Beruflich Dokumente
Kultur Dokumente
Supporting
PROVISIONALLY
REGISTERED
TEACHERS
February 2016
CONTENTS
1. HOW TO ACHIEVE TEACHER REGISTRATION 4
5. FURTHER INFORMATION 50
6. REFERENCES 52
SUPPORTING PROVISIONALLY
REGISTERED TEACHERS ONLINE
Teachers with provisional registration can access information
and resources required to apply for full registration.
2
Contents
ABOUT THE VICTORIAN INSTITUTE OF TEACHING
The Victorian Institute of Teaching (the Institute) regulates the teaching profession
in Victoria.
Chapter 1
The Institute is an independent statutory authority reporting to the Victorian Minister for
Education. Registration by the Institute provides assurance to the public that teachers
are qualified, suitable to teach and meet and maintain standards of professional practice.
Registration recognises the expertise of teachers and protects the profession’s high
standards of practice and conduct.
Registered teachers are expected to take responsibility for their professional behaviour and
Chapter 2
their professional practice, including the maintenance of their teacher registration.
As a new teacher you are provisionally registered for up to two years. To be eligible to
change your registration status to registered teacher or registered early childhood teacher
Chapter 3
you must make application to the Institute for (full) registration. To do this you need to:
have taught for at least 80 days as a registered teacher in Australia or New Zealand
have met the Australian Professional Standards for Teachers at the Proficient Teacher
level. This is done through an evidence-based process undertaken in the education
setting where you teach.
The evidence-based process ensures that you have the opportunity to develop your
practice to meet the standards within a supported environment. It requires you to work
Chapter 4
with more experienced colleagues and to reflect on the effectiveness of your practice in
relation to your learners. The Victorian Institute of Teaching works in partnership with the
Department of Education & Training and is supported by the Catholic Education Offices
and Independent Schools Victoria to ensure this is integrated with your induction and to
train the teaching colleagues who will mentor you during this time.
This guide:
explains the inquiry into your practice you will undertake to evidence the Australian
Chapter 5
3
1. HOW TO ACHIEVE TEACHER
REGISTRATION
Two further stages, Highly Accomplished Teacher and Lead Teacher are not currently being
used by the Institute for registration.
For registration as a teacher or early childhood teacher, the standards are met at the
Graduate Teacher level when an approved initial teacher education program is completed.
Provisional registration is granted to teachers and early childhood teachers who have not
yet met the standards at the Proficient Teacher level.
When teachers and early childhood teachers meet the Proficient Teacher level of the
standards they are granted teacher registration or early childhood teacher registration.
They then undertake a process of annual renewal of registration that confirms they have
maintained the standards at the Proficient Teacher level.
DOMAINS OF TEACHING
STANDARDS
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Contents
DOWNLOAD
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS .pdf
Chapter 1
how they learn and how to teach it implement maintain feedback and professional professionally with
effective teaching supportive and report on learning learning colleagues,
and learning safe learning parents/carers and
environments the community
1.1 2.1 3.1 4.1 5.1 6.1 7.1
Physical, social and Content and teaching Establish challenging Support participation of Assess learning Identify and plan Meet professional ethics
intellectual development and strategies of the teaching learning goals learners professional learning needs and responsibilities
characteristics of learners Develop, select and use
area(s)
Set explicit, challenging and Establish and implement informal and formal, Use the Australian Meet codes of ethics and
Use teaching strategies based Apply knowledge of the achievable learning goals for inclusive and positive diagnostic, formative and Professional Standards for conduct established by
on knowledge of learners’ content and teaching all learners. interactions to engage and summative assessment Teachers and advice from regulatory authorities,
physical, social and intellectual strategies of the teaching support all learners in strategies to assess learning. colleagues to identify and systems and education
development and area(s) to develop engaging learning activities. plan professional learning settings.
characteristics to improve their teaching activities. needs.
learning.
Chapter 2
Understand how learners Content selection and Plan, structure and Manage learning and Provide feedback to Engage in professional Comply with legislative,
learn organisation sequence learning programs teaching activities learners about their learning and improve administrative and
learning practice organisational
Structure teaching programs Organise content into Plan and implement Establish and maintain requirements
using research and collegial coherent, well-sequenced well-structured learning and orderly and workable Provide timely, effective and Participate in learning to
advice about learning. learning and teaching teaching programs or routines to create an appropriate feedback to update knowledge and Understand the implications
programs. sequences that engage environment where time is learners about their practice, targeted to of and comply with relevant
learners and promote spent on learning tasks. achievement relative to their professional needs and legislative, administrative,
learning. learning goals. priorities of the education organisational and
setting or system. professional requirements,
policies and processes.
Chapter 3
strengths and needs of fairly and respectfully. practice. wellbeing.
learners from diverse
linguistic, cultural, religious
and socioeconomic
backgrounds.
Chapter 4
cultures and languages.
Design and implement Use effective teaching and learning programs using
teaching activities that strategies to integrate ICT evidence, including feedback
support the learning and into learning and teaching and assessment data from
participation of learners with programs to make selected learners, to inform planning.
disability and address content relevant and
6
3.7
Engage parents/carers in the
educative process
Plan for appropriate and
contextually relevant
opportunities for
parents/carers to be involved
in their children’s learning.
Chapter 6
The Victorian Institute of Teaching acknowledges the diversity of teaching contexts and uses inclusive language to describe the professional standards for teachers.
5
PROFESSIONAL KNOWLEDGE PROFESSIONAL PRACTICE PROFESSIONAL ENGAGEMENT
1 2 3 4 5 6 7
PROVISIONAL REGISTRATION
Provisional registration provides a period of time for you to demonstrate successful
application of your knowledge in teaching situations where you are responsible for
the learning of those you teach. During this time you need to be inducted into teaching
and have opportunities to work with experienced colleagues.
The process to meet the standards for Victorian provisionally registered teachers and
early childhood teachers is designed to synchronise with workplace induction and to
provide opportunities for collegial practice and professional observation and feedback
on your practice.
The panel structure for teachers in early childhood settings generally comprises:
a registered early childhood teacher
a registered early childhood teacher or teacher who has participated in the Institute’s
mentor training program
another registered early childhood teacher or teacher colleague you nominate and who
knows your work.
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Contents
The workplace panel assesses your documented evidence of practice and makes a
determination whether you have met the standards and their descriptors at the Proficient
Teacher level. They then complete a recommendation report. In some cases, there may
need to be variations to the panel composition.
Chapter 1
The recommendation report can be used in your application for teacher or early childhood
teacher registration when the panel identifies all descriptors of the seven standards have
been met at the Proficient Teacher level.
Chapter 2
taught for at least 80 days as a registered teacher in Australia or New Zealand and be able
to provide a satisfactory recommendation report from your workplace panel.
You need to ensure that, if requested, you can provide to the Institute a copy of the
evidence of practice you compiled as the basis of the workplace recommendation.
The Institute will assess your application for teacher registration or early childhood teacher
registration when all requirements are provided. When the Institute is satisfied you have
met the standards at the Proficient Teacher level, your registration status will no longer be
provisional and you will be granted a change of registration status to teacher registration
Chapter 3
or early childhood teacher registration.
PROVISIONAL REGISTRATION
Chapter 4
(1)
Content and
context for
learning
(5) (2)
Evaluating Inquiry
practice question
(2B)
Chapter 5
Professional
learning
(4) (3)
6
Implementing Action
action plan plan
SUBMISSION OF ONLINE
APPLICATION
Chapter 6
A cycle of reflective practice requires you to make assessments about what your learners
need to know and do. This informs what you then need to learn to bring about
improvement in learning outcomes for those you teach. New knowledge can be applied
and evaluated to determine its impact on learning and to assess the effectiveness of your
teaching practice.
You will address the learning of those you teach by investigating the effectiveness of your
practice and deepening your knowledge of specific areas of teaching and learning.
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Contents
assess the learning outcomes
reflect on the effectiveness of your practice and the implications of this for future
practice and professional learning.
Chapter 1
GATHERING EVIDENCE FOR (FULL) REGISTRATION –
TIMELINE
You will need to identify the learning needs of those you teach, establish an area of focus
and undertake professional learning to address these needs over an extended period of
time. Once you have done this, you should implement and evaluate your action plan over
Chapter 2
a period of about 4 – 6 weeks.
There needs to be sufficient time for implementation of your action plan and assessment
of learning in relation to the learners identified. The amount of time for the gathering of
evidence through the inquiry process will depend upon your working arrangements and
how often you teach your learners.
Chapter 3
components of the evidence must be addressed.
INVESTIGATING LEARNING
THE INQUIRY APPROACH
The diagram below, based on the research of Helen Timperley’s cycle of teacher inquiry
and knowledge building. It provides guidance on how you can gather evidence of your
Chapter 4
practice and assess the effectiveness of your practice to improve learning.
(1)
Content and
context for
learning
(5) (2)
Evaluating Inquiry
practice question
Chapter 5
(2B)
Professional
6
learning
(4) (3)
Implementing Action
action plan plan
Chapter 6
9
The activities you have been asked to undertake have been mapped against the Proficient
Teacher descriptors. By documenting these activities you will build evidence to meet the
standards at the Proficient Teacher level.
During this process, you will identify the areas of your own practice that need to be
developed to support learning.
Select the individuals whose learning you want to develop further. Your inquiry can focus
on one or more groups within a larger cohort of learners. If teaching individuals or small
groups, they will all become your selected group. Give reasons for your choice.
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What do you know about the level of learning and prior knowledge of the learners you
have selected with disabilities?
What modifications to the physical environment or the learning plan or the content will
Chapter 1
you have to make so the learning is accessible to these learners?
How will you make sure they can be included in activities and participate in learning?
WHAT TO INCLUDE
You should include the following information about the learners:
why you selected them and who has a disability (and what it is)
their learning levels and how you know this
Chapter 2
their learning characteristics and how that impacts on your teaching and the way they
learn
their socioeconomic, religious, linguistic and cultural background and any impact of
this on their learning
how you will make adjustments or modifications to make the learning accessible to
learners with a disability and make sure they can participate in learning activities.
Chapter 3
Provide documentation about what you will be teaching for a program of learning that will
span 4–6 weeks. (If you see your learners less frequently, the learning may take place over
a longer period of time.) Ask yourself, ‘What knowledge and skills do my learners need?’
Indicate where this content is placed within the wider curriculum or level of expected
development of your learners.
Show how the content you are teaching addresses development of the literacy and/or
numeracy of your learners.
Chapter 4
Where relevant, show how your content provides opportunities for learners to develop
understanding and respect for Aboriginal and Torres Strait Islander histories, cultures
and languages.
11
TIPS: TEACHING CONTENT AND PROGRAM OF TEACHING
The program of teaching you select should be long enough to provide time for learners
to demonstrate learning but not so long that the documentation is onerous.
WHAT TO INCLUDE
your program of learning – could be existing or new
how the program links to the broader curriculum/framework
what outcomes you expect learners to achieve
annotate the program documentation to show how you:
Address access to and participation in learning for those with a disability
Develop literacy/numeracy
promote understanding and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages
incorporate ICT into learning.
How have you established that the content of your program of learning scaffolds the prior
knowledge of your learners? What can they do well? What areas need development?
Professional discussions with your mentor and other colleagues and the opportunity
for your mentor to work with you in your learning environment will allow you to share
observations about the current levels of learning for those learners you are investigating.
Use this data and other information you may have, to consider learning outcomes that
develop further what your learners already know and are able to do.
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Contents
1E. THE LEARNING OUTCOMES
Using the content of your program of learning and the prior knowledge of your learners,
establish the learning outcomes. These should be achievable but also able to challenge
Chapter 1
learners. The learning outcomes may vary depending upon the learning characteristics
of your learners.
WHAT TO INCLUDE
prior knowledge of learners
expected learning outcomes
Chapter 2
how outcomes build on/expand on prior knowledge
how outcomes are achievable and challenging for learners
identification of learners who need to be extended or given particular support
and what you will do for them
how you will provide access to and participation in learning activities for those
with disabilities.
Chapter 3
By the end of this section you should have a clear idea of:
the learners who are your focus
the factors affecting their learning
the teaching content for your program of learning
the prior knowledge of your learners
any additional learning needs of individuals, including those with a disability
Chapter 4
learning outcomes for the program of learning.
This information will assist in establishing a question for inquiry.
Understanding the backgrounds and levels of learning of those you teach helps you
understand the challenges in ensuring all learners achieve the outcomes for a program
of learning. You need to identify the aspect of teaching and learning you want to develop
6
to maximise learning.
13
The following examples may help you do this:
How do I cater for the diversity of learning needs of my learners?
How do I manage the behaviour of individuals or groups of learners to ensure learning
occurs? (Within this area of inquiry you may want to focus on specific behaviours e.g.
when learners are working in groups or when they are engaging in practical classes).
How do I use a range of resources and strategies to engage my learners?
How do I use ICT to engage learners in working collaboratively?
How do I develop independent learners?
How do I work with parents to improve learning?
How will I incorporate literacy and/or numeracy learning in my program?
How do I extend learning to maintain the engagement of all learners?
It is important that the inquiry question you identify is manageable within the time frame
of the program of learning. Therefore, you may not be able to address all the challenges
you face and may develop only one aspect of your teaching practice and the learning of
those you are focusing on.
Discussing your inquiry question with your mentor/experienced colleague may assist in
refining your understanding of the issue and framing your approach. This in turn, may
enable the targeting of any professional learning you require to support effective practice.
This is the next step in the inquiry.
You can access the APST on p.5 of this folder or by clicking here.
Undertake at least one observation of your mentor or an experienced colleague when they
are teaching.
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Contents
TIPS: OBSERVING EXPERIENCED COLLEAGUES
Ensure you have a focus for your observation that relates to your inquiry question.
Questions to focus your observation could be:
Chapter 1
How does the teacher deal with difficult situations?
How does the teacher address diversity in learning needs?
What does the teacher do that engages the learners?
How does the teacher present knowledge, skills and ideas?
What sort of resources does the teacher use and how do the learners react to them?
Chapter 2
How does the teacher provide feedback to learners?
In the learning environment:
think about what you see and hear
observe the learners
question the learners about what they are trying to achieve.
Engage in professional conversations with your mentor or experienced colleague. You need
Chapter 3
to undertake and document at least two of these. One of these can be associated with an
observation of your colleague teaching or they can be quite separate conversations where
you discuss your approach to your inquiry.
As part of your inquiry into practice you need to consider how you support learners with
disabilities.
Your professional development may need to build knowledge in relation to the specific
disability of your learner/s. It should also consider learning that will support you to develop
Chapter 4
an inclusive environment where learners with disability are able to participate in activities.
Any PD you undertake that addresses the learning needs of those with disability will also
assist you to develop knowledge and practices that will support the learning of everyone
you teach.
may be occurring in your education setting. You can also expand your knowledge by
undertaking professional reading that relates to your area of inquiry. Your mentor or
other colleagues may be able to assist you with this.
6
15
WHAT TO INCLUDE
your inquiry question
the area of practice you intend to develop and how that will improve outcomes for
your learners
at least 2 professional conversations and accompanying reflections
at least 1 observation of a colleague’s teaching and reflections on this
other activities that have contributed to your professional knowledge and practice
what you have learnt and how that learning addresses your question for inquiry.
It is recommended that you work with your mentor and/or experienced colleagues
to develop your action plan.
You will be drawing on your learning from observing the practice of your mentor or
experienced colleagues and the professional conversations you have engaged in. Further
discussion with them can assist you to develop the teaching activities, strategies and the
assessment tasks you will use in your plan.
By assisting with the action plan your mentor will understand what you are trying
to achieve and how you are trying to do this. Consequently, the time you are working
together will be directly focused on your inquiry question. This will support targeted
feedback.
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3A. COMPONENTS OF THE ACTION PLAN
Your action plan should include:
Learning outcomes in relation to content or skills to be taught. These may have been
Chapter 1
modified to accommodate factors affecting learning.
Learning resources, practices and activities you will use to teach the content or skills.
Assessment practices you will use to evaluate learning.
Chapter 2
identified achievable and challenging learning outcomes related to the content to be
taught that are based on the prior knowledge of your learners.
Your inquiry question may require you to develop your learning outcomes further for the
selected learners.
Think about how you will know your change in practice has improved your learners’
engagement in learning and learning outcomes. What evidence do you need to collect
to evaluate the effectiveness of your practice?
Chapter 3
Include this in your action plan.
If you haven’t already done so, relate these to your inquiry question. What do you need
to include in your action plan that accommodates these factors?
Chapter 4
In your planning also consider:
the coherence and structure of the program you develop to facilitate learning for the
selected learners
the resources you will use to teach the content (including ICT where relevant) and how
they will engage your selected learners
the teaching strategies you will use to develop knowledge, skills, problem solving or
Chapter 5
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DEVELOPING ASSESSMENT ACTIVITIES AND PRACTICES
To be able to reflect on the effectiveness of your practice you need to be able to assess
the learning within your area of inquiry. Your assessment of learning should include
both formative and summative assessment strategies and activities, and these should be
identified in your action plan.
Formative assessment enables you to evaluate the effectiveness of your action plan as you
implement your new practices.
Consider how you will provide feedback on learning with learners who have a disability.
At the end of this section you will have developed an action plan to address your inquiry
question that includes:
learning outcomes
the learning resources, practice and activities
assessment practices and tasks.
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Contents
4. IMPLEMENTING YOUR ACTION PLAN
Your action plan will be implemented with your selected learners over a period of at least
4–6 weeks.
Chapter 1
During this time your mentor/experienced colleague will work with you in your learning
environment on at least three occasions.
Chapter 2
to witness your practice and therefore verify areas of competence in relation to the
standards.
Chapter 3
joint planning
collegial interaction
professional discussion.
Chapter 4
negotiated beforehand. They may team teach with you or interact with your learners as a
‘helper’ in the learning environment. Their role is not to run the activity but to assist you
and observe the effect of your practice on the learners you have selected for focus. Their
feedback helps you evaluate the effectiveness of your practice and any modifications you
may need to make to your action plan.
To do this effectively, you need to ensure that your colleague is adequately briefed about
the progress of your action plan before they enter the learning environment and any
specific aspects you wish them to look at in particular. You will need to be very clear about
Chapter 5
what you want your learners to achieve by the end of the lesson and how this fits with
your learning outcomes for the program of learning.
6
Your mentor/experienced colleague should visit your learning environment at least three
times while you are implementing your action plan. This does not need to be weekly. For
instance, they may visit twice in the first week and again in the third week. You need to
work out the times for collaboration that will provide you with the best opportunity for
constructive feedback on your action plan.
Chapter 6
19
PROFESSIONAL DISCUSSION AND FEEDBACK
It’s important to find time to meet with your mentor/experienced colleague after they have
visited your learning environment. The professional discussions you have will focus on the
effectiveness of your action plan to develop the learning of the content you are delivering
for your selected learners, including those with a disability.
The professional discussion should be evidence-based. This means that the evaluation
of learning should be based on observations of what learners were doing and what they
produced. Using evidence of what was seen, what was heard and samples of learner’s work
will assist in focusing the feedback. The samples of work that formed part of the discussion
can be included in your evidence of professional practice to show the learning and the
effect of your practice. It may be helpful to annotate these during the discussion.
During the discussions you may identify areas of your action plan that need revision.
Any changes could be the focus for subsequent visits to your learning environment
by your mentor.
Your mentor/experienced colleague will observe your capability and reflect on this in
relation to the standards for proficient teachers. The feedback they give you should be
primarily focussed on your inquiry question. However, at times they may also be able to
provide feedback on other areas of practice. Where this feedback indicates competent
practice this should be included in the summary of the professional discussion, as it will
strengthen your evidence of professional practice.
WHAT TO INCLUDE
the dates and outcomes of at least three mentor / experienced colleague visits to
your learning environment
evidence of the elements of your practice that were effective and what you did to
support learning.
By the end of this section you should have implemented your action plan including:
worked with your mentor/experienced colleague in your learning environment on at
least three occasions
engaged in professional conversations and received feedback on the effectiveness of
your action plan to address your inquiry question
modified your teaching strategies and/or teaching and assessment resources in relation
to feedback and personal observation
gathered evidence about the effectiveness of your action plan.
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Contents
5. EVALUATING YOUR PRACTICE
It’s important to evaluate the impact of your practice at the conclusion of your
implementation. Your prime purpose is to see whether your focused practice
Chapter 1
improves learning.
5A . ASSESSING LEARNING
To do this you will need to look at and assess work samples against the learning outcomes
you established at the beginning of the program of learning. This could include work
showing the level of learning at the beginning, during and at the end of the program. It is
preferable that these artefacts show a range of different activities and include more than one
Chapter 2
method of assessment, as this will offer a broader understanding of learning. Where you are
investigating a group of learners, choose a selection of those learners to represent the whole.
Alternatively, you may wish to aggregate evidence of learning where this is able to show the
impact of your teaching practice. Identify the learning for those with disability.
The best way to evidence learning is to annotate work samples to show the level of learning
and to compare this with the expected learning outcomes.
In areas of study where the artefacts of learning are not static and able to be easily
reproduced (i.e. the production of a dramatic narrative in a Drama class, the development of
physical skills in Physical Education, a performance in Music, play based learning in an early
Chapter 3
childhood services) teacher observational notes and rubrics become the artefacts of learning.
Chapter 4
Looking across more than one artefact will provide a better understanding
of learning.
by the end of the program and how had their level of learning increased?
If there was little impact on learning, what does this tell you about your practice and what
you might need to do next? What aspects of your learning could you apply to other teaching
situations in the future? How will you continue to develop your knowledge and practice?
Use these questions and others you may have, to guide reflection on your professional
Chapter 6
learning during the inquiry period. Consider the effectiveness of your practice to support
teaching and learning into the future.
21
TIPS: REFLECTING ON YOUR LEARNING
Consider both the learning of the individuals and your own learning.
Consider what comes next to further develop this area of learning and
your teaching practice.
WHAT TO INCLUDE
annotated work samples to indicate the level of learning and achievement of the
learning outcomes, including for learners with a disability
an evaluation of the effectiveness of your practice using evidence
reflections on your learning and how you could apply this to your teaching in other
contexts and/or in the future
Professional learning you would like to engage in to further develop your practice.
At the end of this section you should have developed an understanding of the impact of
your teaching practice through:
assessing artefacts of learning in relation to the learning outcomes you identified
annotating artefacts to indicate achievement of learning
analysing the effectiveness of your practice to address your inquiry question
reflecting on your learning and how it may be applied to future teaching
identifying areas for your further professional learning.
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Contents
Any additional evidence needs to have a clear description of the action and/or behaviour
observed and the person endorsing it needs to identify who they are and when this
was witnessed. There is a suggested format for this documentation in the template for
documenting evidence on page 38.
Chapter 1
THE VICTORIAN TEACHING PROFESSION CODE
OF ETHICS AND CODE OF CONDUCT
INTRODUCTION
One of the hallmarks of a profession is adherence to ethical standards. The Victorian
Chapter 2
Institute of Teaching Code of Ethics and Code of Conduct recognise the unique position
of trust and influence that you hold and how this shapes your relationships
with learners, parents/caregivers, colleagues and the community.
To address Proficient Teacher standard 7, it is expected that you behave professionally and
comply with relevant legislation, policies and procedures. Standards descriptors you are
required to meet are:
Standard descriptor 7.1: Meet codes of ethics and conduct established by regulatory
authorities, systems and education settings.
Chapter 3
Standard descriptor 7.2: Understand the implications of and comply with relevant
legislative, administrative, organisational and professional requirements, policies
and processes.
These can be difficult to evidence so you may have to plan for and seek assistance from
others to gather the required evidence. Below are circumstances that could be witnessed
by your mentor, other experienced teachers or your principal or education leader. They can
be documented to provide evidence for descriptors 7.1 and 7.2.
Chapter 4
verbal communications with colleagues, parents and others that indicate an
understanding of legislative requirements such as mandatory reporting
preparation for and implementation of activities with learners and/or colleagues that
indicate an understanding of legislated requirements and/or sector, school or service
policies in relation to learner wellbeing and equity.
In addition you can record as evidence:
professional learning regarding relevant legislative, administrative, organisational and
Chapter 5
professional requirements
planning and other documents indicating where you have applied or referenced sector,
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CHECKLIST FOR EVIDENCE OF PROFESSIONAL PRACTICE
Use this checklist to ensure that you have all the evidence required to demonstrate your
practice meets the standards of professional practice.
DOWNLOAD
.pdf EVIDENCE HAS BEEN GATHERED IN RELATION TO:
identification of the learners whose learning is your focus
24
Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
6 Chapter 6
25
3. APPLYING FOR (FULL)
REGISTRATION
OVERVIEW
Provisional registration is granted for a period of two years with the expectation that you’ll
be able to evidence the Proficient Teacher standards to achieve teacher registration or early
childhood teacher registration during this time.
Evidence of practice is developed within your teaching context with the support of
experienced teachers, many who have been trained as mentors. In most cases you will also
have support from the education leaders in your workplace and you will be inducted into
the profession while you are developing your practice to meet the standards.
Once you have collected your evidence you will present it to a workplace panel who will
assess whether it meets the APST at the proficient teacher level. When you satisfy your
panel they will complete a recommendation report that you will use in your application for
teacher registration or early childhood teacher registration.
Your application is assessed by the Institute and teacher registration or early childhood
teacher registration is granted by the Institute.
The panel structure for teachers in early childhood settings generally comprises:
a registered early childhood teacher
a registered early childhood teacher or registered teacher who has participated in the
Institute’s mentor training program
another registered early childhood teacher or registered teacher colleague you
nominate and who knows your work.
A two person panel is acceptable if you teach in an early childhood service where you are
the only registered early childhood teacher or if there are less than two other registered
early childhood teachers employed.
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Contents
You may need to seek the assistance of registered teachers in other services and
workplaces, including schools to convene a panel to assess your evidence.
Chapter 1
contact the Institute for advice.
At least one member of your panel should have completed the Mentor Training Program
delivered by the Institute in partnership with the Department of Education & Training and
with the support of the Catholic Education Offices and the independent schools’ sector.
Involvement provides specific training in the evaluation and recording of evidence of the
standards of professional practice.
Chapter 2
THE APPLICATION PROCESS STEP BY STEP
STEP 1.
GATHER EVIDENCE OF PROFESSIONAL PRACTICE
Refer to page 24 for a checklist to help ensure you have the required evidence of
professional practice.
STEP 2 .
Chapter 3
Arrange for a panel to assess your evidence.
Ensure you have given prior warning and arranged for a panel to be convened to assess
your evidence. Your mentor may be able to assist you do this. Organise a time for the
meeting, ensuring this is convenient for all members. The meeting should take about
30–45 minutes. In some circumstances, you may be assigned a time for your meeting
by your education leader or principal.
Chapter 4
STEP 3.
Provide evidence and the Short Guide to the recommendation report to the
panel members.
You should provide copies of your evidence of professional practice to your panel members,
allowing sufficient time for them to consider your evidence prior to the meeting.
STEP 4 .
Chapter 5
THE MEETING
The purpose of the meeting with your panel is to provide an opportunity for you to
6
present your evidence of practice and support their assessment of whether you have
demonstrated the standards at the Proficient Teacher level. Be prepared to present a brief
overview of your evidence, explaining how the evidence has been developed and where
you have demonstrated the APST. The meeting is also an ideal time for you to reflect on
your development as a teacher during the time you have gathered your evidence. In the
discussion that follows, panel members may ask questions seeking clarification or further
information about your evidence.
Chapter 6
27
STEP 5.
PANEL CONSIDERATION OF YOUR EVIDENCE OF PROFESSIONAL PRACTICE
The aim for the panel is a consensus view of where your evidence meets the standards and
their descriptors.
Once you have presented your evidence and answered any questions, your panel members
will then confer about where your evidence references the Proficient Teacher standards and
their descriptors. Using the Short Guide to the recommendation report, they will tick off
each descriptor as they work through your evidence.
You should be advised about the outcome of the panel meeting and provided feedback on
your evidence and a copy of the recommendation report from the panel or the chair of the
panel, who may be your education leader or principal.
STEP 6.
MAKING AN APPLICATION FOR TEACHER REGISTRATION OR EARLY CHILDHOOD
TEACHER REGISTRATION
The purpose of the evidence based process and panel meeting is to provide evidence to
the Institute that you meet the standards at the proficient teacher level and can move from
provisional registration to teacher registration or early childhood teacher registration.
You will complete the application form online. There is no cost to make an application
of this type. This is what you need to do:
a. Access your MyVIT account and select the application form from the ‘Forms’
tab. Complete the first part of the online application and submit to the portal
of the employer (education leader) who is making a recommendation about
your practice.
b. Your principal or education leader locates your application in their portal under the
‘Applications’ tab. They complete the recommendation report online and submit it
back to your portal. A copy of this report needs to be retained as a record.
c. You will access the recommendation report in your portal under the ‘My Applications’
tab. Complete the rest of the application form and submit it to
the Institute. You will receive a confirmation email to indicate that the Institute
has received your application.
The Institute will process your application as soon as possible. You may be selected to
provide your evidence to the Institute. If this occurs your application will not be completed
until satisfactory evidence is provided.
AUDIT OF APPLICATIONS
When you apply for teacher registration or early childhood teacher registration you are
not required to provide evidence of your professional practice. To ensure compliance the
Institute selects provisionally registered teachers and early childhood teachers to provide
a copy of their evidence.
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When requested, you will be required to provide a copy of your evidence to the Institute.
Original documents will be accepted by the Institute but will not be returned. You should
provide all evidence that was used by your panel to make a recommendation.
Chapter 1
If you are unable to provide your evidence within the time requested, your application
cannot proceed and you will be ineligible for teacher registration or early childhood
teacher registration.
You will be able to remain provisionally registered until your expiry date.
STEP 7.
GRANTING TEACHER REGISTRATION OR EARLY CHILDHOOD TEACHER
Chapter 2
REGISTRATION
Where all requirements have been met you will be granted teacher registration or early
childhood teacher registration by the Institute. This registration indicates that you have
attained the proficient teacher level of the Australian Professional Standards for Teachers.
Once your registration is approved you will be mailed a new registration card with details
of your new registration status.
Chapter 3
Chapter 4
Chapter 5
6
Chapter 6
29
The following diagram outlines the registration application process:
3) RECOMMENDATION MEETING
C) CONFIRM RECOMMENDATION
AND SUBMIT APPLICATION
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Contents
Use this checklist to ensure that you have followed the correct process when you are
ready to apply for a change of status to teacher registration or early childhood teacher
registration.
Chapter 1
COMPLETING THE APPLICATION
DOWNLOAD
EVIDENCE HAS BEEN GATHERED IN RELATION TO: .pdf
Chapter 2
school or with panel members in an early childhood service
copies of the evidence provided to panel members prior to the meeting
Chapter 3
by principal and submitted to applicant
completion of online form (applicant’s declaration) and submission to Institute
Chapter 4
The following additional information is provided for teachers working in teaching contexts
that are not schools or early childhood services. It should be read in conjunction with the
more detailed information about meeting the Proficient Teacher standards and applying
for a change of registration status.
Other teaching contexts might include work as an education officer, teacher or early
childhood teacher at education settings such as museums or zoos, TAFE colleges, juvenile
Chapter 5
teachers and early childhood teachers who are working as casual relief teachers (CRTs).
Regardless of context, all provisionally registered teachers and early childhood teachers
follow the same process to apply for (full) registration. Managing the process can be more
complex in settings other than schools and early childhood services so the following advice
is provided to assist.
Chapter 6
When considering your own teaching context, think about whether you are in a position
to evidence the Proficient Teacher level and their descriptors. It is generally expected that a
31
provisionally registered teacher will meet the standards within two years of registration. If you
require longer you will need to submit a new application for registration and provide reasons
why you have not met the standards. These will be considered on a case by case basis.
Your experienced colleague(s) will work with you as you investigate the effectiveness
of your practice and gather evidence that you meet the APST at the Proficient Teacher
level. They will need to be available to work with you on at least three occasions when
you implement your action plan with your learners. They also need to be able to provide
feedback and engage with you professionally. This doesn’t always have to be face to face.
It is expected that you will observe the practice of an experienced colleague. In some
cases, you may be able to observe them teach your learners rather than their own learners.
In certain circumstances, you may not be able to find an experience registered teacher to
work with you. Please seek advice from the Institute on this matter.
When working in a context that offers you fewer opportunities to interact with learners
than a teacher working full time in a school or service, you may need much more time
than 80 days to evidence the standards. If you have limited opportunities to work with the
same group of learners, especially if you are a casual relief teacher, talk to the education
leaders in the schools or services where you work about accessing a block of time with
one group of learners. Where you see different groups of learners every day or every week,
consider the advice below.
INVESTIGATING LEARNING
Where your teaching context requires you to teach multiple groups of learners then you
may need to identify an area of learning to investigate that may be common to many
groups. If you teach a range of different groups you may focus on a certain level or age
group. In some cases, your need to undertake professional learning to improve your
practice and meet the needs of the variety of learners you encounter, may determine how
you approach the development of your inquiry question. Regardless of this, you will still
need to annotate artefacts of learning and analyse the effectiveness of your teaching to
support and develop learning.
Where the artefacts of learning are not static or reproducible then rubrics for learning and
teacher observational notes can become the artefacts of learning. You may also use videos
and audio recordings but you need to ensure that the appropriate permissions are sought.
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Contents
FURTHER CONTEXT FOR THE INQUIRY APPROACH
(ii)
What I need to
Chapter 1
know about
this context
(i) (iii)
Teaching Professional
context learning about
this context
Chapter 2
(1)
Context and
content for
learning
(5) (2)
Chapter 3
Evaluating Inquiry
practice question
(2B)
Professional
learning
(4) (3)
Implementing Action
Chapter 4
action plan plan
KEY
(i), (ii), (iii) Different teaching contexts
6
33
As the diagram suggests (i), (ii) and (iii) will be your starting points.
Once you have an understanding of your context you can now complete the inquiry as
explained in Section 2.
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Contents
SUGGESTED APPROACHES TO THE INQUIRY QUESTION FOR TEACHERS WORKING
IN OTHER CONTEXTS
Chapter 1
ENVIRONMENT PROCESS
An education officer/ Focus on a particular cohort The focus of your inquiry
teacher working in an of learners. For instance, the may be:
organisation with a group year level (Year 5 learners,
of learners of different ages VCE learners), or the subject how to engage learners
from different education area (Science, Visual Arts). quickly
settings. Example: Zoos, to investigate ‘hook in’
Art galleries and museums, You may need to follow up activities
Chapter 2
State Library, Eureka tower, with the accompanying
teachers to gather managing
Science discovery centres,
CERES, Early Intervention additional information or behaviour to improve
Services, local councils etc. evidence of learning. learning
how to make the
You will be seeing different
learning intentions of
groups of learners from
sessions more explicit
different education settings,
for a limited period of time how to assess learning
Chapter 3
and probably only once. at the end of the session
how to assess prior
CRTs We suggest that you focus
knowledge in a short
on a constant, for instance
A CRT working day by day timeframe
a particular year level of
in different classes at the learners or subject/learning how to give effective
same or different education area. feedback on learning
settings.
how to differentiate
This will help streamline the
instructions to enhance
Chapter 4
focus of your inquiry. E.g.
learning.
managing behaviour with
Year 9 learners to improve
learning outcomes, or
catering for mixed ability
levels in Maths or Art.
additional information
or evidence of student
learning.
6
experienced teachers in any teaching setting but there may also be value in observing
the practice of those working in similar contexts to you.
35
You could do this by:
contacting an organisation employing experienced teachers to ask if you can observe
their teachers
making contact with a school or early childhood service to ask whether you can
observe an experienced teacher.
Making contact with other registered teachers and education leaders can provide benefits
beyond observation of the practice of other teachers. You may be able to establish
professional networks that will support you to develop your practice. This includes making
contact with other provisionally registered teachers in these workplaces.
The following provides some examples of how you may be able to facilitate this:
if you teach as an education officer or where you have groups of learners visit you,
an accompanying teacher who is observing your practice may be willing to provide
feedback
you contact another education facility or organisation employing registered teachers
and request an experienced teacher to observe your practice
if your manager or supervisor is a registered teacher or early childhood teacher,
ask your manager or them to observe you
if you are working in a school or early childhood service as a casual relief teacher,
ask another registered teacher to observe your practice and provide feedback
ask an education leader who is a registered teacher or early childhood teacher to
observe your practice and provide feedback
if you are working in an early childhood service as an Early Intervention Officer or
Pre School Field Officer, ask a registered early childhood teacher employed by the
service to observe your practice and provide feedback.
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FURTHER INFORMATION FOR CASUAL RELIEF TEACHERS (CRTS)
In certain circumstances full time teaching is not immediately attainable and casual relief
teaching is an alternative employment possibility.
Chapter 1
This type of teaching can provide limited opportunity for sustained work with a group of
learners and development of your practice to meet the standards. To facilitate extended
time with one group of learners you need to be proactive. The following are prompts for
action that may assist:
Chapter 2
known as a reliable and capable CRT who has knowledge of the education culture and
needs of the learners. When you have been employed a number of times it will be
appropriate to approach the principal or relevant leader to discuss your requirements as
a provisionally registered teacher or early childhood teacher. You need to request support
to work with experienced colleagues while you gather your evidence of practice and be
assessed by a panel at that workplace.
Chapter 3
childhood teachers. Some will help you return regularly to the same workplace
or will provide an extended period of teaching in one education setting.
You need to talk to agencies and find out the level of support they can provide.
This may be a factor in selecting an agency for listing as a casual relief teacher.
Chapter 4
your knowledge and develop your practice. You don’t need 80 consecutive days but you’ll
realise that to undertake the inquiry process, you need enough time to assess the learning
needs of a group of learners, to apply new practices and to assess and reflect on the
effectiveness of this to improve learning. Without this it’s unlikely that you will be able to
evidence all aspects of the Proficient Teacher standards.
If your circumstances preclude this, then you may be able to work a couple of days a week
for an extended period of time in the one education setting. It’s important that you realise
it may take you much longer to evidence the standards if you do not have a sustained
Chapter 5
37
4. EVIDENCE OF PROFESSIONAL
PRACTICE FOR FULL
REGISTRATION
DOWNLOAD
.doc 1. CONTENT AND CONTEXT FOR LEARNING
1A. THE LEARNERS
DOWNLOAD
.pdf
My learners and reason/s I selected them(including those with a disability)
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Contents
1C. CONTENT FOR THE PROGRAM OF LEARNING
My annotated program of learning (showing curriculum/development,
requirements, literacy/ numeracy development, incorporation of ICT and
Chapter 1
understanding of ATSI histories, cultures and languages where it’s relevant)
Chapter 2
1D. MY EVIDENCE OF PRIOR KNOWLEDGE OF LEARNERS
Chapter 3
Chapter 4
1E. LEARNING OUTCOMES FOR THE PROGRAM OF LEARNING
Chapter 5
6
Chapter 6
39
MY PLAN FOR:
Learners who need extension beyond the general learning outcomes
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Contents
2B. PROFESSIONAL LEARNING
When I’ve observed the teaching practice of others (at least one observation)
Chapter 1
Date:
Who and what I observed:
What I saw/heard/experienced:
Chapter 2
What I learnt:
Chapter 3
Chapter 4
41
Professional conversations (based on at least two discussions)
Date:
Who I talked with:
What we discussed:
What I learnt:
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Contents
3. THE ACTION PLAN
3A. THE ACTION PLAN
Chapter 1
Documentation of:
M
y action plan to address the learning outcomes arising from
my question for inquiry, including timelines and activities
learning outcomes modified for particular learners and reasons for this
s pecific learning resources, practices and activities I used to support
learners, including those I used to meet individual learning needs
Chapter 2
a ssessment tasks I used to assess learning and provide
formative and summative feedback to learners
where I have applied my new knowledge to my teaching practice.
Chapter 3
4 IMPLEMENTING YOUR ACTION PLAN
Chapter 4
4A. PROVIDING FEEDBACK ON THE ACTION PLAN
Based on at least three visits. You may record these separately or consolidate them into
one entry.
Mentor/experienced colleague visits – date:
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GATHERING OTHER EVIDENCE
Not all descriptors of the standards may be demonstrated in your inquiry process.
Your mentor/experienced colleagues may have witnessed actions or practices you
used that could evidence a standard or descriptor. Where standards descriptors
have not been evidenced in the documentation of your inquiry into practice, this
additional evidence can be used.
This section should be completed by your mentor and/or experienced colleague
where you wish to provide additional evidence. Specific details of your actions or
behaviour need to be documented.
Use effective verbal and non-verbal communication strategies to support understanding,
participation, engagement and achievement of learners
Ensure the well-being and safety of learners within the learning environment
by implementing curriculum and legislative requirements
Design and implement teaching activities that support the learning and participation
of learners with disability and address relevant policy and legislative requirements
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Contents
Participate in professional and community networks and forums to broaden
knowledge and improve practice
Chapter 1
Engages with teaching colleagues, professional networks or the broader community
Chapter 2
EVALUATING THE EFFECTIVENESS OF PRACTICE
Chapter 3
5A. ASSESSING LEARNING
Annotated samples of work from my learners and discussion of achievement
of learning outcomes
Chapter 4
45
DOWNLOAD
.pdf
A SHORT GUIDE TO REFERENCING THE STANDARDS
A workplace panel determines whether your evidence demonstrates your practice in
relation to the APST and their descriptors.
You should be able to demonstrate all 37 descriptors of the APST at the proficient level in
your normal teaching practice. In some circumstances you may need to negotiate with
leaders in your workplace to ensure there are opportunities to evidence all descriptors.
Where there is a teaching context that means there are descriptors that cannot be
evidenced at all, you must contact the Institute to discuss your exceptional circumstances
before you finalise your evidence.
We suggest that you reference where you have provided evidence against the standards
using the guide below. This will ensure that you have addressed all areas required and now
have evidence to support you at the panel meeting.
Please note: this can be used as a record for the recommendation meeting, but is not the
recommendation report.
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Contents
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
Chapter 1
2.1: Apply knowledge of content and teaching strategies of
the teaching area(s) to develop engaging teaching activities.
2.2: Organise content into coherent, well-sequenced learning
and teaching programs.
2.3: Design and implement learning and teaching programs
using knowledge of curriculum, assessment and reporting
requirements.
Chapter 2
2.4: Provide opportunities for learners to develop
understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
2.5: Apply knowledge and understanding of effective
teaching strategies to support learners’ literacy and numeracy
achievement.
2.6: Use effective teaching strategies to integrate ICT into
learning and teaching programs to make selected content
Chapter 3
relevant and meaningful.
Chapter 4
3.2: Plan and implement well-structured learning and
teaching programs or sequences that engage learners and
promote learning.
3.3: Select and use relevant teaching strategies to develop
knowledge, skills, problem solving and critical and creative
thinking.
3.4: Select and/or create and use a range of resources,
Chapter 5
47
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING
ENVIRONMENTS
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STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
Chapter 1
6.1: Use the Australian Professional Standards for Teachers and
advice from colleagues to identify and plan for professional
learning needs.
6.2: Participate in learning to update knowledge and practice,
targeted to professional needs and priorities of the education
setting or system.
6.3: Contribute to collegial discussions and apply constructive
Chapter 2
feedback from colleagues to improve knowledge and practice.
6.4: Undertake professional learning programs designed to
address identified needs of learners.
Chapter 3
7.1: Meet codes of ethics and conduct established by
regulatory authorities, systems and education settings.
7.2: Understand the implications of and comply with relevant
legislative, administrative, organisational and professional
requirements, policies and processes.
7.3: Establish and maintain respectful collaborative
relationships with parents/carers regarding their children’s
Chapter 4
learning and well-being.
7.4: Participate in professional and community networks and
forums to broaden knowledge and improve practice.
Chapter 5
6
Chapter 6
49
5. FURTHER INFORMATION
Helen Timperley, a New Zealand born academic developed the teacher inquiry and
knowledge-building cycle. The Institute has used this model as the basis for the inquiry
approach to the evidence-based process for provisionally registered teachers.
What knowledge
and skills do our
students need?
What knowledge
What has been the
and skills do we as
impact of our actions?
teachers need?
The Timperley cycle has been adapted by other educational authorities including
the Victorian Department of Education & Training. You can find further information
about this here.
50
Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter
Chapter 65 Chapter 6
51
6. REFERENCES
The following references are useful for providing additional knowledge around the
evidence-based process and mentoring.
REFERENCES:
Darling-Hammond, Linda – Getting Teacher Evaluation Right
You need to familiarise yourself with industrial agreements particularly those that provide
for a reduction in scheduled duties to allow for induction into the profession.
For Australian Education Union (AEU) members the agreement is behind the
membership wall.
USEFUL LINKS:
For additional information about accessing support and resources- www.vit.vic.edu.au
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Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
6 Chapter 6
53