Improve outcomes

Improve student and school outcomes

By recruiting top talent into teaching, placing them in schools serving low socioeconomic communities and developing them to become highly effective teachers, Teach For Australia seeks to ensure that students taught by Associates emerge from classrooms on a path of expanded opportunities and that partner schools increase their capacity to support all their students.

 “Teach For Australia Associates have been a catalyst for change at Horsham College. The energy, aspirations and commitment of Associates have been harnessed to create a better school environment and ultimately impact on student outcomes.”

– Rob Pyers, Principal, Horsham College, Victoria

Approximately 90 per cent of principals surveyed by Teach For Australia in 2015 found that Associates have a greater or significantly greater impact on student achievement than other graduate teachers, comparing each after two years in the classroom.

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This student impact is also occurring internationally.

A 2010 study found that Teach First teachers in their second year compared favourably with an international sample of experienced as well as less-experienced teachers. (Muijs et al 2010)

In 2013, an Institute of Education study found that the General Certificate of Secondary Education results of Teach First partner schools improved by an extra third of a grade per student per subject, compared to similar schools without Teach First teachers. (Allen and Allnutt 2013)

A 2013 randomised control trial showed that Teach For America teachers were progressing their middle and high school maths students by 2.6 months more per year than other teachers in the United States system. (Clark et al 2013)

“Associates teach in such a way that students can’t help but connect with them. Having worked with or been a student of three of them myself, I’ve seen it firsthand. These teachers believe fundamentally that school is for learning and for learning more than what you’ll be assessed on. They want their students to leave the classroom feeling like they are grounded as human beings, rather than like they’ve been trained to answer exam questions.”

– Kate Turner, Student, Lake Tuggeranong College, Australian Capital Territory

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