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Policy Development: A Process of Reflection, Engagement and Insurance?

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Out-of-Field Teaching and Education Policy

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Abstract

A focus on… building a stable and quality teacher workforce in spite of the epidemic out-of-field teaching phenomenon involves policies that (a) improve teacher quality through training, (b) support teachers’ career development, (c) give attention to the effective management of teacher assignments, (d) show awareness of empirical research evidence, (e) notice the complex and challenging situations of out-of-field teachers in hard-to-staff schools, (f) reassess existing policy frameworks and approaches that overlook the implications of the out-of-field teaching phenomenon, (g) review teacher shortages, (h) reflect on school leaders ’ impact on the development and implementation of school improvement policies and (i) prioritise the importance of school leadership autonomy in driving workforce innovation, since it benefits greater flexibility in the industrial relations forum for school workers.

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  1. Griffith University, Mt Gravatt, QLD, Australia

    Anna Elizabeth Du Plessis

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Correspondence to Anna Elizabeth Du Plessis .

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Du Plessis, A.E. (2020). Policy Development: A Process of Reflection, Engagement and Insurance?. In: Out-of-Field Teaching and Education Policy. Springer, Singapore. https://doi.org/10.1007/978-981-15-1948-2_11

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  • DOI: https://doi.org/10.1007/978-981-15-1948-2_11

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