ACT Teacher Quality Institute

ACT TEACHER QUALITY INSTITUTE ANNUAL REPORT 2015-16

A. TRANSMITTAL CERTIFICATE

Mr Shane Rattenbury MLA
Minister for Education
ACT Legislative Assembly
London Circuit
CANBERRA ACT 2601

Dear Minister

This Report has been prepared under the Annual Reports (Government Agencies) Act 2004 and in accordance with the requirements under the Annual Report Directions.

It has been prepared in conformity with other legislation applicable to the preparation of the Annual Report by the ACT Teacher Quality Institute.

I certify that the attached Annual Report is an honest and accurate account and that all material information on the operations of the ACT Teacher Quality Institute during the period 1 July 2015 to 30 June 2016 has been included.

I hereby certify that fraud prevention has been managed in accordance with Public Sector Management Standards, Part 2.

Section 13 of the Annual Reports (Government Agencies) Act 2004 requires that you cause a copy of the Report to be laid before the Legislative Assembly within 15 weeks of the end of the financial year.

Yours sincerely

Anne Ellis
Chief Executive Officer
5 September 2016

Dr William Maiden
Board Chair
ACT Teacher Quality Institute
5 September 2016

Phone: +61 2 6205 8867 I Fax: +61 2 6205 4577 I email: tqi@act.gov.au PO Box 263 Jamison Centre ACT 2614 I www.tqi.act.edu.au

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 all ACT teachers and to enhance the community’s confidence in the teaching profession through professional regulation and practical initiatives to raise teacher quality.

VISION, PURPOSE AND VALUES OF THE INSTITUTE

Our vision

ACT teachers uphold and embody the standards of the profession to enhance the education of students.

Our purpose

To implement professional regulation and to lead teacher quality initiatives to ensure the professional standing of ACT teachers and to enhance community confidence in the ACT teaching profession.

Our Values

• Respect
• Integrity
• Collaboration
• Excellence
• Innovation
• Learning

ROLE, FUNCTIONS AND SERVICES OF THE INSTITUTE

Our Role

TQI’s role in relation to the ACT teaching profession stems from the TQI Act. It undertakes its responsibilities by integrating the direct regulation of the teaching workforce with specific strategic measures designed to raise the quality of that workforce including, importantly, embedding the Australian Professional Standards for Teachers in the teaching practice of all ACT teachers. This integrated approach covers all ACT teachers as they enter, and progress through, career stages in the profession. TQI emphasises collaboration across school sectors and amongst teachers, schools and universities. TQI promotes continuous professional learning and development and the professionalism of all teachers in the ACT.

The ultimate goal of all its endeavours is to help enhance the learning outcomes of ACT school students.

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 (including increased levels of skill, knowledge, expertise and professionalism) of teachers working in the ACT;
• determine standards for, and facilitate and issue directions for, the ongoing professional learning and development of teachers working in the ACT;
• develop and apply codes of practice about the professional conduct of teachers working in the ACT;
• determine standards, including assessment and certification standards, for the ACT teaching 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 initial teacher education and ongoing professional learning;
• advice and training on standards and certification, accreditation of programs and teacher registration;
• facilitation of collaborative teaching practice; and
• promotion of continuing development and professionalism.

ORGANISATIONAL STRUCTURE, ENVIRONMENT AND PLANNING FRAMEWORK

Our structure

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 2.

The Chief Executive Officer, Ms Anne Ellis, is responsible for the day-to-day operations of TQI, supported by a small staff (numbering 11 FTE as at 30 June 2016).

Mr Julien O’Connell AM, Pro-Chancellor, Ms Anne Ellis, TQI CEO, Associate Professor Patrick McArdle, Campus Dean, The Hon John Fahey AC, Chancellor at ACU 2016 Graduation after Ms Ellis delivered occasional address.

Operating Environment

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. For example, 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 Directorate in relation to minor financial accounting and internal audit matters.

Planning Framework

At its December 2015 meeting, the TQI Board approved a new strategic planning document: TQI Strategic Direction 2015-19. Under this new direction, TQI will focus its efforts on the following four key areas:

• sustaining a comprehensive registration framework for all teachers working or intending to work in the ACT, and embedding the Australian Professional Standards for Teachers in the teaching practice of ACT teachers, including individual teachers seeking higher levels of certification against the ‘Highly Accomplished’ and ‘Lead’ levels of the Standards;
• implementing comprehensive reforms of initial teacher education in the ACT, including accrediting teacher education courses delivered by ACT universities and developing innovative practical approaches to better prepare initial teachers entering the profession;
• promoting increased engagement by all ACT teachers in high quality professional learning and reflection; and
• collecting a wide range of strategic data to provide the necessary evidence for local and national research efforts aiming to enhance teacher quality and student learning.

The achievements against each of these key focus areas over the reporting period is discussed in B2 below.

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:

• 1 September 2015
• 1 December 2015
• 29 March 2016
• 24 May 2016.

The Minister made one appointment to the Board during the reporting period as follows:

• Ms Kerrie Heath resigned as the member representing teachers and principals of government schools (section 15(2)(j).
• Ms Julie Murkins, Principal, Lake Tuggeranong College, was appointed as the member representing teachers and principals of government schools (section 15(2)(j)) on 23 November 2015.

The above appointment is for a period of three years.

TABLE 2: TQI BOARD MEMBERS AND MEETING ATTENDANCE 2015-16

B.2 PERFORMANCE ANALYSIS

Overview

The primary focus of the ACT Teacher Quality Institute remains the continuous improvement in the quality and professionalism of the ACT teaching workforce with the aim of enhancing the learning outcomes of all ACT school students.

The TQI Act provides the regulatory regime within which the Institute pursues its goals.

Under the TQI Act, the teaching profession in the ACT is governed by a comprehensive framework that closely integrates regulatory provisions with a range of specific initiatives designed to assist all ACT teachers to improve their performance, at all stages of their careers. The framework integrates preparation for the profession for initial teachers, national professional standards, high quality professional learning, and formal accreditation and registration requirements. The ACT framework accords with national agreements on education reform. Importantly, the approach in the ACT emphasises continuous quality improvement rather than simply a registration process for teachers.

The 2015-16 reporting year is the first year of the Institute’s second Strategic Direction 2015-2019. Key achievements against the Strategic Direction over this reporting year are discussed below.

1. Sustaining a comprehensive registration framework and embedding the Australian Professional Standards for Teachers

Key elements of the registration framework established by the TQI Act and subordinate legislation include the requirements that:

• only teachers approved under the TQI Act can work in ACT schools;
• all teachers must comply with the TQI Code of Professional Practice and Conduct; and
• in order to renew their registration annually, teachers must report on 20 hours of professional learning completed by them in the previous 12 months (this issue is discussed in detail in sub-section 3 below).

Over the reporting period, TQI continued comprehensive communication to all ACT teachers about their professional regulatory responsibilities including registration, professional learning and conduct. TQI also refined the online registration renewal process and enhanced the functionality of the online ‘Teacher Portal’.

Other targeted initiatives included the development of a range of practical tools to support provisionally registered teachers in their progression to Full registration, and the delivery of workshops for first year and final year teacher education students. These workshops, supported by the University of Canberra and the Australian Catholic University, focused on ACT teacher registration requirements and professional evidence and reflection against the professional standards.

In the period to 30 June 2016 TQI provided 19 cross-sectoral workshops for beginning teachers and teacher mentors/supervisors and school leaders on the progress to Full registration, with over 266 teachers attending.

Under the regulatory framework, there are also important obligations imposed on all employers of teachers in ACT schools. These obligations support the integrity of the regulatory framework and help to maintain community confidence in the teaching profession in the ACT.

Over the reporting period, employers in all school sectors took action on these reporting obligations. As a consequence, TQI imposed additional conditions on the registration of four ACT teacher, suspended the registrations of three teachers, and cancelled the registration of two teachers.

One of the key responsibilities of TQI is to make the Australian Professional Standards for Teachers known across the ACT teaching profession and to embed the Standards in the professional practice of all teachers. This work has included enhanced communications and partnerships with universities, schools and teacher employers.

Further, TQI is the certifying authority for ACT teachers seeking higher levels of certification against the ‘Highly Accomplished’ and ‘Lead’ levels of the Australian Professional Standards for Teachers.

Over the past three years, TQI has placed emphasis on ensuring that the necessary foundations for a smooth process of certification in the ACT are in place. TQI has aimed to first ensure that there are large numbers of ACT school leaders from across the schooling sectors trained as national certification assessors. There are now 80 trained certification assessors in the ACT which is 40% of the national cohort of certification assessors.

Second, TQI has aimed to ensure interested ACT teachers are fully informed about the benefits of certification to themselves and their students and about the rigour of the process. In the past 12 months, information sessions and evidence preparation workshops have been attended by over 230 teachers.

A further important development over the reporting period was the launch of a national Highly Accomplished and Lead Teacher (HALT) Network by the Federal Minister for Education and Training, Senator the Hon Simon Birmingham. The Network will develop national action plans to promote certification. The ACT had a high number of representatives at the initial meeting of the Network which was led by renowned educators Professor John Hattie, University of Melbourne and Dr Yong Zhao, University of Oregon.

Mrs Kathy Kinnane, St Clare’s College, Mr Anthony Vandermolen, Montessori School and Mrs Kristine Stewart, Ngunnawal Primary School undertaking certification assessor training.

2. Implementing comprehensive reforms of initial teacher education

Reform of initial teacher education programs has been a national priority for Education Ministers for several years. Consistent with its legislative responsibilities to accredit education programs for pre-service teachers in the ACT (see s.11(1)(g) and s.76(a) of the Act), TQI has taken the lead role in progressing these reforms in the Territory.

Over the reporting period, TQI completed the accreditation of the initial teacher education programs of the University of Canberra, and worked with the Victorian Institute of Teachers to complete the accreditation of the Australian Catholic University programs for its ACT campus. All initial teacher education programs to be offered in 2017 by ACT universities are now accredited.

Further, Education Ministers at the 11 December 2015 Education Council meeting endorsed revised national Standards and Procedures for Accreditation of Initial Teacher Education Programs in Australia. The revised accreditation standards and procedures are designed to lift the quality of initial teacher education programs, and to ensure that program graduates are ready to teach.

The revised national accreditation standards and procedures require providers of ITE programs to:

• demonstrate greater transparency in the selection of students through publication of the selection criteria and student cohort data;
• develop formal written partnership agreements to support every professional experience placement;
• ensure that every initial teacher education graduate has successfully completed the National Literacy and Numeracy Test;
• develop and implement a plan for demonstrating program outcomes, including program impact;
• provide clearly defined pathways that lead to a primary subject/curriculum specialisation for every primary initial teacher education graduate;
• ensure that every initial teacher education graduate has demonstrated readiness to teach through successful completion of a final year teaching performance assessment; and
• report annually to accreditation authorities on a broad range of data required for monitoring the success of initial teacher education programs and for the National Data Strategy.

TQI has the lead role in implementing these revisions in relation to the ACT. TQI has commenced consultation with ACT education stakeholders on local requirements that will enhance the intended improvements sought through the revised national standards and procedures. This work will be completed and implemented during the 2016-17 transition of current initial teacher education programs in accordance with the revised standards and procedures.

Over the reporting period, TQI also consulted with ACT education stakeholders including employers, teachers, universities providing initial teacher education programs and teacher unions to progress the development of a ‘professional experience framework’ for pre-service teachers in ACT schools for implementation from 2017. High quality professional experience is critically important to ensuring that newly qualified teachers are ready to teach.

3. Promoting increased engagement by all ACT teachers in high quality professional learning and reflection

Research has consistently shown that teachers who maintain their skills by pursuing relevant professional learning opportunities throughout their careers are more effective in the classroom.

Accordingly, in order to renew their registration, each year all ACT teachers must satisfy a minimum level of 20 hours of professional learning. Flexibility is given to ACT teachers so that they can tailor their professional learning to meet their specific needs and those of their schools.

This minimum level of professional learning is comparable to that required of teachers in those Australian jurisdictions who have implemented the national education reform agreements on teacher quality improvement. It has also brought the local teaching profession into line with similar requirements for other professions in the ACT.

TQI has developed an online professional learning recording system - the ‘Professional Learning Profile’ - to provide practical help for all ACT teachers to meet their obligations in this area. This online system incorporates links to the Australian Professional Standards for Teachers to facilitate the development of individual teacher learning goals and activities. A number of user-friendly features assist teachers to search for accredited programs of relevance to them, and to record the programs that they completed.

Professional learning, to be effective, must be more than passive attendance at a course or program. Accordingly, the professional learning recording system requires teachers to reflect on their professional learning against their learning goals using the Standards.

The system can also provide data to Principals to facilitate the management of professional learning at a school and individual teacher level throughout the school year.

Of the 7251 teachers renewing registration for 2016, 7014 (97%) fully met the mandatory professional learning requirements for registration in the year preceding renewal. The remaining 237 (3%) arranged professional learning variation plans with TQI to meet their obligations.

It is particularly significant that ACT teachers recorded more than 253,000 hours of professional learning in the year preceding their 2016 registration. This amounts to an average of 35 hours per teacher – well above the mandated 20 hours minimum professional learning.

During the 2015-16 reporting period, TQI approved 512 applications for accreditation of professional learning programs. As an important quality assurance measure, TQI also assisted providers of professional learning programs with advice on the standards-based documentation required for accreditation. TQI also provided the data available from teacher evaluations of courses and programs so that the relevant providers of those courses can improve the quality and/or relevance of their future programs.

4. Collecting strategic data for research efforts aiming to enhance teacher quality and student learning

One of the five areas of focus identified in the TEMAG report for further improvement to the quality of the teacher workforce was national research and workforce planning capabilities.

The revised national Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures require the two ACT universities offering initial teacher education programs to collect and report a broad range of data and evidence on students and program outcomes to TQI on an annual basis. In addition, the universities have to develop a plan for demonstrating evidence of the impact of their programs on both initial teacher education students and school students as the basis of future accreditation of their programs.

In March 2016, Education Council tasked the Australian Institute of Teaching and School Leadership (AITSL) with scoping the development of a national strategy for initial teacher education and teacher workforce data. The purposes of the strategy include evaluating the outcomes of initial teacher education, supply and demand modelling for workforce planning, and measuring the impact and effectiveness of teaching. This stage of the development is to be completed by the end of 2016. TQI represents the ACT on the National Data Strategy Project Scoping Reference Group, which has been established to oversee this important work.

During the reporting period, TQI has continued to build the capacity of its business system to collect and report on the data collected from registered teachers during the registration renewal period and the reporting of completed professional learning. Improvements will ensure that TQI remains well-placed to participate in the national strategy for initial teacher education and teacher workforce data.

The enhanced data collection has enabled TQI to support schools in managing the professional learning of teachers through the provision of online reports on professional learning programs completed by teachers.

Also during the reporting period, the final findings of TQI-commissioned research, conducted by Ms Mary Gallagher at the Australian Catholic University (Canberra) and Dr Misty Adoniou at University of Canberra, have informed the implementation of support processes for teachers progressing from Provisional to Full registration in the ACT. The findings of this research were disseminated through a variety of forums including the cross-sectoral Teacher Mentoring Network in Term 2, 2016.

In addition, TQI continued to build the research and evaluation capacity of ACT teachers through the Growing a Culture of Learning – Workshop and Master Class Pilot Program, conducted in collaboration with Professor Ting Wang from the University of Canberra in August 2015. TQI offered 30 ACT teachers the opportunity to participate in a free pilot workshop and Master Class from certified teachers observing high level practice. Professor Wang explored the features of collaborative enquiry based on her research on high-performing school systems internationally, followed by a workshop on practice analysis from TQI staff. The Master classes that followed were conducted in schools by teachers recognised through certification as Highly Accomplished or Lead teachers, matched with participants who teach in the same band of schooling/teaching area. This approach generated high-level discussions, analysis of practice and
cross-sectoral professional learning communities of leading educators.

Outlook

Professional learning, integrated with the Australian Professional Standards for Teachers (the Standards), will continue to be a central plank of the Institute’s strategic efforts.

TQI will communicate with all ACT teachers to ensure both that they understand their minimum professional learning obligations so that they can maintain their registration, and to reinforce the strong links between professional learning and the standing of the teaching profession within the ACT community. The enhancements to the Institute’s online business system (funded in the 2015-16 ACT Budget) will deliver an even more user-friendly interface for the teaching workforce. Work on the enhancements will be finished in the 2019 school year.

TQI sees embedding the Standards in the teaching practice of all ACT teachers as one of its key ongoing objectives. A major focus of TQI efforts will be on continuing to increase the numbers of ACT school leaders trained to assess teachers for certification at the higher levels of the Standards (i.e. the ‘Highly Accomplished’ and ‘Lead’ teacher levels). The goal is that each year, for the next four years an additional 25 ACT school leaders will be trained. The additional assessors will not only provide a sustainable cohort for the assessment of certification applicants but build capacity within ACT schools for standards-based development of teachers.

TQI will continue to pursue a wide range of strategies aimed at improving the quality of newly qualified entrants to the teaching workforce. During 2017, all initial teacher education programs accredited by TQI and offered in the ACT will transition to the revised national standards and procedures for initial teacher education programs. The proposed professional experience framework, incorporating school/university partnerships and a final year teaching performance assessment, is key to the success of the initial teacher education reforms.

The enhanced business system should also allow TQI to collect and undertake more complex analyses of the ACT teaching workforce. This will be of assistance to all ACT teacher employers and principals, school leaders and members of the teaching profession.

TQI will also continue to place high priority on facilitating cross-sectoral collaborative practices across the teaching profession as a whole in the ACT. It will continue to build on past initiatives in this area such as the initiation of its ‘casual teacher’ network, with meetings each term to support casual teachers with professional learning and a forum for professional dialogue.

All these initiatives are intended to deliver a more highly skilled and professional teaching workforce within the ACT. Accordingly, over time, this stronger workforce will be in a position to ensure improved student outcomes across all school sectors.

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 TQI Strategic Direction. Strategic risks, their assessment and treatments, are approved by 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 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

Staffing Profile

TQI has a small staff comprising the Chief Executive Officer and 11 FTEs. The staff gender ratio is 77% female, 23% male. Staff are supplemented by seconded staff from schools across the sectors for specific programs.

Professional Development

TQI staff attended a range of professional development activities including internal TQI training, Whole-of-Government initiatives and specialist external programs. This has included participation in national initiatives, interstate network meetings with other jurisdictions, participation in Whole-of-Government communities of practice and administrative courses. Topics covered included initial teacher education panel training, national certification training, educational leadership, Whole-of-Government systems training, project management, business analysis and technical system administrator training.

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 2015-16 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.

Notes forming part of revenue and expenditure:
1. The appropriation is drawn down by the Education Directorate and passed on to TQI.
2. 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.
3. Grant from Australian Institute for Teaching and School Leadership.
4. Supplies and Services consists of:

C.3 CAPITAL WORKS

In the 2015-16 Budget, TQI was allocated $1.57 million across four years, commencing 1 July 2015. The funding was provided to further enhance digital service delivery, particularly in the areas of real time reporting for all ACT teachers and schools and information to support strategic teacher workforce planning. During the reporting period TQI expended the capital funding allocated for the 2015-16 financial year.

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 the business system.

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 7,656 approved teachers as at 30 June 2016. 745 teachers were newly approved during the reporting period.

APPROVED TEACHERS BY EMPLOYER AND GENDER

1. Figures exclude approved teachers whose employment status is not recorded with TQI.
2. A teacher may have more than one employer.
3. Teachers working in the Central Office of an employer are included in the sector numbers.

APPROVED TEACHERS QUALIFICATIONS

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

Over the reporting period no directions were given by the Minister under s.25 of the Act.

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; and
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:

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 6205 8867

ATTACHMENT 1

2015-16 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

SCHOOL BASED PROFESSIONAL LEARNING PROGRAMS

ATTACHMENT 2

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

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

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.

Full Registration

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

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.

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.

Assessment standards required to be met by teachers

Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers

Current Certification standards - required to be met by teachers who elect to apply.

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