You wouldn't call someone a doctor on the basis of six weeks of training, so why is it different for teachers? By Erica Cervini.

Here's a novel idea to tackle the doctor shortage in the western suburbs and in rural areas: take some science graduates, give them six weeks' training and then parachute them into a job.

They can hone their knowledge and skills as they examine their patients.

Third Degree doubts anyone would take the suggestion seriously. Patients would baulk at the idea of having doctors with six weeks' training and no practical experience treating their illnesses.

But the idea of accelerating non-teaching graduates into teaching jobs is being considered in Queensland and is a reality in Victoria.

Forty-five graduates, who joined Teach for Australia last year, have recently started teaching in Victorian secondary schools after completing a six-week course at Melbourne University. They will spend 80 per cent of their work time in the classroom and 20 per cent studying for their diploma in education.

Read more: On a crash course

AS SOMEONE who migrated from Vietnam and went to a disadvantaged school in the western suburbs, Thao Pham is not afraid of a challenge.

While studying law and arts at La Trobe University, the 24-year-old worked as a volunteer with young migrants and refugees, taking them on camping trips and organising anti-racism workshops.

Now Ms Pham is about to embark on a new but not dissimilar path - she and Libby Buckingham are among 50 non-teaching graduates who will be placed as teachers in Victorian schools next year.

Based on a model found in 10 other countries, the Teach for Australia scheme recruits high-achieving graduates from any field of study who commit to two years' teaching in a government school after six weeks' training.

Earning a salary of about $45,000, the recruits will teach for 80 per cent of their time and study a postgraduate diploma of teaching for the remainder, emerging two years later with an accredited teaching qualification.

Read more: Graduates to learn on their feet

MEL JACOB, 35, resigned from teaching 12 months ago to care for her two young children and is unsure whether she will return to the profession.

"Even though I think teaching is an honourable profession, I think there need to be a lot more incentives for people to go back into teaching," she said. "At this stage of my life, I am weighing up the options.

"Often, schools can be built on teachers' goodwill."

Ms Jacob, who lives in Blaxland in the Blue Mountains, worked in a government high school in Sydney's south-west for six years, but moved into the private school system because of the lack of support she received with managing child behaviour.

Read more: Apple for Miss: the battle to lure staff back to classroom

YOUNG teachers are leaving the profession at an "alarming" rate, new figures reveal, threatening a staffing crisis in NSW public schools, with half of the teaching workforce approaching retirement.

The number of teachers resigning after four years or less in the job has increased by nearly 20 per cent over two years, according to official government figures obtained by the NSW Opposition under freedom of information laws.

The figures show a similar increase in the rate of resignations among teachers with five to nine years' experience.

The overall number of teachers resigning from public schools has increased by nearly 10 per cent over the same period, between 2006 and 2008.

The Opposition's education spokesman Adrian Piccoli said the figures were "alarming" and suggested the State Government had failed to provide young teachers with enough support.

Read more: Rookie teachers quitting

Teacher Shortage

Speech : Wednesday 14th November 2007

TEACHER SHORTAGE

Motion
Resumed from 25 October on the following motion moved by Hon Peter Collier -

That this house expresses its grave concern at the recent revelation of the Department of Education and Training that there will be a shortage of 3 000 teachers in Western Australia in five years unless some serious action is taken to remedy this significant problem.

HON PETER COLLIER (North Metropolitan) [3.04 pm]: I have almost come to the conclusion of my introductory comments.

Read more: Teacher Shortage