World Teachers' Day

The Hon. L.A. CURRAN (17:26): I move:

That this council—

1. Notes that World Teachers’ Day is celebrated in Australia on 28 October 2022 and acknowledges the work of our dedicated teachers across South Australia; and

2. Recognises the commitment of our teachers and education staff over the past two years to keep our schools open and our children safe during COVID-19.

Our teachers make a difference every single day, educating and inspiring young South Australians. World Teachers' Day is a wonderful opportunity to celebrate and thank South Australian teachers for their significant role in our communities and for the positive impact they have on the lives of students. This year, we say thank you to our teachers for teaching through every moment of what has been most definitely a challenging past two years as we continue to navigate the pandemic. We acknowledge and show appreciation for the many ways teachers provide support and inspiration to our students.

Celebrated worldwide in more than 100 countries, World Teachers' Day was established by the United Nations Educational, Scientific and Cultural Organisation in 1994 to recognise the important role of teachers in society. World Teachers' Day is held internationally on 5 October. As this date often falls during Australian school holidays, South Australia celebrates this day on the last Friday of October, this year being 28 October.

Teachers require great determination and passion to meet all students' learning needs in the classroom. The approaches are used to bring about enriching interactions, allowing students to remain engaged and help students to achieve their learning goals. The strategies teachers use affect the learning processes and achievements our students make. Our education system strives to implement the best teaching strategies, ensuring that South Australian students are motivated to learn and increase their academic achievement.

Our teachers work hard to communicate a learning objective while mapping out ways to improve student academic performance. As facilitators of learning, teachers must consider how they teach. This is critical, as the act of teaching either builds up student confidence or can impede learning if not effective. When teachers meet the needs of their students, they are giving them the best opportunity to gain experience in setting them up for life whilst allowing students to take ownership of their learning. This requires the thoughtful adoption and application of effective instructional strategies.

All students learn in different ways, and as time changes the way our students learn changes too. Our teachers deserve recognition for the way they are constantly adapting to provide the support and challenges that our students need. I commend our diligent teachers and acknowledge the importance of World Teachers' Day.

The Hon. S.L. GAME (17:29): I rise in support of the motion moved by the honourable member recognising World Teachers' Day on 28 October. I would like to take this opportunity to draw special attention to those teachers working in our regional and remote schools and those who are working in our state's most disadvantaged schools.

It takes extra effort to build aspirations in students with complex and often challenging needs. I have met with school leaders across the state and they agree that more incentives are needed for dedicated, passionate teachers in the most challenging of schools. We need to match the right teacher to the right classroom and particularly reward those teachers who go above and beyond for students with difficulties and in situations of disadvantage.

All children have the right to thrive in their education; it should not matter in which school you enrol. South Australian students are entitled to a quality education with inspired and energetic teachers. I feel passionately that socially disadvantaged children should not be taught a different curriculum to their wealthier peers. Quality of academic content should not drop for socially disadvantaged children. The doctrine of meeting learners where they are at perpetuates inequity of standards and lowers expectations—we are doing children a disservice. We need to halt the continuation of disadvantage.

I have spoken with frustrated school leavers. They want evidence-based reforms for their teaching staff, they want the same education offered to poor students as is offered to wealthy students. So-called targeted teaching often ends in poor results and lower long-term outcomes. The government must provide quality teaching resources in all classrooms, not make up different standards for various groups of children. The better the materials the better the outcomes. This has proven to be more effective for student learning outcomes than initiatives only focused on improving teacher quality.

An enthusiastic teacher, set up with high-quality materials, will make a positive impact. The drift from knowledge-based learning to skills-based learning inside the classroom does not work. Our results, when compared internationally, show this. Skills-based learning cannot fully substitute specific standardised knowledge-based learning.

When I was a teacher I set high expectations for my students, no matter their external circumstances. I believed in their abilities and the results followed. I know that with dedication and investment young people can increase their self-confidence and self-belief. Teachers play a vital role, especially in schools that are isolated or in disadvantaged communities. This government must acknowledge that important role and equip teachers with high-quality materials everywhere to ensure equity of learning.

We must ensure that great teachers not only stay in the profession but are targeted to the primary and high schools that need them most. I want to see targeted rewards for our most motivated teachers to work in regional and rural areas, and with our students who attend schools in socially disadvantaged areas.

Debate adjourned on motion of Hon. I.K. Hunter.