With Australia’s schools facing one of the worst staffing shortages in the world, pressure is mounting on education policymakers to change tack on what they’re doing to stop teachers from walking away from the job.
A recent OECD survey shows 42% of lower secondary principals say staffing gaps are hurting the quality of teaching — almost double the global average. In regional areas, the problem is even worse, with 63% of schools reporting major shortages.
At the same time, teacher stress is hitting record levels, with nearly two-thirds of educators feeling overwhelmed and one in three thinking about leaving early.
Amid this national challenge, Australian Christian College (ACC) is taking a different approach: growing future teachers from the ground up. Through its Teacher Trainee Program, ACC offers aspiring educators hands-on classroom experience in their first year, paired with one-on-one mentoring as they work through their degrees — helping school leavers and career changers alike become confident, classroom-ready teachers.
Experience that actually builds confidence
Mason Witenden from Moreton in Queensland is an undergraduate student undertaking a Bachelor of Secondary Education, majoring in PDHPE.
When asked how the ACC’s teacher trainee program is helping future teachers like him thrive, particularly during times of crisis such as the current teacher shortages, he pointed to its ability to give trainees real confidence before they ever take charge of a classroom.
“From what I have personally observed, the trainee teacher program equips pre-service teachers with the necessary skills and fundamental experience required before they enter their own classrooms,” Witenden told The Educator.
“Trainees are granted essential exposure to the world of teaching, bridging the gap between theory and practice within a safe, supportive and activating school community.”
Teachers last longer when we back them properly
Witenden said the crisis has made one thing painfully clear: teachers won’t last unless we properly back them.
“While Australia experiences a teacher shortage crisis, it is more imperative than ever that teachers are individually equipped and supported to endure the test of time.”
Witenden said having a mentor within the trainee teacher program has made all the difference.
“I have had the opportunity to journey alongside an experienced teacher who can speak into my development, enabling me to make accelerated progress along the path of teaching,” he said.
“Additionally, the collaboration of resources, pedagogies, and experiences has meant that I’m drawing from a well that can sustain when those dry seasons arise.”
Room to learn, grow and get it wrong
Witenden said the strength of the model lies in how it gives new teachers room to learn without fear of getting everything right on day one.
“I believe it’s fair to say that not every teacher is going to get it perfect straight away. By having numerous teachers in the same classroom, there is a greater opportunity and freedom for growth,” he said.
“Having the liberty to implement everything you’ve learnt into an authentic setting where learning is the goal for both the student and teacher allows for greater growth and confidence.”
For Witenden, it’s meant attempting different strategies, establishing new routines and refining my skills in a way that best meets the needs of every student within my classroom.
“Having a mentor who supports the students’ learning while simultaneously providing feedback on my own teaching is the catalyst for greater growth and assurance in most effectively teaching any class.”
Students win when teachers are set up to succeed
Witenden said the heart of the program comes down to one simple truth: students thrive when their teachers are set up to succeed.
“I truly believe that our students are in the best position to learn when their teacher is in the best position to teach,” he said.
“The teacher training program is a way in which teachers are better equipped to teach any student who comes into their classroom throughout their teaching career. The prayer is that we would establish better teachers who grant every student the greatest opportunity to learn and grow.”
Learning the job by living the job
Gabriella Anway is studying an undergraduate degree of Bachelor of Primary Education and teaching at Brightwaters Christian School in NSW.
She said hands-on classroom experiences and mentorship through the teacher trainee program have been “invaluable”.
“It allows us the opportunity to directly apply all teaching strategies and techniques we learn in our university classrooms into a real-life classroom with children,” Anway told The Educator.
“This has a huge impact on our future teaching because we can walk into any classroom knowing, with personal experience, what works best and for children with a variety of needs.”
Anway said the mentorship has “majorly” shaped her teaching through the shared conversations as her mentor would share constructive and encouraging feedback on specific areas of teaching she should focus on mastering or changing.
“They also guide my reflective thinking to help me shape and craft the techniques I want to embed into my personal pedagogy,” she said.
“They also become the voice of encouragement to step beyond our comfort zone and try new and different ways of teaching that we otherwise would be too afraid to experiment with.”
Confidence comes from being in the thick of it
When asked what aspects of the program have been most valuable in building her confidence and practical skills as a future teacher, Anway pointed to the power of being treated like a genuine colleague from day one.
“Being placed in a school and treated as a colleague amongst other teachers during the everyday teaching moments supports confidence growth,” she said.
“As a trainee, you get to experience real school life and practice managing and equipping yourself with the skills to handle a range of situations. For example, the value of sitting with my mentor teaching during parent-teacher meetings was so insightful.”
Anway said having playground duties allows aspiring teachers to practice managing children, while attending staff meetings gave her an accurate insight into what the ‘behind the scenes’ of teaching is truly like.
“Each of these little areas are small examples of the practical skills that we are equipped with throughout the teacher training school.”
Ready for any classroom, anywhere
Anway said preparing to teach in a regional area has been a defining part of her journey, and the program has supported her every step of the way.
“Our teacher training prepares us to teach in every context,” she said. “Having experiences in the classroom across several schools and during practicum placements allows us to gain knowledge and unique school practices of a wide range.”
Anway said she has seen small schools with stage classrooms (K-2) and witnessed how teachers manage many levels of learning in one space.
“I have also seen multi stream classrooms and how teachers work in Year Group teams to be a united Year level,” she said.
“These experiences ensure I have a wide range of experiences and knowledge to support my future teaching. I feel confident walking into many schools because I know I have been in classrooms similar.”