System innovation

Drive change and innovation in the education system

Our Alumni are committed to breaking the cycle of disadvantage as system leaders.

In 2017, 80 per cent of our Alumni continue working in education, with 15 per cent driving change and innovation beyond the classroom in non-profit organisations, policy or government and social enterprises.

Just two examples:

Cohort 2011 Alumni Justin Matthys and Richard Wilson founded Maths Pathway.

An e-learning curriculum and pedagogy for Years 5 to 10 students, Maths Pathway is changing the way that maths is taught by allowing teachers to deliver and assess individualised maths lessons for each student’s skill level, resulting in a rapid enhancement of student learning.

In 2016, Year 7 students using Maths Pathway learned on average double the amount of new mathematics compared to traditional learning models. Having only commenced in July 2013, over 100 schools across Australia and overseas have become part of the growing Maths Pathway Community.

Cohort 2013 Alumna Sonia Loudon founded Boundless, which provides work-experience placement matches for students from outer metropolitan and regional schools.

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Partner schools and education systems are adopting many of the practices we champion that help improve teacher quality and student outcomes.

As the 2013 ACER evaluation found, many of Teach For Australia’s practices could benefit the broader education system, including:

  • the high-quality recruitment process, which delivers high-quality teachers, including in shortage areas such as maths and science;
  • strong partnerships with governments, universities and schools to support schools serving low socioeconomic communities;
  • the emphasis on practicum experience and providing leadership training for teachers;
  • and better school induction processes, including in-school mentors to help teachers improve their teaching practice. (2013b)

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We are fostering system leadership through initiatives and innovative partnerships.

After four successful national TransformED conferences, in 2016 we moved to a regionalised focus.

Through TransformEDx, we engaged our partner school communities with a highly localised and contextually relevant forum to explore issues relevant to their schools and communities:

  • TransformEDx Hume engaged schools and the local community around student wellbeing and transitions.
  • TransformEDx Melbourne engaged schools, community groups and policy-makers to address the challenges of shaping positive and respectful values in schools among an ever-changing societal landscape.
  • TransformEDx NT focused on the vital role that educators play in the youth justice system.
  • TransformEDx WA brought together a panel of Indigenous education experts who offered knowledge and advice to Associates working with Indigenous students.
  • TransformEDx Western Victoria engaged our regional partner schools in an important dialogue about increasing inter-school collaboration.

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International evidence indicates that innovation will magnify over time.

More than two-thirds of those who have completed Teach First in the United Kingdom continue to work in organisations that support low income communities.

10 per cent Alumni are social entrepreneurs leading social enterprises in areas such as literacy and support for at-risk students and more than 300 Alumni are playing leading roles in non-profit organisations working to end educational inequality.

Almost 85 per cent of Teach For America’s Alumni remain in education or organisations that contribute to reform in low income communities. It has produced more than 900 principals, 250 education system leaders and 90 elected officials.

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