Out-of-Field Teaching Toolkit Podcast

Grammar sits inside every subject — yet many teachers quietly feel “out of field” when it comes to teaching it. In this episode, U.S. grammar specialist and author Patty McGee shares a radically practical approach to grammar thatreplaces worksheets and correction drills with hands-on grammar manipulatives, sentence play, and real classroom experimentation. From sentence combining to content-richgrammar sorts, Patty shows how grammar can become a confidence-builder for teachers across every discipline — not a source of fear. If grammar has ever felt like a blind spot inyour teaching, this conversation could change how you think about it. Links:Patty McGee https://www.pattymcgee.orgCo-authored book: 'Not Your Granny’s Grammar' (Patty McGee & Tim Donohue)https://www.corwin.com/global-search?content=all&keyword=not+your+granny%27s+grammar&sortBy=score&pageSize=24&page=1Grammar Girlhttps://www.quickanddirtytips.com/grammar-girlNational Council of Teachers of English (NCTE) (USA)https://ncte.orgAustralian Association for the Teaching of Englishhttps://www.aate.org.au/

A PhD progress update on my Reddit field site and methodological “rewilding”, followed by a deep dive into a new systematic review showing that while teacher distribution between schools may be improving, inequities inside schools remain stubborn — and what that means forout-of-field maths and science teaching.Links:Ingersoll, R. M. (2019). Measuring out-of-field teaching. In L. Hobbs & G. Törner (Eds.), Examining the phenomenon of “teaching out-of-field”. Springer Nature Singapore. https://doi.org/10.1007/978-981-13-3366-8_2Yao, Y., & Potter, K. M. (2026). Inequitable distribution of teachers in K–12 education: A systematic quantitative review. Studies in Educational Evaluation, 88, 101576. https://doi.org/10.1016/j.stueduc.2026.101576Professor Richard Ingersoll’s seminal research on out-of-field teaching – Out-of-Field Teaching Toolkit Podcast ep https://open.spotify.com/episode/66YkytyXQ64g8XBUIOTvI1?si=c3202947de7f4eaf

Dr Susan Caldis (Macquarie University) and Kathy Jones (Fieldwork Connections) unpack the launch of a new micro-credential designed specifically for out-of-field geography teachers in New South Wales, Australia.The microcred was developed from Dr Caldis’s PhD and early-academic career research, plus Kathy’s work in schools delivering geographical fieldwork and professional learning and their years of classroom experience. Called HELP! I’m Teaching Geography for the First Time, it's a fully online, self-paced, asynchronous program that gives teachers practical, confidence-building support in what makes geography distinctive — from fieldwork and mapping to geographical inquiry, tools and skills.The five-module, 25-hour course is NESA-accredited for professional learning, aligned to the NSW syllabus, and designed for teachers who need accessible, just-in-time professional learning they can complete around their workload. Caldis and Jones share the research behind the course, the realities of out-of-field teaching in geography, and why building teacher confidence is critical for subject integrity, student engagement and the future of geography in schools. Links:Dr Susan Caldis — Macquarie University profile – Susan’sacademic and researcher profile at Macquarie University:https://researchers.mq.edu.au/en/persons/susan-caldis/ Kathy Jones / Fieldwork Connections https://www.fieldworkconnections.com.au/ Microcredentialinfo (HELP! I’m Teaching Geography for the First Time) –Macquarie University microcredential page (with Susan and Kathy details):https://microcredentials.mq.edu.au/courses/help%21-im-teaching-geography-for-the-first-time Dr Susan Caldis: Teaching geography in and out of field (previous ep on this podcast)https://creators.spotify.com/pod/profile/margaret-paton/episodes/Dr-Susan-Caldis-Teaching-geography-in--out-of-field-e1qseq2/a-a8sjug9

Season 7 of the Out-of-Field Teaching Toolkit brings together global experts, teachers and system leaders to explore the realities of teaching out of field. This opener shares early insights from a pilot study of Australian teacher discussions alongside a preview of the voices joining the season. It alsointroduces the national PhD study behind the podcast.Links: Interested in participating in my PhD study?Find out more herehttps://blogs.deakin.edu.au/success-stories-ooft-maths-science/phd-research-project-a-netnographic-exploration-of-self-perceptions-of-success-of-out-of-field-teachers-of-mathematics-and-science/

Ending season six with this ep. When maths feels like it’s having an identity crisis, Allan Dougan is one of the fewvoices insisting that mathematics is still a deeply human endeavour. In this episode, the CEO of the Australian Association of Mathematics Teachers takes us from his toddler’s toy-car sorting experiments to the real-world pressures shaping maths classrooms today — teacher shortages, out-of-field teaching, and the quiet identity work teachers do when they’re suddenly expected to ‘be’maths teachers. Allan argues that the shortage isn’t an abstract policy problem, but a daily workforce crisis playing out in cancelled classes and last-minute assignments. He pushes for nationally coordinated, fully funded upskilling pathways — not one-size-fits-all — and calls for a profession where teachers are equipped, supported, and genuinely seen. Plus: why ‘best practice’ is a myth, why early childhood maths matters, and why the future depends on every young person seeing maths as something they can do.  Links: AAMT – Australian Association of Mathematics Teachershttps://www.aamt.edu.au ATSIMA – Aboriginal & Torres Strait Islander Mathematics Alliancehttps://www.atsima.com AAMT Strength in Numbers Podcasthttps://aamt.edu.au/teachers/event/strength-in-numbers/ Allan Dougan – LinkedIn https://www.linkedin.com/in/allandougan/ AAMT's Pedagogy in Mathematics Paper (2025)https://aamt.edu.au/wp-content/uploads/2025/01/AAMT-Pedagogy-in-Mathematics.pdf AAMT & Early Childhood Australia's Position Paper: Early Years Mathematicshttps://www.earlychildhoodaustralia.org.au/wp-content/uploads/2023/03/AAMT-ECA-Mathematics-Position-Paper-FINAL.pdf

In this episode, I unpack six provocations about out-of-field teaching and explore what they reveal about the way Australia handles teacher shortages, expertise, and professionalism. OOFT isn’t just a workaround — it’s a structural signal, and it deserves a real conversation. Join me as I cut through the noise and name what’s actually going on. A short, sharp deep dive for anyone who cares about teacher work and system design.

What happens when a research design collapses — and thatcollapse becomes the method? This episode explores methodological rewilding: a way of working with disruption, boundary-work and emergence. We look at how ethics protocols, teacher shortages, online communities and policy frameworks became unexpected catalysts for a more ecological, adaptive research design.

Dr Jared Carpendale from Massey University unpacks how Content Representations (CoRe) support out-of-field teachers of physics, and other areas of science. We talkabout the origins of CoRe, how it works in practice, and why collaborative design with in-field colleagues transforms confidence, content knowledge, and classroom strategies.Links:Dr Jared Carpendal, Massey University profilehttps://www.massey.ac.nz/massey/expertise/profile.cfm?stref=450622Link to his research outputshttps://www.massey.ac.nz/massey/expertise/profile.cfm?stref=450622 Foundational paper about CoRe: Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4),370–391. https://doi.org/10.1002/tea.20007

Dr Seamus Delaney from Deakin University leads one of the world’s largest surveys of chemistry teachers — 10,000 educators across 57 countries — revealing what really happens in science classrooms. In this conversation, he shares how out-of-field chemistry teachers navigate confidence gaps, why so much chemistry takes place at the sub-atomic level, and how “green” and “sustainable” chemistry are reshaping curricula worldwide. We talk about the 12 principles of green chemistry), and what reforms could help teachers feel better equipped to teach complex, unseen worlds.Links:https://experts.deakin.edu.au/43520-seamus-delaney Green Chemistry Teaching and Learning Communityhttps://gctlc.org/seamus-delaney Fizzics Education podcast with Dr Delaneyhttps://www.fizzicseducation.com.au/podcast/fizzicsed/podcast-chemistry-education-with-dr-seamus-delaney/Elements of Sustainable Chemistry research hubhttps://eschemistry.org/about/ IUPAC Committee of Chemistry Education Project (survey page – also with practical activities shared by teachers across the world)https://eschemistry.org/iupac-survey/

What happens when teachers are asked to step outside their expertise? Dr. Therese Huston — cognitive scientist, faculty consultant, and author of Teaching What You Don’t Know — shares strategies, stories, and surprising benefits ofout-of-field teaching, but she’s using a post-secondary education lens. Plenty of transferable tips, plus a 2-minute decompression activity you can do on the quiet to help recharge and overcome overwhelm. From tackling fear and impostor syndrome to finding big ideas and building supportive communities, Huston reveals how teachers can not only cope but thrive in the unknown. Links:Huston, T. (2009). Teaching What You Don’t Know. Harvard University Presshttps://www.hup.harvard.edu/books/9780674066175Therese Huston LinkedIn profilehttps://www.linkedin.com/in/therese-huston/ Her latest book: SHARP: 14 Simple Ways to Improve Your Lifewith Brain Sciencehttps://www.theresehuston.com/sharpVietnamese article mentioned in the ep:https://www.researchgate.net/publication/377079665_TEACHING_OUTSIDE_AREA_OF_EXPERTISE_A_BARRIER_TO_OR_ENABLER_OF_TEACHERS%27_SENSE_OF_COMPETENCEUAE article mentioned in the ep:https://www.researchgate.net/publication/343772998_Teaching_outside_your_area_of_expertise_an_opportunity_for_professional_development

This episode steps back to see out-of-field teaching as part of a bigger picture. We look at the World Summit on Teachers in Santiago and its outcome, the Santiago Consensus. We hear UNESCO’s stark projections of a 50 million teacher shortfall by 2030. We consider Australia’s data gaps, stories from Tajikistan, and candid teacher voices on Reddit. Together these threads show how teachers are being stretched beyond their training — and why that mattersfor policy and identity. I also share a powerful idea I heard recently about the balance of know-how and show-how. And we preview the upcoming UNESCO-OOFTAS Conference.Links:https://asiaplustj.info/en/news/tajikistan/society/20250919/even-on-independence-day-we-were-in-the-cotton-fields-teachers-and-students-complain-of-forced-cotton-picking-in-sughd https://www.unesco.org/sites/default/files/medias/fichiers/2025/08/world-summit-teachers-final-santiago-consensus-en.pdf Out-of-Field Teaching Across Specialisations (OOFTAS) international symposium 2025 websitehttps://ooftas-collective.org/2025-symposiumSession recordings should be available now if not soon UNESCO-OOFTAS Conference 18 October 2025 https://ooftas-collective.org/unescoooftas-conference-2025

What builds real confidence for teachers suddenly teaching maths out of field? Dr Janelle Hill and Georgie Stuart from Charles Sturt University break down the impact of a free, credit-bearing micro-credential designed for secondaryteachers tackling maths without formal training. They share how practical strategies, peer support, and flexible course design are helping teachers feel more capable in the classroom - especially in regional and rural communities.Plus, why AI isn't the quick fix some think it is.Links:DrJanelle Hill, Charles Sturt Universityhttps://arts-ed.csu.edu.au/schools/education/staff/profiles/teaching-and-research-staff/janelle-hillhttps://study.csu.edu.au/find-courses/short-courses/microcredential-courses/maths-for-out-of-field-teachershttps://study.csu.edu.au/find-courses/short-courses/microcredential-courses/professional-certificate-in-educational-technologies

This episode explores how the Independent Education Union of Australia is tackling out-of-field teaching as both a professional and workload issue. Assistant Federal Secretary Veronica Yewdall shares how shortages are forcing teachers to step outside their subject or age-group expertise—sometimes with surprising consequences, like one teacherpassing her school ‘stimetabling person in the corridor saying ‘Bonjour, ca va’, then being asked to teach French. The discussion covers the toll on teacher wellbeing, the need for mentoring and ongoing support, and how compliance reforms are cutting through red tape. With insights from across Catholic and independent schools, the union highlights what’s driving the problem—and what needs to change to keep teachers in the profession. Links:Independent Education Unionhttps://www.ieu.org.au/ Australian Teachers' Performance and Development Frameworkhttps://www.aitsl.edu.au/tools-resources/resource/australian-teacher-performance-and-development-frameworkShifting the balance: Increasing the focus on teaching andlearning by reducing the burden ofcompliance and administrationReview to reduce red tape for teachersand school leaders [2020]https://www.aitsl.edu.au/docs/default-source/red-tape/review-to-reduce-red-tape-for-teachers-and-school-leaders.pdf?sfvrsn=7cb3d93c%7B%5C_%7D2

International Symposium 2025 (7–8 Sep, AEST — online & free).Want the freshest research on out-of-field teaching? This episode previews the 12th International OOFTAS Symposium—an online, free, global gathering by the Out-of-Field Teaching Across Specialisations collective. Expect 22 short, sharp talks across 11 countries: identity, effective PD, OOF in STEAM/home ec/arts/CS, tech trials, and cross-system insights. Find out what to watch, how to join, and where to catch recordings.Links:OOFTAS symposium 2025 programhttps://static1.squarespace.com/static/57f5c6e0414fb53f7ae208fc/t/689d1ea98a868e3465b32195/1755127466004/12th+International+Symposium+program+Final.pdf

What can bush regeneration teach us about out-of-field teaching? In this episode, we explore how so-called “weeds”can be ecosystem transformers—reshaping landscapes in surprising ways. Drawing on Australian example weeds like lantana and African lovegrass, wI connect the dots between ecology and education, challenging assumptions about growth, adaptation, and success in unexpected environments.Scholarly Citations Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. https://journals.sagepub.com/doi/10.3102/0034654311404435Barker, M., Goos, M. & Coupland, M. (2024). Relieving Out of Field Teaching in Australian Secondary Mathematics: Analysis of out-of-field secondary mathematics teaching upskilling initiatives in Australia. AMSI, AustMS, MERGA, Statistical Society of Australia, Actuaries Institute. https://amsi.org.au/wp-content/uploads/2024/03/maths-ooft-report.pdfBlake, D. (2013) Applied learning as a boundary-crossing pedagogy. https://mail.aare.net.au/publications/aare-conference-papers/show/8090/applied-learning-as-a-boundary-crossing-pedagogy-to-support-innovative-youth-educationHobbs, L. & Porsche, R. (Eds.) (2022). Out-of-field Teaching Across Teaching Disciplines and Contexts. Springer. https://www.springer.com/gp/book/9783030944771Otrel-Cass, K. (2024) — https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-024-00463-4 Other links:AABR: Bradley Method — https://www.aabr.org.au/learn/what-i-bush-regeneration/general-principles/the-bradley-method/Gillies, C. & Compton, M. (2025) “Rewilding the University” — https://mcompton.uk/2025/04/02/rewilding/Kuchta, E. C. (2025). Growing Grass Between Concrete — https://www.cambridge.org/core/journals/australian-journal-of-environmental-education/article/growing-grass-between-concrete-a-chooseyourownadventure-game-for-rewilding-literature-pedagogies/6E278EB4A3B723ADFECC09BF23E208B0Vicphysics SPP PD — https://www.vicphysics.org/events/spp/Wikipedia: Bush regeneration — https://en.wikipedia.org/wiki/Bush_regeneration

What happens when out-of-field teachers feel more confident about their performance than their in-field peersdo about them? Professor Donna Pendergast AM from Griffith University in Queensland, Australia, joins us to unpack the surprising findings of her global study on home economics teaching. From the emotional toll on in-field mentors to the "Swiss cheese" gaps in system support, this episode explores what self-efficacy really means, and why passion still matters. Links:Study cited: Pendergast, D., McManus, S., DuPlessis, A., & Deagon, J. (2025). Investigatingthe perceptions of self-efficacy of in-field and out-of-field home economics teachers. Family and Consumer Sciences Research Journal, 53, e70006. https://doi.org/10.1111/fcsr.70006Griffith University profile: https://experts.griffith.edu.au/18640-donna-pendergast-am National Teacher Workforce Action Plan 2022:https://www.education.gov.au/national-teacher-workforce-action-plan

What happens when no one signs up for your carefully planned research study? In this solo episode, I reflect on the challenges of involving out-of-field teachers in time-intensive research and why that struggle pushed me to rethink traditional data collection methods. I share how netnography and existing online conversations are reshaping my PhD project — and what this means for research ethics. It’s a call to listen differently, especially when participation feels like one ask too many.Links:Find out more about my PhD project if you’reconsidering participating in an interview: https://blogs.deakin.edu.au/success-stories-ooft-maths-science/phd-research-project-a-netnographic-exploration-of-self-perceptions-of-success-of-out-of-field-teachers-of-mathematics-and-science/  REFERENCES:Briggs, C. (1986/1992), Learning How to Ask: A Sociolinguistic Appraisal of the Role of the Interview in Social Science Research, Cambridge University Press, New York.Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. https://doi.org/10.1177/1321103X060270010301Ellis, C. (2007). Telling secrets, revealing lives: Relational ethics in research with intimate others. Qualitative Inquiry, 13(1), 3–29. https://doi.org/10.1177/1077800406294947Kozinets, R. V. (2020). Netnography: The essential guide to qualitative social media research. SAGE.Nissenbaum, H. (2010).Privacy in context: Technology, policy, and the integrity of social life.Stanford University Press.O'Toole, J. & Beckett, D. (2013). Educational research: Creative thinking and doing (2nd ed.). Oxford University Press.Paulhus, D. L. (2002). Socially desirable responding: The evolution of a construct. In H. I. Braun, D. N. Jackson, & D. E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 49–69). Lawrence Erlbaum Associates. https://www2.psych.ubc.ca/~dpaulhus/research/CIRCUMPLEX/ETS%20chapter.pdfPowney, J.  & Watts, M. (2018). Interviewing in educational research. Routledge. Rubio, O. G. (1997). Ethnographic interview methods in researching language and education. In N. H. Hornberger & D. Corson (Eds.), Encyclopedia of language and education (Vol.8, pp. 153–163). Springer. https://doi.org/10.1007/978-94-011-4535-0_15

What do Victorian parents really think about out-of-field teaching? In this episode, Parents Victoria CEO Gail McHardyshares insights from years of advocacy on behalf of public school families. We explore how teacher qualifications, continuity, and communication shape trust in schools - and why relationships are everything. Gail also unpacks the limitsof school councils, the rising visibility of workforce issues, and how parents can advocate constructively at both local and systemic levels.Links:Victorian Parliament Inquiry into the State Education System (2023–2024): https://new.parliament.vic.gov.au/get-involved/inquiries/inquiry-into-the-capacity-of-the-victorian-school-system-to-deliver-a-quality-education-to-all-students/ Parents Victoria: https://www.parentsvictoria.asn.au/Victorian Institute of Teaching (VIT): https://www.vit.vic.edu.au/ Victorian Registration and Qualifications Authority (VRQA): https://www.vrqa.vic.gov.au/Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/

Out-of-field teaching doesn’t happen in a vacuum - and Professor Jillian Blackmore makes that crystal clear in this far-reaching, provocative conversation. A Distinguished Professor of Education at Deakin University and a long-time critic of education reform, Jill unpacks the systemic and political shifts that have weakened public education, casualised the teacher workforce, and deepenedinequality in Australian schools.From neoliberalism and human capital theory to the failures of school autonomy and flawed teacher recruitment practices, Jill explains why out-of-field teaching is just one symptom of a system under strain. We also explore her new research on how race, class, and gender shape access to the profession and why ‘best fit’ hiring may be a proxy for exclusion.Whether you're a teacher, policymaker, or researcher, this episode will challenge your assumptions and prompt deeper questions about what must change to truly support all educators.Links: https://experts.deakin.edu.au/154-jill-blackmoreAustralian Education Research Organisation (AERO)https://www.edresearch.edu.auProfessor Linda Hobbs et al. – Research on Hard-to-Staff Schools (Deakin)https://www.deakin.edu.au/education/research/research-groups/education-policy-and-practice/research-projects/attracting-and-retaining-teachers-in-hard-to-staff-schoolsEducation International – Status of Teachers Reportshttps://www.ei-ie.org/en/detail/15557/status-of-teachers-2021-global-reportOECD – Teachers and School Leadershttps://www.oecd.org/education/school/teachers-school-leaders.htm

In this bonus episode, I share details about my PhD research into how out-of-field high school teachers in NSW define and experience success when teaching maths or science. If you've ever taught outside your subject area, I’d love you to be part of this study. I explain what’s involved, how your input will be used, and why your story really matters.Links: To find out more about the research project – including the plain language statement and consent form, visithttps://blogs.deakin.edu.au/success-stories-ooft-maths-science/phd-research-project-a-netnographic-exploration-of-self-perceptions-of-success-of-out-of-field-teachers-of-mathematics-and-science/I've also posted a story about this project on my Medium.com profile. You can read it here:https://margaretpaton.medium.com/teaching-maths-or-science-out-of-area-your-story-of-success-matters-244258a46470