ACT Teacher Quality Institute Annual Report 2016-17

A. Transmittal Certificate

TQI Signed Transmittal Certificate (115kb)

Compliance Statement

The ACT Teacher Quality Institute (TQI) Annual Report must comply with the 2017 Annual Report Directions (the Directions). The Directions are found at the ACT Legislation Register: www.legislation.act.gov.au.

The Compliance Statement indicates the subsections, under the five Parts of the Directions, that are applicable to the ACT Teacher Quality Institute and the location of information that satisfies these requirements:

Part 1 Directions Overview

The requirements under Part 1 of the Directions relate to the purpose, timing and distribution, and records keeping of annual reports. The TQI Annual Report complies with all subsections of Part 1 of the Directions.

In compliance with Section 13 Feedback, Part 1 of the Directions, contact details for TQI are provided within the TQI Annual Report to provide readers with the opportunity to provide feedback.

Part 2 Directorate and Public Sector Body Annual Report Requirements

The requirements within Part 2 of the Directions are mandatory for all directorates and public sector bodies and TQI complies with all subsections. The information that satisfies the requirements of Part 2 is found in the Annual Report as follows:

1. Transmittal Certificate, see page 236;
2. Organisational Overview and Performance, inclusive of all subsections, see pages 238 – 247; and
3. Financial Management Reporting, inclusive of all subsections, see pages 247 – 248.

Part 3 Reporting by Exception

TQI has no information to report by exception under Part 3 of the Directions for the 2016-17 reporting period.

Part 4 Directorate and Public Sector Body Specific Annual Report Requirements

The following subsections of Part 4 of the 2017 Directions are applicable TQI and can be found within the Annual Report

F.2 Teacher Quality Institute, see pages 249 - 251 and 253 - 269; and
I. Ministerial and Director-General Directions, see page 252.

Part 5 Whole of Government Annual Reporting

All subsections of Part 5 of the Directions apply to TQI. Consistent with the Directions, the information satisfying these requirements is reported in the one place for all ACT Public Service directorates, as follows:

14. Community Engagement and Support, see the annual report of Chief Minister, Treasury and Economic Development Directorate;
15. Justice and Community Safety, including all subsections O.1 – O.4, see the annual report of the Justice and Community Safety Directorate;
16. Public Sector Standards and Workforce Profile, including all subsections P.1 – P.3, see the annual State of the Service Report; and
17. Territory Records, see the annual report of Chief Minister, Treasury and Economic, Development Directorate.

ACT Public Service Directorate annual reports are found at the following web address: http://www.cmd.act.gov.au/open_government/report/annual_reports.

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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 practising 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:

• direct regulatory services with respect to the ACT teaching profession;
• quality assurance of initial teacher education programs in ACT universities; and
• quality assurance with respect to professional learning programs for ACT teachers.

TQI also:

• provides advice and training to ACT teachers in relation to all aspects of the Australian Professional Standards for Teachers;
• facilitates collaborative teaching practice across the ACT teaching profession; and
• promotes the continuing development and professionalism of ACT teachers.

New assessors in face-to-face component of Certification Assessor Training Program

Organisational Structure, Operating 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 1.

The Chief Executive Officer, Ms Anne Ellis, is responsible for the day-to-day operations of TQI, supported by a small staff (numbering 10.8 FTE as at 30 June 2017).

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 2017 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

In 2015, 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 are 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: 6

• September 2016;6
• December 2016;
• 21 March 2017; and
• 20 June 2017.

The Minister made two appointments to the Board during the reporting period as follows:

• Ms Moira Najdecki resigned as the member nominated by the Archdiocese of Canberra and Goulburn Catholic Education Office (section 15(2)(e), and was replaced by Mr Timothy Elliott who was appointed on 17 March 2017; and
• Ms Diane Joseph resigned as the member nominated by the Education Directorate Director-General (section 15(2)(c), and was replaced by Ms Meredith Whitten on 7 September 2016.

The above appointments are for a period of three years.

Table 1: TQI Board members and meeting attendance 2016-17

Board Committees

The TQI Board has three committees which met a number of times during the reporting period. The Teacher Professional Registration Committee met twice, the Initial Teacher Education Committee met four times, and the Professional Learning and Development Committee met three times.

Aboriginal and Torres Strait Islander reporting

In the 2016-17 period, TQI accredited 37 professional learning programs which had content specifically related to standard 1.4 (Strategies for teaching Aboriginal and Torres Strait Islander students) and 2.4 (Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians) of the Australian Professional Standards for Teachers. In this reporting period, 1,043 teachers participated in one or more of these programs.

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.

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. TQI cancelled the registration of one teacher.

The 2016-17 reporting year is the second year of the Institute’s 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 are:

• 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;
• All teachers must have a current Working with Vulnerable People (WwVP) registration;
• 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); and
• In order to renew their Full registration annually, teachers must complete 20 days of professional practice in the year preceding that renewal (this new requirement is discussed below).

TQI employs a wide range of communication channels to ensure that all ACT teachers, and all employers of teachers in the ACT, are aware of their obligations and responsibilities under the regulatory framework. For example, in the reporting period:

• TQI communicated extensively with teachers and employers, to help them understand the relationship between their Working with Vulnerable People and professional teacher registrations;
• TQI conducted 32 cross-sectoral workshops for beginning teachers and teacher mentors/supervisors and school leaders on the progression to Full registration process. More than 391 teachers attended; and
• TQI developed new communications and partnerships with the Australian Catholic University and the University of Canberra around the professional responsibilities of pre-service teachers.

During the 2017 registration renewal period all teachers with Full registration were notified about the new ‘recency of practice’ requirement - the final phase of the ACT implementation of the nationally consistent teacher registration agreement. This requirement is outlined in s.32 of the TQI Act. Teachers were advised that they will now need to complete 20 days of professional practice in the year preceding their registration renewal. ACT teachers who cannot meet the annual requirement in a given year will have the flexibility to complete 100 days over a five year period.

There is a close relationship between the new Reportable Conduct Scheme (RCS) as it relates to teachers and the TQI Code of Professional Practice and Conduct and the Working with Vulnerable People registration process. The RCS is an employment based child protection measure, designed to ensure that allegations of abuse and certain criminal convictions are identified, reported and acted on appropriately. Consequently, TQI was actively involved in the cross-government work towards the introduction of the RCS in the ACT. The Scheme commences 1 July 2017.

The Australian Professional Standards for Teachers are embedded in the TQI regulatory framework in a number of different ways.

For example, to gain Provisional registration, new entrants to the teaching profession in the ACT must be able to demonstrate competency against the Graduate level of the Standards, and to gain Full registration applicants must be able to demonstrate competency against the Proficient level of the Standards.

TQI also has developed processes to enable teachers in the ACT to seek accreditation against the higher levels of the Standards. This voluntary process benchmarks applicants against the ‘Highly Accomplished’ and ‘Lead’ career stages of the Standards.

In partnership with the Australian Institute for Teaching and School Leadership (AITSL), TQI continues to train experienced ACT school leaders from across the three sectors in the Assessor Training Program for certification against the Australian Professional Standards for Teachers. As at 30 June 2017, a pool of 19 trained certification assessors has been established in the ACT. This number should ensure that all teachers seeking certification against the higher levels of the Standards in the next few years will be able to be considered in a timely and efficient manner.

The second Highly Accomplished and Lead Teacher (HALT) Summit was held in March 2017, and a contingent of 31 ACT educators attended. The Summit provided an opportunity for attendees to engage with educators from across Australia and hear from keynote speakers including the Federal Minister of Education, Senator Simon Birmingham, Professor John Hattie, Board Chair AITSL, John Pascoe, Growth Coaching International and Professor Carol Dweck, Stanford University.

ACT representatives at the HALT Summit 2017 pictured with Professor John Hattie (back row, 3rd from right), AITSL Board Chair, and Ms Lisa Rodgers (2nd row from back, right), AITSL CEO.

2. Implementing comprehensive reforms of initial teacher education

Reform of initial teacher education (ITE) programs, through implementation of the Teacher Education Ministerial Advisory Group’s (TEMAG) recommendations, was a national priority for Education Ministers during 2016-17. High quality preparation of future teachers is key to improving education for all Australian school students.

In the ACT, the TQI has legislative responsibilities for accrediting ITE programs (see s.11 (1) (g) and s.76 (a) of the Act). All initial teacher education programs offered in 2017 by ACT universities were accredited using the national ITE program standards and procedures. These programs will transition to the revised ITE program accreditation standards during 2017.

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.

Both ACT based universities offering ITE programs, the University of Canberra and the Australian Catholic University, have been engaged in the development and trialling of teaching performance assessments to be implemented from 2018.

TQI continued to work in partnership with AITSL and teacher regulatory bodies to ensure a high level of consistency in the judgement of panels assessing ITE programs for accreditation. The ACT has fourteen trained ITE accreditation panel members, including three trained panel chairs, who are eligible to sit on local and interstate accreditation panels. These panel members have participated in panels assessing ITE programs offered by universities in Victoria, Queensland and New South Wales.

From 2017, all graduates from ITE programs delivered in the ACT are required to have successfully completed the Australian Literacy and Numeracy Test for Initial Teacher Education Students. This test is designed to ensure new teachers are well equipped to meet the demands of teaching and to assist the general public to have increased confidence in the skills of graduating teachers.

TQI has continued to lead collaborative work with local ITE providers, ACT schools and teacher employers in the provision of high quality professional experience for ITE students. High quality professional experience is critically important to ensuring that newly qualified teachers are ready to teach.

TQI also consulted with ACT education stakeholders including employers, teachers, universities providing initial teacher education programs and teacher unions to finalise a ‘professional experience framework’ for pre-service teachers in ACT schools for implementation from the beginning of 2017. The ‘professional experience framework’, incorporating school/university partnerships and a final year teaching performance assessment, 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

ACT teachers recorded more than 258,150 hours of professional learning (PL) in the year preceding their 2017 registration. An average of 31.4 hours of professional learning activities per teacher was recorded and reflected on. These figures testify to the dedication of the ACT teaching profession as the majority of teachers continue to undertake PL in excess of the minimum 20 hours annually required for renewal of registration.

Of the 7,320 teachers renewing registration for 2017, 97% (7121) fully met the mandatory professional learning requirements for registration in the year preceding renewal. The remaining 3% (199) arranged professional learning variation plans with TQI to meet their obligations.

The TQI online recording system explicitly links the Australian Professional Standards for Teachers to individual teacher, sector and school learning goals. This function helps individual teachers to identify PL activities that are relevant to the content and practice of their teaching and supports them as effective teaching professionals.

The TQI Professional Learning and Development Committee planned future refinements to the TQI professional learning framework to ensure that it continues to meet the needs of ACT teachers. TQI identified through an environmental scan of PL activities that teachers continue to value the importance of working collaboratively in professional learning communities within schools, sectors, and cross-sectorally. Teachers have actively engaged in networking opportunities and fostered further professional relationships across the Territory. An example of these strong partnerships is the Everyone Everyday toolkit for inclusion program that is now delivered by trained facilitators from Public, Catholic and Independent sectors.

Teacher reflection on practice has been identified as the next area for review to ensure that it continues to support the continued professional growth of the ACT teaching profession.

The TQI business system provides real time data to Principals and teachers to facilitate the management of professional learning at a school and allow individual teachers to monitor their progress and continue their reflections.

There were 506 TQI accredited professional learning programs available during the reporting period. Of these programs, 43 had been accredited for a second year. Program providers have access to real-time evaluation data which allows them to improve the quality and relevance of their programs.

Details of programs accredited 1 July 2016 to 30 June 2017 are listed in Attachment 1 to this report.

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

TQI has adopted a ‘digital first’ strategy since its inception in 2011. All interactions between TQI and ACT teachers within the TQI professional regulatory framework take place in a real time online environment. TQI is the only agency that can collect and analyse data for the whole ACT teaching profession and associated stakeholders, with a view to supporting the whole of career journey of ACT teachers. It acts as a data collection point for all sectors, which supports consistency of data collection, analysis and dissemination of key teacher workforce and regulatory compliance data to TQI stakeholders including teachers, schools and employers.

TQI is participating in the National Data Strategy, a multi stakeholder project coordinated by AITSL. The purpose of the project is to develop a national strategy for initial teacher education and teacher workforce data. AITSL is referencing TQI’s data structure and collection model to specify the national minimum dataset for teacher regulatory bodies.

Outlook

TQI sees embedding the Australian Professional Standards for Teachers 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 three 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 communicate with all ACT teachers to ensure that they understand their minimum professional learning and practice 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.

TQI launched a public Facebook page in May 2017. The page has reached over 10,000 people and every week attracts more followers and ‘likes’. In the year ahead, TQI will make increased use of this page, and other social media platforms.

The enhancements to TQI’s online business system (funded in the 2015-16 ACT Budget) will deliver an even more user-friendly interface between TQI and the ACT teaching workforce. Work on the enhancements will be finished in the 2019 school year.

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 Beginning Teacher, Teacher Mentoring, and Casual Teacher Networks. These networks bring together teachers from all schools and sectors and provide targeted advice, ideas, and networking opportunities. In addition, TQI will continue to pursue targeted strategies aimed at improving the quality of newly qualified entrants to the teaching workforce.

All these initiatives are intended to deliver a more highly skilled and professional teaching workforce within the ACT.

Over time, this stronger workforce will be in a position to ensure improved student outcomes across all ACT school sectors.

In the coming year, TQI will explore cost effective ways to measure the progress achieved against the goals of its Strategic Direction 2015-2019 to ensure that our efforts in the final years of that plan can be focussed on achieving maximum outcomes.

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 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 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 2016-17 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 10.8 FTEs. The staff gender ratio is 67% female, 33% 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, national standards, new Whole-of-Government initiatives, effective communications and leadership 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 2016-17 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. In the 2015-16 ACT Budget, the registration fee was increased by $5 per year for 2017, 2018 and 2019. The fee increases apply to all registration and permit-to-teach initial and renewal applications.
3. Supplies and Services consists of:

At the end of the reporting period, TQI held a cash reserve of $43,943 to cover future leave liabilities.

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 2016-17 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.

During the reporting period, TQI entered into one notifiable contract with an estimated total value of $25,000 or more:

F.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 F.2 of the Chief Minister’s Annual Report Directions.

There were 7,750 approved teachers as at 30 June 2016. 768 teachers were newly approved during the reporting period.

Approved Teachers by Approval Type

Approved Teachers by Year First Approved

Number of approved teachers as at 30 June by year

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 by Age

Approved Teachers Qualifications

1. A teacher may have multiple qualifications.
2. Figures displayed only for levels 7-10 of the Australian Qualifications Framework.
3. Qualifications for approved teachers who were registered under Transitional arrangements in 2011 are self-reported.

I. Ministerial Directions

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

P. 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/or
• 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

2016-17 Accredited Professional Learning Programs

(Section F.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 F.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:

Act Teacher Quality Institute Regulation 2010 Part 2A

Assessment Standards Required to Be Met by Teachers