The recognition of teacher competence and its relationship to academic achievement in Queensland has an interesting history. Early in its history there was an assumption that if one could read, write and calculate, one could teach. Esther Roberts, a soldier’s wife, could do these things and was given the ?20 per year plus free rent to run the colony’s first school in 1825 somewhere near the Commissariat in William Street. The school was located either in the boat shed or in her home. No one is certain. When she left, soldiers with similar abilities undertook the task.
Throughout New South Wales schools were started by folk who had had adequate schooling and they gave their schools names like “Academies” or “Seminaries”. Clergymen frequently started a school to teach their own children in their own home and charged fees for others to enrol. In early Brisbane, there was quite a number. The quality of instruction was uncertain. What was certain was that the possession of a degree of any kind, or a recognisable superiority in matters of learning, or sincerity of effort was not enough to provide a person with the ability to teach.
“Doc” Tate [1842-1934] is an early example. An Edinburgh University graduate with medicine, natural history and botany to his credit, he became an adventurer and explorer in Australia until 1874 when he joined the Queensland Department of Public Instruction as Head Teacher at Oakey Creek. A ‘rounded Victorian gentleman’ with a ‘lofty language’ and a diligent disposition, he was not a success according to school reports even though he persisted in the role until his 71st year in 1913.
The connection between adequate training, practice, early mentoring and the study of education topics came to be seen as essential requirements for teaching competence.
The Department began its own system of training from earliest times. A school that was used for the training of teachers was called a Normal School, so named because it instructed its trainees in normal teaching methods. Prior to the establishment of Normal Schools, teachers moved into the system direct from the primary school that they attended or from one nearby. They were called Pupil Teachers. The Headmaster was responsible for the training and Inspectors assessed the suitability of the entrants.
The Board of National Education started a Model School in Fort Street, Sydney in 1849 to serve as a model for other schools and to train pupil teachers who had commenced duties at this and nearby schools. It was, therefore, a model for other schools offering training in the teaching of normal methods within the National School system.
Queensland’s first Normal School was opened in 1862 in special buildings stretching from the corner of Adelaide and Edward Streets through to where Anzac Square now stands. A pupil-teaching scheme had been introduced in 1860, so Pupil Teachers in Brisbane schools attended for six days each week after normal daily duties. Older candidates did a one-month course of learning about Teaching Method, Discipline and School Management. A Training College was later located at the George Street Technical College in 1914 together with the University and the Technical College. Later, it moved to an unused Fire Brigade building in Ann Street, subsequently to the old Trades Hall building in Turbott Street before moving in with North Brisbane Intermediate School in 1942.
Mr.G. Abbott, a product of the National Board’s Normal School in Sydney, was the first Principal of a National School on Queensland soil. George Leslie hired him to teach his own and other children at Toolburra, near Warwick, and applied for National School status. When granted, the school opened on 4 November 1850 with thirty pupils.
Later, salaries were scaled and yearly increments were paid if a person’s classification rise was not dis-approved by a District Inspector. Various classification systems were used over the years and recognition of academic achievement was introduced into the scale. There was overt encouragement for all teachers to study for degrees.This was linked to the recognition by the public of the professionalism of teachers. Teachers in High Schools were especially encouraged to possess a degree that gave authenticity to the subjects that they taught. Universities and Colleges of Advanced Education then introduced pre-service Bachelor of Education courses for all. Those who graduated and those who had studied externally for degrees were described as ‘four year trained’ in salary plaints. This left a large number of teachers who had done the hard yards around the state with little opportunity for study, out in the cold. However, the differences in salary were such that many of these hard heads accepted the challenge. Ray sang for them
SONG OF THE ALSO RANS
[Tune: "Daisy"]
“Others”, “Others”,
We are a motley crew.
Our big brothers
Get a much bigger screw.
Since they’ve had a “four-year training”
We don’t hear them complaining;
We can’t compete
With this elite
‘Till we “others” are “four-years”, too.
