, Biloela, and Sarina, are creating difficulties for schools and impacting the quality of education provided to students. The government’s failure to address these shortages and develop a comprehensive workforce plan has led to increased workloads for teachers, contributing to potential industrial action by the QTU. By proposing major reductions to HECS debt for teachers and teacher aides, the QTU is seeking to create financial incentives to attract and retain more educators, especially in regional areas where the shortages are most acute.
In light of these challenges, it is crucial for the government to prioritize the recruitment and retention of teachers in Queensland, in order to ensure that students have access to quality education. The implementation of the new curriculum and effective planning for the future of education in the state are important aspects of this process, but the lack of time and resources allocated for these tasks is hindering progress. By working collaboratively with the QTU and other stakeholders, the government can develop a comprehensive workforce plan that addresses the existing shortages and provides support to teachers, ultimately benefiting students and the education system as a whole.
