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ANNUAL REPORT 2014 1 July 2013 – 30 June 2014

Teachers Registration Board of South Australia

6th Floor

70 Pirie Street

Adelaide 5000

South Australia

Telephone: 61 8 8226 2666

Facsimile: 61 8 8226 2667

Email: [email protected]

Internet: http://www.trb.sa.edu.au

ABN: 18 376 765 315

ISSN: 1837-7068 (Print)

ISSN: 1837-7076 (Online)

LETTER OF TRANSMITTAL

Hon Jennifer Rankine MP Minister for Education and Child Development

Dear Minister

In accordance with the Public Sector Act 2009, the Public Finance and Audit Act 1987, and the Department of the Premier and Cabinet Circular PC013 – Annual Reporting Requirements, I am pleased to present the tenth annual report of the Teachers Registration Board established under the Teachers Registration and Standards Act 2004 for the year ending 30 June 2014. The report outlines the achievements and performance of the Teachers Registration Board and presents information on the Board’s finances and human resources relating to the 2013-14 financial year.

C A Kerin PRESIDING MEMBER TEACHERS REGISTRATION BOARD 2014

Teachers Registration Board of South Australia - Annual Report 2013 - 2014

TABLE OF CONTENTS AGENCY ROLE, GOVERNANCE AND PERFORMANCE …………………………….1 KEY HIGHLIGHTS AND ACHIEVEMENTS …………………………………………...8 FORMAL PROCEEDINGS BEFORE THE BOARD …………………………………...12 MANAGEMENT OF HUMAN RESOURCES …………………………………………..16 FINANCIAL PERFORMANCE …………………………………………………………..21 STATISTICAL INFORMATION …………………………………………………………22 FINANCIAL STATEMENTS ……………………………………………………………..31


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AGENCY ROLE, GOVERNANCE AND PERFORMANCE

Legislation and Structure

A system of registration for all teachers employed in both government and non-government schools was established under Part IV of the Education Act 1972 and came into operation in 1976. The purpose of the legislation was to regulate the teaching profession in South Australia.

The Teachers Registration and Standards Act 2004 (the Act) and the Teachers Registration and Standards Regulations 2005 (the Regulations) were proclaimed on 31 March 2005. The Act established the Teachers Registration Board of South Australia as an independent Statutory Authority under its own legislation.

The object of the Act is to establish and maintain in the public interest, a teacher registration system and professional standards for teachers to ensure members are competent educators and fit and proper persons to have the care of children. In undertaking its functions the Board has the welfare and best interests of children as the primary consideration.

The Board is a body corporate, has perpetual succession and a common seal and has the powers of a natural person and the functions and powers assigned or conferred under the Teachers Registration and Standards Act 2004 and any other Act.

Functions and Powers of the Teachers Registration Board of South Australia

The Board has the following functions:

• to administer the provisions of this Act for the regulation of the teaching profession;

• to promote the teaching profession and professional standards for teachers;

• to confer and collaborate with teacher education institutions with respect to the appropriateness for registration purposes of teacher education courses;

• to confer and collaborate with teacher employers, the teaching profession, teacher unions and other organisations and other bodies and persons with respect to requirements for teacher registration and professional and other standards for teachers;

• to confer and collaborate with other teacher regulatory authorities to ensure effective national exchange of information and promote uniformity and consistency in the regulation of the teaching profession within Australia and New Zealand;

• to keep the teaching profession, professional standards for teachers and other measures for the regulation of the profession under review and to introduce change or provide advice to the Minister as appropriate.


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Board Membership 2011-14

His Excellency the Governor appointed the following persons from 31 March 2011 until 30 March 2014, pursuant to Part 3, section 9 of the Teachers Registration and Standards Act 2004 (unless otherwise stated).

Name and Position Nominated by:

Carmel Kerin, Presiding Member Minister for Education Mardi Barry, Member Leona Graham, Deputy Member

Department for Education and Child Development

Erica Womersley, Member Kerry Kavanagh, Deputy Member


Robert Woodbury, Member Geeta Verma, Deputy Member Australian Education Union (SA)

Jacqueline Bone-George, Member Kathryn Ellis, Deputy Member Australian Education Union (SA)

Peter Ryan, Member Nicholas Agnew, Deputy Member Australian Education Union (SA)

Joanne Hill, Member Patricia Cavanagh, Deputy Member Australian Education Union (SA)

Phyllis Mitchell, Member David Coulter, Deputy Member Australian Education Union (SA)

Lynda MacLeod, Member Tony Houey, Deputy Member

Association of Independent Schools of South Australia

Helen O’Brien, Member Bruno Vieceli, Deputy Member

Catholic Education Office

Lynette Castle, Member Bernadine Bourne, Deputy Member Independent Education Union (SA)

David Freeman Member Anthony Haskell, Deputy Member Independent Education Union (SA)

Rosie Le Cornu, Member (resigned 20 December 2013) Vacant (21 December 2013 – 30 March 2014) Janet Keightley, Deputy Member (appointed 18 July 2013)

Universities of the State

Kathryn Jordan, Member Gaynor Ramsey, Deputy Member


Ann Bliss, Member Vacant, Deputy Member Minister for Education

Margaret Kelly, Member Christopher Allen, Deputy Member Minister for Education


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Board Membership 2014-17

His Excellency the Governor appointed the following persons from 31 March 2014 until 30 March 2017, pursuant to Part 3, section 9 of the Teachers Registration and Standards Act 2004.

Name and Position Nominated by:

Carmel Kerin, Presiding Member Minister for Education Mardi Barry, Member Leona Graham, Deputy Member


Erica Womersley, Member Kerry Kavanagh, Deputy Member


Robert Woodbury, Member Peter Ryan, Deputy Member Australian Education Union (SA)

Jacqueline Bone-George, Member Geeta Verma, Deputy Member Australian Education Union (SA)

David Coulter, Member Phyllis Mitchell, Deputy Member Australian Education Union (SA)

Joanne Hill, Member Shoma Roy, Deputy Member Australian Education Union (SA)

Pat Cavanagh, Member Penelope Karatzolvalis, Deputy Member Australian Education Union (SA)

Lynda MacLeod, Member Tony Houey, Deputy Member

Association of Independent Schools of South Australia

Bruno Vieceli, Member Michael Kenny, Deputy Member

Catholic Education Office

Bernadine Bourne, Member Michael Francis, Deputy Member Independent Education Union (SA)

David Freeman Member Anthony Haskell, Deputy Member Independent Education Union (SA)

Janet Keightley, Member David Giles, Deputy Member Universities of the State

Kathryn Jordan, Member Gaynor Ramsey, Deputy Member


Sarah Wood, Member Vacant, Deputy Member Minister for Education

Christopher Allen, Member Fiona Brady, Deputy Member Minister for Education


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Committee Membership

The Board has established four Standing Committees pursuant to Part 3, section 16 of the Act.

Teacher Education and Professional Issues considers a broad range of educational and professional issues including the development of professional teaching standards.

2011-14 2014-17 Carmel Kerin (Chair) Mardi Barry Jacqueline Bone-George Lynette Castle Joanne Hill Margaret Kelly Phyllis Mitchell Lynda MacLeod Erica Womersley Rosie Le Cornu (resigned 20 December 2013)

Carmel Kerin (Chair) Mardi Barry Jacqueline Bone-George Bernadine Bourne Pat Cavanagh David Coulter Joanne Hill Janet Keightley Lynda MacLeod Erica Womersley

Publicity develops communication strategies relating to the promotion of the teaching profession including, the website and the publication of the annual Newsletter.

2011-14 2014-17 Carmel Kerin (Chair) Ann Bliss Jacqueline Bone-George Margaret Kelly

Carmel Kerin (Chair) Christopher Allen Jacqueline Bone-George Sarah Wood

Office Procedures considers and monitors financial, administrative and legislative responsibilities.

2011-14 2014-17 Carmel Kerin (Chair) Mardi Barry Jacqueline Bone-George Phyllis Mitchell

Carmel Kerin (Chair) Mardi Barry Jacqueline Bone-George Bernadine Bourne

Admissions develops and considers policy proposals in relation to qualifications and non-standard applications relating to admission to the Register of Teachers.

2011-14 2014-17 Robert Woodbury (Chair) Lynette Castle David Freeman Joanne Hill Lynda MacLeod Helen O’Brien Peter Ryan Erica Womersley Rosie Le Cornu (resigned 20 December 2013)

Robert Woodbury Christopher Allen David Freeman Joanne Hill Janet Keightley Lynda MacLeod Bruno Vieceli Erica Womersley

South Australian Strategic Goal: We actively participate in shaping the future of our State, Target 30 Boards and Committee and Target 31 Chairs of Boards and Committees. The 2014-17 membership is comprised of eleven women. Three of the four Committees are chaired by a woman.


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Governance

Members of the Board are nominated pursuant to Part 3, section 9(1) of the Teachers Registration and Standards Act 2004. The Board consists of 16 members including an independent Presiding Member, a person representing the community and a legal practitioner nominated by the Minister for Education and Child Development, persons nominated by employers from the government and non-government sectors, teacher unions and universities of the State. Members and their deputies are appointed by His Excellency the Governor of South Australia for a term of three years.

The composition of the Board reflects the key stakeholders in relation to the regulation of the teaching profession in South Australia. Members are not appointed to represent the interests of the nominating organisation; it is the duty of members to promote the public purposes for which the Board exits.

A new Board was appointed by His Excellency the Governor of South Australia for a term of three years commencing on 31 March 2014. An Induction day was held on Friday, 4 April 2014 to ensure all members and deputies understood the functions of the Board as well as their role and responsibilities as Board members. Board and Committee Meetings

The Board, Admissions and Office Procedures Committees met on twelve occasions. The Teacher Education and Professional Issues (TEPI) Committee met on two occasions and the Publicity Committee met on one occasion. Staff of the Secretariat provides executive support to the Board and standing committees.

Ad hoc Panels are formed from time to time to consider or make recommendations on specific issues. A panel may be convened, to assess initial teacher education programs and make recommendations for determination by the Board. During the reporting period, one panel was established to assess initial teacher education programs. Staff of the Secretariat provides executive support to these panels. Delegations

The Board may delegate a function or power of the Board to a member of the Board, the Registrar or a Committee of the Board. A delegation must be by an instrument in writing, be absolute or conditional, does not derogate from the power of the Board to act in any matter and revocable at will. Section 19 of the Act requires the Board to include details of any delegation of a function or power of the Board that was in operation during the relevant financial year, in the Annual Report.

During the reporting period, in addition to existing delegations reported in previous years, the Board adopted three new delegations.

In accordance with s.17(1)(b) of the Act, the Board delegated to the Registrar the following powers and functions:

On 6 December 2013 in relation to Part 6, s.30:

The power to consider and grant a Special Authority to Teach for a period of up to 3 months or until an Admissions Hearing can be held to a person who has submitted an application for teacher registration to meet requirements pursuant to the Act for


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employment as an Early Childhood Teacher under the National Quality Framework for Early Childhood Education and Care (NQF) and;

The power to require an above applicant to provide any information (verified by statutory declaration if so required) required for the purpose of determining the application.

On 21 February 2014 in relation to Part 6, s.30:

The power to consider and grant an Emergency Special Authority to Teach to a person who has submitted an application for teacher registration, who has been offered a teaching position and has provided evidence from their higher education institution that confirms the completion of a recognised teaching qualification but has not been issued with a final official transcript by their higher education institution for a recognised teaching qualification. This Emergency Special Authority may be granted for a period of up to 3 months and;


On 21 February 2014 in relation to Part 6, s.30:

The power to consider and grant a Special Authority to Teach to a person who has submitted an application for teacher registration and meets the pre-requisites listed in the Board’s policy Special Authority for an Unregistered Person to Teach as an Early Childhood Teacher in a Long Day Care Centre. This Special Authority to Teach will limit the applicant to the Long Day Care Centre at which they are to be employed as an Early Childhood Teacher under the NQF and may be granted for up to a period until 31 January in the third year following the year in which the Special Authority was granted and;


The Secretariat

The Registrar of the Board is appointed by His Excellency the Governor of South Australia. Pursuant to section 15 of the Act the Registrar is responsible for managing the staff and the resources of the Board and giving effect to the policies and decisions of the Board. The Secretariat is structured to carry out the operational functions of the agency and to provide executive support to the Board and its Committees.


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Strategic Framework

The Strategic Framework articulates the Board’s vision, purpose, values and strategic goals in relation to the administration of the Act and Regulations. The Board regulates the teaching profession within government and non-government schools. As with other professions requiring specialist knowledge and occupying positions of trust and responsibility in the community, teachers working in South Australia must be registered with the Teachers Registration Board in order to practise their profession and to have the care of children.

TEACHERS REGISTRATION BOARD OF SOUTH AUSTRALIA

STRATEGIC FRAMEWORK

Vision To lead and support the professionalism of teaching.

Purpose The Board, in the public interest, regulates and promotes the teaching profession in South Australia.

Values

Integrity

procedural fairness

natural justice

honesty and accountability

Respect

courtesy and dignity

diversity

consultation and collaboration

Responsibility

ethical decision making

confidentiality and privacy responsiveness to change

Goals

Meet regulatory and compliance responsibilities

Enhance the profile of the teaching profession within the broader community

Influence the agenda for the regulation of teachers at the state, national and international level

Communicate and celebrate the positive contribution of the teaching profession to society

Contribute to research that will support teachers and enhance the teaching profession.

Review and evaluation is integral to the achievement of our strategic goals.

The Board through its work also contributes to fulfilling the vision and goals of the South Australian Strategic Plan.


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KEY HIGHLIGHTS AND ACHIEVEMENTS

The Independent Education Inquiry

On 1 November 2012 Justice Bruce Debelle AO QC was appointed by the Hon. Grace Portolesi MP, then Minister for Education and Child Development to conduct the Independent Education Inquiry. In June 2013, Mr Debelle submitted his Royal Commission 2012-2013 Report of the Independent Education Inquiry to the Governor of South Australia. The edited version of the report was released by Government on 1 July 2013.

Recommendation 38 of the Report of the Independent Education Inquiry referred to the Board:

“It is recommended that the Teachers Registration Board enter into an administrative arrangement with the Department for Education, Catholic Education SA and the Association of Independent Schools of SA Inc. to share information on the progress of court proceedings: para 706.”

In response to Recommendation 38, the Board has implemented an Interim Administrative Arrangement with the Department for Education and Child Development, Catholic Education South Australia and the Association of Independent Schools of South Australia Incorporated to share specific information from the Director of Public Prosecutions on the progress of court proceedings which involve offences against children.

The Interim Administrative Arrangements will remain in place until agencies have their own administrative agreements established with the Director of Public Prosecutions.

Enhanced Screening – Fitness and Propriety

The Minister for Education and Child Development announced via a press release on 13 April 2013 proposed changes to the existing screening process in relation to fitness and propriety undertaken by the Board. The proposed changes would enable the Board to use information collected by Families SA together with a National Police History check to screen applicants on application and renewal of registration.

A Working Group which included representatives from the Board, Department for Education and Child Development, Department for Communities and Social Inclusion, the Minister’s Office, employer groups and government and non-government Teacher Unions was established to progress the proposed changes. The Working Group acknowledged there were significant issues which needed to be addressed including: timeliness, costs, scope of information and the manner of extraction and conveyance of such information. A staged implementation was recommended to enable time for the development of procedures, explicit guidelines and an opportunity to assess the impact on staffing and resources; including the development of data systems to enable the secure transfer of information.

The Board adopted the recommendations of the Working Group on 25 October 2013. A Pilot Project commenced 1 March 2014. The Pilot Project will enable a proper review of the impact of full implementation specifically in terms of timeliness and efficiency, prior to the commencement of the renewal of registration of up to 16,000 teachers from October 2014.

The Working Group will meet in July 2014 to consider the outcomes of the Pilot Project. From March 2014 all applicants for initial registration or renewal or registration will be required to consent to a National Police History check together with a Families SA Child Protection Information assessment.


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Legislative Change – Implementation

The Education and Early Childhood Services (Registration and Standards) Act 2011 (EECSRS Act) commenced 1 January 2012. The EECSRS Act reshaped the registration and regulation of schools, care and early childhood services in South Australia. As a result consequential amendments were made to the Teachers Registration and Standards Act 2004 in 2012 which increased the scope of persons required to be registered as a teacher. In February 2013 a Variation of the Teachers Registration and Standards Regulations 2005, exempted directors of out of school hours care and long day care services from registration as a teacher.

From January 2014 any person employed as an Early Childhood Teacher in a Long Day Care Centre was required to be registered or authorised by the Board to practise as a teacher. To facilitate this requirement the Board delegated certain powers to the Registrar to grant a Special Authority for an Unregistered Person to Teach in specific circumstances and has held numerous Admissions Hearings to determine whether or not to grant registration and authorisation to practise. Further details are published in the statistics section of this Report.

Information Communication Technology (ICT)

Teachers’ Portal In the 2013-14 reporting period, the Board deployed new transition to (full) registration and professional learning features of the Teachers’ Portal (https://online.trb.sa.edu.au).

The Transition from Provisional to (full) Registration feature allows provisionally registered teachers to track and record the Sources of Evidence they have used as part of their Application for Transition from Provisional to (full) Registration. The Professional Learning feature allows teachers to easily record and track their professional learning securely online through their Teachers’ Portal account. The records from both of these features can be exported into a report and submitted to the Board if the teacher is later nominated as part of the Board’s audit processes. These features are in line with the Board’s strategies to explore new technology to improve customer service by providing access to 24/7 online self-service options through the Teachers’ Portal.

Enhanced Screening Process In the 2013-14 reporting period, the Board worked with Families SA, Department for Education and Child Development to enhance its screening process for teachers. Child protection information held by Families SA would be incorporated into the assessment of the fitness and propriety of a person applying for teacher registration.

A secure messaging system was developed to enable the efficient and secure transfer of relevant child protection information from Families SA to the Board and to integrate this information into the Board’s registration processes. The secure messaging system is in the final stages of testing and is due to be implemented and operational in August 2014.

ICT Policy On 17 April 2014 the TRB Information Communication Technology (ICT) Security Policy, Acceptable Use of Email Policy, Acceptable use of Internet Policy, Acceptable Use of ICT Equipment Policy and Portable Storage and Removable Media Policy were approved in line

https://online.trb.sa.edu.au/


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with the South Australian Government’s mandated Information Security Management Framework (incorporating ISO 27001 Standards). South Australian Strategic Goal: We overcome distance by using digital technology, Target 58 Online Business; and Governments demonstrate strong leadership working with and for the community, Target 32 Customer and client satisfaction with government services.

National Overseas Criminal History Record Checks

On 21 February 2014 the Board adopted a policy requiring applicants for renewal of registration to provide a National Overseas Criminal History Record check if they had resided overseas for 12 months or more in the current term of their registration (the last 3 years).

Applicants for initial registration are already required to provide a National Overseas Criminal History Record check as part of their application for registration. The provision of a National Overseas Criminal History Record check is one measure which may be used to determine fitness and propriety to be registered as a teacher.

High Performance Framework

On 14 February 2014 the Teachers Registration Board of South Australia, Performance and Accountability Statement 2013-2015 (HPF) was finalised. As a statutory authority, the Board intends to use the HPF as an ongoing mechanism to enhance performance review and process improvement. The HPF is aligned to the Board’s Strategic Framework and State and Commonwealth priorities through the establishment of key performance indicators (KPI’s) within the context of safeguarding the public interest through the regulation and promotion of the teaching profession.

Australasian Teacher Regulatory Authorities (ATRA)

As a member of ATRA, the Board participates in the six ATRA networks by sending representatives to the various network meetings. The Board and teacher regulatory authorities in the states and territories of Australia are committed to a nationally consistent approach to agreed elements of teacher registration and provide a key role in advising and researching the implications of these significant reforms.

The six networks are: Professional Conduct and Legal Officers Network; Senior Registration and Assessment Officers Network; Initial Teacher Education Accreditation Officers Network; Professional Teaching Standards Network; Professional Learning Officers Network; and Information Communications Technology Network.

The Presiding Members, Officers of ATRA, which includes members from the New Zealand Teachers Council, met twice during the reporting period. The ATRA Annual General Meeting was held in Canberra, ACT on 5-6 September 2013 and the ATRA Special General Meeting was held in Melbourne, Victoria on 27-28 February 2014.

Royal Commission into Institutional Responses to Child Sexual Abuse

The Board made a written submission to the Royal Commission in February 2014 providing data on the number of teacher registrations approved and the number of police checks requested for the period from 1 January 2005 to 31 December 2012.


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Australian Government Teacher Education Ministerial Advisory Group (TEMAG)

The Board made a written submission in response to the TEMAG Issues Paper focused on how teacher education programs could be improved to better prepare new teachers with the right mix of academic and practical skills needed for the classroom. TEMAG intends to hold four national meetings with key stakeholders and will provide advice to the Federal Minister for Education in 2014. Transition from Provisional to (full) Registration

During the reporting period 573 provisionally registered teachers applied and were granted (full) Registration. The requirements for the Transition from Provisional to (full) Registration are the completion of one year full-time (or equivalent 200 days) satisfactory service in Australia or New Zealand; provision of evidence against the Australian Professional Standards for Teachers at the Proficient Career Stage and; completion of all requirements on the application form.

The Transition from Provisional to (full) Registration Policy is published on the Board’s website with a link to general information relating to provisional registration. Accreditation of Initial Teacher Programs

From 1 January 2013 all initial teacher education programs submitted to the Board for accreditation are considered using the Accreditation of Initial Teacher Education Programs in Australia (Standards and Procedures). The Board has sought representation from practising teachers, employers, initial teacher education providers, unions and the general community in line with the Standards and Procedures to undertake National Panel Member training.

On 28 March 2014, the Board approved the accreditation of the Bachelor of Education (Secondary) Design and Technology/Food and Textile Technologies Program submitted by the University of South Australia.

World Teachers’ Day 2013 World Teachers’ Day was celebrated in South Australia on Friday 25 October 2013. World Teachers’ Day was introduced in 1994 by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), to celebrate the significance of competent, qualified and motivated teachers as instrumental in shaping the futures of children, students and young people.

The Board promotes World Teachers’ Day within the South Australian community to highlight the valuable service teachers deliver to students and the wider community through their core work and dedication to the profession. The Board adopted the theme ‘Changing Lives – Life Changing’ to celebrate teachers. A World Teachers’ Day poster was published in the Adelaide Advertiser on 25 October 2013 and on the Board’s website.


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FORMAL PROCEEDINGS BEFORE THE BOARD

The Board delegates the determination of matters pursuant to Part 5 and Part 7 of the Teachers Registration and Standards Act 2004 (the Act) to a committee comprised of not less than three members of the Board, including a member who is a legal practitioner and a member who is a practising teacher. During the reporting period the Board determined each committee will comprise of five members. The committee is required to make a decision on behalf of the Board.

On 15 November 2013, Board members attended an information session on the Diagnostic Statistical Manual IV (DMS IV) to assist them in serving on capacity or conduct panels held by the Board.

Proceedings under Part 5 of the Act

The majority of applications for teacher registration and renewal of registration under Part 5 of the Act are processed administratively in accordance with the delegation to the Registrar pursuant to section 17(1)(b) of the Act.

In applying for registration or renewal of registration the onus is on the applicant to satisfy the Board that he/she meets the statutory criteria for registration. Applications that do not meet the requirements for admission to the Register of Teachers are referred to an Admissions Hearing. Admissions Hearings – Qualifications

There were twenty two hearings held regarding new or formerly registered applicants who did not hold the requisite qualifications and/or experience as prescribed in the Act or Regulations. In addition these applicants did not meet the Board’s policy on recency of practice. One applicant was granted full registration. Two applicants were granted provisional registration. Fifteen applicants were granted provisional registration subject to a condition that they upgrade their qualifications to meet the prescribed minimum standard. Three applicants were granted a Special Authority for an Unregistered Person to Teach, limiting the places or circumstances in which the applicant could teach. One applicant was refused registration because of the relevance of adequacy of their qualifications.

Admissions Hearings – Fitness & Propriety

There were three Hearings held pursuant to Part 5 of the Act to determine if the person is a fit and proper person to be registered as a teacher. Conditions imposed by the Board pursuant to Part 5 of the Act include, but are not limited to, the following: employment restrictions; requirement to undertake further tertiary study/training courses; requirement to undergo medical assessments and reporting requirements to the Registrar.

A formerly registered teacher who had orders made by the Board (reprimand, registration cancelled and disqualified until further order) following an unprofessional conduct Inquiry applied for a review of the order and consideration for re-registration as a teacher. The matter resulted in re-admission to the Register of Teachers subject to conditions.

A Hearing commenced for an applicant for renewal of registration where there were concerns in relation to the applicant’s capacity to teach, the matter was adjourned to a future date. The


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applicant later withdrew her application for renewal of registration and therefore from the process.

A hearing was held for an applicant for renewal of registration where the applicant sought to revoke conditions previously imposed. The conditions were imposed as a result of a prior hearing in relation to the applicant’s capacity to teach. The matter resulted in re-admission to the Register of Teachers with the conditions being revoked. Proceedings under Part 7 of the Act

Proceedings may be commenced on the application of the Registrar or of the Board’s own motion by laying a formal complaint before the Board. The Act confers on the Registrar an independent statutory role as ‘complainant’; the Registrar is required to investigate grievances and concerns and to exercise prosecutorial discretion.

Section 34 of the Act gives the Registrar, or a person authorised by the Registrar, the power to conduct an investigation. For purposes associated with such an investigation, the Registrar may request any persons to answer questions, provide information or produce material for inspection. This is an important power designed to ensure that relevant evidence and information is available to the Registrar and able to be presented at proceedings before the Board.

The Registrar in discharging the investigative and prosecutorial role acts independently of the Board but within the principles of administrative law, the provisions of the Act and other relevant legislation. It is preferable the Registrar investigates and lays any formal complaint to avoid any suggestion the Board is acting as both prosecutor and judge in proceedings.

Following an investigation, which may include seeking legal advice, the Registrar may make a determination to issue a warning letter. A Memorandum is tabled at the subsequent Board Meeting outlining the reasons for the Registrar’s determination. Should the Board not agree with the determination of the Registrar, the Board may of its own motion, pursuant to section 35 of the Act, hold an Inquiry to determine whether the conduct of the teacher constitutes proper cause for disciplinary action.

The Registrar issued seven warning letters during the reporting period. The Board noted the course of action taken by the Registrar. No further action was taken by the Board.

Conduct Inquiries – Part 7, Section 35

There were six Inquiries held pursuant to Part 7, section 35 of the Act to determine whether the conduct of a teacher constitutes proper cause for disciplinary action.

A formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified permanently from being registered. He was found guilty in the Adelaide District Court and convicted of one count of persistent sexual exploitation of a child. He was sentenced to three years imprisonment with a non-parole period of eighteen months.

A registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. Her registration was cancelled and she was further disqualified permanently from being registered. She entered a guilty plea in the Supreme Court of South Australia to the charge of manslaughter. She was sentenced to five years imprisonment. The


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sentence was suspended upon her entering into a bond to be of good behaviour for three years.

A formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified permanently from being registered. He admitted to a breach of professional boundaries in the student/teacher relationship with a female student A. Further, in relation to female student B, he entered a guilty plea in the Adelaide District Court to aggravated communicating with a child for a prurient interest. He was sentenced to six months of imprisonment. The sentence was suspended upon him entering into a bond to be of good behaviour for twelve months.

A formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified from being registered until he has met and complied with a condition to successfully complete a higher education course in Ethics in Education. The unprofessional conduct involved entering into and maintaining an inappropriate relationship with a female student.

A formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified permanently from being registered. He entered a guilty plea in the Adelaide District Court to production of child pornography and aggravated production of child pornography. He was sentenced to three years and two months imprisonment. The sentence was suspended upon him entering into a bond to be of good behaviour for two years.

A registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. His registration was cancelled and he was further disqualified permanently from being registered. He entered a guilty plea in the Adelaide Magistrates Court to six counts of a person in authority having sex with a person under 18 years of age. He was sentenced to four years and six months imprisonment with a non-parole period of eighteen months.

Capacity Inquiries – Part 7, Section 38

There were three Inquiries held pursuant to Part 7, section 38 of the Act to determine whether a registered teacher’s capacity to teach is seriously impaired by an illness or disability affecting the person’s behaviour or competence as a teacher.

An Inquiry commenced where there were concerns in relation to the teacher’s capacity to teach. The registered teacher was required to undergo an examination by a medical practitioner and authorise the medical practitioner to provide a report to the Board with the matter being adjourned to a future date. The registered teacher did not comply with the order to undergo a medical examination and allowed his registration to lapse. The Complaint was withdrawn by the Registrar.

A registered teacher who, in the previous reporting period, was required to undergo an examination by a medical practitioner and authorise the medical practitioner to provide a report to the Board, resulted in the Complaint being withdrawn by the Registrar after provision of the report. The conditions previously imposed pursuant to section 24(3) of the Act were continued and varied and serve to protect the public interest.

A registered teacher was found (with the consent of the teacher) to be seriously impaired by an illness which affects his capacity to be a teacher. His registration was continued subject to conditions.


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Notification Responsibilities

Section 40 of the Act instructs the Registrar to give notice of the commencement and outcome of an Inquiry to the teacher’s employer, the Chief Executives of the Department, the Catholic Education Office, the Association of Independent Schools of SA and the other teacher regulatory authorities in Australia and New Zealand. Right of Appeal

Section 49 of the Act outlines the Right of Appeal against a decision of the Teachers Registration Board to be instituted within one month of receipt of the written Reasons for Decision.

Appeals There were no Appeals from Decisions of the Board to the Administrative and Disciplinary Division of the District Court in this reporting period.

The outcome of an appeal lodged during the previous reporting period from a Decision of the Board made pursuant to Part 5 of the Teachers Registration and Standards Act 2004 was determined. The appeal related to conditions placed upon the grant of registration. The outcome of the orders made in the District Court were appealed by the Board on points of law to the Supreme Court. On 15 August 2013 the Judgment of the Full Court of the Supreme Court of South Australia confirmed the initial decision of the Board.


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MANAGEMENT OF HUMAN RESOURCES Staff of the Board as of 30 June 2014

Ms Wendy Hastings Registrar (Leave: 6 May 2013 - 26 July 2013)

Mr Barry Thompson Acting Registrar (6 May 2013 - 26 July 2013)

Ms Kylie Capogreco Personal Assistant

Ms Linda Eckert Executive Coordinator/Policy Officer (LWOP: 29 January 2013 - 16 December 2013)

Mr David Schubert Executive Coordinator/ Project Officer (Contract: 16 September 2013 - 17 March 2014)

Mr Nigel Laity Executive Officer/Senior Project Officer (Contract: 8 April 2013 - 31 January 2015)

Ms Linda Mildren Coordinator, Investigations

Mr Geoff Corbett Investigation Officer

Ms Jo Hodgson Investigation Officer

Mr Brett Dixon Investigation Officer (Contract: 9 June 2014 - 28 February 2015)

Ms Kate Butler Investigation Officer (Contract: 16 June 2014 - 28 February 2015)

Ms Melanie Guy Investigation Officer (Contract: 28 January 2014 - 23 April 2014)

Ms Deborah Hearnden Screening Assessment & Legal Clerk

Mr Richard Lawley Qualifications and Registration Administrator

Mr Andrew Dowling Qualifications and Registration Administrator

Ms Carol Laverick Senior Project Officer Professional Teaching Standards (Contract expired: 15 May 2014)

Ms Sue Fox (Extended LWOP: 12 December 2011 - 30 January 2015)

Ms Barbara Smith Project Officer Professional Teaching Standards (Contract: 29 April 2013 - 20 January 2016 )

Ms Jenny Hocking Project Officer Professional Teaching Standards (Contract: 18 March 2013 - 20 January 2016)

Mr Wilson Quan Manager, ICT

Ms Quang Nguyen Project Support Officer, ICT (Contract: 27 February 2013 - 28 November 2014)

Ms Cathy Lewis Business Manager (LWOP: 30 July 2012 - 6 January 2014; LWP: 7 January 2014 - 14 February 2014)

Ms Jude Chesterman Acting Business Manager (13 August 2012 - 18 February 2014)

Ms Courtney Chymko Co-ordinator, Records Management and Finance (LWOP: 17 December 2012 - resigned 3 March 2014)

Ms Emma Cope Acting Co-ordinator, Records Management and Finance (17 December 2012 - 30 June 2014)

Ms Debbie Martin Administration Officer

Ms Kerin Dobie Administration Officer (Commenced: 2 September 2013)


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Staff Numbers, Gender and Status as of 30 June 2014

Total Number of Staff

Persons 20

FTEs 19.8

Gender % Persons % FTE’s

Male 30 30.3

Female 70 69.7

Number of persons during the 2013-14 Financial Year

Separated from the agency 6

Recruited to the agency 5

Number of persons at 30 June 2014

On Leave without Pay 1 Number of Staff by Salary Bracket as of 30 June 2014

Salary Bracket Male Female Total

$0 – $54,799 0 2 2

$54,800 - $69,699 0 4 4

$69,700 - $89,199 3 1 4

$89,200 - $112,599 3 6 9

$112,600+ 0 1 1

Total 6 14 20 Status of Staff in Current Position as of 30 June 2014

FTE/ Persons

Ongoing Short-Term Contract

Long-Term Contract

Other (Casual)

Total

Male 4 1 1 0 6

Female 8.8 1 4 0 13.8

Total 12.8 2 5 0 19.8 Executive Appointments

As of 30 June 2014, one female was employed as the Registrar, on a South Australian Executive Service contract at the SAES Level 1 with no fall-back provision. An Acting Registrar was appointed during the reporting period due to extended sick leave taken by the Registrar.


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Leave Management Average Days Leave Per all Full Time Equivalent Staff for Financial Years

Leave Type 2010-11 2011-12 2012-13 2013-14

Sick Leave 6.56 10.2 7.5 8.78*

Family Carer’s Leave 0.88 1.27 0.75 1.55

Miscellaneous Special Leave 0.86 0.48 1.67 0.76 *Includes a period of extended leave.

Number of Staff as of 30 June 2014 by Age Bracket and Gender

Age Bracket Male Female Total % of Total 2014 Workforce Benchmark*

15-19 0 0 0 0 5.5%

20-24 0 1 1 5% 9.7%

25-29 1 2 3 15% 11.2%

30-34 1 0 1 5% 10.7%

35-39 0 1 1 5% 9.6%

40-44 0 4 4 20% 11.4%

45-49 2 2 4 20% 11.1%

50-54 0 0 0 0 11.4%

55-59 1 3 4 20% 9.1%

60-64 1 1 2 10% 6.7%

65+ 0 0 0 0 3.6%

TOTAL 6 14 20 100.0 100.0 *Source: Australian Bureau of Statistics Australian Demographic Statistics, 6291.0.55.001 Labour Force Status (ST LM8) by sex, age, state, marital status – employed – total from Feb78 Supertable, South Australia at Nov 2013.

During the reporting period 2013-14 there were no staff in the agency that identified as an Aboriginal or Torres Strait Islander person. Cultural and Linguistic Diversity

Male Female Total

% Agency SA Community*

Number of staff born overseas 3 4 7 35% 22.1%

Number of staff who speak language(s) other than English at home

0 1 1 5% 14.4%

*Benchmarks from ABS Publication Basic Community Profile (SA) Cat No. 2001.0, 2011 census.


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Workforce Diversity – Disability

There were no staff in the agency with an ongoing disability restricting their employment or requiring workplace adaptation. Voluntary Flexible Working Arrangements by Gender

Male Female Total

Purchased Leave 1 0 1

Flexitime 6 13 19

Compressed Weeks 0 0 0

Part-time 0 1 1

Job Share 0 0 0

Working from Home 0 0 0 The Board acknowledges the importance of a healthy work-life balance through ensuring staff access to flexi-time and leave provisions that support quality time with family and a healthy lifestyle. South Australian Strategic Goal: We spend quality time with our families - Target 13 Work-life Balance.

Performance Management

As of 30 June 2014, all staff of the agency have a performance management plan negotiated or reviewed within the last 12 months. Leadership and Management Development

Training and Development Total Cost % of Total Salary Expenditure

Total training and development expenditure $62,745.00 3.25%

Total leadership and management development expenditure $21,967.00 1.14% South Australian Strategic Goal: We have a zest for lifelong learning – Target 93 Tertiary education and training. Accredited Training Packages

Classification Number of Accredited Training Packages

AS07 1 Work Health and Safety/Injury Management

From 1 January 2013, the Work Health and Safety Act 2012 (SA) and Regulations 2012 (SA) consistent with compliance and enforcement arrangements across Australia came into effect. As an employer, the Board must exercise due diligence to ensure the agency complies with its duties and/or obligations in accordance with the Act. On 20 September 2013, Board members attended an information session on the requirements and expectations in exercising due diligence as required under the WHS Act 2012 in particular, ensuring the Board meets its work


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health and safety obligations and is kept up to date with work health and safety issues in the workplace.

During February and March 2014 the Board’s Work Health and Safety (WHS) Policy Statement Overview and Injury Management Policy were reviewed and updated. The WHS Group also reviewed nineteen WHS procedures and developed six safe operating procedures related to the use of office equipment.

The Board negotiated and entered into a Memorandum of Administrative Arrangement - Injury Management and Preventions Services with the Department for the Premier and Cabinet for the term commencing from 1 July 2014 to 30 June 2016. South Australian Strategic Goal: We are safe and protected at work and on the roads - Target 21 Greater Safety at Work.

Freedom of Information

The Board is a Statutory Authority regulating the teaching profession in South Australia. The structure and functions of the Board as stated in Part 3, section 6 of the Act are published in the Annual Report and on the Board’s website. The Board is committed to supporting the Government of South Australia, Citizen’s Rights to Information Charter through Freedom of Information.

During the reporting period there were a total of eight requests under the Freedom of Information Act 1991 for information held by the Board. Six requests were received from a Member of Parliament regarding a range of information, over a number of years, relating to policy/correspondence/details in areas including records management, criminal history checks and teacher misconduct. One request was received from a Member of Parliament relating to travel expenditure. One request was received from a media organisation relating to information regarding teacher misconduct.

Persons engaged in the administration of the Act must adhere to the provisions stated in section 53 of the Act in relation to the confidentiality of personal information. Members of the public can seek advice or express their views by email, facsimile, telephone or in person (by mutual arrangement).

The Agency holds documents relating to the general registration of teachers, assessment of qualifications and on fitness and propriety matters including consent forms for national criminal history record checks. Policy documents related to the registration of teachers are available via the internet at www.trb.sa.edu.au.

Requests under the Freedom of Information Act 1991 for access to documents should be directed in writing to:

Freedom of Information Officer Teachers Registration Board of South Australia PO Box 3649, RUNDLE MALL SA 5000 Phone: (08) 8226 2666

Public Interest Disclosures

The Board has appointed a responsible officer for the purposes of the Whistleblowers Protection Act 1993 (WPA) pursuant to section 7 of the Public Sector Act 2009. There have been no instances of disclosure of public interest information to a responsible officer of the Board under the WPA during the 2013-14 year.


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FINANCIAL PERFORMANCE Account Payment Performance

Particulars Number of

Accounts Paid

Percentage of Accounts

Paid (by number)

Value in $AU of Accounts

Paid

Percentage of Accounts Paid

(by value)

Paid by due date* 930 99.78% 2,004,531 99.9%

Paid late, within 30 days of due date 1 0.11% 50 0.00%

Paid more than 30 days from due date 1 0.11% 2,033 0.10%

*In accordance with Treasurer’s Instruction 11, the Teachers Registration Board have in some instances reported against the date the invoice is first received rather than the due date as there were unavoidable delays in receiving some invoices.

Fraud

There were no instances of fraud detected in the agency during the reporting period. Energy Efficiency Reporting

Base Year Previous Years Year Reported

2000-01 2010-11 2011-12 2012-13 2013-14

Area M2 214.3m2 702.0m2 702.0m2 702.0m2 702.0m2

Energy use (GJ) 52.10 199.09 193.66 191.43 194.39

Expenditure $2 343 $13 187 $16 757 $17 940 $18 261

GHG Emissions

16.06 t/CO2e 44.24t/CO2e 43.94t CO2e 38.82t/CO2e* 39.42t/CO2e

*Conversion factor from kWh to GHG emissions amended in 2012-13 from 0.865 to 0.76

Consultants

There were no consultants engaged by the agency during the reporting period.

Overseas Travel

During 2013-14, there were no overseas travel expenses. Asbestos Management

A physical copy of the Asbestos Register for 70 Pirie Street, Adelaide was provided by the building owner and made available to all maintenance contractors.


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STATISTICAL INFORMATION


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Age Distribution of Registered Teachers as of 30 June 2014

Year Age Female Male Grand Total

Year Age Female Male Grand Total

1929 85 0 1 1 1961 53 589 202 791 1930 84 0 0 0 1962 52 583 215 798 1931 83 2 3 5 1963 51 522 171 693 1932 82 1 2 3 1964 50 491 168 659 1933 81 1 1 1965 49 504 152 656 1934 80 3 2 5 1966 48 547 188 735 1935 79 2 4 6 1967 47 496 177 673 1936 78 3 4 7 1968 46 569 148 717 1937 77 18 6 24 1969 45 565 177 742 1938 76 17 8 25 1970 44 548 178 726 1939 75 22 17 39 1971 43 624 207 831 1940 74 39 22 61 1972 42 598 186 784 1941 73 51 26 77 1973 41 613 172 785 1942 72 71 34 105 1974 40 561 220 781 1943 71 102 53 155 1975 39 573 202 775 1944 70 142 107 249 1976 38 473 164 637 1945 69 169 107 276 1977 37 544 197 741 1946 68 269 179 448 1978 36 542 174 716 1947 67 310 188 498 1979 35 579 156 735 1948 66 385 198 583 1980 34 651 166 817 1949 65 437 280 717 1981 33 640 188 828 1950 64 550 297 847 1982 32 616 208 824 1951 63 642 294 936 1983 31 637 193 830 1952 62 666 351 1017 1984 30 575 217 792 1953 61 787 396 1183 1985 29 622 185 807 1954 60 804 412 1216 1986 28 629 196 825 1955 59 783 378 1161 1987 27 547 224 771 1956 58 732 298 1030 1988 26 589 165 754 1957 57 788 316 1104 1989 25 588 168 756 1958 56 716 253 969 1990 24 436 93 529 1959 55 664 263 927 1991 23 305 87 392 1960 54 631 219 850 1992 22 101 21 122 1993 21 1 0 1 Subtotal 9807 4718 14525 Subtotal 17458 5565 23023 Female Total

27265

Male Total

10283

Combined Total

37548


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Age Distribution of Registered Teachers as of 30 June 2014

Age Distribution of Registered Teachers by Age Bracket as of 30 June 2014

Age Bracket

Female

Male

Total

85+ 0 1 1

80-84 7 7 14

75-79 62 39 101

70-74 405 242 647

65-69 1570 952 2522

60-64 3449 1750 5199

55-59 3683 1508 5191

50-54 2816 975 3791

45-49 2681 842 3523

40-44 2944 963 3907

35-39 2711 893 3604

30-34 3119 972 4091

25-29 2975 938 3913

21-24 843 201 1044

Total 27265 10283 37548


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Residential Location of Registered Teachers as of 30 June 2014

Location Number

SA Metro 22966

SA Regional 13238

ACT 21

NSW 192

NT 130

QLD 156

TAS 28

VIC 294

WA 74

Overseas 449

Total 37548


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Difference in number of registrants for each year from 1976 to 30 June 2014

Year Total Difference Year Total Difference

1976 22814 -- 1996 35426 966 ▲

1977 25573 2759 ▲ 1997 34166 -1260 ▼

1978 27842 2269 ▲ 1998 34475 309 ▲

1979 27541 -301 ▼ 1999 35670 1195 ▲

1980 29702 2161 ▲ 2000 34328 -1342 ▼

1981 30238 536 ▲ 2001 35411 1083 ▲

1982 27973 -2265 ▼ 2002 36199 788 ▲

1983 29634 1661 ▲ 2003 35735 -464 ▼

1984 30989 1355 ▲ 2004 36285 550 ▲

1985 30704 -285 ▼ 2005 36702 417 ▲

1986 32496 1792 ▲ 2006 36128 -574 ▼

1987 32657 161 ▲ 2007 36206 78 ▲

1988 32633 -24 ▲ 2008 36430 224 ▲

1989 33142 509 ▲ 2009 34686 -1744 ▼

1990 33809 667 ▲ 2010 35474 788 ▲

1991 33862 53 ▲ 2011 36364 890 ▲

1992 34687 825 ▲ 2012 36039 -325 ▼

1993 35231 544 ▲ 2013 36834 795 ▲

1994 34849 -382 ▼ 2014 37548 714 ▲

1995 34460 -389 ▼ New Applicants granted registration from 1 July 2013 to 30 June 2014

Application Type Total

Registration 270

Exit Student – SA 152

Exit Student – Interstate 1103

Interstate 104

Mutual Recognition 208

Overseas 113

Total 1950

New Applicants not exempt from the English Language Requirement from 1 July 2013 to 30 June 2014

Application Type Total

Registration 1 Exit Student - Interstate 4 Exit Student - SA 8 Interstate 1 Overseas 38

Total 52

Test Type Total

IELTS 17

ISLPR 35

Total 52

IELTS - International English Language Testing System. ISLPR - International Second Language Proficiency Rating.


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Special Authorities to Teach

Special Authorities to Teach may be granted by the Board after a teaching position has been advertised in the media and no registered teacher is available to fill the position. In these circumstances a Special Authority to Teach may be granted for a maximum of one year. Special Authorities to Teach are granted on a case by case basis after consideration of a formal application and supporting documentation submitted in line with Board requirements.

Special Authorities to Teach may also be granted to teachers who have been sponsored by an employer under an exchange teacher arrangement with a participating country. A formal application is required including an appropriate national overseas criminal history record check.

Special Authorities to Teach granted from 1995 to 30 June 2014

Year Government Schools Non-Government Schools Country Metro Sub Total Country Metro Sub Total

1995 1 3 4 2 0 2 1996 1 2 3 6 1 7 1997 3 3 6 2 1 3 1998 6 1 7 2 2 4 1999 1 1 2 2 1 3 2000 6 0 6 1 2 3 2001 5 0 5 4 0 4 2002 6 0 6 3 6 9 2003 3 1 4 5 2 7 2004 1 1 2 3 6 9 2005 2 0 2 7 10 17 2006 3 0 3 8 8 16 2007 4 1 5 6 11 17 2008 4 4 8 4 8 12 2009 5 11 16 5 9 14 2010 6 12 18 3 10 13 2011 8 9 17 4 3 7 2012 5 8 13 4 12 16 2013 5 7 12 0 10 10 2014 4 9 13 4 16 20 Total 79 73 152 75 118 193

Special Authorities to Teach as an Early Childhood Teacher

The Education and Early Childhood Services (Registration and Standards) Act 2011 (the National Law) commenced 1 January 2012. The National Law reshaped the registration and regulation of schools, care and early childhood services in South Australia. As a result, consequential amendments were made to the Teachers Registration and Standards Act 2004 in 2012 which increased the scope of persons required to be registered as a teacher.

In February 2013 a Variation of the Teachers Registration and Standards Regulations 2005 exempted directors of out of school hours care and long day care services from registration as a teacher. However, persons in long day care services who are nominated as the Early Childhood Teacher under the National Law are required to be registered or authorised by the Board to practise as a teacher.


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Although some persons nominated to be employed as the Early Childhood Teacher meet requirements under the National Law, they do not hold the prescribed qualifications to be registered as a teacher.

As a transitional arrangement the Board considered applications on a case by case basis from those persons nominated to be employed as the Early Childhood Teacher in long day care services.

If deemed appropriate, a Special Authority to Teach was granted on the condition the person continued studies towards the completion of a recognised teacher education qualification during the three-year period of their Special Authority. The Board requires the provision of evidence of continued progress towards meeting this requirement each semester.

Other Special Authorities to Teach

During the period 1 July 2013 to 30 June 2014, the Board granted 1 Special Authority to Teach Instrumental Music and 1 Special Authority to Teach Anangu Education. These were both granted for a period of up to 3 years.

Applications with Interstate Qualifications from 1 July 2009 to 30 June 2014

Jurisdiction 2009 2010 2011 2012 2013 2014 Total

Northern Territory 19 50 89 121 133 67 479

New South Wales 45 47 48 42 52 31 265

Victoria 28 23 24 24 26 14 139

Queensland 13 13 8 13 9 7 63

Western Australia 12 10 7 7 14 11 61

Australian Capital Territory 6 2 8 3 1 0 20

Tasmania 4 1 2 6 8 10 31

Total 127 146 186 216 243 140 1058

Special Authority Type 2014 Total

Early Childhood Teacher 60 60

Special Authority Type 2009 2010 2011 2012 2013 2014 Total

Anangu Education 1 0 1 0 0 1 3

Instrumental Music Teachers 5 2 3 2 6 1 19

Religious/Spiritual Leaders 5 3 3 3 3 0 17


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Mutual Recognition

Movement of Teachers under Mutual Recognition from 2006 to 30 June 2014

Movement of Teachers 2006 2007 2008 2009 2010 2011 2012 2013 2014 Total

S.A. registered teachers seeking registration in another jurisdiction

218 296 298 346 320 346 334 252 317 2727

Registered teachers in another jurisdiction

seeking registration in S.A.

132 185 165 168 177 231 218 248 208 1732

Movement of Teachers under Mutual Recognition from 1 July 2010 to 30 June 2014

Jurisdiction 2010 2011 2012 2013 2014 Total

South Australia to Victoria Victoria to South Australia

100 60

135 76

102 77

93 91

120 82

550 386

South Australia to Queensland Queensland to South Australia

72 41

73 50

70 40

48 57

68 39

331 227

South Australia to Northern Territory Northern Territory to South Australia

71 33

81 44

69 30

53 35

53 30

327 172

South Australia to Western Australia Western Australia to South Australia

50 18

32 29

47 30

32 22

40 16

201 115

South Australia to Tasmania Tasmania to South Australia

14 7

20 7

14 7

5 9

15 5

68 35

South Australia to New Zealand New Zealand to South Australia

13 18

5 25

7 28

7 27

7 26

39 124

South Australia to Australian Capital Territory* Australian Capital Territory to South Australia*

- -

- -

25 6

14 7

14 10

53 23

∗ Mutual Recognition with the ACT Quality Teacher Institute commenced in 2011. Assessment of Overseas Qualifications

Applicants who hold teaching qualifications awarded by an overseas higher education institution are required to have their qualifications assessed to determine the qualification’s comparability, in general academic terms, to the educational level of an Australian (three-year or four-year) Bachelor Degree or Diploma. Following this, the next phase is to determine whether the qualification held is a recognised teaching qualification. This is undertaken by assessing the academic transcript from the higher education institution, in relation to the professional teacher education (i.e. pedagogy) subjects, which includes the theory studies in pedagogy and the supervised teaching practice component.


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For the qualifications to be recognised by the Board the following criteria must be met:

the qualification (or combination of qualifications) is comparable to the educational level of at least four years of full-time (or part-time equivalent) higher education study in Australia, leading to the award of a recognised Bachelor degree or Diploma; and

as part of those higher education studies, there is at least one year (full-time or part-time equivalent) of professional teacher education, including a minimum of 45 days of supervised teaching practice; and

the professional teacher education studies must be in the area of either pre-primary, primary or secondary teacher education.

During the period 1 July 2013 to 30 June 2014 a total of 164 applications for assessment of overseas qualifications were assessed by the Board. Of these, 139 met the qualification requirements for registration as a teacher and 25 were refused.

Those assessed as meeting the qualification requirements included applicants from the United Kingdom (40), India (19), The Philippines (9), The United States of America (9), South Africa (8), Canada (6), Egypt (5), Singapore (5), Fiji (4), (3) applicants each from Belgium, Greece, Indonesia and Ireland, (2) applicants each from China, France, Ghana, Japan, Mexico and Spain, and (1) applicant each from 10 other countries. Note: Applicants who are assessed as meeting the qualification requirements may not necessarily proceed to apply for registration as a teacher.

Assessment of Overseas Qualifications from 1 July 2009 to 30 June 2014

Assessment of Qualifications 2009 2010 2011 2012 2013 2014 Total

Qualifications Approved 193 173 164 157 173 139 999

Qualifications Refused 40 37 28 40 32 25 202

Total 233 210 192 197 205 164 1201 Assessment of Overseas Qualifications by Country from 1 July 2013 to 30 June 2014


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FINANCIAL STATEMENTS


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Teachers Registration Board of South Australia

Teachers Registration Board of South Australia 1

CERTIFICATION OF THE FINANCIAL STATEMENTS

We certify that the attached general purpose financial statements for the Teachers Registration Board of South Australia (the Board):

comply with relevant Treasurer’s instructions issued under section 41 of the Public Finance and Audit Act 1987, and relevant Australian accounting standards;

are in accordance with the accounts and records of the Board; and

present a true and fair view of the financial position of the Board as at 30 June 2012 and the results of its operation and cash flows for the financial year.

We certify that the internal controls employed by the Board for the financial year over its financial reporting and its preparation of the general purpose financial statements have been effective throughout the reporting period.

Carmel Kerin Wendy Hastings Presiding Member Registrar Teachers Registration Board of SA Teachers Registration Board of SA 22 August 2014 22 August 2014


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