The rise of Alternative Authorisation to Teach in Australia: analysis of current data and its implications

Abstract

Abstract

Globally, teacher shortages are prompting consideration of who should be allowed to teach and under what conditions. Within Australia, state and territory-based Alternative Authorisation to Teach (AAT) mechanisms allow those yet to meet teacher qualification requirements to teach in schools. While a national teacher registration framework exists, states and territories have their own AAT implementation policies. This paper analyses policy and census data relating to AAT uptake to evaluate what is known about AAT within Australia. Policy analysis identified major differences in AAT rules and conditions across jurisdictions. Most states and territories showed strong, recent growth in AAT approval numbers, with limited reporting about who was granted AAT, what they taught, and where they worked. Current reports were largely silent on the impacts of AAT on progression to full registration and workforce retention; impacts on student learning are yet to be investigated. The paper argues the need for evidence-based national policy guidelines for AAT eligibility and greater clarity about what constitutes professional preparedness within this pathway. It also identifies the importance of teacher workforce modelling to address current and future shortages. It recommends large-scale, longitudinal investigations into the impacts of AAT on the teacher workforce and student learning.