Teaching Degree evaluated in Australia

Evaluation of the CQUniversity Australia Bachelor of Learning Management (BLM)

An Evaluation of the Bachelor of Learning Management at Central Queensland University is an independent evaluation of the BLM commissioned by the Australian Federal Government, conducted by the Australian Council for Educational Research (ACER, 2005) and led by Professor Ingvarson to compare the BLM with other preservice teacher education degrees, states: "The pedagogical framework and ‘Dimensions of Learning’ in the BLM provides a flexible tool that enables graduates to feel well prepared for the demands of teaching. Evidence for accrediting bodies should move from course rhetoric to demonstrated capacity to link theory to practice, as in the BLM." (P. 84.)

ACER (2005) noted: "The expectation is that BLM graduates will be both ‘workplace ready’ and ‘futures-oriented’. This means that Learning Managers are able to perform the roles of ‘teaching’ to a professional standard, guaranteed by the experiences that they have had in the four knowledge areas, the workplace, the mentoring they have received from classroom teachers who know the logic and content of the BLM and from the compulsory internship undertaken in the last year of the degree. This evaluation indicates that the BLM course is making this expectation a reality." (P.83.)

The Honourable Dr. Brendon Nelson, then Federal Minister for Education for Australia singled out CQUniversity's Bachelor of Learning Management for praise in an article written for The Australian newspaper on 28 February 2005 (p. 12). (Retrieved from http://www.rehame.com/printclips/2005-02-28/NATTHEAUS/P5155481.pdf. See also Maiden, S. [2005]. Step up Teacher Training: Nelson, The Australian, 28 February, p. 4.)

The Federal Minister of Education, Dr. Brendan Nelson stated in 2005 that there are problems in the training of teachers in some Australian universities and there is criticism from principals to varying degrees about the academic standards of graduates. He went on to say: "However, I am impressed with Central Queensland University's bachelor of learning management, which specially prepares teachers for the rigours of the classroom and a life of professional learning. Many who train teachers do not see themselves as members of the teaching profession itself. Perhaps we need more teachers in universities with teaching appointments".

CQUniversity AUSTRALIA's then Deputy Vice-Chancellor Professor Jim Mienczakowski said this endorsement showed how the BLM was becoming known as a leading model for teacher education reform. He said it was an example of the wider University's vision in action.

More recently, Professor Lawrence Ingvargson and team (2014) wrote:

“An ACER evaluation in 2004-2005 of the Bachelor of Learning Management (BLM) program at Central Queensland University (CQU) (Ingvarson, Beavis, Danielson, Ellis, & Elliott, 2005; Ingvarson, 2006) revealed the advantages of a program guided by teaching standards and a clear model of effective teaching practice. Each unit of study within the program had to justify itself in terms of its contribution to meeting standards for beginning teachers. The BLM program also had a strong school-based component BLM graduates rated the effectiveness of their teacher education program significantly higher on a wide range of measures than did graduates from other teacher education programs in Queensland. BLM graduates also believed they were better prepared for the first year of teaching. The findings were supported by a small classroom observation study of BLM and non-BLM graduates in their first year of teaching, which found that BLM graduates performed at a significantly higher level on a range of teaching standards than non-BLM graduates. A survey of principals in the same study showed that they also rated BLM graduates as more prepared. BLM graduates reported significantly greater opportunities to link theory to practice, to see models of effective teaching, and to receive feedback about their teaching from university lecturers in the light of teaching standards. The report identifies a number of design features of the BLM course that contributed to the positive results, such as the strong partnership between experienced school teachers and university lecturers.”

Source: Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, M., & Rowley, G. (2014). Best Practice Teacher Education Programs and Australia’s Own Programs. Submitted to: Teacher Education Ministerial Advisory Group by the Australian Council for Educational Research.

Independent reports on the BLM may be found at:

• Australian Council of Educational Research (ACER) An Evaluation of the Bachelor of Learning Management at Central Queensland University

• Parliament of Australia Hansard Noosa 2005 (hearing 5 July 2005) and subsequent report on that inquiry into teacher education: Top of the class (2007)

Ken was Head of the School of Education from 2000 to 2006 when the BLM (ECE, Primary & Secondary) was introduced and evaluated.

To meet the new AITSL (2011) Australian Professional Standards for Teachers required for all Australian universities offering courses in preservice teacher education, the BLM was phased out and replaced with our new BEd courses in 2015. Indeed, our new BEd(Sec) was the first course of any university in Australia approved by AITSL and held up as exemplary (like its predecessor).

Today, at CQUniversity Australia our new degrees in preservice teacher education all build upon that rich history and extend it further into the contemporary and future educational environments that they prepare our students for:

Personally, these days I teach a Unit in each of the Bachelor of Education (Secondary) and the Master of Teaching (Secondary):