Updated 2015

SUPPORTING

PROVISIONALLY REGISTERED TEACHERS

A guide to the evidence-based process for full registration

Published by the Victorian Institute of TeachingPO Box 531, Collins Street West, Victoria 8007, Australia

© The State of Victoria, Victorian Institute of Teaching, 2014/2015.Copyright protects this publication. All rights Reserved. Permission isgiven for copying of this document for use within all school sectorsand for purposes permitted by the Copyright Act 1968.

Other reproduction by whatever means is prohibited without the priorwritten permission of the Victorian Institute of Teaching, Victoria.

SUPPORTING PROVISIONALLY REGISTERED TEACHERS ONLINE

Teachers with provisional registration

can access information and resources

required to apply for full registration.

Here you will find detailed information on:

Standards of professional practice

Process to become fully registered

Support

Dates for information sessions

www.vit.vic.edu.au/prt

Originally designed by Catherine Howarth Creative

CONTENTS1 How to become fully registered 3

2 Developing and documenting evidence of professional practice 9

3 Resources for documenting evidence 25

A template 25

A short guide to referencing the standards 34

4 Additional information for teachers working in different teaching contexts 39

5 The application process 45

6 Further information 49

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2

ABOUT THE VICTORIAN INSTITUTE OF TEACHING

The Victorian Institute of Teaching regulates the teaching profession in Victoria.

The Institute is an independent statutory authority reporting to the Victorian Parliament. 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.

WHAT IS FULL REGISTRATION?Victorian school teachers must be registered with the Victorian Institute of Teaching.

As a new teacher you are provisionally registered for up to two years. To be granted full registration you need to:

� Have accumulated at least 80 days of teaching,

� Have met the Australian Professional Standards for Teachers at the Proficient Teacher level. This is done through an evidence-based process undertaken in the school or setting/s where you teach.

The evidence-based process ensures that you have the opportunity to develop your knowledge and practice to meet the standards within a supported environment. It requires you to work with more experienced colleagues and to reflect on the effectiveness of your practice in relation to the learning of your students. The Institute collaborates with the Government, Catholic and Independent school sectors to ensure this is integrated with your school induction and to train the colleagues who will mentor you during this time.

You may apply for a further two-year period of provisional registration where personal circumstances or lack of employment means that you are not able to meet the requirements for full registration during your initial period of registration.

This guide explains the evidence-based process you will undertake to become fully registered. Colleagues who are mentoring you will use it, as will your principal or members of the leadership team who support you in this process.

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STANDARDS OF PROFESSIONAL PRACTICE Standards define the professional knowledge and practice of teachers. The standards used by Victorian teachers are called the Australian Professional Standards for Teachers (APST) and are common throughout Australia. They comprise seven standards and 37 areas of focus within the standards. There are four levels of professional practice that define the expectations for teachers at different levels of capability, called Career Stages. They are:

Graduate Teacher

Proficient Teacher

Highly Accomplished Teacher

Lead Teacher

For registration as a teacher the standards must be met at the Graduate Teacher level through an approved initial teacher education program. Provisional registration is granted to teachers until they meet the standards at the Proficient Teacher level. When teachers meet the standards they are granted full registration. They then undertake an annual renewal process to ensure they maintain the standards at the Proficient Teacher level.

Certification against the Highly Accomplished and Lead Teacher levels is voluntary and teachers may decide to do this once they have attained the standards at the Proficient Teacher level.

Further information about the standards can be found at:

<www.aitsl.edu.au>

DOMAINS OF TEACHING

PROFESSIONAL KNOWLEDGE

PROFESSIONAL PRACTICE

PROFESSIONAL ENGAGEMENT

STANDARDS

1 Know students and how they learn

3 Plan for and implement effective teaching and learning

6 Engage in professional learning

2 Know the content and how to teach it

4 Create and maintain supportive and safe learning environments

7 Engage professionally with colleagues, parents/carers and the community

5 Assess, provide feedback and report on student learning

HOW TO BECOME FULLY REGISTERED1

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Figure 1: The Australian Professional Standards for Teachers at the proficient level.

CIENT TEACHER LEVELSTANDARDS AT THE

PROFI

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.

Evaluate and improve teaching programs

Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

3.7

Information and Communication Technology (ICT)

Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

3.6

requirements.

2.6

legislative

support the participation and learning of students with disability and address relevant policy and

thatactivities

Strategies to support full participation of students with disability

Design and implement teaching

reliable records.

1.6

s and parents/carers about student achievement making use of accurate and

Report on student achievement

Report clearly, accurately and respectfully to student

teaching.

5.5Use ICT safely, responsibly and ethically

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and

Use effective classroom communication

Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

4.5Literacy and numeracy strategies

Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

3.5Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

2.5

practice.

1.5

Engage with professional teaching networks and broader communities

Participate in professional and community networks and forums to broaden knowledge and improveneeds.

7.4Apply professional learning and improve student learning

Undertake professional learning programs designed to address identified student learning

modifying teaching practice.

6.4

and

evaluate student understanding of subject/content, identifying interventions

data to analyse and

Interpret student data

Use student assessment well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.

5.4

students’

Maintain student safety

Ensure

Select and use resources

Select and/or create and use a range of resources, including ICT, to engage students in their learning.

4.4

Australians

Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

3.4

Indigenous and non-Indigenous

Islander people to promote reconciliation between

Torres Strait

and respect Aboriginal andUnderstandStrategies for teaching

Aboriginal and Torres Strait Islander students

Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

2.4

Engage with the parents/carers

Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and well-being.

1.4

Engage with colleagues and improve practice

Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

7.3

participate in assessment moderation activities to support consistent and comparable judgements of student learning.

6.3

and

Make consistent and comparable judgements

Understand

Manage challenging behaviour

Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.

5.3Use teaching strategies

Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

4.3Curriculum, assessment and reporting

Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

3.3

backgrounds.

2.3

t teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic

religious and socioeconomic backgrounds

Design and implemen

cultural,diverse

linguistic,Students with

Comply with legislative, administrative and organisational requirements

Understand the implications of and comply with relevant legislative, administrative and organisational and professional requirements, polices and processes.

1.3

professional needs and school and/or system priorities.

7.2Engage in professional learning and improve practice

Participate in learning to update knowledge and practice, targeted to

Provide feedback to students on their learning

Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.

6.2

student time is spent on learning tasks.

5.2Manage classroom activities

Establish and maintain orderly and workable routines to create an environment where

Plan, structure and sequence learning programs

Plan and implement well structured learning and teaching programs or lesson sequences that engage students and promote learning.

4.2Content selection and organisation

Organise content into coherent, well-sequenced learning and teaching programs.

3.2

learn

Structure teaching programs using research and collegial advice about how students learn.

2.2Understand how students

Meet professional ethics and responsibilities

Meet codes of ethics and conduct established by regulatory authorities, systems and schools.

1.2

advice from colleagues to identify and plan professional learning needs.

7.1

for Teachers and

Identify and plan professional learning needs

Use the AustralianProfessional Standards

learning.

6.1Assess student learning

Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess studentclassroom activities.

5.1Support student participation

Establish and implement inclusive and positive interactions to engage and support all students in

Establish challenging learning goals

Set explicit, challenging and achievable learning goals for all students.

4.1

area

Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

3.1Content and teaching strategies of the teaching

on knowledge of students’ physical, social and intellectual development and characteristics t

ROFESSIONAL

o improve student learning.

2.1Physical, social and intellectual development and characteristics of students

Use teaching strategies based

COMMUNITY

1.1

THEAND

PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERSLEARNING

ENGAGEPAND

REPORT ON STUDENTLEARNING

ENGAGE INFEEDBACK

ENVIRONMENTS

ASSESS, PROVIDE

LEARNINGSAFEANDSUPPORTIVE

TAINMAIN

LEARNING

CREATE AND

ANDTEACHINGEFFECTIVEIMPLEMENT

FOR ANDHOW TO TEACH IT

PLANTHEY LEARN

KNOW THE CONTENT AND

STUDENTS ANDHOW

PROFESSIONAL KNOWLEDGE PROFESSIONAL PRACTICE PROFESSIONAL ENGAGEMENT

1 2 3 4 5 6 7

KNOW

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PROVISIONAL REGISTRATIONProvisional registration provides a period of time for you to show you can apply your knowledge in teaching situations where you have full professional responsibility for the learning of your students. This will be most effective when you are provided with structured induction and work with experienced colleagues.

REQUIREMENTS FOR FULL REGISTRATIONTo be able to apply for full registration you are required to:

� Have accumulated at least 80 days of teaching from the date you were provisionally registered.

� Have demonstrated the Australian Professional Standards for Teachers at the Proficient Teacher level through an evidence-based process undertaken in the school/setting/s where you teach.

THE EVIDENCE-BASED PROCESSThe evidence-based process is designed to address the descriptors at the Proficient Teacher level through an inquiry into practice. It provides an opportunity for you to focus on an aspect of your teaching, to document evidence of your normal teaching work and reflect on your learning as a practitioner to demonstrate your proficiency against the standards.

The evidence of professional practice can be developed across a number of groups of students and in alternative educational settings by teachers who are working as education officers.

THE RECOMMENDATION PROCESSOnce your evidence is complete you will present it to a school panel. The panel generally comprises:

� your school principal or their delegate

� a mentor who has participated in the Institute’s training program

� a teaching colleague you nominate and who knows your work.

This panel assesses your documented evidence of practice against the standards and their descriptors at the Proficient Teacher level and makes a recommendation to the Institute. Panel judgements must be objective and consistent across schools and workplaces. In some cases there may need to be variations to the panel composition.

A recommendation of full registration is made when evidence is found against all seven standards. Where there is inadequate evidence the panel will recommend a continuation of provisional registration to develop practice in the areas where you are not yet proficient.

APPLYING FOR FULL REGISTRATIONYou must make an application for full registration to the Institute. This is an online form that includes the recommendation report completed by your school principal.

The Institute grants full registration based on the recommendation report provided. Where there is a discrepancy between the recommendation of the school and the opinion of the provisionally registered teacher the Institute will conduct an independent review of the evidence of professional practice.

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PROVISIONAL REGISTRATION

APPLICATION FORM & RECOMMENDATION REPORT (ONLINE)

APPLICATION FOR FULL REGISTRATION

DEVELOPMENT OF PRACTICE TO MEET THE STANDARDS

(1)Students context/content

(2)Inquiry

question

(3)Action plan

(4)Implementing

action plan

(5)Evaluating

practice

(2B)Professional

learning

THE EVIDENCE-BASED PROCESS

Figure 2: The evidence-based process.

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EVIDENCE OF PROFESSIONAL PRACTICE FOR FULL REGISTRATION OVERVIEW

When provisionally registered teachers engage in analysis of the effectiveness of their practice they develop their capacity as teachers.

A cycle of reflective practice requires teachers to make assessments about what their students need to know and do. This informs what teachers need to learn to address the learning of their students. Teachers then evaluate the impact of their revised practice on the learning of their students.

PROVIDING EVIDENCE THROUGH AN INQUIRY APPROACH

The Institute requires provisionally registered teachers to take an inquiry approach to develop their practice and has used Helen Timperley’s cycle of teacher inquiry and knowledge-building as a model for developing and provide evidence of their practice for full registration.

An inquiry approach provides the basis for teachers to demonstrate their practice against the Australian Professional Standards for Teachers (APST) at the proficient teacher level. Using this approach mirrors what is already happening in many schools.

A supportive school or work environment where provisionally registered teachers are mentored by their experienced colleagues provides the best conditions for the development of practice in new teachers.

THE INQUIRY APPROACH

Provisionally registered teachers address the learning of their students by investigating the effectiveness of their classroom practice and deepening their knowledge of specific areas of teaching and learning.

The inquiry approach requires provisionally registered teachers to:

� select a class or group of students and assess the level of learning and factors affecting learning

� determine what they already know and curriculum expectations to expand learning

� identify learning outcomes that are challenging and achievable

� develop a question for inquiry

� deepen professional knowledge and refine skills to respond to the identified area of inquiry

� use this new knowledge to establish and implement an action plan to improve student learning

� assess the learning of students

� reflect on the effectiveness of practice on the learning of the students and the implications for future practice and professional learning

HOW TO GATHER AND DOCUMENT YOUR EVIDENCE

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GATHERING EVIDENCE FOR FULL REGISTRATION – TIMELINE

Provisionally registered teachers will need to identify the learning needs of their students, establish their area of focus and undertake professional learning to address their students’ learning needs over an extended period of time. However, they should implement and evaluate their action plan over a period of about 4 – 6 weeks.

The implementation time needs to provide sufficient time for students to demonstrate learning in relation to the inquiry question. If they are a specialist teacher or do not have regular contact with their chosen students, they will need to extend the implementation time.

A template is provided to assist in the documentation of evidence to demonstrate the standards of professional practice for full registration. This is not mandatory and teachers may use other ways of completing this documentation. However, all components of the evidence must be addressed.

INVESTIGATING STUDENT LEARNINGTHE INQUIRY APPROACH

The diagram below is adapted from Helen Timperley’s cycle of teacher inquiry and knowledge-building. It provides guidance as to how you can evidence your practice and demonstrates the standards at the proficient level.

(1)Students context/content

(2)Inquiry

question

(3)Action plan

(4)Implementing

action plan

(5)Evaluating

practice

(2B)Professional

learning

Figure 3: The inquiry approach. Click on the relevant circle to read more on each area.

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1

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(2)Inquiry

question

(3)Action plan

(4)Implementing

action plan

(5)Evaluating

practice

(2B)Professional

learning

(1)Students context/content1 Context and content for student

learningWhen identifying the knowledge and skills their students need, teachers can, at the same time, identify areas of their own practice that can be developed to support student learning.

Teachers need to know the level of learning and the range of factors affecting learning to understand the learning needs of their students. They should consider student learning needs in relation to the content they are teaching and what their students already know.

Before beginning your inquiry you need to have spent some time getting to know your students as indicated above and have some understanding of their strengths and challenges. You will also need to have an understanding of the context in which you are teaching as well as relevant policies and priorities.

1A YOUR STUDENTS

Select a class or group of students

Select the students whose learning you want to develop further. Your inquiry can focus on one or more groups of students within a class or a whole class of students. If teaching individual students or small groups of students, they will become your selected group. If you select one of your classes or a small group of students within your class, give reasons for your choice.

The following questions may help with your selection:

� Which students are where I think they could be/should be? How do you know?

� Which students are not performing at the level you expect? How do you know?

1B THE CONTEXT OF YOUR STUDENTS’ LEARNING

What is the range of learning levels in your class or group of students?

Show this by discussing the learning levels of groups of students and/or particular individuals in relation to the learning that is to occur. Explain how you have made these judgements.

What are the factors affecting the learning of your students?

Identify any linguistic, socioeconomic or religious characteristics of your students that affect their engagement with the content you are teaching. What will you need to do to address these?

Consider any aspects of the cultural backgrounds of your students that affect the way they learn and the way you teach them. Consider particularly any Aboriginal or Torres Strait Islander students you may teach. What will you need to do to address these?

Do any of your students have intellectual or physical disabilities? How will you ensure their participation in learning and include them in learning activities?

Figure 3: The inquiry approach. Click on the relevant circle to read more on each area.

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WHAT TO INCLUDE

The students:- � Why you selected them.

� Their learning levels and how you know this.

� Their characteristics and how that impacts on your teaching and the way they learn.

� Their socioeconomic, religious, linguistic and cultural background and the impact of this.

� If they have physical or intellectual disabilities, how they will be able to participate in the learning of the class.

1C CONTENT FOR THE PROGRAM OF LEARNING

Provide documentation about the content you will be teaching for a program of learning that will span 4–6 weeks. (Where a teacher sees their students less frequently, the learning may take place over a longer period of time.) Ask yourself, ‘What knowledge and skills do my students need?’ Indicate where this content is placed within the wider curriculum.

Show how the content you are teaching addresses development of the literacy and/or numeracy of your students.

Where relevant, show how your content provides opportunities for students to develop understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. In addition, identify any information communication technologies (ICT) you will use.

TIPS: TEACHING CONTENT AND PROGRAM OF TEACHING

The program of teaching you select should be long enough to provide time for students 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

� What knowledge and skill level you expect students to achieve

� Annotate the program documentation to show how you:

� Develop literacy/numeracy

� Promote understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

� Incorporate new technologies.

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1D WHAT DO YOUR STUDENTS ALREADY KNOW?

Assessment of prior knowledge enables teachers to effectively plan for next steps in students’ learning.

How have you established the prior learning of your students in relation to the content of your program of learning? 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 classroom will allow you to share observations about the current levels of learning of your students. Use this data and other information you may have, to consider learning outcomes that develop further what your students already know and are able to do.

TIPS: ASSESSING PRIOR LEARNING

Ways to assess prior learning could include:

� Questioning students

� Pre-testing

� Using data from previous reports and assessments

� Talking to teachers who have taught your students

� Running records

� Classroom observation of students

� Tools such as KWL, mind maps, De Bono Thinking Hats

1E THE STUDENT LEARNING OUTCOMES

Drawing on the content of your program of learning, and the prior knowledge of your students, establish the learning outcomes. These learning outcomes should be achievable for students but also able to challenge them and develop their knowledge.

List the learning outcomes for your students.

WHAT TO INCLUDE

� Identify prior learning of students

� Outline the learning outcomes for your students

� Discuss how outcomes build on prior learning

� Explain how outcomes are achievable and challenging for students

� Identify students who need to be extended or given particular support. Explain what you will do for them.

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By the end of this section you should have a clear idea of:

� the students whose learning is your focus

� the factors affecting the learning of your students

� the teaching content for your program of learning

� the prior learning of your students

� any additional learning needs of students

� student learning outcomes for the program of learning.

This information will assist in establishing a question for inquiry.

2 The inquiry question2A IDENTIFYING YOUR INQUIRY QUESTION

Understanding the backgrounds and levels of learning of their students helps teachers understand the challenges they may face in ensuring all students achieve the learning outcomes for the program of learning. Teachers need to identify an aspect of teaching and learning they want to develop to maximise learning for their students. A question to ask that may assist with your thinking could include:

� So what’s getting in the way of those students making the kind of progress you want for them/would expect?

This can then be framed as a question for inquiry.

The following examples may help in framing an inquiry question:

� How do I cater for the diversity of learning needs of my students? (You may focus on the whole class, small groups of students or specific individuals within the range of learning levels.)

� How do I manage the behaviour of individuals or groups of students to ensure learning occurs? Within this area of inquiry you may want to focus on specific behaviours (e.g. when students are working in groups or when they are engaging in practical classes).

� How do I use a range of resources and strategies to engage students?

� How do I use ICT to engage students with learning?

� How do I develop students as independent learners?

� How do I work with parents to improve student learning?

� How will I develop my knowledge when I am working in an area that is not my method?

� How will I cater for the literacy and/or numeracy needs of my students?

It is important that the inquiry question identified is manageable within the time frame of the program of learning. Therefore, it may not address all challenges you face and may develop only one aspect of your teaching practice.

Discussing your inquiry question with your mentor/experienced colleague may assist in delving deeper and dealing with any complexities that may emerge. This in turn may enable the targeting of professional learning required to support effective practice, which is the next step in the inquiry.

(3)Action plan

(4)Implementing

action plan

(5)Evaluating

practice

(2B)Professional

learning

(1)Students context/content

(2)Inquiry

question

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2B YOUR PROFESSIONAL LEARNING

Teachers need to identify their own learning needs to ensure that they are effective in the areas of student needs. Questions to ask include:

� What do I already know?

� What do I need to learn?

� What resources can be utilised?

Using the professional standards and the descriptors attached to them at the proficient level can assist to identify areas for professional learning that will help you address your inquiry.

You can access the professional standards on p. 5 of this folder and at

<www.vit.vic.edu.au>

Working with colleagues in your school or workplace

There is much you can learn from your mentor or experienced colleagues, both in and out of your school or workplace. This learning can occur through professional discussions that explicitly address your inquiry question. Visiting the classroom of your mentor or experienced colleagues to observe their practice will also develop your knowledge about content and/or practice in relation to your question for inquiry.

Undertake at least one observation of your mentor or an experienced colleague.

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:

� How does the teacher deal with difficult situations?

� How does the teacher address diversity in student learning needs?

� What does the teacher do that engages the students with the learning?

� How does the teacher present knowledge, skills and ideas?

� What sort of resources does the teacher use and how do the students react to them?

� How does the teacher provide feedback to students?

In the classroom:

� Think about what you see and hear.

� Observe the students.

� Question the students about what they are trying to achieve.

Engage in professional conversations with your mentor or experienced colleague. You need to undertake and document at least two of these. One of these can be associated with your classroom observation or they can be quite separate conversations.

(3)Action plan

(4)Implementing

action plan

(5)Evaluating

practice

(1)Students context/content

(2)Inquiry

question

(2B)Professional

learning

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Professional reading and other activities

If relevant to your inquiry question, link into professional learning activities that may be occurring in your school. 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.

Consider other professional development activities that may be available outside your school.

You must keep records of this professional learning, including documentation of at least two professional conversations and one classroom observation.

WHAT TO INCLUDE

Document:

� Your inquiry question.

� The area of practice you intend to develop and how that will assist students’ learning.

� At least 2 professional conversations and accompanying reflections.

� At least 1 observation of a colleague’s classroom practice and reflections.

� Other activities that have contributed to your professional knowledge and practice.

� What you have learnt and how that learning addresses your question for inquiry.

By the end of this section you will have:

� identified your inquiry question

� identified your professional learning needs

� engaged in professional development activities, including:

� at least one observation of a colleague’s practice

� at least two professional discussions.

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3 The action planThe knowledge you have gained through your professional learning needs to be applied to your particular teaching context to address your inquiry question and develop the learning of your students.

THE ACTION PLAN

You need to develop an action plan that outlines how you will apply the new learning. This plan will be implemented over a period of 4–6 weeks and provide sufficient time for students to demonstrate learning in relation to the inquiry question.

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 the professional discussions and classroom visits you have undertaken with your mentor or experienced colleagues. Further advice from them can assist you to develop the teaching activities, strategies and 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, their time in your classroom when you implement your action plan will be effective because they will be directly focussed on your inquiry question. This will support targeted feedback.

3A COMPONENTS OF THE ACTION PLAN

Your action plan should include:

� learning outcomes in relation to content. These may have been modified as a result of delving deeper into student needs and your professional learning

� learning resources, practices and activities you will use to teach the content

� assessment practices.

Content and learning outcomes

You have already established the content for your class or group of students over a 4–6 week period and how this relates to broader curriculum expectations. You have also identified achievable and challenging learning outcomes related to the content to be taught that are based on the prior knowledge of your students.

Your inquiry question may require you to develop your learning outcomes further, either for the whole class or for selected students or groups of students.

Think about how you will know your change in practice has improved your students’ engagement in learning. What evidence do you need to collect to evaluate the effectiveness of your practice?

Include this in your action plan.

Developing learning resources, teaching practices and activities

You have identified the characteristics of your class of students and the factors affecting their learning.

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?

(4)Implementing

action plan

(5)Evaluating

practice

(1)Students context/content

(2)Inquiry

question

(2B)Professional

learning

(3)Action plan

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In your planning also consider: � the coherence and structure of the program you develop to facilitate learning for the selected

students

� the resources you will use to teach the content (including ICT where relevant) and how they will engage your selected students

� the teaching strategies you will use to develop knowledge, skills, problem solving or critical thinking in your selected students

� how you will use verbal and non-verbal communication strategies to support student understanding and engagement with learning

� how and when you will provide feedback to your selected students on the progress of their learning in relation to the learning outcomes

� how you will engage parents or carers with the learning of your students.

Developing assessment activities and practicesTo be able to reflect on the effectiveness of your practice you need to be able to assess the learning of your students in 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 (for learning and as learning) Formative assessments will often be classroom based and will allow you to monitor the progress of your selected students as they engage in the content of the lessons. It also provides the basis for feedback that assists students to develop their learning to reach the learning outcomes. You can use strategies such as student observation and questioning or provide specific activities (this can include quick multiple choice tests or problem solving) to determine the level of understanding. Your feedback to students on their understanding may be verbal or written.

Formative assessment enables you to evaluate the effectiveness of your action plan as you implement.

Summative assessment (of learning)This type of assessment usually relates to a finished product or the culmination of learning to reach all identified learning outcomes. It is where you make a judgement about achievement of the learning outcomes based on the work a student produces. Often summative assessments are conveyed to students and parents through a formal reporting process.

TIPS: DEVELOPING AN ACTION PLAN

Document your action plan and make reference to: � resources, teaching practices and activities to support student learning

� how you will provide feedback and assess student learning.

Show how these will address the inquiry question and improve the learning of students.

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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4 Implementing your action planYour action plan will be implemented with your selected students over a period of 4–6 weeks.

During this time your mentor/experienced colleague will work with you in your classroom on at least three occasions.

There are two purposes for this collaboration:

1 to provide you with feedback about the effectiveness of your action plan to develop student learning; and

2 to witness your practice and therefore verify areas of competence in relation to the standards.

4A PROVIDING FEEDBACK ON THE ACTION PLAN

Your mentor/experienced colleague provides another set of eyes when you are implementing your action plan. Your perceptions and their observations will form the basis for discussions that are focussed on the effectiveness of your action plan to address the inquiry question you have identified.

Collegial work is best supported by using a three-step sequence of:

� joint planning

� collegial interaction

� professional discussion.

Joint planning/collegial interaction

Your mentor/experienced colleague’s role in the classroom should be negotiated beforehand. They may team teach with you or interact with your students as a ‘helper’ in the classroom. Their role is not to run the activity but to assist you and observe the effect of your practice on the students 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 classroom and any specific aspects you wish them to look at in particular. You will need to be very clear about what you want your students to achieve by the end of the lesson and how this fits with your learning outcomes for the program of learning.

Your mentor/experienced colleague should visit your classroom 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 then 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.

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Professional discussion and feedback

It’s important to find time to meet with your mentor/experienced colleague after they have visited your classroom. The professional discussion you have will focus on the effectiveness of your action plan to develop the learning of the content you are delivering for your selected students.

The professional discussion should be evidence-based. This means that the evaluation of student learning should be based on observations of what students were doing and what they produced. Using evidence of what has been seen in the classroom, what has been heard and samples of student work will assist in focusing the feedback. The samples of students work that formed part of the discussion can be included in your evidence of professional practice to show the learning of the students you are teaching and the effect of your practice.

During the discussion you may identify areas of the action plan that will be revised. These changes could be the focus for subsequent visits to your classroom by your mentor.

You must record a summary of the professional discussions that arise from collegial practice in your classroom during implementation of your action plan.

Witnessing your practice

The presence of another teacher in your classroom can be a way to verify that your practice is competent in relation to the standards.

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 classroom.

� Evidence of the elements of your practice that were effective and what you did to support student learning.

By the end of this section you should have implemented your action plan including:

� worked with your mentor/experienced colleague in your classroom 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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5 Evaluating your practiceIt’s important to evaluate the full impact of your practice at the conclusion of your implementation. Your prime purpose is to see whether your focussed practice improves the learning of the students.

5A ASSESSING THE LEARNING OF YOUR STUDENTS

To do this you will need to look at and assess student work samples against the learning outcomes you established at the beginning of the program of learning. This could include work that your students have produced 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 learning activities and include more than one method of assessment, as this will offer a broader understanding of student learning. Where you are investigating a group of students choose a selection of those students 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.

The best way to evidence student learning is to annotate student 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 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) teacher observational notes and rubrics become the artefacts of student learning.

TIPS: ANNOTATING STUDENT WORK SAMPLES

� Annotations should identify the learning the student demonstrates and where there are errors or misunderstandings.

� The annotations should help you focus on your future teaching and identify areas for revision and reinforcement.

� Looking across more than one student artefact will provide a better understanding of learning.

5B EVALUATING THE EFFECTIVENESS OF YOUR PRACTICE

Understanding the learning your students achieved during the program assists you to evaluate the effectiveness of your teaching practice. Did the revisions to your practice make a difference to the engagement of your student in learning? Did your students achieve the expected learning outcomes by the end of the program and how had their level of learning increased?

What will you do next to continue to support the learning of your students?

If there was little impact on student learning, what has that told you about your practice and what might you try next?

What aspects of your own learning will 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 a reflection on your professional learning during the inquiry period. Consider the effectiveness of your practice to support the learning of your students and your future actions as a teacher, including your future learning.

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TIPS: REFLECTING ON YOUR LEARNING

� Consider both the learning of your students and your own learning.

� Consider what comes next to further develop this area of student learning and your teaching practice.

WHAT TO INCLUDE

� Annotated student work samples to indicate the level of learning and achievement of the learning outcomes.

� An evaluation of the effectiveness of your practice using the evidence of student learning.

� Reflect on what you learnt and how that may be applied to other students and teaching contexts.

� What professional learning you would like to engage in to further develop your practice.

At the end of this section you should have an understanding of the impact of your teaching practice on the learning of your students. This includes:

� gathered artefacts of student learning

� assessed artefacts of student learning in relation to your learning outcomes

� annotated the artefacts to indicate student achievement of learning outcomes

� analysed the effectiveness of your practice to address your inquiry question

� reflected on your learning and how it may be applied to future teaching

� identified areas for further professional learning.

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CHECKLIST FOR EVIDENCE OF PROFESSIONAL PRACTICEUse this checklist to ensure that you have all the evidence required to demonstrate your practice meets the standards of professional practice.

THE RECOMMENDATION MEETING

complete action

The following components have been completed and are included in evidence of professional practice:

� the students whose learning is your focus

� factors affecting the learning of students, including prior learning

� the teaching content for program of learning

� student learning outcomes for the program of learning

� identification of an inquiry question

� identification of professional learning needs

� documentation of at least one observation of a colleague’s practice

� documentation of at least two professional conversations

� An action plan that incorporates: � learning outcomes

� learning resources, practices and activities

� assessment practices and tasks

� Details of the implementation of the action plan which include: � dates of at least three mentor/experienced colleague visits

� summaries of the discussions and outcomes of the visits

� An evaluation of the effectiveness of practice which includes: � annotated student work samples that indicate learning outcomes

� an analysis of the effectiveness of practice in relation to the inquiry question

� reflection on what had been learnt and implications for teaching practice in the future

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Use this checklist to ensure that you have followed the correct process to apply for full registration.

COMPLETING THE APPLICATION

complete action

� 1 Evidence of professional practice has been compiled (refer to previous checklist)

� 2 Form C (application for full registration) has been completed online and submitted to the school

� 3 Recommendation panel meeting arranged with principal

� 4 Copies of the evidence made and given to panel members prior to the meeting

� 5 Evidence of professional practice presented to the recommendation panel

� 6 Online report of recommendation panel completed by principal and submitted to applicant

� 7 Applicant’s declaration section of online form completed and submitted to the Institute

� 8 Original evidence of professional practice or copy retained

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RESOURCES FOR DOCUMENTING EVIDENCE

IN THIS SECTION OF THE FOLDER YOU WILL FIND:

� A template

� A short guide to referencing the standards

THE TEMPLATEA template has been provided to guide your collection of evidence of professional practice. The sections of the template relate to each section of your inquiry into student learning. Annotations can be added to the template as appropriate.

This template provides a broad framework only and must be used in conjunction with the detailed explanation in the previous chapter to understand what needs to be included.

You do not have to use the template; you can present your professional practice in a different format. However, because the inquiry has been designed to ensure that all aspects of teacher practice are referenced and evidenced, all aspects must be documented. Referring to the checklists on pages 23 and 24 will ensure that all components of evidence are included.

� Regardless of the format used you are advised to be succinct and to the point.

� The spacing on the template is an indication of how much to write.

� Include as many working documents as possible that are relevant to your inquiry.

� Annotation of the documents is an efficient and effective way to present practice.

� Dot points and sub-headings can be used where appropriate.

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EVIDENCE OF PROFESSIONAL PRACTICE FOR FULL REGISTRATION

1 Content and context for student learning

1A THE STUDENTS

Identify your students and reasons for selection

1B CONTEXT OF STUDENT LEARNING

Range of learning levels

Factors affecting learning

1C CONTENT FOR THE PROGRAM OF LEARNING

Annotated program of learning showing relevance to curriculum requirements, literacy/numeracy development, incorporation of ICT and understanding of ATSI histories, cultures and languages where relevant

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1D PRIOR LEARNING OF STUDENTS BASED ON EVIDENCE

1E LEARNING OUTCOMES FOR THE PROGRAM OF LEARNING

WHAT WILL BE DONE FOR:

� students who need developing beyond the learning outcomes

� students who need support to meet the learning outcomes

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2 The inquiry question

2A THE INQUIRY QUESTION

What is your inquiry question and how does it relate to the improved learning of your students?

2B PROFESSIONAL LEARNING

Observing the practice of others (at least one observation)

Date:

Teachers involved:

What did you see/hear?

What did you learn?

How does this help you address your inquiry question?

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Talking to colleagues (based on at least two discussions)

Dates:

Teachers involved:

What was discussed?

What did you learn?

How does this help you address your inquiry question?

Other professional learning and how it helps you address your inquiry question

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3 The action plan

3A THE ACTION PLAN

� Use the learning outcomes already identified and the working documents you have to develop an action plan addressing your inquiry question.

� Document any learning outcomes that have been modified from your original program of learning.

� Document specific learning resources, practices and activities put in place to support identified students.

� List any additional assessment practices/tasks put in place to provide feedback to students.

� Include a discussion of how you have applied your new knowledge to your action plan.

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4 Implementing your action plan

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:

Signature (mentor/experienced colleague):

Summary of discussion and actions arising:

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AREAS OF PRACTICE THAT CAN BE WITNESSED

� Not all descriptors of the standards may be demonstrated in your inquiry process.

� If your teaching program does not include these elements, your mentor/experienced colleague can indicate where and when they have been witnessed.

� This section is to be completed by your mentor and/or experienced colleague. The boxes need to be ticked and evidence described as appropriate.

Uses effective verbal and non-verbal communication strategies to support student learning �

Involves parent/carers involved in their children’s learning �

Ensures students’ well-being and safety �

Demonstrates professional ethics and responsibilities �

Complies with legislative, administrative and organisational requirements �

Engages with teaching colleagues, professional networks or the broader community �

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5 Evaluating the effectiveness of practice

5A ASSESSING THE LEARNING OF STUDENTS

Attach annotated samples of student work and discuss achievement of learning outcomes.

5B EVALUATING EFFECTIVENESS OF PROFESSIONAL PRACTICE

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A SHORT GUIDE TO REFERENCING THE STANDARDSA school panel determines whether a teacher’s evidence of professional practice demonstrates proficient practice in relation to the professional standards and their associated descriptors.

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 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.

Standard 1: Know students and how they learnALL 4 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Uses teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

� Uses research and collegial advice about how students learn to structure teaching programs.

� Designs and implements teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

This could include:

� Awareness and responsiveness to the background of Aboriginal and Torres Strait Islander students.

� Develops teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

This could include:

� Development of activities to support the participation and learning of students with disability.

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Standard 2: Know the content and how to teach it4 OUT OF 5 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Applies knowledge of content/teaching strategies of the teaching area to develop engaging teaching activities.

� Organises content into coherent, well-sequenced learning and teaching programs.

� Designs and implements learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

This could include:

� Providing opportunities for students to develop, understand and respect Aboriginal and Torres Strait Islander histories, cultures and languages.

� Uses effective strategies to support literacy and numeracy achievement.

� Integrates ICT effectively into programs ensuring meaningful learning.

Standard 3: Plan for and implement effective teaching and learning6 OUT OF 7 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Sets explicit, challenging learning goals for all students.

� Plans and implements well-structured learning and teaching programs/lesson sequences that engage students and promotes learning.

� Selects and uses relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

� Selects/creates and uses a range of resources, including ICT, to engage students in learning.

� Uses effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

� Uses a variety of evidence, including student feedback and student assessment data, to inform planning and evaluate personal teaching and learning programs.

� Plans for appropriate and contextually relevant opportunities for parent/carers to be involved in their children’s learning.

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Standard 4: Create and maintain supportive and safe learning environments4 OUT OF 5 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Establishes and implements inclusive and positive interactions to engage and support all students in classroom activities.

� Establishes and maintains orderly, workable routines to create an environment where student time is spent on learning tasks.

� Manages challenging behaviour by establishing and negotiating clear expectations with students and addresses discipline issues promptly, fairly and respectfully.

� Implements school/system curriculum and legislative requirements to ensure students’ well-being and safety.

� Incorporates strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

Standard 5: Assess, provide feedback and report on student learning4 OUT OF 5 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Develops, selects and uses informal, formal, diagnostic, formative and summative assessment strategies to assess student learning.

� Provides timely, effective, appropriate feedback to students about their achievements relative to their learning goals.

� Understands and participates in assessment moderation activities to support consistent and comparable judgements of student learning.

� Uses student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.

� Reports clearly, accurately and respectfully to students and parents/carers regarding student achievement, making use of accurate and reliable records.

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Standard 6: Engage in professional learningALL 4 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Uses the Australian Professional Standards for Teachers and advice from colleagues to identify and plan for professional learning needs.

� Participates in learning to update knowledge and practice, targeted to professional needs and school/system priorities.

� Contributes to collegial discussions and applies constructive feedback from colleagues to improve knowledge and practice.

� Undertakes professional learning programs designed to address identified student learning needs.

Standard 7: Engage professionally with colleagues, parents/carers and the community3 OUT OF 4 STATEMENTS NEED TO BE MET

MET STATEMENTS REFERENCING THE DESCRIPTORS REFERENCED ON PAGE NO.

� Meets codes of ethics and conduct established by regulatory authorities, systems and schools.

� Understands implications of and complies with relevant legislative, administrative, organisational and professional requirements, policies and processes.

� Establishes and maintains respectful collaborative relationships with parents/carers regarding their children’s learning and well-being.

� Participates in professional and community networks and forums to broaden knowledge and improve practice.

The ‘Guide for making a recommendation for full registration’ is a useful document for recording information at the panel meeting. For a copy of this guide please go to the ‘Resources’ section of the PRT website:

<vit.vic.edu.au/prt>

Please note: this can be used as a record for the recommendation meeting, but is not the recommendation report.

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WORKING IN DIFFERENT TEACHING CONTEXTS The following information is to provide additional information for teachers working in other contexts. Teachers reading this section will also need to become familiar with the other information in this Supporting Provisionally Registered Teachers booklet.

The following is a diagram of an inquiry approach, with additional information for people working in different contexts.

Some provisionally registered teachers work in teaching contexts other than schools (e.g. the zoo, early childhood settings, museums); others work as casual relief teachers (CRTs). Regardless of the context all provisionally registered teachers follow the same process to apply for full registration. The following information is provided to support evidence gathering for these teachers.

Teaching contexts other than a school

Developing practice in the first years of teaching is best done with the support of experienced colleagues and you will need to identify those who have experience in teaching and learning. Experienced colleagues can work with you in your workplace to develop your documented evidence. Only teachers with full registration can make a recommendation to the Institute.

In circumstances where you are unable to identify teachers to support you, please contact the Institute.

Casual relief teachers

To gather evidence of professional practice to meet the standards, we recommend that you have a sustained period of time with a group of students. Without this it can be more challenging to evidence some aspects of the standards, including reporting on student learning and interacting with parents. Refer to the table on page 42 for further suggestions.

In circumstances where you do not have employment that offers these opportunities, you could delay the full registration process until you have more sustained teaching work. At the end of your two years of registration you are able to apply for a further period of provisional registration by completing a form in your MyVIT portal.

Investigating student learningWhere your teaching context requires you to teach multiple groups of students then you may find the identification of your own learning needs a good starting point, rather than the learning needs of your students. Rather than a specific group of students it may be an age group or type of student. This is most relevant if you teach a range of different groups of students on any one day. Regardless of this, you will still need to annotate artefacts of student learning and analyse the effectiveness of your teaching to support and develop learning in your students.

Where the artefacts of student learning are not static or reproducible then rubrics for learning and teacher observational notes can become the artefacts of student learning. You may also use videos and audio recordings but you need to ensure that the appropriate permissions are sought.

4 ADDITIONAL INFORMATION FOR TEACHERS WORKING IN DIFFERENT CONTEXTS

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(ii)What I need to

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Figure 4: Contextual information for the inquiry question.

KEY(i), (ii), (iii) Different teaching contexts(1) – (5) Refer to section 2 (p. 9)

FURTHER CONTEXT FOR THE INQUIRY APPROACH

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As the diagram suggests (i), (ii) and (iii) will be your starting points.

(i) Teaching context. Consider:

� the philosophy or ethos, priorities, policies, program initiatives

� the physical learning environment

� characteristics of students that affect learning

(ii) What I need to know about this context. Consider:

� teaching programs

� resources

� routines, practices, processes

(iii) Professional learning about this context. Consider:

� induction processes

� other staff

� policy documents

� networks – internal, community

Documentation for this background information should be short and concise. It provides reflection around your teaching context and leads you into deeper inquiry around your practice.

Further resources to support you are available on the Institute’s Provisionally Registered Teachers’ website <www.vit.vic.edu.au/prt>

Once you have an understanding of your context you can now complete the inquiry as explained in Section 2 of this folder.

Contact the Institute if you require further advice.

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SUGGESTED APPROACHES TO THE INQUIRY QUESTION

TEACHING ENVIRONMENT

RECOMMENDED PROCESS

EXAMPLES

An education officer/teacher working in an organisation with a group of students of different ages from different schools. Example: Zoos, Art galleries and museums, State Library, Eureka tower, Science discovery centres, CERES, etc.

You will be seeing different groups of students from different schools, probably only once.

We suggest you focus on a particular cohort of students. For instance, the year level (Year 5 students, VCE students), or the subject area (Science, Visual Arts).

You may need to follow up with the teachers of the students to gather additional information or evidence of student learning.

The focus of your inquiry may be:

� How to engage students in a limited time

� To investigate ‘hook in’ activities

� Managing student behaviour

� How to make the learning intentions of sessions more explicit

� How to assess student learning at the end of the session

� How to assess student prior knowledge in a short timeframe

� How to give effective feedback to students on their learning

� How to differentiate instructions to enhance student learning

CRTs

A CRT working day by day in different classes at same or different schools.

We suggest that you focus on a constant, for instance a particular year level of students or subject/learning area. This will help streamline the focus of your inquiry. E.g. managing behaviour with Year 9 students, or catering for mixed ability levels in a Maths or Art.

You may need to follow up with class teachers to get additional information or evidence of student learning.

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OBSERVING THE PRACTICE OF EXPERIENCED COLLEAGUES/TEACHERS

A component of the inquiry approach to the evidence-based process is observing the practice of experienced colleagues. If you are the only registered teacher in your work place, we suggest you find opportunities to observe other teachers working in similar conditions. Some examples may be:

� Contact an organisation with one or more experienced teachers working in a setting other than a school and see if you can observe their teachers. For instance, Royal Exhibition building, the Shrine, Melbourne Zoo, NGV, etc.

� Make contact with a school to ask whether you can observe an experienced teacher in their school. You may be able to ask a school that uses your non-school setting to support their programs.

WITNESSING YOUR PRACTICE

It is a requirement for full registration that you have your practice observed at least three times by a mentor or experienced colleague/s. The presence of an experienced teacher in your classroom is a way to verify that your practice is proficient in relation to the standards. They can provide you with feedback that is linked to your inquiry. The following are some examples:

For non-school settings

� The teacher accompanying the students at your non-school setting observes your session and provides you with feedback.

� You make a link with a school and request an experienced teacher to observe your practice.

� You ask your manager or supervisor to observe you.

For CRTs

� You ask a teacher from the subject area focus of your inquiry to observe your practice.

� You ask the year level co-ordinator to observe your practice.

SIGNING OFF ON THE RECOMMENDATION PROCESS

On completion of collection of evidence through the inquiry approach you will be required to present your evidence to a panel that includes a fully registered teacher. The recommendation report is then signed by the principal or a delegate of the principal. The principal/delegate needs to be a fully registered teacher.

If you have further questions about the panel or recommendation report please contact the Institute.

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FURTHER INFORMATION FOR Casual Relief Teachers (CRTs)

This type of teaching can provide limited opportunity for sustained work with a group of students and to develop your practice to meet the standards. To facilitate extended time with one group of students you need to be proactive. The following are prompts for action that may assist:

� Develop a relationship with a schoolMany schools employ the same CRT once they know they are reliable and capable in the classroom. These teachers become familiar with the school culture and students and are able to develop their practice more fully. Seek to return to schools where you are offered CRT work. When you have been employed a number of times it will be appropriate to approach the principal or relevant school leader to discuss your needs as a provisionally registered teacher and to request support to gather your evidence and be assessed by a school panel.

� Talk to your teacher agency about your needsMany teacher agencies are aware of the needs of provisionally registered teachers and some will help you return to the same school or will provide an extended period of teaching at the one school.

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 to be listed with.

� Seek an extended period of time in a schoolAn extended period of time with students provides many opportunities for you to apply your knowledge and develop your practice. Without this it’s unlikely that you will be able to evidence all aspects of the standards to attain full registration. If your circumstances preclude this, then you may be able to work a couple of days a week for a period of time in the one school. It’s important that CRTs realise that it may take them much longer to attain the standards if they do not have a sustained period/s of teaching the one group of students.

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APPLYING FOR FULL REGISTRATIONOVERVIEW

Provisional registration is for a period of two years with the expectation that teachers apply for full registration during this time. A teacher may take up to two years to develop their evidence of professional practice.

The Institute has located the recommendation process in schools, as it believes that the school is best placed to understand the context of the teacher’s practice and make a recommendation about the professional practice of a provisionally registered teacher. A panel offers a forum to discuss the key elements of professional practice and to review and affirm a provisionally registered teacher’s development and achievements throughout the year.

Provisionally registered teachers are advised to seek an opportunity to present their evidence and apply for full registration as soon as they have completed all parts of the evidence of professional practice and feel ready to present their work.

As this evidence-based process may be used as part of the teacher’s annual performance review within the school, it should take place at a time convenient to both the school and the teacher applying for full registration.

THE RECOMMENDATION MEETING

This meeting is an opportunity for the provisionally registered teacher to present and discuss their evidence of professional practice with colleagues and demonstrate their professional growth.

Normally the evaluation of the evidence and the recommendation process is undertaken by a panel of three teachers including:

� the principal or delegate

� a mentor who has participated in the Institute’s support program

� a teacher nominated by the provisionally registered teacher

The teacher nominated by the provisionally registered teacher should know the teacher’s work well and may be the teacher’s mentor or another trusted colleague.

The mentor should have completed the two day Mentor Training Program which is a component of the Supporting Provisionally Registered Teachers Program. Involvement provides specific training in the evaluation and recording of evidence of the standards of professional practice.

VARIATIONS TO THE PANEL COMPOSITION Through an agreement at the system level, schools in the Government and Catholic sectors will convene panels as described above wherever possible. Most Independent schools follow this recommendation.

Variations to the panel composition may need to be considered when schools have difficulty convening them as described. For example in smaller schools, or where only one teacher or the principal has been able to attend the support program for mentor teachers.

5 THE APPLICATION PROCESS

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1 Gather evidence of professional practice Refer to pages 23 – 24 for a checklist to help ensure you have evidence of professional practice.

2 Provide evidence and the guide for recommendation to the panelProvisionally registered teachers should provide copies of their evidence of professional practice to the panel, allowing sufficient time to consider the evidence prior to the presentation meeting. Each member of the panel should also be provided with a copy of the Guide to the recommendation report located on the Institute website: <www.vit.vic.edu.au>

3 Recommendation meetingThis is an important assessment process and must be conducted consistently. The meeting should take about 30–45 minutes. The provisionally registered teacher should be prepared to present an overview of their evidence of professional practice, explaining how the evidence has been developed, where they have demonstrated the standards, as well as reflecting on their work and development throughout the year. In the discussion that follows, panel members may ask questions to seek clarification and to encourage a dialogue about teaching and learning.

4 The panel considers the evidence of professional practiceImplicit in this process is a presumption of success. Each panel member should check that all components have been completed (refer to the checklist at the end of section 2). The degree to which each standard has been demonstrated may vary. Please take note of descriptors to be evidenced in the Guide to the recommendation report.

5 The panel reaches a consensus and makes a recommendationThe aim for the panel is a consensus view of the evidence of the standards being met. On this basis a recommendation for either full registration or a continuation of provisional registration can be made. A recommendation for full registration does not need to reflect any capacity higher than that of competent professional practice at the proficient level. The recommendation must be based on the evidence presented but be a consistent representation of practice over time.

5a Providing feedback to the provisionally registered teacherPanels should inform the provisionally registered teacher of the outcome as soon as possible after the recommendation meeting. If the recommendation is for a continuation of provisional registration then the grounds for the decision need to be conveyed to the applicant. If there are concerns that a teacher’s professional practice is not yet sufficiently sound, the issues should have been raised long before the application process.

6 Complete the application onlineThis is completed as an online process.a The provisionally registered teacher submits their application through their MyVIT account.

The report is located under ‘Forms’. The teacher nominates the school that is making the recommendation of them. If not a school, then ‘other’ is selected.

b The principal or delegate who convened the panel locates the application in the school’s portal under ‘applications’ and completes the recommendation report. A copy of this report needs to be retained as a record.

c Once submitted, the application form and recommendation report returns to the ‘My Applications’ section of the provisionally registered teacher’s MyVIT account where they confirm their agreement/disagreement with the panel’s recommendation.

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If the recommendation is made for continuation of provisional registration the teacher may disagree and seek a review by the Institute. In such cases of a disputed recommendation, both the applicant and the school will be contacted for further information. The applicant may appeal a decision of the Institute to VCAT.

The decision to grant full registration in all cases rests with the Institute.

AUDIT PROCESS

The provisionally registered teacher should retain a copy of the original of their evidence of professional practice. The Institute samples the evidence of professional practice of a number of teachers randomly to ensure the integrity of the process. If the provisionally registered teacher is unable to produce a copy of the evidence of professional practice, full registration will not be granted.

7 Finalise the processOn receipt of the application the Institute will make a final determination to approve full registration. When the Institute has granted approval for full registration a card will be produced. When full registration has been approved, information regarding how to maintain registration will be provided.

For more information, go to the ‘Resources’ section of the PRT website.

Figure 5: Applying for full registration.

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HELEN TIMPERLEY’S TEACHER INQUIRY AND KNOWLEDGE-BUILDING CYCLEINTRODUCTION

A cycle of reflective practice requires teachers to make assessments about what their students need to know and do. This informs what teachers need to learn to address the learning of their students. Teachers then evaluate the impact of their revised practice on the learning of their students.

Helen Timperley, a New Zealand academic developed an inquiry model that she called, ‘The teacher inquiry and knowledge-building cycle’. A diagram of this is below. The Institute has used this model as the basis for the inquiry approach to the evidence-based process.

The Department of Education and Training has developed an Evidence Based Professional Learning Cycle, adapted from the Timperley model. Find more information at:

<http://www.education.vic.gov.au/school/teachers/profdev/Pages/cycle.aspx>

What knowledge and skills do our students need?

What knowledge and skills do we

as teachers need?

Engage students in new learning

experiences

What has beenthe impact ofour actions?

Deepen professional knowledge and

refine skills

Figure 6: Helen Timperley’s teacher inquiry and knowledge-bulding cycle.

6 FURTHER INFORMATION

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THE VICTORIAN TEACHING PROFESSION

CODE OF ETHICS AND CODE OF CONDUCTINTRODUCTION

One of the hallmarks of a profession is adherence to publicly affirmed ethical standards. The Victorian Code of Ethics and Code of Conduct were developed by the Victorian Institute of Teaching. The Code recognises the unique position of trust and influence that teachers hold and how this shapes their relationship with students, parents/guardians/caregivers, colleagues and the community. Refer to a copy of the Codes on the following pages.

Standard 7.1 (Meets codes of ethics and conduct established by regulatory authorities, systems and schools) and 7.2 (Understand the implications of and comply with relevant legislative, administrative and organisational and professional requirements, policies and processes) are two descriptors that provisionally registered teachers need to evidence in their documentation to apply for full registration. Following are examples of evidence that may have been witnessed by your mentor, other experienced teacher or your principal:

� Meeting records, emails and other communications which show an understanding of mandatory reporting requirements

� Teaching and learning programs and/or lesson plans which show evidence of implementation of mandatory policy documents

� Classroom behaviour policy which shows the implementation of school and system policies and procedures

� Professional learning undertaken regarding relevant legislative, administrative, organisational and professional requirements and teacher accountability

� De-identified communication demonstrating compliance with relevant legislative, administrative, organisational and professional requirements

� Reference or endorsement from principal/employer

THE VICTORIAN TEACHING PROFESSION

CODE OF ETHICSAs teachers, we use our expert knowledge to provide experiences that inspire and facilitate student learning.

We are a significant force in developing a knowledgeable, creative, productive and democratic society.

The values that underpin our profession are integrity, respect and responsibility.

We hold a unique position of trust and influence, which we recognise in our relationships with students, parents (caregivers and guardians), colleagues and the community.

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We demonstrate our integrity by:

� acting in the best interest of students

� maintaining a professional relationship with students, parents, colleagues and the community

� behaving in ways that respect and advance the profession.

We demonstrate our respect by:

� acting with care and compassion

� treating students fairly and impartially

� holding our colleagues in high regard

� acknowledging parents as partners in the education of their children.

We demonstrate our responsibility by:

� providing quality teaching

� maintaining and developing our professional practice

� working cooperatively with colleagues in the best interest of our students.

The purpose of this code is to:

� state the value that guides our practice and conduct

� enable us as a profession to affirm our public accountability

� promote public confidence in our profession.

The Code sets out the ideals to which we aspire.

THE VICTORIAN TEACHING PROFESSION

CODE OF CONDUCTINTRODUCTION

The Code of Conduct has been developed for and by the Victorian teaching profession. It identifies a set of principles, which describe the professional conduct, personal conduct and professional competence expected of a teacher by their colleagues and the community. It is based on the values set out in the accompanying Code of Ethics, namely:

Integrity

Respect

Responsibility

and draws on the Australian Professional Standards for Teachers, and Codes of Conduct for teachers developed by schools and other registration authorities.

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PURPOSE

The Code of Conduct codifies what is already common practice within the teaching profession. Its purpose is to:

� promote adherence to the values teachers see as underpinning their profession

� provide a set of principles which will guide teachers in their everyday conduct and assist them

� to solve ethical dilemmas

� affirm the public accountability of the teaching profession

� promote public confidence in the teaching profession.

The Code of Conduct is not a disciplinary tool.

The Code of Conduct will not cover every situation. There may be policies or procedures set down by the sector/school in which the teacher works, or there may be specific issues that are covered by an industrial agreement or award.

Section 1: Professional ConductTeachers’ professional conduct is characterised by the quality of the relationships they have with their students, their students’ parents (guardians and caregivers), families and communities and their colleagues.

RELATIONSHIPS WITH STUDENTS

Principle 1.1: Teachers provide opportunities for all students to learn

The main focus of teaching is student learning. Teachers demonstrate their commitment to student learning by:

a knowing their students well, respecting their individual differences and catering for their individual abilities

b maintaining a safe and challenging learning environment

c accepting professional responsibility for the provision of quality teaching

d having high expectations of every student, recognising and developing each student’s abilities, skills and talents

e considering all viewpoints fairly

f communicating well and appropriately with their students.

Principle 1.2: Teachers treat their students with courtesy and dignity

Teachers:

a work to create an environment which promotes mutual respect

b model and engage in respectful and impartial language

c protect students from intimidation, embarrassment, humiliation or harm

d enhance student autonomy and sense of self-worth and encourage students to develop and reflect on their own values

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e respect a student’s privacy in sensitive matters, such as health or family problems, and only reveal confidential matters when appropriate. That is:

� if the student has consented to the information being used in a certain way

� to prevent or lessen a serious threat to life, health, safety or welfare of a person (including the student)

� as part of an investigation into unlawful activity

� if the disclosure is required or mandated by law

� to prevent a crime or enforce the law

f refrain from discussing students’ personal problems in situations where the information will not be treated confidentially

g use consequences commensurate with the offence when disciplining students.

Principle 1.3: Teachers work within the limits of their professional expertise

In fulfilling their role, teachers carry out a wide range of responsibilities. They support students by knowing their strengths and the limits of their professional expertise. Teachers:

a seek to ensure that they have the physical, mental and emotional capacity to carry out their professional responsibilities

b are aware of the role of other professionals and agencies and when students should be referred to them for assistance

c are truthful when making statements about their qualifications and competencies.

Principle 1.4: Teachers maintain objectivity in their relationships with students

In their professional role, teachers do not behave as a friend or a parent. They:

a interact with students without displaying bias or preference

b make decisions in students’ best interests

c do not draw students into their personal agendas

d do not seek recognition at the expense of professional objectivity and goals.

Principle 1.5: Teachers are always in a professional relationship with the students in their school, whether at school or not

Teachers hold a unique position of influence and trust that should not be violated or compromised. They exercise their responsibilities in ways that recognise that there are limits or boundaries to their relationships with students. The following examples outline some of those limits.

A professional relationship will be violated if a teacher:

a has a sexual relationship with a student

b uses sexual innuendo or inappropriate language and/or material with students

c touches a student without a valid reason

d holds conversations of a personal nature or has contact with a student via written or electronic means including email, letters, telephone, text messages or chat lines, without a valid context

e accepts gifts, which could be reasonably perceived as being used to influence them, from students or their parents.

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A professional relationship may be compromised if a teacher:

a attends parties or socialises with students

b invites a student or students back to their home, particularly if no-one else is present.

RELATIONSHIPS WITH PARENTS (GUARDIANS, CAREGIVERS), FAMILIES AND COMMUNITIES

Principle 1.6: Teachers maintain a professional relationship with parents (guardians and caregivers)

Teachers should be respectful of and courteous to parents. Teachers:

a consider parents’ perspectives when making decisions which have an impact on the education or wellbeing of a student

b communicate and consult with parents in a timely, understandable and sensitive manner

c take appropriate action when responding to parental concerns.

Principle 1.7: Teachers work in collaborative relationships with students’ families and communities

Teachers recognise that their students come from a diverse range of cultural contexts and seek to work collaboratively with students’ families and communities within those contexts.

RELATIONSHIPS WITH COLLEAGUES

Principle 1.8: Collegiality is an integral part of the work of teachers

Teachers demonstrate collegiality by:

a treating each other with courtesy and respect

b valuing the input of their colleagues

c using appropriate forums for constructive debate on professional matters

d sharing expertise and knowledge in a variety of collaborative contexts

e respecting different approaches to teaching

f providing support for each other, particularly those new to the profession

g sharing information relating to the wellbeing of students.

Section 2: Personal ConductPrinciple 2.1: The personal conduct of a teacher will have an impact on the professional standing of that teacher and on the profession as a whole

Although there is no definitive boundary between the personal and professional conduct of a teacher, it is expected that teachers will:

a be positive role models at school and in the community

b respect the rule of law and provide a positive example in the performance of civil obligations

c not exploit their position for personal or financial gain

d ensure that their personal or financial interests do not interfere with the performance of their duties

e act with discretion and maintain confidentiality when discussing workplace issues.

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Section 3: Professional CompetencePrinciple 3.1: Teachers value their professionalism, and set and maintain high standards of competence

Teachers:

a are knowledgeable in their areas of expertise

b are committed to pursuing their own professional learning

c complete their duties in a responsible, thorough and timely way.

Principle 3.2: Teachers are aware of the legal requirements that pertain to their profession

In particular, they are cognisant of their legal responsibilities in relation to:

� discrimination, harassment and vilification

� negligence

� mandatory reporting

� privacy

� occupational health and safety

� teacher registration.

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CONTACTING THE INSTITUTEVICTORIAN INSTITUTE OF TEACHING

Level 9, 628 Bourke Street Melbourne 3000

Mail Address:

PO Box 531, Collins Street West, Victoria 8007

Telephone 1300 888 067

Facsimile (03) 8601 6101

Website www.vit.vic.edu.au

Email prt@vit.vic.edu.au

CONTACT PHONE NUMBERS FOR STANDARDS AND PROFESSIONAL LEARNING BRANCH

Dawn Colcott dawn.colcott@vit.vic.edu.au (03) 8601 6175

Kate Baulch kate.baulch@vit.vic.edu.au (03) 8601 6177

George Grosios george.grosios@vit.vic.edu.au (03) 8601 6178

Keith Woodward keith.woodward@vit.vic.edu.au (03) 8601 6174

Theresa Hsieh theresa.hsieh@vit.vic.edu.au (03) 8601 6294

Gabrielle England gabrielle.england@vit.vic.edu.au (03) 8601 6299

ON-LINE SUPPORT

For further information including electronic templates go to:

vit.vic.edu.au/prt

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INDUSTRIAL AGREEMENT PROVISIONSThe Victorian Institute of Teaching is neither an employing authority nor industrial organisation and as such has no jurisdiction over the terms and conditions of employment of teachers. These matters are covered under industrial agreements struck between employers and employees, or their representatives like the Australian Education Union or Independent Education Union.

You need to familiarise yourselves with industrial agreements particularly those that provide for a reduction in scheduled duties to allow for induction into the profession.

PROVISIONALLY REGISTERED TEACHERS IN GOVERNMENT SCHOOLS

The Victorian Government Schools Agreement can be found at <www.aeuvic.asn.au>

For Australian Education Union (AEU) members the agreement is behind the membership wall.

It is also available on the DET website <www.education.vic.gov.au>

Under this Agreement the primary focus of a graduate teacher is on further developing skills and competencies needed to become an effective classroom practitioner. It is recognised that ongoing support and development of graduate teachers is critical for the teachers themselves, the schools in which they teach, the communities in which they play a significant role, and for the students whose futures they shape.

To this end, the work allocated to a graduate teacher in their first 12 months of teaching should recognise the need for the graduate teacher to perform all of his or her required duties within a reasonable time frame and to participate in the necessary induction and development activities designed to assist graduate teachers in their first 12 months. Accordingly, within the resources available to the school, the scheduled duties of a graduate teacher should be reduced by at least 5% over the school week consistent with the allocation of duties at the school level. Please note that graduate teachers who have undertaken casual relief teaching in their first year of teaching may not be able to access this reduction if taking up a position in a school in their second year.

If a teacher is requested to act as mentor for a graduate teacher the principal, as the Employer’s representative, should ensure that this role can be undertaken having regard to the total work required of that teacher over the 38 hour week.

Induction and mentoring programs provide optimum professional support for beginning and returning teachers. While induction programs welcome and introduce teachers to the profession, they also provide opportunity for them to reflect on the responsibilities, challenges and joys of their work, through the support of trained mentors. Induction and mentoring programs lay the foundations that support the development of quality teaching. They are the first stages in the continuing professional learning and development of teachers.

Principals are responsible for providing effective induction and mentoring programs. Principals should ensure that school based programs:

� clarify expectations about teacher’s work and their role, including the standards of professional practice that graduate teachers are required to meet

� acknowledge new teachers

� enable the development of teacher commitment and purpose

� integrate teachers into the school’s culture and structures

� support the development of productive professional relationships

� are linked with other personnel management processes.

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PROVISIONALLY REGISTERED TEACHERS IN CATHOLIC SCHOOLS

The Victorian Catholic Education Multi-employer Agreement 2013 can be found at

<www.ieuvictas.org.au>

Under this Agreement, teachers in their first year of teaching:

� should participate in an induction program that covers the ethos and mission of the school, the school policies and procedures, the identification of support persons and salary assessment information

� in primary schools may be allocated a maximum of 21.5 hours of scheduled class time per week averaged over a term. This compares with 23 hours per week for an experienced teacher in 2014 and 22.5 in 2015

� in secondary schools may be allocated a maximum of 18 hours per week of scheduled class time over a term. This compares with 20 hours per week for experienced teachers

� Scheduled time includes:

� all scheduled classes allocated to the teacher whether that class consists of a single student or a group of students

� any sport/activities sessions allocated to the teacher which are scheduled during normal class time

� scheduled home room duties (secondary schools)

� scheduled assemblies (primary schools).

Part time teachers shall be allocated a pro rata amount of scheduled class time.

PROVISIONALLY REGISTERED TEACHERS IN INDEPENDENT SCHOOLS

In independent schools employment conditions will vary from school to school. It is important for PRTs to seek information about their employment circumstances and discuss how they can be supported as they begin their teaching career.

To avoid duplication the Institute has reached agreement with the Department of Education and Training and Catholic Education Offices that the development of evidence for full registration by a provisionally registered teacher will fulfil professional practice requirements for performance appraisal in that year.

The majority of Independent schools also support the principle that there should be no duplication of appraisal processes during a teacher’s first year of teaching.

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REFERENCESThe following references have been useful in adding information and knowledge around the evidence-based process and mentoring. Schools may wish to add these to their professional libraries.

References:

Darling-Hammond, Linda – Getting Teacher Evaluation Right

Portner, Hal – Mentoring New Teachers

Timperley, Helen – Using student assessment for professional learning: Paper No.21, May 2011 Department of Education and Early Childhood Development

<http://www.education.vic.gov.au/Documents/about/research/timperleyassessment.pdf>

The Victorian Institute of Teaching Code of Conduct

<www.vit.vic.edu.au>

Department of Education and Training

<www.education.vic.gov.au>

http://www.vit.vic.edu.au

Victorian Institute of Teaching

Level 9, 628 Bourke Street

Melbourne, VIC 3000

Tel: 1300 888 067

Fax: (03) 8601 6101

Email: vit@vit.vic.edu.au

WHAT DO TEACHERS SAY ABOUT THEIR PROFESSION?

“Working together with other teachers is one of the great things about being a teacher.”

“Teachers are on a constant learning curve.”