There was a lot of movement behind the scenes prior to the development of Mount Lawley Teachers College. During 1969, the last year at Graylands, much time was taken up with the many committee meetings and informal discussions. It was a very thrilling time according to Charlie Staples. Staff were encouraged to write their thoughts for new ideas in the Graylands Education News. This was because Graylands Teachers College was providing the core of staff to Mount Lawley Teachers College. According to Bob Peter, the staff that transferred were interested in changing the face of teacher education, without the problem of an existing tradition or history”.

Bob Peter was set on a path for teacher education reform, using modern learning experiences and eliminating outdated practices. Academic autonomy was encouraged in the areas of teaching; designing courses; and assessing the effectiveness of the teaching.

The move from Graylands to Mount Lawley was planned in great detail by a proliferation of committees for management. According to Charles Staples, these included: “Timetable Committee, Continuous Assessment Committee, Assessment and Assignment Regulation Committee, Courses Committee, Information on Teacher Education Committee, Library Committee, Calendar Committee, Publications Committee, Social Committee, and Staff Advisory Committee. This was a foretaste of management by cooperation by all staff members”.

One of the major changes in policy was the introduction of a scheme of continuous assessment to replace examinations, a semester system to enable greater contact time for less subjects at a time, and a reduction of the lecture system in favour of more student-orientated practices, and various types of class sizings. Educational technology, teaching aids and student support were to be emphasized. Any problems were to be resolved through negotiation and cooperation. Departments were to consider fewer examinations, more accrediting, and the simplification of accrediting techniques. There was also a greater emphasis on “the marriage between theory and practice”.

The semester system was designed to minimise interruptions to the course; improve motivation and involvement; reduce conflict between the large number of subjects to be studied; and provide regular personal guidance to.

Teaching was to be varied according to set class sizes of: 250 in the large lecture theatre; 140 in the small theatre; 60 in the double classroom; 30 in the single classroom; and 15 in the seminar room. Smaller groups were supposedly catered for but in reality ‘”lecturers could be found with their small groups, at the head of the stairs, in passageways, in their offices, or in corners around the place”.

Bob Peter’s agenda for the new teachers college at Mount Lawley was clearly outlined in a paper he wrote, entitled ‘Towards New Patterns of Teacher Education’ (Teachers’ Journal 1972, pp. 55-62).

He addressed a number of problems with the traditional method of teacher training which included: the lack of college autonomy, the lack of appropriate criteria to predict teaching success, the relevance of academic courses to classroom practice, inefficient mass instructional methods with an overloaded curriculum, poor administrative procedures, and the possibility of failure to achieve the prime objective of turning out capable school teachers by the end of their training.

Bob Peter insisted that all staff modify their teaching styles to reflect the changes in education and to how students how it should be done. To achieve this, Bob Peter placed teaching practice and preparation at the core of the instructional program. He proposed “Teaching Practice Workshops” take place a week before teaching practice, in order to fully prepare students for the experience. The Practice (Prac) Department was responsible for this and also such activities as demonstration lessons in schools, micro-reaching (3-4 students) and peer group analysis of the recorded lesson and discussion.

Anecdotes