NADPE

NADPE STEERING GROUP MEMBERS

• CHAIR: Chad Morrison, Murdoch University
• DEPUTY CHAIR: Chrissy Monteleone, Australian Catholic University
• ACT Emily Hills, University of Canberra
• NSW Rebecca Andrews, Mcquarie University
• NSW:  Susan Ledger, University of NewcastlE
• NT Lisa Papapatrainou, Charles Darwin University
• QLD Tania Leach, University of Southern Queensland
  and Jen Clifton, Queensland University of Technology
• SA Jackie Thomson, Flinders University
• TAS Robert Carter, University of Tasmania
• WA Chad Morrison, Murdoch University
• VIC Martina Tassone, The University of Melbourne
• AITSL Judith Page
• DoE Liz De Luca

The ACDE Board established The Network of Academic Directors of Professional Experience (NADPE) in 2016 to provide a collective voice and take leadership in key issues associated with professional experience.

In 2018 NADPE undertook the largest study on the status of Australian professional experience.

The report was submitted to the Department of Education and Training (DET) in October 2018.  DET’s feedback is currently being incorporated into the NADPE report, which has helped identify issues and lay a path for their future resolution.

Projects findings were shared with the NADPE meeting and ACDE Deans’ Forum last October. The final report will go to all ACDE member institutions.

NADPE BACKGROUND 

The inaugural NADPE meeting on 6 May 2016 included representatives from 34 institutions and the Australian Indigenous Lecturers in Initial Teacher Education Association (AILITEA). It was a highly successful meeting filled with enthusiasm and collegiality. The powerpoint from the presentation is here.

The day included discussions on the current status and future directions for professional experience, particularly in light of recommendations within the TEMAG Report, with a focus on how NADPE can work collaboratively in this space. Members also identified a range of issues facing them in their roles managing Professional Experience.

The Steering Group aims to progress the following priorities:

• Evidence of practice and associated timelines for gathering evidence
• Partnerships around professional experience (including partnership agreements)
• Consistency in mentorship and professional development and support for mentor teachers
• Capstone assessment.

Professional Experience in Initial Teacher Education – a Review of Current Practices

TERMS OF REFERENCE