WEBVTT - A new campaign to 'save' teaching

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<v Speaker 1>My name is Lily Madden and I'm a proud Arunda

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<v Speaker 1>Bunjelung Carguttin woman from Gadighl Country. The Daily oz acknowledges

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<v Speaker 1>that this podcast is recorded on the lands of the

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<v Speaker 1>Gadighl people and pays respect to all Aboriginal and Torres

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<v Speaker 1>Strait Island and nations. We pay our respects to the

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<v Speaker 1>first peoples of these countries, both past and present.

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<v Speaker 2>Good morning and welcome to the Daily os. It's Friday,

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<v Speaker 2>the third of November. I'm Sam, I'm Zara. A new

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<v Speaker 2>government campaign is trying to inspire a new generation of teachers.

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<v Speaker 1>Teaching really does give so much more back than you

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<v Speaker 1>actually give out.

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<v Speaker 2>But when we asked our TDA audience what they thought

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<v Speaker 2>of it, the message came through loud and clear.

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<v Speaker 3>The problem isn't attracting teachers. You've got enough teachers. It's

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<v Speaker 3>retaining teachers.

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<v Speaker 2>So will this campaign bring new teachers to the profession

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<v Speaker 2>and is enough being done to stop them from leaving?

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<v Speaker 2>We'll let you know in today's deep dive. But firs

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<v Speaker 2>Ara Prime Minister Anthony Aberanzi's back on a plane tomorrow.

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<v Speaker 4>He is this time he is off to China. And

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<v Speaker 4>it's going to mark the first visit to China by

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<v Speaker 4>an Australian PM since twenty sixteen. It's also fifty years

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<v Speaker 4>since Scoff Whitlam became the first Australian Prime Minister to

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<v Speaker 4>travel to China in nineteen seventy three. While there, Albinizi

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<v Speaker 4>will meet with Chinese President Chi Jimping in Beijing for talks,

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<v Speaker 4>and he'll also attend an international import exhibition in Shanghai.

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<v Speaker 4>The four day visit comes after China scrapped financial penalties

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<v Speaker 4>on several Australian imports in the last twelve months.

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<v Speaker 2>The federal government will expand a specialist family violence hotline

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<v Speaker 2>for First Nations boys and men. The Brother to Brother

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<v Speaker 2>hotline provides twenty four to seven culturally safe support for

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<v Speaker 2>males struggling with issues around relationships, parenting, and drug and

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<v Speaker 2>alcohol use. It was previously only open to First Nations

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<v Speaker 2>men aged eighteen to twenty five, but will now be

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<v Speaker 2>accessible to boys as young as ten.

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<v Speaker 4>Kmart has been fined one point three million dollars that's

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<v Speaker 4>for breaching Australian spam laws. An investigation from the National

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<v Speaker 4>Communications Regulator found that Kmart sent over two hundred thousand

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<v Speaker 4>marketing emails to unsubscribed customers between July twenty twenty two

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<v Speaker 4>and May twenty twenty three. The action from the national

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<v Speaker 4>regulator follows similar measures against door Dash, Uber and Tickertech.

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<v Speaker 2>And Today's Good News. Sorry just near sneeze, which wouldn't

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<v Speaker 2>be an issue in Queensland, which is rolling out their

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<v Speaker 2>free flu vaccine program for another year in twenty twenty four.

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<v Speaker 4>The most painful dad joke You've ever made.

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<v Speaker 2>It follows the successful vaccine rollout last year and this year,

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<v Speaker 2>when almost one million people received a free jab. The

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<v Speaker 2>measure is aimed at reducing pressure on the public health

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<v Speaker 2>system and providing cost of living support. Let'd say gives

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<v Speaker 2>it a bit of a jab in the arm Czara.

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<v Speaker 2>The government has a new ad campaign to recruit more

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<v Speaker 2>teachers and it's all about inspiration.

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<v Speaker 5>Dear miss Luke, I just wanted to thank you for

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<v Speaker 5>everything you have done for me. I was struggling pretty

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<v Speaker 5>bad before you came to teach us. Not only do

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<v Speaker 5>you look like one of my idols, you are one

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<v Speaker 5>from Mila. It was just so potent, The fact that

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<v Speaker 5>you can be someone's idol.

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<v Speaker 4>Beautiful.

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<v Speaker 2>Do you feel inspired after that, Zara.

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<v Speaker 4>I mean, like, I think that it's preaching to the

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<v Speaker 4>converted because I wanted to be a teacher when I

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<v Speaker 4>finished school because I loved you. Yeah, I love my

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<v Speaker 4>teachers so much that I wanted to be a teacher.

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<v Speaker 2>But what we know from reporting on the teaching profession

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<v Speaker 2>over the last couple of years is that it is

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<v Speaker 2>going to take more than ad to get new teachers

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<v Speaker 2>into the classroom and to keep them there. So we

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<v Speaker 2>put this campaign in front of the TDA audience, and

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<v Speaker 2>what we heard from teachers within tda's audience is that

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<v Speaker 2>this isn't striking a chord.

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<v Speaker 3>Oh, I'm a name's Katrina. I'm a former teacher who

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<v Speaker 3>left the teacher profession about a decade ago.

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<v Speaker 2>So Katrina is one of the people who commented on

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<v Speaker 2>the post we put up earlier this week.

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<v Speaker 3>When I heard about the Gosh government initiative to be

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<v Speaker 3>that teacher, I thought, the problem isn't attracting teachers. You've

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<v Speaker 3>got enough teachers. It's retaining teachers.

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<v Speaker 2>And there were lots of comments like this. When we

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<v Speaker 2>put the story on Instagram, there was stuff like, you know,

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<v Speaker 2>I'm reading this with tears in my eyes as I

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<v Speaker 2>know I will end up being a teacher who leaves

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<v Speaker 2>the profession early. So I guess this initiative might be

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<v Speaker 2>all about inspiring people to become teachers, but there's clearly

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<v Speaker 2>a question to be asked here about what's being done

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<v Speaker 2>to inspire teachers already teaching in classrooms.

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<v Speaker 4>Yeah, and I think that this goes to I mean,

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<v Speaker 4>it won't be surprising to anyone that's listening who is

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<v Speaker 4>in the teaching profession that there are some major issues

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<v Speaker 4>in this industry exactly.

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<v Speaker 2>And what that has led to is a teacher shortage.

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<v Speaker 2>And to give you a sense of the situation, the

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<v Speaker 2>federal government says it expects from twenty twenty one to

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<v Speaker 2>twenty twenty five that Australia is going to have foury

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<v Speaker 2>one hundred fewer teachers than we actually need. And there

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<v Speaker 2>are two problems to consider here. On one hand, there's

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<v Speaker 2>more students to teach. Student numbers are booming. It's growing

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<v Speaker 2>at about ten percent a year Australia wide. It's pretty quick.

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<v Speaker 2>And on the other hand, teaching numbers are falling and

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<v Speaker 2>we don't have enough people entering teaching. So when we

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<v Speaker 2>look at even people who have enrolled in a teaching degree,

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<v Speaker 2>but then are completing their degree. The completion rate is

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<v Speaker 2>falling by seventeen percent a year, so that's a pretty

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<v Speaker 2>sharp drop off too. And we also have a big

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<v Speaker 2>problem of people wanting to leave teaching. There was this

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<v Speaker 2>Monash University study last year of more than two thousand

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<v Speaker 2>teachers and fifty nine percent of them said that they

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<v Speaker 2>were thinking about leaving the profession. So that's a pretty

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<v Speaker 2>big problem.

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<v Speaker 4>And so what is it about teaching that seems to

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<v Speaker 4>be the issue here? Like why are we hearing these numbers,

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<v Speaker 4>seeing these numbers? Why did our audience react owe strongly

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<v Speaker 4>to this story?

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<v Speaker 2>So we go to look at another survey to try

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<v Speaker 2>and understand the answer to that question. There was a

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<v Speaker 2>survey of three thousand teachers and the survey asked those

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<v Speaker 2>who said they were thinking of leaving the profession to

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<v Speaker 2>list their reasons why. And the number one reason in

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<v Speaker 2>that survey, nominated by seventy one percent of teachers was

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<v Speaker 2>a heavy workload. Number two at sixty eight percent work

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<v Speaker 2>life balance, so a similar theme. And then at number

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<v Speaker 2>three with sixty one percent, the stress and the impact

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<v Speaker 2>on mental health. And it's fair to say this was

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<v Speaker 2>a common theme for our audience too.

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<v Speaker 3>This is what Katrina said, the excessive workload, teachers having

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<v Speaker 3>to mark assessments, write reports, communicate with parents, have meetings

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<v Speaker 3>or after school hours, having to work, we can having

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<v Speaker 3>to go to school performances as Stedfords, do all the

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<v Speaker 3>extracurricular activities on top of you know, preparing lessons. It's

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<v Speaker 3>just I'm not working seven days a week.

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<v Speaker 4>I feel like this is what comes up in every

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<v Speaker 4>conversation I have with any friends in the profession, is

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<v Speaker 4>that you know, from the outside, people think that teachers

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<v Speaker 4>work nine to three, that you know, they get these

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<v Speaker 4>very long school holidays, that it's somehow this very easy

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<v Speaker 4>profession when there is so much being done outside of hours,

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<v Speaker 4>and there's so much preparation and so much after hours,

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<v Speaker 4>that you know, the workload just seems insurmountable for so many.

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<v Speaker 4>Putting that aside for a second, were there any other

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<v Speaker 4>reasons that teachers were giving as to why they were

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<v Speaker 4>turning away from the profession.

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<v Speaker 2>Yeah, there's a variety of other reasons. There's things like

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<v Speaker 2>insufficient pay that was reported by thirty percent of respondents,

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<v Speaker 2>twenty eight percent mentioned class sizes being too large, and

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<v Speaker 2>twenty six percent said it was about challenges with student

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<v Speaker 2>behavior on.

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<v Speaker 3>The daily, dealing with students who firmly appease you, physically

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<v Speaker 3>step into your own personal space and threaten you, walk

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<v Speaker 3>out of classrooms, ignore you. It's actually so horrible and

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<v Speaker 3>it wouldn't happen in any other workplace, but unfortunately it

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<v Speaker 3>happens ouri within an educational setting.

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<v Speaker 2>And so I guess the point that emerges here is

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<v Speaker 2>that for different teachers, the problems are different, but there

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<v Speaker 2>is this general feeling that the education system is in

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<v Speaker 2>a state where it's going to need much more than

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<v Speaker 2>a single ad campaign to get it back on track.

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<v Speaker 4>Yeah, I mean pretty clear that there is an issue there.

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<v Speaker 4>Perhaps one ad campaign won't solve at all. What is

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<v Speaker 4>the government trying to do to address this teacher shortage?

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<v Speaker 2>So last year federal, state, and territory government's got together

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<v Speaker 2>to produce this plan to address the shortage. This is

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<v Speaker 2>Federal Education Minister Jason Clair speaking after that meeting about

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<v Speaker 2>the government's three key focuses.

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<v Speaker 5>One, what are the.

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<v Speaker 6>Things that we can do to encourage more people to

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<v Speaker 6>become teachers? What sort of national coordinated action can we

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<v Speaker 6>take on that front? Secondly, what can we do to

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<v Speaker 6>prepare student teachers for the workforce they're about to enter.

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<v Speaker 6>And thirdly, what do we do to keep the fantastic

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<v Speaker 6>teachers that we already have.

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<v Speaker 2>So governments are tackling this crisis in a number of ways,

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<v Speaker 2>including improving teaching courses so that means more funding for

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<v Speaker 2>university places and for scholarships, as well as reviewing how

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<v Speaker 2>teaching is actually being taught at universities. There's an underlying

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<v Speaker 2>commitment to addressing teacher workloads, so you know, reviews of

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<v Speaker 2>looking into how to cut down on unnecessary work taken

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<v Speaker 2>on by teachers, also by admin staff, things like report writing,

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<v Speaker 2>unpaid extracurricular activities, and also ways to help teachers with

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<v Speaker 2>lesson planning, so giving better resources to teachers to sit

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<v Speaker 2>alongside the national curriculum. Now, it's worth mentioning that these

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<v Speaker 2>are all quite theoretical so far. The Action Plan was

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<v Speaker 2>released last December and it's really more of an aspirational

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<v Speaker 2>guide for how governments want to approach the issue. But

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<v Speaker 2>it is certainly recognition from all levels of government that

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<v Speaker 2>there is a problem here. So Zara, having had this

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<v Speaker 2>chat today and watching that campaign together, why did you

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<v Speaker 2>want to go into teaching and has that changed.

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<v Speaker 4>Look, I think the reason that I wanted to go

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<v Speaker 4>into teaching was that I truly thought that I had

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<v Speaker 4>an exceptional time at school and through my education system,

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<v Speaker 4>and that I thought that I wanted to give other

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<v Speaker 4>people the opportunity to have access to the type of

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<v Speaker 4>you know, learning that I did and the type of

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<v Speaker 4>teachers that I did. I think it is an incredibly,

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<v Speaker 4>incredibly difficult career that is oftentimes glossed over and I

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<v Speaker 4>think misunderstood, especially the workload that comes with it. And

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<v Speaker 4>I certainly didn't appreciate that at school, let alone, you know,

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<v Speaker 4>when I was considering what to study at university. I think,

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<v Speaker 4>in a way, what we do now, in my mind,

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<v Speaker 4>kind of ticks the box of teaching. I feel like

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<v Speaker 4>I wanted to teach to be able to like start

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<v Speaker 4>conversations with students in the way that my teachers did

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<v Speaker 4>and the way they supported me. And I do feel like,

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<v Speaker 4>hopefully through the daily ods, I do get that avenue,

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<v Speaker 4>even if it's you know, not in a formal kind

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<v Speaker 4>of classroom setting. And I do still think that there

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<v Speaker 4>is an element of teaching that we're doing here, So just.

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<v Speaker 2>A bit less marking though.

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<v Speaker 4>A bit less, just comment sections and dms to deal with,

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<v Speaker 4>so basically the same. But I think that, yeah, the

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<v Speaker 4>essence is the same. And all I'd say is that

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<v Speaker 4>I'm grateful for the amazing teachers I had. I know

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<v Speaker 4>that one of them, Misstang, listens to this, so hello,

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<v Speaker 4>and that yeah, we should always be grateful for our teachers,

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<v Speaker 4>and especially for those who are heading into a career

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<v Speaker 4>that you know, we know that there is a problem,

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<v Speaker 4>but hopefully they can all be part of the change together.

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<v Speaker 2>That's all we've got time for on today's episode of

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<v Speaker 2>The Daily Odds. If you learn something from this episode,

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<v Speaker 2>you can keep the conversation going. Maybe you've got a

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<v Speaker 2>teacher in mind that you can send this to, or

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<v Speaker 2>you can throw this link in your mate's group chat.

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<v Speaker 2>We'll be back again on Monday morning. Have a great weekend.