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G4 Teacher Quality Institute

Letter to Minister

B. Performance Reporting

B.1 Organisational Overview

The ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the ACT Teacher Quality Institute Act 2010 (TQI Act) to build the professional standing of ACT teachers and to enhance the community's confidence in the teaching profession through professional regulation and specific practical initiatives to raise teacher quality.

TQI is a Territory authority for the purposes of the Financial Management Act 1996 (FMA). By a declaration issued by the Treasurer in February 2012 [Financial Management (Territory Authorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions of the FMA. Therefore, TQI is not required to produce a detailed statement of intent, statement of performance, or annual financial statement. However, in accordance with the direction issued by the Minister for Education and Training under section 25 of the TQI Act, TQI is required to provide a summary of its income and expenses each financial year in its annual report.

For the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the definition of 'public authority'. Accordingly, TQI has prepared this annual report to comply with section 6(1) of that Act and in accordance with the requirements referred to in the Chief Minister's Annual Report Directions issued under section 9 of that Act. This annual report also addresses all the matters required by section 26 of the TQI Act.

Our Vision

TQI is a key enabler of a high quality teaching workforce in the ACT.

Our Values

TQI values set out In TQI's Strategic Plan 2011-2014 are:

Our Role

Since its beginning in 2011, the focus of the Teacher Quality Institute has been on integrating quality measures into professional regulation as teachers enter and progress through career stages in the profession. TQI emphasises collaboration across all sectors in school education, promotes professional learning and networking between sectors and provides online facilities for teachers to maintain professional development records in a simple and readily accessible form.

TQI has statutory responsibility for the functions set out in section 11 of the TQI Act which are to:

Our Structure

TQI is governed by a Board comprising key ACT education stakeholders, the teaching profession, and the ACT community. Current Board membership is set out below at C.1.

TQI began operations from 1 January 2011, headed by the Chief Executive Officer, Ms Anne Ellis, and is supported by a small staff of 10.6 FTE.

Owing to its modest budget and staff resources, TQI has established administrative arrangements with the Education and Training Directorate in relation to some financial accounting and internal audit matters.

Overview

TQI completed its third full financial year of operations on 30 June 2014.

In the reporting period, key priorities identified in the TQI's Strategic Plan 2011 – 2014 have been achieved. In particular:

B.2 Performance Analysis

Regulatory Framework for the Teaching Profession in the ACT

The TQI Act provides an integrated framework for the regulation of the teaching profession in the ACT with the underlying goal of improving the quality of ACT teachers in accordance with national professional standards and national agreements for education reform.

In the reporting period, the final key parts of the framework were formally put in place.

The following regulations, disallowable instruments, and notifiable instruments were promulgated:

The intended impact of each of these initiatives is discussed below.

(i) Mandatory Professional Learning and Professional Learning targets

The regulatory framework mandates minimum professional learning requirements for the renewal of registration. These requirements are intended to ensure that members of the profession remain
up-to-date in their knowledge and practice, which in turn will enhance their performance as teachers.

The introduction of mandatory Professional Learning for ACT teachers has been implemented after consultation with teachers, unions and employers over the preceding two years. It brings the profession into line with other professions in the Territory and with the teaching profession in other jurisdictions in Australia and New Zealand. The minimum 20 hours of required professional learning per year is comparable to that of other professions and is designed both to promote improvements in teacher quality and to enhance community confidence in the profession.

The communication strategy adopted for the new mandatory professional learning requirements included production of an online multi-media presentation describing the arrangements. The link to the presentation was sent to all registered teachers as well as to employers and is publicly accessible via the TQI website: http://www.tqi.act.edu.au/professional-learning.

TQI has collaborated with a large number of ACT schools and other recognised providers of professional development programs to accredit programs for teacher professional learning and development. The accreditation process is designed to ensure consistency and quality of all professional development programs being offered in the ACT. Ninety seven percent of ACT schools are currently Recognised Providers and have the capacity to submit professional learning programs for accreditation. Over 60 external providers have been assessed as having the educational and management capacity to become recognised providers of professional learning programs.

Table TQI 1: Teacher professional learning programs are accredited by TQI against criteria linked to the Australian Professional Standards for Teachers

Standards based

Developing professional knowledge, practice and engagement

  • As outlined in the Australian Professional Standards for Teachers and Australian Professional Standard for Principals.
Relevant

Supporting teacher learning priorities, student learning and engagement with learning and wellbeing

  • Linked to student learning and individual/school needs, based on current research, aligned to Australian curriculum frameworks, system and employer priorities; designed for adult learners.
Collaborative

Enhancing teacher and leader quality and agency

  • Through professional collaboration, collective inquiry, reflection with peers and experts, enhancing professional learning communities.
Future focussed

Promoting teacher and leader innovation and feedback for next practice

  • In response to current and emerging challenges; prompting research, innovation and skill development to broaden repertoire.

The professional development programs accredited as at 30 June 2014 are listed at Attachment 1 of this report. The Register of Accredited Programs is updated continuously on the TQI website.

(ii) The Code of Professional Practice and Conduct for Teachers

The Code sets out the principles which TQI expects members of the teaching profession in the ACT to uphold. These principles:

To conform with the Code, teachers should demonstrate the following in their professional practice:

Teachers have been advised that compliance with the Code is now a condition of their registration.

(iii) Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers reflect and build on national and international evidence that a teacher's effectiveness has a direct impact on student achievement. The Standards represent an analysis of an effective, contemporary practice by teachers throughout Australia. They articulate what teachers are expected to know and do at four career stages: Graduate, Proficient, Highly Accomplished and Lead. The Standards provide nationally consistent language to assist teachers and pre-service teachers reflect on and talk about their own practice and to understand and mentor their colleagues.

In the reporting period, implementation of the national Standards for Teachers included a second round of certification of teachers against the higher levels of the Standards: Highly Accomplished and Lead Teacher. On 11 December 2013 the Minister for Education and Training, Ms Joy Burch MLA, presented certification awards to 24 teachers from all education sectors in the ACT who had been successfully assessed against these levels in 2012 and 2013. Awards were also received by 35 teachers who had trained as certification assessors in 2012-13. The 2014 round of higher level certification began in May 2014.

As a complementary step, TQI continued to deliver the ACT Teacher Mentor Program in collaboration with the Education Institute of the University of Canberra, and to host the cross-sectoral teacher mentoring network. In 2013-14 seven course modules were provided to 251 teachers.

All of the elements of the regulatory framework described above are applied in an integrated manner to encourage a professional approach to teaching as a practice. The framework integrates regulation of professional practice and conduct with the enhancement of teacher professional capabilities and quality.

Other Initiatives

In the reporting period the Minister requested TQI to begin a project to review opportunities to improve teacher quality through enhancements to the professional experience component of pre-service teacher programs. This project to identify optimal conditions for quality professional experience is being planned in collaboration with schools, the University of Canberra and the Australian Catholic University.

In June 2014 TQI provided advice to the Minister supporting her submission to the Commonwealth Teacher Education Ministerial Advisory Group (TEMAG) review of initial teacher education. The TQI submission set out the cross-sectoral initiatives taken by TQI to foster teacher mentoring, coaching and standardised practicum reporting for pre-service teachers attending ACT universities.

Stakeholder Relationships

TQI has maintained strategic relationships with national bodies such as AITSL, ATRA, the Australian Council on Educational Leadership (ACEL) and the Australian Council on Educational Research (ACER), as well as with key education stakeholders within the ACT. In May 2014 the Chief Executive Officer launched the ACER publication by Canberra academics Dr Michael Gaffney and Dr Rhonda Faragher – Leading Improvements in Student Numeracy– which reported on national school-based research into strategies for improving student numeracy, a recognised priority for the ACT.

In June 2014 thirteen briefing sessions were provided by TQI for all ACT principals and some assistant/deputy principals (230 attending) on the basic regulatory framework for the teaching profession in the ACT. The aim of the sessions was to ensure that ACT school leaders were aware of their responsibilities under the integrated regulatory and quality improvement framework and the responsibilities and roles played by schools in key regulatory functions. Principals were also briefed on the reporting capabilities of the TQI professional learning system aimed at supporting the management of required professional learning at a school level.

In the reporting period TQI provided eleven cross-sectoral workshops to support progression of provisionally registered teachers to full registration, with over 600 teachers attending.

Sixteen workshops were provided to support schools with the application for accreditation of professional learning programs, with over 550 teachers attending. Cross-sectoral collaboration has also included interactive workshops to assist ACT teachers and school leaders use the Standards to support teacher reflection and professional conversations, prepare and assess Standards evidence and annotation at the Graduate and Proficient level and prepare for certification assessment.

Outlook

In 2014-15 TQI will focus on embedding the mandatory professional learning for renewal of registration, as well as preparing to implement the professional practice requirements of the regulatory framework for the teaching profession in the ACT.

TQI will continue its promotion of the use of the Australian Professional Standards for Teachers and the certification of teachers against the higher levels of the standards.

In addition, emphasis will be given to collaboration with the universities and teacher employers on initiatives to improve the quality of entrants to the teaching profession and the improvement of pre-service teacher education programs, in particular the effectiveness of the professional experience component of programs.

The business system will be enhanced to provide a digital portfolio for teachers that enables them to collate evidence of their career progression, based on practices already implemented in the Universities. TQI will also revise its Strategic Plan in line with legislative responsibilities and government priorities.

C. Governance and Accountability Reporting

C.1 Internal Accountability

Section 15(4) of the TQI Act sets out the composition of the TQI Board and requires the Minister to appoint the members of the Board other than the Chief Executive Officer. The appointment of a member, other than the Chief Executive Officer, must be for a term of no longer than three years. The Chief Executive Officer is a non-voting member of the Board.

Remuneration for the Chair is determined by the ACT Remuneration Tribunal in accordance with the provisions of the Remuneration Tribunal 1995. Other members of the Board are not entitled to be paid for the exercise of their Board functions.

The Board met on four occasions during the reporting period:

Five appointments were made to the Board during the reporting period.

Three of the appointments filled vacancies which were reported on during the previous reporting period (2012/13) as follows:

Mr Phillip Heath who represented the Association of Independent Schools resigned from the Board on 27 November 2013.

Ms Anne Coutts, Principal, Canberra Girls' Grammar School was appointed to fill this vacancy following nomination by the Association of Independent Schools.

Professor Denis Goodrum did not seek re-appointment as Board Chair at the expiry of his term on 16 May 2014. Dr William Maiden was appointed as Board Chair on 30 May 2014.

All of these appointments are for a period of three years.

Board meeting attendance as at 30 June 2014:

Table TQI 2: TQI Board members and meeting attendance during reporting period

Member Qualifications Role Number of meetings attended 2013/14
Professor Denis Goodrum BSc, DipEd, MEd, EdD, FACE Chair 3
Dr William Maiden TeachCert, BA, MLitt, MEdAdmin, PhD, FACE, FACEL(ACT) Chair 1
Ms Anne Ellis BA, DipEd, GradDip (InfMgt), FACEL Chief Executive Officer, TQI 4
Associate Professor Carolyn Broadbent PhD, MEd, BEd, DipTeach, TPTC, FACE and FACEL BSc, FACEL Australian Catholic University, ACT Campus 4
Ms Diane Joseph BSc, FACEL Director-General, Education and Training 3
Ms Moira Najdecki MEdLeadership, GradDip (Religious Ed), GradCert (Religious Ed), MA, DipEd, BA Catholic Education Office 4
Ms Lyn Caton DipEd, GradCert Religious Ed, DipA (App) NSW/ACT Independent Education Union 4
Ms Wendy Cave BEd, DipEd Teaching profession in government schools 4
Mr Glenn Fowler BA(Hons),GradDipEd Australian Education Union, ACT Branch 3
Mrs Narelle Hargreaves BEd, FACE, FACEL Community representative 4
Mr Phillip Heath BA(Hons), MA(Hons), DipEd, FACE, MACEL Association of Independent Schools of the ACT 2
Ms Anne Coutts BSc(Hons), GradCertEd, MEd Association of Independent Schools of the ACT 2
Mr Michael Lee BA, GradDipEd, GradDip (Religious Ed), MEd Teaching profession in non-government schools 3
Professor Geoffrey Riordan BEd, MEdAdmin, PhD University of Canberra

3

Board Committees

Registration Committee

The Registration Committee provides expert advice on the application and development of policy of the Board on issues relating to:

The Registration Committee discusses and provides expert advice on qualification matters.

The members of the committee during the reporting period were:

Teacher Education and Accreditation Committee

The Teacher Education Accreditation Committee (TEAC) provides advice and recommendations to the Chief Executive Officer and the TQI Board on teacher education courses, professional learning and development in relation to the accreditation of programs for teachers. The members of the committee during the reporting period were:

ICT Project Board

The cross sectoral ICT Project Board continued to meet to oversee the strategic direction, financial accountability and operational progress of the business system development project. The Project Board can escalate project risks or issues to the Steering Committee (TQI Board). No risks or issues were escalated. The members of the Project Board during the reporting period were:

C.2 Risk Management and Fraud Control

As part of its initial Strategic Plan, the TQI undertook a comprehensive risk assessment of its operating environment. That assessment, and the strategies identified to mitigate the identified risks, has informed the subsequent work and development of TQI's policies and procedures.

The TQI is also mindful of the possibilities of fraud in its daily operations. In particular, the TQI has implemented specific checks and balances to minimise the risk of frauds occurring in relation to its regulatory functions.

D. Legislation Based Report

Requirements of the ACT Teacher Quality Institute Act 2010

Section 26 of the TQI Act require that TQI's annual report include:

  1. a copy of any direction given by the Minister under section 25 of the Act – no directions were given during the reporting period
  2. a statement by TQI about the action taken to give effect to a direction – not required
  3. as at 30 June 2014 there were 7706 approved teachers. Of these 843 were newly registered during the reporting period. 689 teachers did not renew their registration in 2014, resulting in a net increase of 154
  4. the education programs available for the professional learning and development of teachers – the Teacher Education and Accreditation Committee (TEAC) met a total of six times in the reporting period to provide advice and recommendations to the Chief Executive Officer and Board
  5. on professional learning programs. Since November 2013, 280 professional learning programs have been accredited. (See Attachment 1)
  6. the current assessment and certification standards that are required to be met by teachers (see Attachment 2).

D.1 Public Interest Disclosure

The Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition of disclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public Sector entity that:

No disclosures were received in the 2013-14 reporting period.

D.2 Freedom of Information

The ACT Freedom of Information Act 1989 (the FOI Act) aims to extend, as far as possible, the right of the community to access information in the possession of the ACT Government. As an ACT Government authority, the FOI Act applies to TQI.

This right of access is limited by certain exceptions and exemptions specified in the FOI Act. These include the private and business affairs of persons in respect of whom information is collected and held by TQI. As well, the TQI Act limits access to the personal information held on individual teachers on the teachers' register maintained by TQI (see, in particular, Div 4.4 of the TQI Act).

TQI has prepared the following statements under sections 7, 8, and 79(2), of the FOI Act.

The Section 7 Statement concerns the publication of information about functions and documents of TQI. The Section 8 Statement refers to documents in the possession of TQI that are available for inspection. The Section 79(2) statement details the actual requests for access to documents under the FOI Act in the reporting period.

Section 7 Statement

Organisational Functions and Powers

TQI administers the TQI Act. The organisational functions and powers of TQI under that Act are described in Section B.1 of this Report.

Documents Available on Request and Without Charge

Documents within this category include publications produced by TQI on various aspects of its activities.

Documents Available Under the FOI Act

Such documents may include:

People seeking information are encouraged to first contact TQI before using the more formal FOI process.

For more information contact:

ACT Teacher Quality Institute
02 6205 8867
tqi@act.gov.au

Section 8 Statement

Section 8 of the FOI Act requires TQI to make available a list of documents TQI staff use when making decisions.

The principal documents are:

Section 79(2) Statement

TQI received no FOI requests during the reporting year.

D.4 Territory Records Act

The TQI Records Management framework, developed in accordance with the Territory Records Act 2002, incorporates an electronic document records management system (EDRMS) to facilitate the management of TQI records. The EDRMS approach includes the provision of online self service functions to TQI stakeholders, with direct mapping to TQI's core business system. Integration between the business system and TRIM is a key component of the framework.

E. Human Resources Management Reporting

E.5 Staffing Profile

TQI staffing has been supplemented by seconded staff from schools across the sectors for specific programs but remains small (10.6 FTE). In the reporting period, the ACT Government remained the primary source of financial resources for TQI.

TQI staff have attended professional learning organised within the organisation and external programs. This has included interstate network meetings with other jurisdictions, administrative courses, International English Language Testing System workshops, first aid training and internal training on the TQI business system.

F. Financial Management Reporting

F.1 Financial Management Analysis

TQI continues to operate in a sound financial manner. The ACT government and revenue from registration application fees remains the primary source of finance for TQI. The surplus in 2013-14 is due to the seasonal nature of registration application fee income.

F.2 Financial Statements

The summary report below shows the details of income and expenses for TQI for the financial year 2013-14 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.

Income Revenue Note No. Actual
2014
$'000
Government Payment for Output 1 975
Interest - 49
Other Revenue 2 815
Grants 3 446
Total Revenue - 2,285
Expenses Note No. Actual
2014
$'000
Employee Expenses - 1,406
Superannuation Expenses - 171
Supplies and Services 4 329
Establishment Expenses - -
Total Expenses - 1,906

Operating (Deficit)/Surplus: 379($'000)

Notes forming part of revenue and expenditure:

1. The appropriation is drawn down by the Education and Training Directorate and passed on to TQI.
2. Other Revenue consists of own source revenue from registration fees.
3. Grants primarily associated with the Reward for Great Teachers National Partnership.

4. Supplies and Services consists of: 2014
$'000
Property Maintenance 11
Materials and Services 184
Travel and Transport 21
Administrative 44
Financial 2
Operating Lease 67
Total 329

F.3 Capital Works

TQI continued with a phased implementation of its business system and online capabilities. Unexpended funds from the original capital budget allocation in 2012-13 were rolled over in accordance with ACT Government procedures, to ensure that business system development was paced to align with emerging national teacher quality initiatives and national requirements for consistent teacher registration. The TQI ICT model focuses on providing online self service functions for approved teachers and other stakeholders, with a strong emphasis on system integration to reduce duplication of data, maintain data quality and optimise efficiency of operations.

Achievements in the reporting period include:

F.5 Government Contracting

Procurement processes undertaken by TQI comply with the ACT Government procurement legislative framework. Procurement decisions are authorised by the appropriate delegate within TQI. TQI utilises whole of government procurement arrangements to seek advice and support in relation to procurement and contract management issues.

For more information contact:

The secretariat, the Chief Executive Officer or the Board Chair of TQI:

Secretariat:
ACT Teacher Quality Institute
Ms Anne Ellis

Chief Executive Officer
ACT Teacher Quality Institute

Dr William Maiden
Board Chair
ACT Teacher Quality Institute

PO Box 263
JAMISON CENTRE ACT 2614

Telephone: 02 6295 8867

Attachment 1

2013-14 Accredited Professional Learning Programs

Non School Based Professional Learning

Program Name 
'Healthy Active Kids' on-line Program Australian Institute of Sport
2014 Annual ACTMEN Conference ACT Music Educators Network Inc
ACT Teacher Mentor Program Day-1 Education Institute, University of Canberra
ACT Teacher Mentor Program Days 2-3 Education Institute, University of Canberra
ACTATE Sharing the Secrets of Success 2014 ACT Association for the Teaching of English (ACTATE)
ACTivate 2014 Peak Phys Ed
African Drumming Course Drum Effect
Building Learning Power in Practice Better Learners Australia Pty Ltd
Byte-Sized Digital Technologies Information Technology Educators ACT
Curating Digital Collections for the Australian Curriculum Workshop Syba Signs
Curriculum of giving for student and staff wellbeing and engagement (One Day) Education Institute, University of Canberra
Curriculum of giving for student and staff wellbeing and engagement (two hour) Education Institute, University of Canberra
Developing Inquiry-Based Science Lessons Questacon Technology Learning Centre
Differentiated Instruction for Language Teachers Big Scope
Differentiating the Curriculum Promoting Learning International
Effectively Managing Challenging Behaviours in the classroom Big Scope
Food&ME Nutrition Education Nutrition Australia ACT Incorporated
Foundation Conducting and Musician Management Course Instrumental Music Program
Fun with Music Art ANU Music Program
Guided Inquiry Design for the Australian Curriculum: Putting it into Practice Syba Signs
Hands-On Design Thinking Questacon Technology Learning Centre
Hands-On History: European Scientists and Experiments Questacon Technology Learning Centre
Hands-On Science Activities to Inspire Students and Teachers Questacon Technology Learning Centre
Identifying and planning for gifted students in 21st century classrooms Big Scope
Inquiry-based Learning Skills for Early Career Teachers Questacon Technology Learning Centre
Inquiry-based Learning Skills for Early Career Teachers: Primary and Secondary Questacon Technology Learning Centre
Inquiry-based Learning Skills for Teachers Questacon Technology Learning Centre
Introduction to Montessori Music Montessori Australia Foundation
Learn the Piano in 3 Hours ANU Music Program
Making it Up. Improvisation Workshop ANU Music Program
Mathletics Certification Level 1 3P Learning Australia Pty Limited
Mathletics Certification Level 2 3P Learning Australia Pty Limited
MEP Basic : Singing Outreach ANU Music Program
MEP Early Childhood Basic Course ANU Music Program
MEP Primary Basic Course ANU Music Program
Moderation Day Leader Workshop Board of Senior Secondary Studies
Music Across the Curriculum ANU Music Program
Musica Viva Teacher Forum: The Culturally Diverse Music Classroom Musica Viva Australia
National Visual Art Education Conference National Gallery of Australia
Neuroscience and Music Education Instrumental Music Program
Pedagogy : An Indigenous Perspective NSW ACT Independent Education Union
Personal and Professional Strategies for Successful Teachers DFL Coaching and Training
Playing with Grammar in the Early and Primary Years ALEA
Positive Partnerships: Supporting School age students on the autism spectrum (1) Partnerships between Education and the Autism Community
Positive Partnerships: Supporting School age students on the autism spectrum (2) Partnerships between Education and the Autism Community
Positive Partnerships: Supporting School age students on the autism spectrum (3) Partnerships between Education and the Autism Community
Quality Learning Leadership Capacity Building Seminar with David Langford (2-days) Quality Learning Australia Pty Ltd
Resourcing for the Australian Curriculum: Building Digital Collections Syba Signs
Spelling in the Primary School Years: Part One Tessa Daffern
Spelling in the primary school years: Part two Tessa Daffern
Supporting Students with Autism Spectrum Disorder in the Classroom Big Scope
Taking the Load Off Big Scope
Teaching English in Years 7 - 12 ACT Association for the Teaching of English (ACTATE)
Teaching Music: Techniques Inspired by Orff Big Scope
Technology in the Music Classroom Orff Schulwerk Association of NSW Inc.
The Creative iPad Classroom Big Scope
Understanding Differentiated Instruction for Beginning Teachers Big Scope
Using Digital Communication Technology for Science Lessons Questacon Technology Learning Centre
Using simple instruments to enhance music-making ANU Music Program
Using writers' workshop to improve students' writing ALEA

School Based Professional Learning Programs

School based Professional Learning programs

 Provider
10 Essential Skills Belconnen High
A School Based Approach for Catering for Students' Social and Emotional Needs St Anthony's Parish Primary
Accepting the Challenge: Action Inquiry Program 2014 Central Office ETD
Accidental Counselling Workshop Burgmann Anglican School
ACER: National School Improvement Tool (NSIT) Central Office ETD
ACT Asia Forum: Leading Asia Education in 21st Century Schools Central Office ETD
Action Research Cranleigh 2014 Cranleigh School
Advanced Skills: Coaching Teachers in Essential Skills Central Office ETD
Advancing Effective Classrooms: Assessment for Learning Weetangera Primary
An Introduction to The Art & Science of Teaching Lake Tuggeranong College
Assessment for Learning Red Hill Primary
Assessment for Learning Caroline Chisholm School
Assessment for Learning – A Whole School Approach Calwell Primary
Assessment for Learning Caroline Chisholm School - workshops 3-7 Caroline Chisholm School
Assessment in the PYP Canberra Girls' Grammar School
Australian Curriculum - An Introduction to Geography St Bede's Primary
Australian Curriculum links and the IB Miles Franklin Primary
Australian Curriculum: Geography Central Office ETD
Beginning the PLC Journey Canberra High
Best Practice in Literacy Learning Good Shepherd Primary
Bloomin' Appy Canberra Girls' Grammar School
Canberra REAIE Network Canberra Grammar School
Capacity 2: Change Leadership Program Central Office ETD
Career Adviser Mentor Program Central Office ETD
Catering for Diversity Gungahlin College
Challenged Based Learning Duffy Primary
CHANGE2 Central Office ETD
Chapman Primary PALLs Reading Institutes - Reflection & Application Chapman Primary
Chatz with Jatz St Edmund's College
Circle Time: Strengthening Relationships in the P-10 Classroom Central Office ETD
COG - Conversations that enable Opportunities for Growth Good Shepherd Primary
Collaborative Coaching @ Amaroo Amaroo School
Collaborative Problem Solving Canberra High
Collaborative Problem Solving Central Office ETD
Colleges Conference 2014 Gungahlin College
Combined EALD, Literacy and Numeracy Professional Learning Forum Central Office ETD
Communication@Malkara Malkara School
Communities of Practice Campbell High
Communities of Practice at Dickson College Dickson College
Community Engagement and the Importance of Trust in Schools Hawker Primary
Cooperative Reading Gordon Primary
Count Me In Too (CMIT) Central Office ETD
Creating a positive learning community Canberra Montessori School
Creating a positive school culture Curtin Primary
Critical analysis of students' reading as a tool to inform future teaching Canberra Girls' Grammar School
Cultivating Thinking through a Culture of Contemplation Burgmann Anglican School
Cultural competence in the Preschool Curriculum Yarralumla Primary
Culture of Grace Covenant Christian School
Curriculum Differentiation Lyneham High
Curriculum, Assessment and Reporting Melrose High
Defining Beliefs and Aligning Practices at Mt Rogers Mount Rogers Primary
Developing a Community of Practice (CPL Program) Canberra Grammar School
Developing a Sense of Number Across the School Holy Trinity Primary
Developing Critical and Creative Thinking Burgmann Anglican School
Developing Effective Teacher Learning Communities Holy Trinity Primary
Differentiation For All Mother Teresa Primary School
Differentiation, Curriculum and Student Engagement Alfred Deakin High
Disability Standards for Education and Reasonable Adjustment of Assessment Items Narrabundah College
Early Childhood Education Network Sessions: (Session 2 2014) Central Office ETD
Early Childhood Education Network Sessions: North/Gungahlin (Session 1 2014) Central Office ETD
Engaging Students and Personalising Learning in the Senior Years Amaroo School
English as an Additional Language Teachers' Professional Learning Forum Central Office ETD
Enhancing school unity St John the Apostle Primary
Enhancing Social Emotional Learning Majura Primary
Evidence Based Practice Melrose High
First Steps Spelling Central Office ETD
First Steps Writing (2nd edition) Holy Spirit Primary
Flipped Classroom Learning Telopea Park School
Formative Assessment Amaroo School
Formative Assessment Macgregor Primary
Formative Assessment in Practice Richardson Primary
Gordon Primary Curriculum Induction Gordon Primary
Guiding Circles and Hope Filled Engagement Central Office ETD
Hawker College as a Community of Learning Hawker College
High Order Thinking for the 21st century: More than just a catch cry Pat Hipwell Canberra High
How do I guide students to become more effective writers and spellers? St Jude's Primary
Implementing spelling skills and strategies to improve practice St Matthew's Primary
Implementing Understanding by Design to develop quality Religious Education Programs St Thomas Aquinas Primary
Improving Outcomes for Students St Mary MacKillop College
Improving Outcomes with a Well-Being and Engagement Curriculum for Students and Staff Kingsford Smith School
Improving Outcomes with a Well-Being and Engagement Curriculum for Students and Staff University of Canberra Senior Secondary College, Lake Ginninderra
Improving Staff and Student Wellbeing and Achievement through a Curriculum of Giving Narrabundah College
Improving student outcomes - Visible Learning Kingsford Smith School
Improving Teaching through Peer Observation Mount Stromlo High School
Inquiry Learning Melba Copland School
Integrating ELYF and NQS into Montessori curriculum Yarralumla Primary
Integrating the teaching of spelling into your reading and writing program Aranda Primary
Intentional Teaching Fraser Primary
Intercultural Understanding and Asian "Transformational " Engagement at CGS Canberra Grammar School
International Baccalaureate Workshops – Language B Indonesian Narrabundah College
Introduction to Second Step Central Office ETD
Introduction to Teacher Mentoring Canberra Grammar School
Kaleen & Giralang Primary Building the capability of our teams Kaleen Primary
Kaleen KidsMatter Kaleen Primary
Kaleen KidsMatter Component 1 - workshop 1 Kaleen Primary
Kaleen Primary KidsMatter – Component one, workshop 2 Engaging Fathers in their child's education Kaleen Primary
Kids Matters Component 2 Gordon Primary
Kids Matters Component 2 Gordon Primary
KidsMatter: Component 2 & 3 St Thomas Aquinas Primary
Kingdom Living in the Classroom Emmaus Christian School
Kulture Break: Every Chance to Dance Central Office ETD
Lanyon Cluster Action Research Lanyon High
Leading Literacy Phase: 1 Erindale College
Macquarie Primary School Teacher Inquiry Program (MPSTIP) Macquarie Primary
Making appropriate adjustments for students with disabilities Sts Peter and Paul Primary
Making Maths Meaningful Holy Family Parish Primary School
Making Maths Meaningful Part 2 Holy Family Parish Primary School
Making the PYP Happen Miles Franklin Primary
Mathematics Framework St Michael's Primary
Mathematics Framework Rosary Primary
Mathematics Professional Learning (Inquiry Based Approach) Maribyrnong Primary
MCC Andrew Fuller Jan 2014 Marist College
Mentoring @ Rosary Rosary Primary
Microteaching Emmaus Christian School
Middle Years Mental Computation (MYMC) 1. Introduction Central Office ETD
Middle Years Mental Computation (MYMC) 2. Addition and Subtraction Central Office ETD
Middle Years Mental Computation (MYMC) 3 Multiplication and Division Central Office ETD
Middle Years Mental computation at Red Hill Red Hill Primary
Mindfulness@Malkara Malkara School
Mindset Lyneham High
MTS Numeracy 2014 POA Mother Teresa Primary School
MYMC Fractions Central Office ETD
Namadgi Formative Assessment PLC's Namadgi School
Narrabundah College Quality Teaching Rounds Narrabundah College
Nationally Consistent Collection of Data School Students with a Disability St Bede's Primary
Numeracy - WLAM St Vincent's Primary
Numeracy and Differentiation Lyneham Primary
Numeracy for the Twenty First Century Holy Spirit Primary
Off the Shelf 1: Stratosphere St Mary MacKillop College
Online Learning: Dyslexia and Significant Reading Difficulties Central Office ETD
Online Learning: Motor Coordination Difficulties (MCD) Central Office ETD
Online Learning: Speech, Language and Communication Needs (SLCN) Central Office ETD
Online Learning: Understanding Hearing Loss Central Office ETD
PALLs (4): Designing/Implementing/Monitoring Reading 22 Jan 2014 Central Office ETD
PALLs ACT Reading Institute (1) 29 January 2014 Central Office ETD
PALLs ACT Reading Institute (2) 30 January 2014 Central Office ETD
PALLs Reading Institute (3) 24 April 2014 Central Office ETD
Pastoral Care of Students Merici College
Peer Observation: An Effective Feedback Strategy for Teachers Burgmann Anglican School
Performance and Development 2014 Daramalan College
Personalised Learning and Knowing our Students Jan 2014 Calwell Primary
Playmeo Inspire Your Group- Challenge By Choice Birrigai Outdoor School
PLC Assessment workshop Canberra Girls' Grammar School
Positive Teams Harrison School
Primary Years Program of Inquiry Review North Ainslie Primary
Professional Collaboration Meetings Marist College
Professional Learning Communities Hawker Primary
Professional Learning Communities at Work Part 1 : with Kylie Lipscombe Ainslie School
Professional Learning Communities at Work Part 1: with Gavin Grift Ainslie School
Professional Learning Communities at Work Part 2- with Gavin Grift Ainslie School
Professional Learning Communities at Work Part 2: with Gavin Grift Ainslie School
Professional Learning with ANU Indonesian Community Central Office ETD
Professional Mentoring Conversations John Paul College
Promoting Language and Literacy Development in the Early Years Canberra Girls' Grammar School
PYP Concepts Workshop Radford College
PYP Induction Red Hill 2014 Red Hill Primary
PYP Maths Inquiry Workshop Radford College
QT Rounds Facilitator workshop Canberra College
Quality Curriculum at Curtin Curtin Primary
Quality Learning Seminar with David Langford (4-days) Central Office ETD
Quality Teaching Rounds Red Hill Primary
Quality Teaching workshops Woden School
Radford College Faculty Head Leadership Professional Learning Radford College
Radford College Junior School Peer Based Professional Learning Program Radford College
Radford College Junior School Transdisciplinary Mapping Radford College
Radford College Peer Based Professional Learning Program Radford College
Reading at Taylor Primary School Taylor Primary
Reading Strategies - a door to content knowledge Kingsford Smith School
Reflective Practice Emmaus Christian School
Relational Practice Red Hill Primary
Renew, Review, Refocus Harrison School
Restorative and Relational Practice in the School Setting North Ainslie Primary
Restorative Practices Charnwood-Dunlop School
Restorative Practices St John the Apostle Primary
Restorative Practices and Circle Time Woden School
Rob Vingerhoerst – Elements of a great maths lesson Curtin Primary
Role of Assessment SCA St Clare of Assisi Primary
SCA Numeracy Problem Solving St Clare of Assisi Primary
SEL : Friendly Schools Plus Central Office ETD
Shaping Learning through Formative Assessment: A Collaborative Action Project Holy Spirit Primary
Social Justice: Strategies to raise social justice awareness in students Daramalan College
Enhancing Student Spirituality St John Vianney's Primary
Wellbeing in the Classroom St Francis Xavier College
Storyline2014 Maribyrnong Primary
Student Well Being Radford College
Successful Learning for the 21st Century Daramalan College
Supporting Children's Wellbeing Isabella Plains Early Childhood School
Supporting literacy learners St Clare of Assisi Primary
Supporting literacy learners St Francis of Assisi Primary
Supporting reluctant and disengaged adolescent readers in the classroom Daramalan College
Supporting reluctant and disengaged readers in the classroom Holy Family Parish Primary School
Taskforce on Students with Learning Difficulties: Understanding Learning Difficulties Central Office ETD
Teaching and Behaviour Support Strategies for Students with Autism Spectrum Disorder. Trinity Christian School
Teaching ESL Students in Mainstream Classrooms (TESMC) Central Office ETD
Teaching Interlingually and interculturally in a bilingual school Yarralumla Primary
Teaching Spelling Through Writing Sacred Heart Primary
Teaching students to be effective writers Forrest Primary
Teaching with Count Me In Too Red Hill Primary
TEALLN411 Upgrade Workshop Canberra College
Team building, KidsMatter and social/emotional learning Fraser Primary
The Big Writing Evatt Primary
The Curious Teacher Orana Steiner School
Time for Talk: EALD Teachers Central Office ETD
Towards an Authentic Culture of Wellbeing Burgmann Anglican School
Understanding and Using Data St Thomas the Apostle Primary
Understanding by Design Ainslie School
Understanding By Design Curriculum (UBD) Workshop St Edmund's College
Understanding Literacy in a PYP Context Forrest Primary
Using Achievement Standards to Improve Student Outcomes St Mary MacKillop College
Using Data to Improve Student Achievement Holy Spirit Primary
Using Data to inform Teaching St Vincent's Primary
Using Data to Inform Teaching St Thomas the Apostle Primary
Using Inclusive Technologies to Support Students Struggling With Literacy Melrose High
Visible Learning Principles in the Primary Classroom Maribyrnong Primary
Wanniassa School Professional Learning Wanniassa School
Whole School Positive Behaviour Support Black Mountain School
Write it Right Campbell High

Attachment 2

ACT Teacher Quality Institute Act Section 26 (e)

Assessment Standards Required to be Met by Teachers.

New applicants are required to meet the following assessment standards:

Full Registration

Full registration is only available to experienced applicants who meet the criteria specified below.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent. 
Teaching experience 180 school teaching days in the previous five year period before the day the application is made.
Abilities, knowledge and skills TQI must be satisfied that the person has the abilities, knowledge and skills of a comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate who can attest to the professional practice of the applicant. 
Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant's suitability to teach.
English language proficiency TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing. 
Provisional Registration

Provisional registrants meet the qualification requirement for full registration but have not yet accumulated the required teaching experience or skills and abilities for Full registration. It is the appropriate category for Graduate entry and applicable as an interim measure when an applicant may meet the requirements for full registration but is unable at the time to provide the relevant supporting evidence.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.
Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant's suitability to teach. 
English language proficiency TQI must be satisfied that the applicant meets the English language requirements specified in the Act.  Applicants who have not undertaken the required four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.
Permit to Teach

A permit to teach is not a category of registration but an authorisation for a person to teach for a limited period in a specific teaching role. A permit to teach may be offered to applicants who do not meet the requirements for full or provisional registration but who have specialist knowledge, training, skills or qualifications, or have completed a teaching qualification that does not meet the eligibility requirements for full or provisional registration. This process requires a request to TQI from the employer wishing to engage the person in a teaching position where a suitably qualified or registered teacher is not available.

Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant's suitability to teach.
English language proficiency TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.

ACT Teacher Quality Institute Regulation 2010 Part 2A

Assessment Standards Required to be Met by Teachers

Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers
Certification Only available to experienced applicants who meet the eligibility criteria and assessment requirements specified below.
Certification assessment Based on the submission of direct evidence of teacher practice and the direct observation of classroom practice conducted by nationally trained ACT assessors.
Eligibility criteria to apply for Certification

Australian or New Zealand citizenship or Australian permanent residency visa.

Satisfactory assessment in recent annual performance assessments, i.e. two annual assessments for Highly Accomplished or three annual assessments for Lead.

Full registration with the ACT Teacher Quality Institute.

Current Certification Standards - Required to be Met by Teachers Who Elect to Apply.
The collection of evidence required for assessment Annotated evidence of teacher practice accounting for each of the descriptors in all seven of the Highly Accomplished or Lead level Standards (up to 35 artefacts in total) Lesson observation reports.. Teacher reflection on the direct evidence as a written statement addressing the Standards. A written description of a Lead initiative for Lead applications. Referee statements.
The direct observation of classroom practice Classroom observation. Discussion with the principal and other colleagues. Professional discussion with the applicant.