To become a teacher in the United States, you must have a Bachelor's degree in elementary, special education or secondary education with a major in a content area or an educational level. Some states require a Master's degree as well. You must also fulfill the state's requirements for certification, which may require the PRAXIS series of assessment.
Becoming a teacher in Australia opens a world that is relatively inaccessible to anyone who does not have the proper training. There are specific educational degrees that one must hold to obtain the required teacher registration (equivalent to certification in the United States). The prospective teacher will need a senior certificate (high school diploma) or an adult equivalent, such as an SAT (Scholastic Aptitude Test) score from a TAFE (Technical And Further Education) college or an adult matriculation certificate, available through night school at various high schools throughout school districts in Australia. Know the students and how they learn. Lead teachers are expected to select, develop, evaluate and revise teaching strategies "to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students" in order to meet the needs of students from diverse cultural and economic backgrounds (AITSL, 2011). Know the content and how to teach it. Lead teachers must be able to "lead initiatives […] to evaluate and improve knowledge of content and teaching strategies," as well as to "monitor and evaluate the implementation of teaching strategies to expand learning opportunities and content knowledge for all students" (AITSL, 2011).
Plan for and implement effective teaching and learning.
Qualified lead teachers should "demonstrate exemplary practice and high expectations […] and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs" (AITSL, 2011). Create and maintain supportive and safe learning
environments. Lead teachers are expected to be active in "the development of productive and inclusive learning environments," as well as to "lead and implement behavior management initiatives" (AITSL, 2011) in order to ensure students' well-being.
Assess, provide feedback and report on student learning. Lead teachers are required to "evaluate school assessment policies and strategies" to diagnose learning needs and to "co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice (AITSL, 2011).
Engage in professional learning. Lead teachers should "initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers" (AITSL, 2011).
Engage professionally with colleagues, parents/carers and the community.
Professional and community networks and support[ing] the involvement of colleagues in external learning opportunities" (AITSL, 2011).
Mainly that there is a danger that the urgency of ‘local’ needs can push an exploration of the ‘global’ off the agenda or down the list of priorities. The immediacy of these needs means that it is critical for DICE to have a response to these issues as they arise but also to consider the project’s primary task of promoting both development and intercultural education. One of the on-going challenges therefore, is to ensure that preparation for the ‘multicultural context’ does not take precedence over a development education perspective. There...