A. Transmittal Certificate
B. Organisation Overview and Performance
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 practical initiatives to raise teacher quality.
Vision, Mission and Values of the Institute
TQI is a key enabler of a high quality teaching workforce in the ACT.
Teacher quality initiatives build the profession in the ACT and enhance the education of students.
Role, Functions and Services of the Institute
TQI is charged with integrating standards-based quality measures into professional regulation as teachers enter and progress through career stages in the profession in order to enhance student outcomes. TQI emphasises collaboration across school sectors and between teachers, schools and universities. TQI promotes continuous professional learning and development and the professionalism of all teachers in the ACT.
Functions and Services
TQI functions set out in section 11 of the TQI Act are to:
- register or grant permits-to-teach to eligible people
- keep a register of, and records relating to, teachers working or intending to work in the ACT
- promote and encourage the continuous professional learning and development of teachers, and increased levels of skill, knowledge, expertise and professionalism
- determine standards for, facilitate and issue directions for, the ongoing professional learning and development of teachers
- develop and apply codes of practice about the professional conduct of teachers
- determine standards, including assessment and certification standards, for the profession, and
- accredit education programs for pre-service teachers and teachers.
In performing its statutory functions, TQI delivers the following range of services to all sectors of school education, ACT universities providing teacher education, and the teaching profession in the ACT:
- professional regulatory services
- quality assurance of teacher education and professional learning;
- advice and training on standards and certification, accreditation of programs and teacher registration
- facilitation of collaborative practice, and
- promotion of continuing development and professionalism.
Organisational Structure, Environment and Planning Framework
TQI is governed by a Board comprised of key ACT education stakeholders, the teaching profession and the ACT community. Current Board membership is set out in Table 1.
The Chief Executive Officer, Ms Anne Ellis, is responsible for the day-to-day operations of TQI, supported by a small staff of 10.6 FTE.
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.
Owing to its modest budget and staff resources, TQI has established administrative arrangements with the Education and Training Directorate in relation to minor financial accounting and internal audit matters.
The TQI Strategic Plan is developed on a four-year cycle and is reviewed annually. The current Strategic Plan approved by the Board (for the period 2011-14) identifies the following key focus areas:
- Establish the Institute in line with legislative requirements.
- Implement TQI regulatory responsibilities for teacher registration and accreditation of teacher education courses.
- Lead cross-sectoral implementation of the Australian Professional Standards for Teachers to enhance quality education for ACT students.
- Lead cross-sectoral collaboration in teacher quality initiatives with ACT schools and universities.
- Facilitate and participate in national and local research relevant to teacher professional standards and learning.
TQI Governing Board
Section 15(2) 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 no longer than three years. A person may be reappointed for a further term of 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 Act 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:
- 9 September 2014
- 2 December 2014
- 31 March 2015
- 9 June 2015.
The Minister made six appointments to the Board during the reporting period as follows:
- Ms Diane Joseph was reappointed as the member nominated by the Director-General (section 15(2)(c).
- Mrs Narelle Hargreaves OAM was reappointed as the community representative (section 15(2)(l).
- Associate Professor Carolyn Broadbent was reappointed as the member nominated by the Australian Catholic University, ACT Campus (section 15(2)(i).
- Ms Lyn Caton was reappointed as the member nominated by the NSW/ACT Independent Education Union (section 15(2)(g).
- Associate Professor David Paterson was appointed as the member nominated by the University of Canberra (section 15(2)(h). This position had been previously filled by Professor Geoffrey Riordan whose appointment expired on 15 August 2014.
- Ms Kerrie Heath was appointed as the member representing teachers and principals of government schools (section 15(2)(j). This position had been previously filled by Ms Wendy Cave whose appointment expired on 15 August 2014.
All of the above appointments are for a period of three years.
|Member||Qualifications||Role||Number of meetings attended|
Dr William Maiden PSM
TeachCert, BA, MLitt, MEdAdmin, PhD, FACE, FACEL ACT
Ms Anne Ellis
BA, DipEd, GradDip (InfMgt), FACEL
Chief Executive Officer, TQI
Associate Professor Carolyn Broadbent
PhD, MEd(Research), BEd, DipTeach, TPTC, FACE, FACEL
Australian Catholic University, ACT Campus
Ms Diane Joseph
Director-General, Education and Training
Ms Moira Najdecki
MEdLeadership, GradDip (Religious Ed), GradCert (Religious Ed), MA, DipEd, BA, FACEL ACT
Catholic Education Office
Ms Lyn Caton
DipEd, GradCert Religious Ed, DipA (App)
NSW/ACT Independent Education Union
Ms Kerrie Heath
Teaching profession in government schools
Mr Glenn Fowler
Australian Education Union, ACT Branch
Mrs Narelle Hargreaves OAM
BEd, FACE, FACEL ACT
Ms Anne Coutts
BSc(Hons), GradCertEd, MEd
Association of Independent Schools of the ACT
Mr Michael Lee
BA, GradDipEd, GradDip (Religious Ed), MEd
Teaching profession in non-government schools
Associate Professor David Paterson
BEd, MEdAdmin, PhD, FACE
University of Canberra
B.2 Performance Analysis
The TQI Act provides an integrated regulatory and quality improvement framework for the teaching profession in the ACT in accordance with national professional standards and national agreements on education reform. The primary focus of the Institute remains the continued professionalisation of the ACT teaching workforce.
The 2014-15 reporting year is the final year of the Institute's first Strategic Plan. Key achievements against the Strategic Plan over this reporting year include:
Consolidating the Regulatory Framework for the Teaching Profession in the ACT
Key elements of the regulatory framework established by the TQI Act and subordinate legislation include the requirements that
- only approved teachers under the TQI Act can work in ACT schools
- all teachers must comply with the TQI Code of Professional Practice and Conduct
- teachers must report on 20 hours of professional learning completed by them in the previous 12 months to renew their registration.
Over the reporting period, TQI conducted an extensive communication program to ensure that all ACT teachers received advice about the regulatory requirements that impact on them. For example, the Code of Professional Practice and Conduct was promoted to all teachers through their registration documentation, through a poster campaign made available to all ACT schools, and through induction workshops for beginning teachers.
TQI refined and strengthened support for early career teachers and mentor/supervising teachers by the development of separate guides for provisionally registered teachers and for their guidance panels. The Guide for Provisionally Registered Teachers and the Guide for Professional Guidance Panels of Provisionally Registered Teachers support the progression of beginning teachers from provisional to full registration. They provide guidance on links to the Professional Standards for Teachers and evidence-based documentation of teaching practice. The Guide for Professional Guidance Panels also supports integration of full registration assessment with existing employer probation and professional learning processes. TQI has provided 12 cross-sectoral workshops for beginning teachers and teacher-mentors/supervisors on progression to full registration, with over 280 teachers attending.
TQI also completed implementation of the mandatory professional learning for teacher registration in the registration renewal process for 2015. Of the 7114 teachers renewing registration for 2015, 93% (6625) fully met the mandatory professional learning requirements for registration in the year preceding renewal. The remaining 7% (489) arranged professional learning variation plans with TQI to meet their obligations.
Under the regulatory framework, there are important obligations imposed on all employers of teachers in ACT schools to help support the integrity of that framework and to help maintain community confidence in all ACT teachers. Over the reporting period, employers in all school sectors took action on these reporting obligations under the legislation. The Institute resolved with employers and teachers two cases of potential non-compliance with ss.28 and 29 of the Act during the reporting period. TQI also suspended the registrations of three teachers and cancelled one.
Embedding High Quality Professional Learning and Development of Teachers
The mandatory professional learning prescribed for renewal of teacher registration in the ACT is comparable to that required of professionally registered teachers in other Australian jurisdictions which have implemented the national education reform agreements on teacher quality improvement. It brings the profession in the ACT into line with similar requirements for other professions in the Territory and provides a range of flexible means by which teachers can meet the requirements for renewal of their registration.
The 2014-15 reporting period was the initial year of implementation of mandatory professional learning. Consequently, TQI undertook a range of communication measures to ensure teachers received advice about their obligations. This included an online multimedia presentation, workshops and weekly drop-in sessions, as well as a promotional poster campaign ('It's time to log on!') reminding teachers of the need to record their professional learning.
In the reporting period, TQI also upgraded its online professional learning recording system to provide improved support to teachers and supervisors. The teacher online Professional Learning Profile incorporates links to the Australian Professional Standards for Teachers to facilitate development of individual teacher learning goals and activities and recording of professional reflections. Online and printable graphs and data for both teachers and supervisors facilitate the management of professional learning at a school and individual teacher level throughout the school year.
As an important quality assurance measure, TQI also assisted providers of professional learning programs who were seeking accreditation of their programs by providing extensive advice on the standards-based documentation required for accreditation. TQI has also provided the data available from teacher evaluations of accredited programs to the relevant program providers so that quality improvements can be taken into consideration by the providers for future programs.
Details of programs accredited 1 July 2014 to 30 June 2015 are listed in Attachment 1 to this report.
Embedding Professional Standards in Teaching Practice
TQI believes that the Australian Professional Standards for Teachers provide a key tool for raising the quality of the ACT teaching workforce.
To help embed the Standards in the teaching practice of ACT teachers, over the reporting period TQI:
- supported individual teachers seeking higher levels of certification (against the 'Highly Accomplished' and 'Lead' levels of the Standards) through information sessions and evidence preparation workshops
- supported the pool of Certification trained assessors in the ACT, through
- supplementing their numbers by overseeing the training of 21 additional assessors
- assessor writing workshops which provide professional support to existing nationally trained certification assessors in the ACT, and
- assessor refresher workshops which ensure the quality of annual ACT certification processes
- provided a range of on-line aids for teachers (e.g. digital portfolio opportunities for professional evidence and analysis of practice by teachers)
- contributed to national moderation and evaluation of certification processes.
TQI chairs the national network on professional standards of the Australian Teacher Regulatory Authorities (ATRA). The inaugural meeting of this network held at TQI on 9 February 2015 explored variations in jurisdictional approaches to standards-based assessments for regulatory and teacher quality purposes.
Progressing Pre-service Teacher Education Program Accreditation
Under s.11(1)(g) of the Act, TQI has the function to accredit education programs for pre-service teachers. The Act further specifies in s.76(a) the criteria to be applied for the accreditation of teacher education programs.
Over the reporting period, TQI:
- developed its Initial Teacher Education Program Accreditation policy, which was approved by the Board at its September 2014 meeting
- completed the accreditation of the teacher education program for the University of Canberra Master of Teaching (M.Teach) degree
- began the accreditation process for the University of Canberra primary and secondary B.Ed. degrees
- provided accreditation training for expert panel members and university educators involved in the program accreditation processes
- hosted and presented at a number of workshops for pre-service teachers, university educators, and supervising teachers with the University of Canberra and the Australian Catholic University (Canberra), and
- conducted consultations for the TQI project on the Professional Experience component of Initial Teacher Education programs with over 250 principals, teachers, pre-service teachers and university educators.
The 2015 Report of the federal Teacher Education Ministerial Advisory Group (TEMAG) cited the ACT Government submission to the TEMAG inquiry into initial teacher education as providing examples of best practice. The collaborative career-progression model for pre-service teacher education, which has been pursued by TQI since its inception, was highly recommended by the report of the TEMAG inquiry.
The Australian Government response to the TEMAG report identified five areas of focus for further improvements to the quality of the teaching workforce and has tasked the Australian Institute for Teaching and School Leadership (AITSL) with progressing them in collaboration with education stakeholders, including teacher regulatory authorities in the States and Territories:
- Stronger quality assurance of teacher education courses.
- Rigorous selection for entry to teacher education courses.
- Improved and structured practical experience for teacher education students.
- Robust assessment of graduates to ensure classroom readiness.
- National research and workforce planning capabilities.
The principal recommendations of the TEMAG report are already in progress throughout many TQI initiatives and practices and all relate closely to TQI responsibilities.
In view of the legislative responsibilities of TQI, and the progress already in train in the ACT on the majority of the TEMAG recommendations, the Minister requested TQI to take the leading role in the ACT implementation of the TEMAG report recommendations. The TQI Board's Professional Experience Committee has been re-constituted as the Initial Teacher Education Committee in acknowledgement of the key importance of this work. It includes representatives from all key ACT education stakeholders including employers, teachers, ACT Universities providing Initial Teacher Education and teacher unions.
TQI continues to place high priority on facilitating collaborative practices across the teaching profession as a whole in the ACT.
Over the reporting period, TQI:
- continued its cross-sectoral teacher mentoring network with meetings each term
- initiated a cross-sectoral beginning teacher network to support early-career teachers and their supervisors and mentors, and
- supported research examining the experience of teachers moving from provisional to full registration conducted jointly by Ms Mary Gallagher at the Australian Catholic University (Canberra) and Dr Misty Adoniou at University of Canberra.
TQI also continues to maintain strategic relationships with national bodies such as AITSL, ATRA, the Australian Council for Educational Leadership (ACEL) and the Australian Council of Educational Research (ACER).
Over the reporting period, TQI:
- played a key role in the first national Certification moderation between certifying authorities held in July 2014 and February 2015
- facilitated the engagement of State and Territory regulatory authorities in the National Teacher Workforce Data project (NTWD), to develop the NTWD report released on 12 November 2014 at the National Teacher Workforce Evidence Forum held at the Australian Government Department of Education, and
- presented as part of an expert panel at the forum on opportunities for collaboration in gathering teacher workforce evidence.
Cross-sectoral panel with Louise Hanlon (DOE) and Professor John Hattie (AITSL) discussing the TEMAG report.
TQI will continue to facilitate the embedding of the Australian Professional Standards for Teachers into teaching practice in ACT schools. Demand from ACT teachers for certification against the higher levels of the standards is expected to increase as a result of workplace changes affecting a significant proportion of teachers.
TQI will also continue to promote high quality professional learning and professional engagement by teachers.
A major focus of TQI developmental effort will be on work flowing from the TEMAG Report and national initiatives directed towards improving Initial Teacher Education and accreditation processes, as well as on reporting of teacher workforce data.
The TQI Strategic Plan is being re-developed for the period 2015-18.
TQI received funding in the ACT Budget 2015-16 for enhancements to its business system to support improved recording of the professional learning and professional practice requirements of the regulatory framework. Work will commence before the end of 2015 and is expected to be completed by 2019.
B.4 Risk Management
TQI pursues integrated risk management in all planning and operational processes. Risks particular to TQI arising from its legislative mandate are identified and assessed for management at a range of levels within TQI.
Strategic Risks are identified as a part of the development and review of the TQI Strategic Plan. Strategic risks, their assessment and treatments, are approved by the TQI Board. Operations/Service level risks are identified in TQI service standards, policies and procedures. The responsibility for assessing and responding to operational level risks lies with the Chief Executive Officer and TQI staff. Project risks are identified in project plans and for ICT projects within the project guidelines approved by Shared Services. The responsibility for assessing and responding to project risks lies with TQI project managers and project steering committees.
B.5 Internal Audit
TQI is covered by the audit arrangements of the Education and Training Directorate audit framework.
B.6 Fraud Prevention
Fraud prevention measures incorporating procedural checks and balances to minimise the risk of financial and other fraud are included in TQI policies and procedures, particularly those involving financial transactions and regulatory activities.
B.7 Workplace Health and Safety
In the reporting period TQI has had no incidents requiring reporting under the Work Health and Safety Act 2011.
B.8 Human Resources Management
TQI has a small staff comprising the Chief Executive Officer and 10.6 FTEs. The staff gender ratio is 81% female, 19% male. Staff are supplemented by seconded staff from schools across the sectors for specific programs.
TQI staff attended a range of professional development activities including internal TQI training, Whole-of-Government initiatives and specialist external programs. This has included interstate network meetings with other jurisdictions, participation in Whole-of-Government communities of practice and administrative courses. Topics covered included the assessment of teacher qualifications, teacher registration consistency, mutual recognition across jurisdictions, the national Initial Teacher Education accreditation framework, International English Language Testing System (IELTS), regulation and risk management, records management and data analysis and reporting.
C. Financial Management Report
C.1 Financial Management Analysis
TQI continues to operate in a sound financial manner. The ACT Government and registration fees remain the primary sources of revenue for TQI.
C.2 Financial Statements
The summary report below shows the details of income and expenses for TQI for the financial year 2014-15 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.
|Income Revenue||Note No.||
|Government Payment for Output||1||976|
|Expences||Note No.||Actual 2015 |
|Supplies and Services||4||714|
Operating (Deficit)/Surplus: (516)
Cash at bank at the end of 2014-15: 733
Notes forming part of revenue and expenditure:
The appropriation is drawn down by the Education and Training Directorate and passed on to TQI.
Other Revenue consists of own source revenue from registration fees. This revenue is seasonal and is mainly collected between January and March when registrations are renewed.
Grant from Australian Institute for Teaching and School Leadership.
|Supplies and Services consists of||
|Materials and Services||284|
|Travel and Transport||15|
C.3 Capital Works
During the reporting period TQI expended the rolled over capital funds remaining from the 2012-13 capital budget allocation for its business system and online capabilities. Development in the period focused on the delivery of online functionality for teacher recording and reflecting on Professional Learning for registration purposes.
C.4 Asset Maintenance
The TQI business system is the single most significant asset of the Institute. Maintaining and updating that system is a key operational consideration. As noted above, TQI received additional funding in the 2015-16 Budget for improvements to its business system to support improved recording of professional learning and the professional practice requirements of the regulatory framework.
C.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.
E.2 ACT Teacher Workforce Analysis
ACT Teacher Workforce Analysis
This section provides key data on the ACT teacher workforce derived from information provided by teachers as part of the registration process. It also reports on other specific matters required by section E.2 of the Chief Minister's Annual Report Directions.
There were 7,615 approved teachers as at 30 June 2015. 787 teachers were newly approved during the reporting period.
Approved Teachers by Approval Type
|Sector||Number of teachers||% of approved teachers||%female||%male|
Education and Training Directorate
Not Currently Teaching in the ACT
Figures exclude approved teachers whose employment status is not recorded with TQI.
A teacher may have more than one employer.
Not Currently Teaching in the ACT refers to people with TQI approval who are recorded with TQI as not currently teaching in an ACT School.
Teachers working in the Central Office of an employer are included in the sector numbers.
|Bachelor Degree||Graduate Diploma/Certificate - All||Graduate Diploma/Certificate - Non Education||Masters Degree||Doctoral Degree|
|Number of approved teachers reporting||7398||3042||644||1372||123|
|Percentage of approved teachers reportin||97.1||40.0||8.5||18.0||1.6|
A teacher may have multiple qualifications.
Figures displayed only for levels 7-10 of the Australian Qualifications Framework.
Qualifications for approved teachers who were registered under Transitional arrangements in 2011 are self-reported.
H. Ministerial Directions
TQI is required to report on Ministerial Directions as follows:
- a copy of any direction given under section 25 of the TQI Act during the year;
- a statement by the institute about action taken during the year to give effect to any direction given (whether before or during the year) under this section; and
- anything else prescribed by regulation.
Over the reporting period:
- No s25 directions were given.
- No action is required.
- No additional matters have been prescribed by regulation.
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, TQI is subject to the FOI Act.
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:
- general records, including minutes of meetings, agendas, background papers, and policies
- administrative records including correspondence
- personnel records
- records held in connection with TQI functions
- financial records
People seeking information are encouraged first to contact TQI before using the more formal FOI process.
For more information contact:
ACT Teacher Quality Institute
02 6205 8867
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:
- Teacher Registration and Permit to Teach Policy
- TQI Procedure for Review of Registration
- Teacher Registration Qualifications Policy
- Australian Qualifications Framework
- Continuing Professional Learning and Program Accreditation Policy
- Continuing Professional Learning Program - TQI Accreditation Guide June 2015
- TQI National Certification of Highly Accomplished and Lead Teachers Policy
- 2015 ACT Certification of Highly Accomplished and Lead Teachers - TQI ACT Certification Guide
- 2015 ACT Certification of Highly Accomplished and Lead Teachers - Assessor Handbook
- Australian Professional Standards for Teachers
- 2015 - Progressing from Provisional to Full Registration - A Guide for Professional Guidance Panels of Provisionally Registered Teachers
- 2015 - Progressing from Provisional to Full Registration - A Guide for Provisionally Registered Teachers.
Section 79(2) Statement
TQI received no FOI requests during the reporting year.
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:
- is illegal
- misuses or wastes public money or resources
- is misconduct
- is maladministration
- presents a danger to the health or safety of the public
- presents a danger to the environment.
No disclosures were received in the reporting period.
For more information contact:
The secretariat, the Chief Executive Officer or the Board Chair of TQI:
ACT Teacher Quality Institute
Ms Anne Ellis
Chief Executive Officer
ACT Teacher Quality Institute
Dr William Maiden
ACT Teacher Quality Institute
PO Box 263
JAMISON CENTRE ACT 2614
Telephone: 02 6205 8867
2014-15 Accredited Professional Learning Programs
(Section E.2 of the Chief Minister's Annual Report Directions requires that TQI's annual report include the education programs available for the professional learning and development of teachers.)
Non School Based Professional Learning
|2015 ACTMEN Conference||ACT Music Educators Network Inc|
|3PReggs||3P Learning Australia Pty Limited|
|AAMT Conference 2015: Learn, Lead, Link - Day 1||Mathematics Association of NSW Inc|
|AAMT Conference 2015: Learn, Lead, Link - Day 2||Mathematics Association of NSW Inc|
|AAMT Conference 2015: Learn, Lead, Link - Day 3||Mathematics Association of NSW Inc|
|AATE & ALEA Post Conference Institute - The Two Sisters CAFÉ Approach||ALEA|
|ABC, 123, Do Re Mi - Orff Schulwerk for the everyday classroom.||Orff Schulwerk Association of NSW Inc.|
|ACT ACTIVATE 2015||Peak Phys Ed|
|ACT Masterclass for ACTivate||Peak Phys Ed|
|ACT Teacher Mentor Program Days 4-5||Education Institute, University of Canberra|
|ACTATE: Sharing the Secrets of Success 2015||ACT Association for the Teaching of English (ACTATE)|
|ACT-Indigenous Success Project - targeting ACT-IS teachers||University of Canberra (Student Engagement)|
|Acting For the Fun of It||Acting For the Fun of It|
|Adapt and Learn Together||asOne Therapy|
|Adolescents Struggling with Literacy: Meeting Their Instructional Needs||Susan Galletly Literacy Plus|
|Advocacy: Making Children's Voices Heard and Getting Action Happening||Communities@Work|
|AFMLTA/MLTA Ready? Set? Go! Australian Curriculum: Languages Workshop||Modern Language Teachers Association of the Australian Capital Territory Incorporated|
|African Drumming Course 2015||Drum Effect|
|Algebra as Story-telling||Australian Mathematics Trust|
|Algorithmic Thinking - Digital Technology||Australian Mathematics Trust|
|Alison Clark Beyond spelling||DSA Dyslexia SPELD ACT|
|All Things Choral||KMEIA ACT Inc|
|An Actor Prepares||Acting For the Fun of It|
|Animated Gif production in Photoshop||School of Art Australian National University|
|Anxiety & Depression Workshop (late Primary school/High School/ College)||i talk mental health|
|'Appy Hour! and Music Technology in the Classroom!||Orff Schulwerk Association of NSW Inc.|
|Asia Education Foundation Forum - Building Asia Capability in ACT Schools||Modern Language Teachers Association of the Australian Capital Territory Incorporated|
|ASIC MoneySmart Teaching Lead Teacher Program||Australian Securities and Investments Commission (ASIC)|
|Australian Curriculum Senior Secondary: Sharing the Journey||ACT Association for the Teaching of English (ACTATE)|
|Australian Literature in the English Classroom||ACT Association for the Teaching of English (ACTATE)|
|Autism Awareness and Strategies for the Educational Environment - Online||TTA|
|Batyr@School for Teachers||Batyr Australia Limited|
|Behaviour Management for Beginning Teachers||The Dynamic Learning Group|
|Big Picture Education Foundation||Big Picture Education|
|Bright But Struggling 1||Australian Gifted Support Centre|
|Brush Up Your Shakespeare||Acting For the Fun of It|
|Building Learning Power in Practice||Better Learners Australia Pty Ltd|
|Building Strong Teaching Teams||Dragonfly Consulting & Coaching Pty Ltd|
|Capitalising on Curiosity AATE & ALEA National Conference Day One||ALEA|
|Capitalising on Curiosity AATE & ALEA National Conference Day Three||ALEA|
|Capitalising on Curiosity AATE & ALEA National Conference Day Two||ALEA|
|Chinese cultures and language teaching||The Australian School of Contemporary Chinese (ASCC)|
|Choice, Music and the Curriculum||ANU Music Program|
|Common Eye Diseases||RIDBC Renwick Centre|
|Connected Educator Summit 2015: Be the change||Syba Signs|
|CONSEA ACT 2014||Science Educators Association for ACT (SEA ACT)|
|Conversations For Life||OzHelp Foundation|
|Conversations for Life Facilitator course||OzHelp Foundation|
|Cracking the Hard Class||The Dynamic Learning Group|
|Creatively exploring digital printing in photography and the visual arts||School of Art Australian National University|
|Curating Digital Collections for the Australian Curriculum Workshop||Syba Signs|
|Curriculum of giving for student and staff wellbeing and engagement||Education Institute, University of Canberra|
|Curriculum of giving for student and staff wellbeing and engagement (2 hour)||Education Institute, University of Canberra|
|Curves from Apollonius to Bezier||UNSW School of Mathematics and Statistics|
|Dance - Kindergarten to Year 2||Canberra Dance Theatre|
|Dance Around the World||Orff Schulwerk Association of NSW Inc.|
|Dealing With Scientific Misconceptions||Science Educators Association for ACT (SEA ACT)|
|Developing Differentiated Curriculum for Gifted Learners - Part 1||Gateways Education|
|Developing Differentiated Curriculum for Gifted Learners Part 2||Gateways Education|
|Developing Inquiry-Based Science Lessons||The Ian Potter Foundation Technology Learning Centre|
|Differentiated Instruction - Proven Strategies for Success.||TTA|
|Differentiating the Curriculum!||Promoting Learning International|
|Digital Storytelling for Language Production by EAL/D students||ATESOL ACT|
|Digital video compositing with green screen||School of Art Australian National University|
|Driving Energy Efficiency Through Student Engagement||ACT Environment and Planning Directorate|
|Dysgraphia, Dyscalculia and Working Memory for Primary Teachers||The Dyslexia-SPELD Foundation of WA (Inc)|
|Dysgraphia, Dyscalculia and Working Memory for Secondary Teachers||The Dyslexia-SPELD Foundation of WA (Inc)|
|Dyslexia and SLD||DSA Dyslexia SPELD ACT|
|Educating Gifted and Talented Students||Australian Gifted Support Centre|
|Education for Sustainability in Your School Grounds Workshop||ACT Environment and Planning Directorate|
|Education for Sustainability Through School Food Gardens||ACT Environment and Planning Directorate|
|Emotional Intelligence for Teachers||4D Learning|
|Ensuring A Gentle Start: Effective Earliest Word Reading Instruction for At-Risk Readers||Susan Galletly Literacy Plus|
|ETD - Understanding Gifted Learners: Planning The Way Forward||Gateways Education|
|Everyday encounters, transformative learning||Communities@Work|
|Everyone Everyday - A teachers toolkit for the inclusion of people with disability||Disability ACT|
|Experimental Science Unit Planning Workshop||Kerry Lever|
|Folk Songs and Games Across the Curriculum||ANU Music Program|
|Food &ME Nutrition Education||Nutrition Australia ACT Incorporated|
|Foundations in Early Mathematics||The Association of Independent School of NSW|
|From Page to Stage||Acting For the Fun of It|
|Fun with Dramatising the Curriculum||ANU Music Program|
|Fun with Music and Art 2015||ANU Music Program|
|GEM Literacy: Dialogue||GEM Literacy|
|Good to great to innovate- Recalculating the route K-12+||Australian Council for Educational Leaders (ACEL)|
|Grammar & Comprehension ACE: Practical Activities K-6||Sally Robinson-Kooi, Literacy and TESOL Consultant, Bridging with Blocks|
|Grammar knowledge for teachers||Education Institute, University of Canberra|
|Guided Inquiry Design for the Australian Curriculum: Putting it into Practice||Syba Signs|
|Hands-On Design Thinking||The Ian Potter Foundation Technology Learning Centre|
|Hands-On Design Thinking Intro 3D Design||The Ian Potter Foundation Technology Learning Centre|
|Hands-On History: European Scientists and Experiments||The Ian Potter Foundation Technology Learning Centre|
|Hands-On Science Activities to Inspire Students and Teachers||The Ian Potter Foundation Technology Learning Centre|
|Hands-On with Heat||Kerry Lever|
|IB Making the PYP Happen||International Baccalaureate - Asia Pacific|
|Identifying Learning Difficulties||DSA Dyslexia SPELD ACT|
|Inclusive Education||National Institute for Christian Education|
|Innovative assessment in the face of changing curriculum: testing times.||Australian Curriculum Studies Association|
|Inquiry Learning and the Nature of Science Seminar||Science Time Education|
|Inquiry Learning Using Hands On Science||The Ian Potter Foundation Technology Learning Centre|
|Introduction and Implementation of Professional Learning Teams (PLTs) and Cycles of Inquiry.||DavisGreig Consultancy|
|Introduction to Consumer and Financial Literacy Education for Teachers- ASICsMoneySmart Teaching||Australian Securities and Investments Commission (ASIC)|
|JASON Learning - Climate: Seas of Change 1 Day||Gateways Education|
|JASON Learning - Tectonic Fury 1 Day||Gateways Education|
|Keeping Problem Solving at the centre||Australian Mathematics Trust|
|Kodaly in the Secondary Classroom||KMEIA ACT Inc|
|Learn how to teach your class grammar for the Australian Curriculum||DR Judith Ann Reardon|
|Learn the Piano in 3 Hours||ANU Music Program|
|Leaving To Learn||Big Picture Education|
|Lets Sing and be Merry - Orff Schulwerk today.||Orff Schulwerk Association of NSW Inc.|
|Literacy and Numeracy Coaching Academy||Independent Schools Queensland|
|Little Scientists - Water Workshop||Communities@Work|
|Looking at Classroom Practice||Australian Institute for Teaching and School Leadership (AITSL)|
|Love Learning Conference 2015||3P Learning Australia Pty Limited|
|Making it Work: Autism Spectrum Disorder, Adjustment and Modification||One Certification Ltd.|
|Mapping, designing and implementing a curriculum program||Eduwebinar Pty Ltd ATF Professional Learning Network|
|Mathletics Certification Level 1||3P Learning Australia Pty Limited|
|Mathletics Certification Level 2||3P Learning Australia Pty Limited|
|Measuring Student Reading Progress for Schools PL workshop||MultiLit Pty Ltd|
|Mental Health and Wellbeing of Young People Seminar||Generation Next|
|MEP Basic Principles and Practice||ANU Music Program|
|MEP Early Childhood Course - 2015||ANU Music Program|
|MEP Primary Course - 2015||ANU Music Program|
|Message Stick learning - Creation time (Module 2)||Education Dreaming|
|Message Stick Learning - Creation time (Workshop Module 2)||Education Dreaming|
|Message Stick learning - Indigenous Kinship systems (Module 5)||Education Dreaming|
|Message Stick Learning - Indigenous Kinship systems (Workshop Module 5)||Education Dreaming|
|Message Stick learning - Indigenous Language groups of Australia (Module 4)||Education Dreaming|
|Message Stick Learning - Indigenous Language groups of Australia (Workshop Module 4)||Education Dreaming|
|Message Stick learning - Indigenous Stories of the Dreaming (Module3)||Education Dreaming|
|Message Stick Learning - Indigenous Stories of the Dreaming (Workshop Module 3)||Education Dreaming|
|Message Stick learning - Indigenous Weather Seasons (Module 6)||Education Dreaming|
|Message Stick learning - Snapshot Indigenous people today (Module 1)||Education Dreaming|
|Message Stick Learning - Snapshot Indigenous people today (Workshop Module 1)||Education Dreaming|
|Mini COGE||School of Education UNSW|
|MiniLit Professional Learning Workshop||MultiLit Pty Ltd|
|MLTA ACT Inc. Mini-Conference 23 August 2014||Modern Language Teachers Association of the Australian Capital Territory Incorporated|
|MOVE UP! for High Schools and Colleges||Ausdance ACT|
|MOVE UP! for Primary 5/6||Ausdance ACT|
|MultiLit Reading Tutor Program Professional Learning Workshop||MultiLit Pty Ltd|
|MultiLit Word Attack Skills Extension Professional Learning Workshop||MultiLit Pty Ltd|
|Music in the Primary Classroom||Sydney Symphony Orchestra|
|Music through Children's Literature||Orff Schulwerk Association of NSW Inc.|
|Musica Viva Teacher Forum, Discovering Your Voice- Singing in the Early Childhood Classroom||Musica Viva Australia|
|Musica Viva Teacher Forum, The ANZAC Legacy Through Music||Musica Viva Australia|
|Ógham Soup Live Performance Plus Professional Development||Musica Viva Australia|
|Online Module-Introduction to Consumer & Financial Literacy Education - MoneySmart Teaching||Australian Securities and Investments Commission (ASIC)|
|Orff Schulwerk Levels - Movement||Orff Schulwerk Association of NSW Inc.|
|Orff Schulwerk Levels - Orchestration||Orff Schulwerk Association of NSW Inc.|
|Orff Schulwerk Levels - Technique and Improvisation||Orff Schulwerk Association of NSW Inc.|
|Orff Schulwerk Levels - Vocals (singing)||Orff Schulwerk Association of NSW Inc.|
|Orff Schulwerk Levels -Pedagogy||Orff Schulwerk Association of NSW Inc.|
|Orff Shulwerk Levels - Recorder||Orff Schulwerk Association of NSW Inc.|
|Pedagogy: An Indigenous Perspective||NSW ACT Independent Education Union|
|Playing With Grammar||ALEA|
|Population Growth and the Logistic Curve||UNSW School of Mathematics and Statistics|
|Positive Behaviour Management and Pedagogy||Education Institute, University of Canberra|
|Positive Partnerships: Supporting School age students on the autism spectrum||Partnerships between Education and the Autism Community (Positive Partnerships)|
|Positive Partnerships: Supporting School age students on the autism spectrum (5-day equivalent)||Partnerships between Education and the Autism Community (Positive Partnerships)|
|'Power through the pen' Writing to Increase Literacy and Learning Across Content Areas||ALEA|
|PreLit Professional Learning Workshop||MultiLit Pty Ltd|
|Primary Printmaking: Simple classroom printmaking techniques||School of Art Australian National University|
|Professional learning in Chinese teaching: Chinese writing||The Australian School of Contemporary Chinese (ASCC)|
|Professional support session for Experienced Teacher Action Research applicants||The Association of Independent School of NSW|
|Public Speaking and Presentation Skills||4D Learning|
|Reading and Writing Through Inquiry||International Baccalaureate - Asia Pacific|
|Scaffolding Literacy||Education Institute, University of Canberra|
|Science By Doing PL Program||Australian Academy of Science|
|Science Inquiry Skills||Science Educators Association for ACT (SEA ACT)|
|Seminar: Technology and the Future||Design and Technology Teachers Association ACT|
|Seminar: Technology and the Future - Programming||Design and Technology Teachers Association ACT|
|Simple instruments - Hands On Activities to enhance music-making||ANU Music Program|
|Spelling - a repertoire approach||Education Institute, University of Canberra|
|Spelling in the primary school years||Tessa Daffern|
|Spell-It Professional Learning Workshop||MultiLit Pty Ltd|
|Stronger Smarter Leadership Program (SSLP)||Stronger Smarter Institute|
|Success in Transitions Conference - Day 1||Imagine More Ltd|
|Success in Transitions Conference - Day 2||Imagine More Ltd|
|Supervising Preservice Teachers program - Unpacking the Graduate Standards module||Australian Institute for Teaching and School Leadership (AITSL)|
|Supervising Preservice Teachers program - Effective Partnerships module||Australian Institute for Teaching and School Leadership (AITSL)|
|Supervising Preservice Teachers program - Making Judgements module||Australian Institute for Teaching and School Leadership (AITSL)|
|Supervising Preservice Teachers program - Practice Analysis module||Australian Institute for Teaching and School Leadership (AITSL)|
|Supporting Children and Adolescents with Vision Loss||RIDBC Renwick Centre|
|Supporting Children with Additional Needs in Mainstream Settings||Communities@Work|
|Supporting Students with Hearing Loss in Mainstream Classrooms||RIDBC Renwick Centre|
|Supporting teachers through the Experienced Teacher Action Research Pilot Project||The Association of Independent School of NSW|
|Sustainable Energy: an unbiased Review of Options||TTA|
|Synthetic Phonics - Fast and Fun||TTA|
|Teaching Children Social Skills; Strategies for Early Childhood Teachers||Communities@Work|
|Teaching English Grammar and Vocabulary for Writing and Reading||TTA|
|Teaching Essay Writing||Jeanne O' Malley|
|Teaching Mathematics||National Institute for Christian Education|
|Teaching Primary Drama: Creative Movement for Drama||Pip Buining|
|Teaching Primary Drama: Fundamentals, The Elements & Improvisation||Pip Buining|
|Teaching Primary Drama: Process Drama & Playbuilding||Pip Buining|
|Teaching to the Instructional Needs of Children with Reading Weakness: Theory & Practice||Susan Galletly Literacy Plus|
|The Core Skills of Public Speaking||4D Learning|
|The three R's Risk, Resilience & Recovery||i talk mental health|
|The Written Curriculum||International Baccalaureate - Asia Pacific|
|Thinking Schools, Thinking Students: Creating a Tool Box for Thinking||Australian Catholic University Limited|
|Trauma informed teaching||Therapeutic Welfare Interventions Pty Ltd|
|Understanding digital printing in photography and the visual arts||School of Art Australian National University|
|Use of the interactive whiteboard in the French class||Alliance Française de Canberra|
|User Group Meeting||Empowered Learning|
|Using Digital Communication Technology for Science Lessons||The Ian Potter Foundation Technology Learning Centre|
|Using Quizzes in the Classroom - Create, Play, Share||Quizling Pty Ltd|
|Voice Works||UC Music (University of Canberra)|
|Voting in the Classroom||Australian Electoral Commission|
|Waste and Recycling in Schools - educational and fun!||ACT Environment and Planning Directorate|
|When are we going to use this?||Australian Mathematics Trust|
|Why oracy is critical for improving inferential comprehension||ATESOL ACT|
|Winter Warmers||KMEIA ACT Inc|
|Working Memory Difficulties - Effective Classroom Instruction||DSA Dyslexia SPELD ACT|
|Writing Your Philosophy||Communities@Work|
|Written Language: The Preparation, Process and Product||Montessori Australia Foundation|
|Zeeko Live Performance Plus Professional Development||Musica Viva Australia|
School Based Professional Learning Programs
|A Balanced Numeracy Program||Gordon Primary|
|A lens on the Australian Curriculum: Creative and critical thinking||Turner School|
|A Pathway to Cultural Competence||Catholic Education Office|
|A Pathway to Cultural Competence - Day 3||Catholic Education Office|
|A Pathway to Cultural Competence for Executive staff||Catholic Education Office|
|Aboriginal Contact Teacher Network Meeting||Catholic Education Office|
|Accepting the Challenge: Action Inquiry Program||Central Office ETD|
|ACER: National School Improvement Tool (NSIT) - 3 days||Central Office ETD|
|Achievement Standards and Success Criteria at Campbell High||Campbell High|
|Achievement Standards linked to Programming and Reporting||Latham Primary|
|Adolescent Mental Health for Teachers||Canberra Girls' Grammar School|
|Adolescents Struggling with Literacy:||Namadgi School|
|Advanced Skills: Coaching Teachers in Essential Skills||Central Office ETD|
|Analysing Spelling to Differentiate Student Learning||St Matthew's Primary|
|Aspiring Leaders Program - Day 3||(ETD) School Leadership|
|Aspiring Leaders Program - Day 4||(ETD) School Leadership|
|Aspiring Leaders Program 2015 - Day 1||(ETD) Learning and Teaching Branch|
|Aspiring Leaders Program 2015 - Day 2||(ETD) Learning and Teaching Branch|
|Assessment - Inquiry and Discovery||Good Shepherd Primary|
|Assessment For Learning||St Monica's Primary|
|Assessment for Learning: Numeracy||Sts Peter and Paul Primary|
|Assessment Strategies||Wanniassa Hills Primary|
|Australian Children's Television Foundation and the Australian Curriculum||Central Office ETD|
|Australian Curriculum: Languages||Central Office ETD|
|Australian Curriculum: The Arts||Central Office ETD|
|Authentic Literacy Practises||St Clare of Assisi Primary|
|Becoming a Professional Learning Community||Belconnen High|
|Behaviour Guidelines @ Latham||Latham Primary|
|Being people of Justice and Equity||Sacred Heart Primary|
|Ben Walden: Leadership on Stage (Part A)||Central Office ETD|
|Ben Walden: Leadership on Stage (Part B)||Central Office ETD|
|Big Ideas in Secondary Mathematics||Merici College|
|Blue Gum January 2015||Blue Gum Community School|
|Blue Gum Pre School Jan 2015||Blue Gum Community School|
|Building Teacher Capacity through classroom observation||Aranda Primary|
|BYOD - Practical Approaches||Calwell High|
|Canberra REAIE Network Meetings||Canberra Grammar School|
|Career Adviser Mentor Program||Central Office ETD|
|Category 3 Theory Of Knowledge||Canberra Girls' Grammar School|
|Catholic Education and Australian Catholic University Mentors' Training Day||Catholic Education Office|
|CBLH Differentiation in the Classroom||Campbell High|
|CHANGE2||Central Office ETD|
|Chatz with Jatz - Class Act||St Edmund's College|
|Chatz with Jatz - Visible Learning||St Edmund's College|
|Circle Time: Advanced Application of the Circle Time Process||Central Office ETD|
|Circle Time: Strengthening Relationships in the P-10 Classroom||Central Office ETD|
|Cluster PLCs for Transition - Campbell HS, Lyneham HS, Dickson College||Dickson College|
|CoCoaching ("Enhancing the quality of conversations in school communities")||North Ainslie Primary|
|COG - Conversations that enable Opportunities for Growth||Good Shepherd Primary|
|Collaboration in PLCs||Majura Primary|
|Collaborative Applications for Educators - Part 1||Merici College|
|Collaborative Applications for Merici Educators||Merici College|
|Collaborative Coaching @ Murrumbidgee Education and Training Centre||Murrumbidgee Education And Training Centre - Bimberi|
|Collaborative Problem Solving||Central Office ETD|
|Colleges Conference Ten: 2015||Hawker College|
|Combined EALD, Literacy and Numeracy Professional Learning Forum Term 4||Central Office ETD|
|Combined Literacy, Numeracy and EAL/D Professional Learning Forum||(ETD) Learning and Teaching Branch|
|Communities of Practice at Dickson College||Dickson College|
|Conversations for Life||(ETD) Student Engagement and Student Wellbeing Branch|
|Cooperative Reading with Information Texts||Gordon Primary|
|Count Me In Too (CMIT)||Central Office ETD|
|Count Me In Too (CMIT) Facilitator Training||Central Office ETD|
|Creating a Whole School Formative Assessment System||Weetangera Primary|
|Creating communities of engaged writers||Rosary Primary|
|Creating Communities of Engaged Writers||St Benedict's Primary|
|Cultural Awareness Program||Telopea Park School|
|Curriculum - Understanding By Design||St Bede's Primary|
|Curriculum of Giving Parts 1 and 2||Daramalan College|
|Curriculum Renewal: UBD||Campbell Primary|
|Curtin values and pedagogy||Curtin Primary|
|Design Thinking for the Classroom||Brindabella Christian College|
|Designing and Validating Quality VET Assessment||Catholic Education Office|
|Designing, Implementing and Monitoring Reading in your school||(ETD) Learning and Teaching Branch|
|Developing a Community of Practice (CPL Program) - Primary School||Canberra Grammar School|
|Developing a Literacy Block||Canberra Grammar School|
|Developing a school-wide culture of continuous learning||St Thomas the Apostle Primary|
|Developing A Shared Vision (Jnr School)||Radford College|
|Developing A Shared Vision and Embedding Best Practice||Radford College|
|Developing Content Knowledge in Disciplines through Reading of Complex Texts||(ETD) Learning and Teaching Branch|
|Developing Differentiated Curriculum for Gifted Learners Part 2||(ETD) Learning and Teaching Branch|
|Developing High Quality Assessment Tasks for Improved Student Outcomes||St Mary MacKillop College|
|Differentiated Problem Solving||Amaroo School|
|Differentiation in the School Setting||Forrest Primary|
|Differentiation: A Focus on Learning||Lyneham Primary|
|Disability Standards for Education e-learning online package||(ETD) Student Engagement and Disability Services Branch|
|Discovering and Incorporating Aboriginal Cross-Curriculum Priorities||St Matthew's Primary|
|EAL/D Professional Learning and Leadership Forum - bringing the fact sheets out of the box 1||(ETD) Learning and Teaching Branch|
|EALD Teachers' Professional Learning Forum Term 1||Central Office ETD|
|Early Childhood Education Network Sessions : Promoting Parental Engagement||Central Office ETD|
|Early Childhood Education Network Sessions: (Session 3 2014)||Central Office ETD|
|Early Childhood Education Network Sessions: (Session 4 2014)||Central Office ETD|
|Early Years Module - 1||(ETD) Learning and Teaching Branch|
|Early Years Module - 2||(ETD) Learning and Teaching Branch|
|Early Years Module - 3||(ETD) Learning and Teaching Branch|
|Early Years Module - 4||(ETD) Learning and Teaching Branch|
|Early Years Network Sessions - The Outdoor Challenge||(ETD) Learning and Teaching Branch|
|Early Years Network Sessions - Unpacking the Cultural Literacy Pack||(ETD) Learning and Teaching Branch|
|eLearning: Interactive PDFs||Merici College|
|Embedded Formative Assessment||Sacred Heart Primary|
|Embedding Aboriginal and Torres Strait Islander histories and cultures in the learning program||Central Office ETD|
|Embedding Formative Assessment||Belconnen High|
|Embedding Formative Assessment||Wanniassa School|
|Embracing the Australian Curriculum through Team Teaching to meet individual needs||John Paul College|
|Engage! Inspire! Read! Building a reading culture in schools||Marist College|
|Engaging Students in Reading and Writing||Holy Spirit Primary|
|Engaging students through inquiry based pedagogy||Gold Creek School|
|Engaging Students with Performance Poetry||Canberra Girls' Grammar School|
|Engaging through Environment||(ETD) Learning and Teaching Branch|
|Enhance 2014: Bring Your Own Device (BYOD)||Telopea Park School|
|Enhance 2014: Digital Citizenship||Telopea Park School|
|Enhance 2014: Flipped Classroom and Blended Learning||Telopea Park School|
|Enhance 2014: Google Tools||Telopea Park School|
|Enhance 2014: Social Media, Digital & Information Literacy, and Web 2.0 Tools||Telopea Park School|
|Enhancing Learning through Inquiry||Holy Trinity Primary|
|Enhancing Student Learning: Virtual Drives||Merici College|
|Ensuring A Gentle Start to Literacy||Namadgi School|
|Essential Skills and Beyond||Central Office ETD|
|Essential Skills for Classroom Teachers||Central Office ETD|
|Exploring Mathematics Theory and Practice at Palmerston District Primary School with Carol Spencer||Palmerston District Primary|
|First Steps Reading||Hawker Primary|
|First Steps Reading (2nd Edition)||Central Office ETD|
|First Steps Speaking and Listening||Central Office ETD|
|First Steps Writing (2nd edition)||Central Office ETD|
|Flipping the Classroom with Canvas||St Edmund's College|
|Formative Assessment and Mathematics||Gordon Primary|
|Formative Assessment in Practice||Richardson Primary|
|Functional Behaviour Assessment (FBA)||Central Office ETD|
|Functional Grammar||St Francis Xavier College|
|Further Development of Mathematical Problem Solving||St Clare of Assisi Primary|
|Gifted and Talented PL - Differentiating the Curriculum||Gungahlin College|
|Gold Creek School Restorative Practices||Gold Creek School|
|Google in your classroom - taking it to a new level||Marist College|
|Google Summit - Keynote Presentations||(ETD) People and Performance, Any Other Branch|
|Gordon Primary Curriculum- Practice & Pedagogy||Gordon Primary|
|Grammatikus||St Edmund's College|
|Hattie and the Teaching Standards||Emmaus Christian School|
|Healthy Learning Communities||Canberra Montessori School|
|Helping Students with Working Memory Difficulties||Emmaus Christian School|
|How do I guide students to become more effective writers and spellers?||St Jude's Primary|
|ICT Resources in your Classrooms||Marist College|
|Implementing Primary Connections from Kinder to Year 6||Good Shepherd Primary|
|Improving Pedagogy for Casual Teachers||Catholic Education Office|
|Improving Student Outcomes through a Coaching approach||Catholic Education Office|
|Improving student outcomes through Evidence Based Practices||Canberra College|
|Improving Student Outcomes through Raised Expectations||St Mary MacKillop College|
|Improving Teacher Capacity for Quality Conversations with Student, Teachers & Parents||St Thomas Aquinas Primary|
|Inclusive Education: DDA & DSE: Disability Discrimination Act & Disability Standards in Education||St Francis Xavier College|
|Inclusive Education: Processes: Working Effectively with Inclusive Education Assistance||St Francis Xavier College|
|Increasing Numeracy outcomes for students from preschool to Year Six||St Joseph's Primary|
|Inquiry Learning||Richardson Primary|
|Inquiry Maths at Red Hill School||Red Hill Primary|
|Inquiry-based Integrated Curriculum||St Clare of Assisi Primary|
|Integration of the Australian Curriculum||Sacred Heart Primary|
|Intentional Differentiation||Macgregor Primary|
|International Baccalaureate Workshops - Art||Narrabundah College|
|International Baccalaureate Workshops - Languages||Narrabundah College|
|Introducing the MYP at Gold Creek||Gold Creek School|
|Introduction to Deep Democracy||Orana Steiner School|
|Investigating with Intent||Macgregor Primary|
|iPad Pedagogy and Practice||St Bede's Primary|
|iPads for Learning||St John the Apostle Primary|
|Jervis Bay Teacher Mentor Program||Jervis Bay Primary|
|Journaling In Maths||Kaleen Primary|
|Kagan Cooperative Learning||Daramalan College|
|Kagan Day 2 Day 3 2014||Merici College|
|Kaleen Primary - Building the Capability and Capacity of our Teams||Kaleen Primary|
|Kaleen Primary - Using the Australian Curriculum to improve student outcomes -Mathematics PD||Kaleen Primary|
|Kids Matter - Component 3||Mount Rogers Primary|
|KidsMatter Component 2 SEL||O'Connor Cooperative School|
|KidsMatter Component 2 Wanniassa Hills||Wanniassa Hills Primary|
|KidsMatter Primary- Component 2 at St Monica's Evatt||St Monica's Primary|
|Leading Improvements in Numeracy||North Ainslie Primary|
|Leading Learners @ Holy Family||Holy Family Parish Primary School|
|Learning by Design||Lanyon High|
|Learning Difficulties Harrison School||Harrison School|
|Learning From Practice at Cranleigh||Cranleigh School|
|Learning in the Local: Pedagogy of Place Orana Steiner School Staff Conference 2015||Orana Steiner School|
|Learning Support Contact Day||Catholic Education Office|
|Lending A Hand- Module 2 of Understanding and Responding Trauma||Central Office ETD|
|Literacy 1: Writing||St Edmund's College|
|Literacy 2: Writing||St Edmund's College|
|Literacy and Numeracy at Melrose||Melrose High|
|Literacy and Numeracy Professional Learning Forum Term 1||Central Office ETD|
|Looking At Classroom Practice||St Clare's College|
|Looking at Classroom Practice and the Classroom Practice Continuum||Catholic Education Office|
|Making Connections in Maths||Chapman Primary|
|Making Jesus Real||Catholic Education Office|
|Making Learning Visible in the KPG||Maribyrnong Primary|
|Making the PYP Happen Gold Creek School||Gold Creek School|
|Mathematics in the Primary Classroom||St John Vianney's Primary|
|Maths for Early Learners with Rob Vingerhoets||Southern Cross Early Childhood School|
|Maximising Student Outcomes - Response to Intervention||Kingsford Smith School|
|MCC BYOD Readiness||Marist College|
|Meeting the Needs of Diverse Learners using Assessment for Learning.||Torrens Primary|
|Mental Computation at Namadgi School||Namadgi School|
|Mental Computation: Teaching Fractions||Namadgi School|
|Mentoring At St Anthony's (MASA)||St Anthony's Parish Primary|
|Mentoring at St Francis of Assisi||St Francis of Assisi Primary|
|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 (MYMC) Facilitator Training||(ETD) Learning and Teaching Branch|
|Middle Years Mental Computations: 4 Percentages||Central Office ETD|
|Mind Matters Caroline Chisholm School||Caroline Chisholm School|
|MTS Numeracy Planning and Programming||Mother Teresa Primary School|
|Multi-sensory Intensive Phonics Instruction in K-2||Emmaus Christian School|
|MYMC Decimals||Central Office ETD|
|MYMC Fractions||Central Office ETD|
|Namadgi Kidsmatters Component 3||Namadgi School|
|Numeracy - How can we differentiate?||St Vincent's Primary|
|Numeracy Essentials (1)||Catholic Education Office|
|Numeracy Essentials (2)||Catholic Education Office|
|Numicon - Caroline Chisholm School||Caroline Chisholm School|
|Online Learning and Collaboration Tools and Resources||Hawker College|
|Online Learning: Autism Spectrum Disorder||Central Office ETD|
|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 and Managing Behaviour||Central Office ETD|
|Online Learning: Understanding Hearing Loss||Central Office ETD|
|Operation TALE at St Thomas More's||St Thomas More's Primary|
|PALLsACT#2: Module Three - Primary||(ETD) Learning and Teaching Branch|
|PALLsACT#2: Module Three - Secondary||(ETD) Learning and Teaching Branch|
|PALLsACT#2: Reading Institute Day - Primary||(ETD) Learning and Teaching Branch|
|PALLsACT#2: Reading Institute Day - Secondary||(ETD) Learning and Teaching Branch|
|Pastoral Care of Students 2015||Merici College|
|PBIS - Practical Strategies & Restorative practices||Calwell High|
|PD in your PJs: The Power of Chrome||Canberra Girls' Grammar School|
|Pedagogy, Learning Spaces and Project Based Learning||Brindabella Christian College|
|Peer Mentoring at Garran Primary School||Garran Primary|
|Planning for Early Childhood Experiences across all Learning Areas||Maribyrnong Primary|
|Planning for Literacy 2015||Calwell Primary|
|Planning For Maths 2015||Calwell Primary|
|PLC Differentiation Practical Processes||Calwell High|
|Positive Behaviour in Schools Model||Calwell High|
|Primary Connections||Jervis Bay Primary|
|Programming through Understanding by design||Catholic Education Office|
|Programming through Understanding by Design - Curriculum and Assessment||John Paul College|
|Protective Behaviours||Central Office ETD|
|PTSD - Supporting Student Outcomes, their Families and Teachers||St Mary MacKillop College|
|QT Rounds assessment Facilitator workshop||Canberra College|
|Quality Assessment||St Clare of Assisi Primary|
|Quality Teaching Rounds||Farrer Primary|
|Radford College Junior School Peer Based Professional Learning Program||Radford College|
|Reflective Practice||Mother Teresa Primary School|
|Relationships, Thinking Skills and ICT||Burgmann Anglican School|
|Responding to Intervention through Professional Learning Communities||St Michael's Primary|
|Response to Intervention||Mount Rogers Primary|
|Restorative Practices Merici College 2015||Merici College|
|Riding the Dragon of Change||Lake Tuggeranong College|
|Ron Ritchhart 'Culture of Thinking'||Canberra Girls' Grammar School|
|Rules of Engagement||Calwell High|
|SAMR: Redefinition - Audio Engineering||Merici College|
|SAMR: Redefinition - Stop Motion Animation||Merici College|
|SAMR: Using Redefinition in the Classroom||Merici College|
|School Improvement Literacy Project||St Thomas More's Primary|
|School Webpages and Digital Resources Supporting the Australian Curriculum||Kaleen Primary|
|School Wide Pedagogy at St Thomas More's||St Thomas More's Primary|
|Science and Religion NOT Science or Religion or God||St Francis Xavier College|
|Seven Steps to Writing Success||Burgmann Anglican School|
|Shaping Learning through Formative Assessment||Holy Spirit Primary|
|SJO Integration and School Wide Pedagogy||St Joseph's Primary|
|Socrative in the Classroom||St Francis Xavier College|
|South Weston High School Network PL Day 2015||Mount Stromlo High School|
|Strategic Cultural Awareness Day with Grant Sarra||(ETD) People and Performance, Any Other Branch|
|Student Assessment||St Thomas Aquinas Primary|
|Student Pathways Planning Leader Program||(ETD) Student Engagement Branch, All other Areas|
|Successful Learning Through Successful Practice - Literacy||Mother Teresa Primary School|
|Supporting Children's Wellbeing||Isabella Plains Early Childhood School|
|Sustainability - Embedding practice in the Early Learning Centre||Mother Teresa Primary School|
|Sustainability in Early Childhood||Holy Trinity Primary|
|Tactical Teaching: Reading||Central Office ETD|
|Tactical Teaching: Speaking and Listening||Central Office ETD|
|Taking risks in play: going beyond the fence||Mother Teresa Primary School|
|Talk for Writing||Emmaus Christian School|
|Talking about Teaching and Learning||St Clare's College|
|Targeting Challenging Behaviour||Central Office ETD|
|Targeting Educational Performance||Catholic Education Office|
|Teacher Inquiry Program (MPSTIP) Phase:2||Macquarie Primary|
|Teacher of Reading||St Francis Xavier College|
|Teaching English Additional Language Learners (Mainstream Classroom), Principals and Leaders||Central Office ETD|
|Teaching English Additional Language Learners (mainstream classroom): Primary School teachers||Central Office ETD|
|Teaching English Additional Language Learners (mainstream classroom): Secondary School Teachers||Central Office ETD|
|Teaching Meditation to Children||Catholic Education Office|
|Teaching Writing in the Inquiry Classroom||Holy Trinity Primary|
|Team building, KidsMatter and social/emotional learning||Fraser Primary|
|Team-Teach||Central Office ETD|
|Technology and the Theorists - What, When, how and Why?||Mother Teresa Primary School|
|The Australian Curriculum and the Mathematics Framework||St John the Apostle Primary|
|The Differentiated Classroom and Students With a Disability||Brindabella Christian College|
|The Education Researcher||Holy Family Parish Primary School|
|The Gospels as a form of Literature - How do I read them?||Catholic Education Office|
|The Heart of Christian Teaching: More than a patchwork quilt.||Trinity Christian School|
|The heart of Christian Teaching; More than a patchwork quilt .Part 2||Trinity Christian School|
|The Heart of the Matter: Establishing and Implementing School Values||Gungahlin College|
|The Liturgy of the Church and Classroom Prayer||Catholic Education Office|
|The Planning Cycle;where have we come from and where do we go from here?||Mother Teresa Primary School|
|The Planning Matrix and how it can work for you?||Malkara School|
|The SAMR Ladder||Good Shepherd Primary|
|Thinking about Spelling in Writing||Canberra Girls' Grammar School|
|Thriving in Times of Change||Lyneham High|
|Transdisciplinary Maths learning through Inquiry pedagogies||Gold Creek School|
|Transforming Teaching and Learning - Module 3||Catholic Education Office|
|Transforming Teaching and Learning Module 1||Catholic Education Office|
|Transforming Teaching and Learning Module 2||Catholic Education Office|
|Transforming Teaching and Learning Module 4||Catholic Education Office|
|Treasures New and Old through UbD||St John Vianney's Primary|
|Understanding and developing the Growth Mindset Model||Canberra High|
|Understanding and Responding to Trauma||Central Office ETD|
|Understanding by Design||Ainslie School|
|Understanding GAFE for Use in the Classroom||Amaroo School|
|Understanding how trauma effects student learning||Kaleen Primary|
|Understanding Learning Difficulties||Central Office ETD|
|Understanding Lesson Study||Canberra Grammar School|
|Understanding the Diverse Learners in Primary Classrooms: Why some succeed and some do not.||Torrens Primary|
|Understanding the role of Protective Behaviours in student learning||Kaleen Primary|
|Understanding the Sacraments-Confirmation||Catholic Education Office|
|Unwrapping the Standards||Macgregor Primary|
|Using assessment to inform and improve practice||Kaleen Primary|
|Using Data to Improve Student Outcomes in Literacy and Numeracy||St Mary MacKillop College|
|Using Data to Support Student Learning||Holy Spirit Primary|
|Using documentation to enhance student learning||Canberra Girls' Grammar School|
|Using ICT to Enhance Learning and Teaching||Burgmann Anglican School|
|Using ICT to Support Student Outcomes||St Mary MacKillop College|
|Using PODD communication books||Malkara School|
|Using Scholar in the classroom||Lanyon High|
|Using SMART NAPLAN data to inform teaching||Marist College|
|Using technology in the 21st Century Learning Environment||Marist College|
|Using technology to connect home and school.||Mother Teresa Primary School|
|Using Technology to improve student outcomes at ADHS||Alfred Deakin High|
|Using the Quality Teaching Framework to Review a Semester of Assessment||St Francis Xavier College|
|Visible Learning||St Clare's College|
|Vocal Health for Teachers||Trinity Christian School|
|Voice in the Western, Secular, Post-Modern World||Brindabella Christian College|
|Web Literacy: Web Searching, Curation||Merici College|
|Wellbeing Workshop||Central Office ETD|
|Whole School Approach - Classroom Management and Student Engagement||Macgregor Primary|
|Whole School Positive Behaviour Support||Cranleigh School|
|Working Like a Mathematician.||St Francis Xavier College|
|Writers Workshop at Red Hill School||Red Hill Primary|
|Writing - Where to now?||St Vincent's Primary|
Assessment Standards Required to be Met by Teachers
(Section E.2 of the Chief Minister's Annual Report Directions requires that TQI's annual report include the current assessment and certification standards that are required to be met by teachers.)
New Applicants are Required to Meet the Following Assessment Standards:
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 if 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 higher education 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 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 Wf the applicant's suitability to teach.|
|English language proficiency||TQI must be satisfied that the applicant eets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education 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 the higher education study, leading to the award of the qualification in their area of specialisation 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 7 in Reading and Writing. If there is an exceptional demonstrated need by a school for the person's particular specialist knowledge, band scores of no less than 7 in Speaking and Listening and 6 in Reading and Writing, may be considered appropriate.|
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.|