Teacher Skills Gap analysis: key insights

In 2024, at the request of government, the Victorian Academy of Teaching and Leadership (Academy) undertook a Teacher Skills Gap analysis.

The analysis aimed to give teachers a direct voice in shaping the Academy's future professional learning and resources, ensuring teachers are well supported to meet the evolving demands of modern classrooms.

The data gathering was comprehensive. It involved analysis of key review reports, policy documents and other literature, as well as 30 individual and 9 focus group interviews, comprising a total of 76 interviewees. The interviews allowed teachers and education and system leaders to share their perspectives on the skills needed to navigate today’s increasingly complex educational landscape.

What do we mean by ‘Skills Gap’?

In this context, a ‘skills gap’ refers to the difference between the capabilities teachers are expected to have, and those that they need to thrive in their work in today’s complex socio-cultural environment.

What did the analysis find?

Primarily, the analysis found that…

‘the Victorian teaching workforce is constituted 
by a group of dedicated and conscientious professionals who are committed 
to providing the best possible learning environment for all students’.

The analysis found that like our society, teaching has evolved as we enter the 21st century. There was consensus among interviewees that socio-cultural changes have resulted in a perceived increase in specific and challenging characteristics of learners. Changes include those related to technology, social media, the rise of Artificial Intelligence (AI), and a plethora of online, device-based activities that have replaced some of the broader life experiences in which young people in past eras would have engaged.

The teaching workforce has always been adept at evolving with society, and the analysis found that it must continue to do so as new challenges emerge for teachers at all career stages. The need to evolve highlights the criticality of professional learning to assist in addressing the ever-changing needs of the teaching workforce. This is particularly important considering the need to continue to attract and retain teachers and build the status of the profession.

The analysis led to several key recommendations for the Academy’s professional learning offerings, including a continued, renewed or new focus on:

• classroom management and behaviour education
• support for graduate and early-career teachers
• explicit teaching and differentiation strategies
• systematic synthetic phonics as part of a comprehensive reading program
• mathematics and science teaching for primary educators
• technology and Artificial Intelligence (AI) literacy
• First Nations Peoples' histories and culture.

Critically, the analysis affirmed the need for and quality of the Academy’s Australian-first Teaching Excellence Program.

The Academy is committed to addressing the recommended areas head-on in its professional learning and resources. Some details of Academy offerings in these key areas are outlined below.

1. Classroom management and behaviour education

Classroom management and behaviour is seen as a key concern for teachers and senior leaders. Interviewees claimed that managing classrooms with students who display disruptive or dysregulated behaviour was one of the major issues for teachers in the current context of teaching. Teachers indicated that such behaviour has become considerably more prevalent in recent years. Teachers are experiencing challenging behaviour not only from some students, but also from some parents. The Academy’s recent resources on understanding and addressing dysregulated behaviour support teachers in this area, and the Academy will continue to strengthen resources and professional learning for classroom behaviour and engagement.

2. Spotlight on early career teachers

One of the most significant findings of the analysis was the difficulty early-career teachers face in managing today’s classrooms. For many, the experience was described as overwhelming, even frightening by some. In response, the Academy will continue to provide professional learning for new teachers, particularly through the New to Teaching program. This initiative complements the Department of Education’s Career Start program and will continue to provide critical support to graduate teachers in regional and rural areas not yet covered by the Career Start program.

3. Explicit teaching and differentiation strategies

In light of growing evidence and recent policy decisions across multiple sectors regarding explicit teaching in schools, the analysis indicated a need for teachers to undertake professional learning to ensure they understand and practice the principles of explicit teaching. Differentiation was also viewed as critical for teachers to meet all students’ needs and as necessitating teachers having a repertoire of teaching skills and approaches. To support this finding, the Academy is committed to continuing and strengthening its work with teachers, leaders and other relevant experts to co-design and offer evidence-informed professional learning and resources focused on explicit teaching and differentiation.

4. Strengthening the fundamentals: literacy and numeracy

Teachers also expressed a need for more professional learning in literacy and numeracy. Systematic synthetic phonics, an evidence-informed approach to teaching reading, was identified as a key area for support. This is a core element of a structured literacy program, which also includes oral language, fluency, vocabulary and comprehension. The Academy will ensure that all relevant programs, including its literacy and numeracy suite, continue to enhance teachers’ skills in this area, while also addressing the challenges of differentiation – supporting teachers to meet the needs of students at all levels.

Additionally, primary school teachers reported some apprehension around teaching mathematics and science, particularly in cases where they don’t feel confident in the subject knowledge. The flagship Teaching Excellence Program (TEP), will continue to support primary teachers in these focus areas. Secondary schools also face a shortage of specialist teachers in these areas, with many teaching ‘out of field’. To tackle these issues, the Academy will intensify its focus on these subjects in the TEP and guide teachers to the right resources and support.

5. Technology and AI: building critical literacy

In an age of rapid technological change, the ability to access and critically assess technology and AI is more important than ever. Teachers identified a need for support in helping students develop technological critical literacy – the ability to detect bias, misinformation, and harmful content, while also harnessing the benefits of technological change. The Academy will continue to embed this focus across its programs and resources, equipping teachers with strategies to guide students in becoming informed and discerning users of technology.

6. Cultural understanding: First Nations histories and cultures

Finally, the analysis highlighted a gap in teacher confidence when addressing First Nations Histories and Cultures, a critical part of the Victorian Curriculum F-10. Some teachers expressed anxiety about appropriately navigating cultural protocols and sensitivities. The Academy is already working extensively in this space but will expand its efforts to integrate First Nations perspectives more deeply into its programs. By doing so, the Academy aims to model how teachers can embed these important cultural teachings across all areas of the curriculum.

Moving forward: bridging the gaps

The Teacher Skills Gap analysis provides a roadmap to inform aspects of the Academy’s future direction. By addressing the specific needs identified in the analysis, the Academy will continue to support teachers and school leaders in adapting to the complex realities of today’s classrooms. Whether through enhancing classroom management skills, supporting early-career teachers, focusing on key areas and/or deepening understanding of emerging technologies and First Nations histories and cultures, the Academy is committed to ensuring that teachers are fully equipped to thrive in society's ever-changing landscape.

To stay up to date with Academy professional learning that aligns to the outcomes of this Teacher Skills Gap analysis, sign up to Connect and review our downloadable professional learning calendar.