ACT Teacher Quality Institute Annual Report 2017-18

A. Transmittal Certificate

Transmittal Certificate (81kb)

Compliance Statement

The ACT Teacher Quality Institute (TQI) Annual Report must comply with the 2018 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 record 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;
2. Organisational Overview and Performance, inclusive of all subsections; and
3. Financial Management Reporting, inclusive of all subsections.

Part 3 Reporting by Exception

TQI has no information to report by exception under Part 3 of the Directions for the 2017-18 reporting period.

Part 4 Directorate and Public Sector Body Specific Annual Report Requirements

The following subsections of Part 4 of the 2018 Directions are applicable to TQI and can be found within the Annual Report

1. Ministerial Directions.

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

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 thecommunity’s confidence in the teaching profession through professional regulation and practical initiatives to raiseteacher 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.

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 8.76 FTE as at 30 June 2018.

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 producea detailed statement of intent, statement of performance, or annual financial statement. However, in accordancewith the direction issued by the Minister for Education and Training under section 25 of the TQI Act, TQI is requiredto 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 2018 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 direction, TQI focuses 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:

• 29 August 2017;
• 5 December 2017;
• 27 March 2018; and
• 19 June 2018.

The Minister made six appointments, each for a period of three years to the Board during the reporting period as follows:

Ms Meredith Whitten resigned in November 2017 as the member nominated by the Education Directorate Director-General (section 15(2)(c), and was replaced by Ms Meg Brighton on 17 May 2018.

Ms Lyn Caton’s termas the member nominated by the NSW/ACT Independent Education Union (section 15(2)(g) expired on 4 September 2017. Ms Catonwas replaced by Ms Berna Simpson who was appointed on 6 September 2017;

Associate Professor David Paterson’s term as the member on the Board nominated by the University of Canberra (15(2)(h) expired on 4 September 2018. He was replaced by Associate Professor Wayne Hawkins who was appointed on 5 September 2017.

Associate Professor Wayne Hawkins resigned in November 2017 as the member on the Board nominated by the University of Canberra (15(2)(h). He was replaced by Professor Ting Wang who was appointed on 17 May 2018.

Associate Professor Carolyn Broadbent’s term as the member on the Board nominated by the Australian Catholic University (15(2)(i) expired on 4 September 2017. She was replaced by Dr Judith Norris who was appointed on 5 September 2017.

Ms Narelle Hargreaves’ term as the community member on the Board nominated under section (15(2)(l) expired on 11 August 2017. She was replaced by Dr Kaye Price who was appointed on 5 September 2017.

Table 1: TQI Board Members and Meeting Attendance 2017-18

Board Committees

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

Aboriginal and Torres Strait Islander Reporting

In the 2017-18 period, TQI accredited 30 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, 11% of 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 TQI regulatory framework, important obligations are imposed on all employers of teachers in ACT schools to support the integrity of that framework and to help maintain community confidence in the teaching profession. Over the reporting period, employers in all school sectors took action on these reporting obligations under the legislation. In response to these reports, TQI cancelled the registration of one teacher and suspended the registration of one teacher.

The 2017-18 reporting year is the third 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 record and reflect on a minimum of 20 hours of professional learning annually on the TQI portal;
• all teachers must have a current Working with Vulnerable People (WwVP) registration; and
• teachers seeking Full registration must completed a minimum of 20 days of professional teaching practice in the previous year.

TQI employs a range communication channels, including infographics, Facebook, principal updates, workshops and teacher networks to ensure all ACT teachers and teacher employers understand the regulatory framework, including the integration of the Australian Professional Standards for Teachers. Significant communications in the reporting period included:

• TQI’s public Facebook page, which continues to grow, attracting nearly 800 followers. Through Facebook, teachers receive timely professional content, and information about cross sectoral workshops, network opportunities and other initiatives supporting the ACT teaching profession. Feedback on post engagement is used to inform future directions for the page. The most popular posts are those which highlight the work of ACT teachers.
• a voiceover PowerPoint, launched in August 2017, outlining the process of progressing to Full Registration. This has been viewed 367 times as at June 30, 2018.
• 24 cross-sectoral workshops for beginning teachers and teacher mentors/supervisors and school leaders on the process for progression to Full Registration. More than 399 teachers attended.

In addition, the regulatory regime was enhanced by amendments to the Reportable Conduct and Information Sharing Legislation Amendment Act 2017 which amended the Children and Young People Act 2008. The amendments allow a designated entity or ‘child safety information sharing entity’ to proactively share information with another designated entity or child safety information sharing entity. The legislation prescribes TQI to be an entity to which information may be provided. The amendments to the Ombudsman Act 1989 allow the Ombudsman to share information with prescribed entities if the Ombudsman is satisfied the information is relevant to the safety, health or well-being of a child. These changes strengthen reportable conduct information sharing among entities with responsibility for the safety, health and well-being of children. During the reporting period, TQI received information from the Ombudsman and TQI responded to one request from the Ombudsman to provide information.

To help embed the Australian Professional Standards for Teachers in the ACT teaching profession, TQI continues to conduct the annual certification process to assess and recognise expert teachers in the ACT as ‘Highly Accomplished’ and ‘Lead’ teachers (HALT). TQI’s strategic focus continues to be to support applicants and assessors and to advocate across the three sectors, public, Catholic and Independent, for HALT expertise to be leveraged for school improvement in schools and sectors. TQI’s certification activities are as follows:

• providing cross-sectoral information sessions about certification;
• hosting a workshop and masterclasses presented by Highly Accomplished and Lead teachers (HALT) for potential applicants;
• presenting preliminary workshops for certification applicants;
• providing renewal of certification workshops for HALT teachers;
• hosting HALT network meetings and the ACT HALT Network Google community;
• providing new assessor information sessions and new assessor training sessions for school leaders;
• providing assessor briefings and update training for experienced certification assessors; and
• liaising with Australian Institute of Teaching and School Leadership (AITSL) to progress national teacher certification.

During the annual certification process in 2017, a further 15 ACT teachers achieved certification, bringing the total in the ACT to 61. In November 2017 nine ACT Highly Accomplished and Lead teachers successfully renewed their teacher certification. During the national pilot program in 2012, these teachers were among the first cohort in the nation to achieve certification, initially granted for five years.

In early 2018 TQI trained 25 school leaders as new certification assessors supporting the goal of having a Teacher Standards expert in each ACT school. TQI also provided 12 assessors with TQI Assessor Update Training to promote assessor confidence in the verification and judgements they provide, and to continue building their capacity as instructional leaders.

In 2017 TQI commissioned an analysis of the certification process five years into its implementation. Data was collected about the certification process from the ACT education community through online questionnaires and face-to-face focus groups. Assessor training was considered by respondents to be the most significant professional learning addressing the Teacher Standards and standards-based practice. The value of the cross-sectoral approach and of professional networks established through certification was similarly endorsed by applicants, assessors and school leaders. The majority of assessors and successful applicants are positive about the impact on school improvement. They have become advocates for the process, although mindful of the challenge of balancing certification with their other educational priorities.

In light of the analysis, TQI continues to work with all stakeholders in leveraging the Standards-based expertise of assessors and the high-level teaching practice of certified teachers to support school improvement. In particular, TQI will continue to advocate for the integration of certification more closely with school-based professional learning.

AITSL hosted the national HALT Summit in Canberra for the first time in March 2018 with the focus on expertise and impact. In partnership with ACT employers, schools and teachers, TQI showcased the growing impact of certification in the ACT. HALTs at ACT public, Catholic and Independent schools demonstrated their high-level practice for interstate delegates, and for visiting keynote speakers from the US National Board for Professional Teaching Standards (NBPTS), Peggy Brookins and Kristen Hamilton.

During the Summit, ACT TQI hosted a cross-sectoral panel of ACT certified teachers, certification assessors and school leaders.

Cross-sectoral panel of ACT certified teachers, school leaders and assessors

The panel highlighted the value of assessor training and certification assessment for deepening the understanding of school leaders of the Teacher Standards and building their instructional leadership capacity to support teachers across the career stages.

Minister Yvette Berry MLA introduced ACT certified teacher, Ms Glynis Steward, as the keynote speaker for the Summit Gala Dinner. As a Lead teacher, Glynis exemplifies the compounding effect that an instructional leader of her calibre, in the role of ‘impact coach’, has on growing collective teacher expertise and improved outcomes for students.

2. Implementing comprehensive reforms of initial teacher education

High quality preparation of future teachers is a key to enhancing the quality of the teaching workforce and hence to improving education outcomes for all ACT school students. In the ACT, the TQI has legislative responsibilities for accrediting Initial Teacher Education (ITE) programs under s.11 (1)(g) and s.76(a) of the TQI Act.

To 30 June 2018, TQI has accredited a total of 22 ITE programs, 16 at the undergraduate level, offered in the ACT by the University of Canberra and the Australian Catholic University.

The University of Canberra submitted two Master level ITE programs for accreditation early in 2018. The Master of Secondary Teaching program is a significant revision of the existing program and the Master of Primary Teaching is a new program to replace the current Bachelor of Primary Education (Graduate Entry) program. Both programs are being assessed against the accreditation requirements of the revised accreditation standards and procedures. If accredited by TQI, these programs will be offered from 2019.

New accreditation standards and procedures have been approved by Education Ministers and will be progressively rolled out over the next accreditation period.

A significant component of TQI’s leadership of high quality preparation of the teacher workforce for the ACT was the development and launch of the ACT Professional Experience Framework. High quality professional experience is critically important to ensuring that newly qualified teachers are ready to teach. The Framework is the collaborative work of and a commitment by the key education stakeholders responsible for the preparation of future teachers. Universities, teacher employers, schools and the TQI worked together to develop the Framework to ensure that professional experience in ACT schools is a positive and supportive experience for initial teacher education students.

The framework articulates the conditions necessary for high quality professional experience and outlines three implementation strategies:

• strong formal school/university partnerships;
• an ACT Ready to Teach assessment comprising a final year teaching performance assessment combined with the final professional experience assessment; and
• the development of a register of ITE students undertaking professional experience in ACT schools.

Minister Yvette Berry (third from right) with preservice teachers from University of Canberra and Australian Catholic University at the launch of the Professional Experience Framework

TQI continues 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. TQI participated in standards setting exercises designed to establish an agreed understanding of the meaning of ‘meeting the standard’ when assessing program accreditation submissions. TQI also partnered with the Queensland College of Teachers (QCT) and the NSW Education Standards Authority (NESA) in a research project: Quality Assurance of National Accreditation Decisions - a case study of policies and processes implemented across three jurisdictions. The project report was provided to AITSL and other teacher regulatory authorities.

TQI has facilitated the training of additional ITE accreditation panel members in the ACT to increase the number to 22, including five trained panel chairs. Trained accreditation panel members are eligible to participate in local and interstate accreditation panels. These panel members have participated in panels assessing ITE programs offered by universities in Victoria, Tasmania, Western Australia, Queensland and New South Wales.

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

Professional learning participation

Of the 7,470 teachers renewing registration for 2018, 98% fully met the mandatory professional learning requirements for registration in the year preceding renewal. The remaining 2% arranged professional learning variation plans with TQI to meet their obligations.

To help to embed the Standards, 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 professional learning activities that are relevant to the content and practice of their teaching and supports them as effective teaching professionals.

The ACT Professional Learning framework is recognised nationally as supporting a strong professional learning culture that focuses on teacher and school leader reflective practice and professional growth. The ACT framework allows for seamless integration with employers and school performance and development frameworks. It nurtures a high-achieving professional learning culture where teachers continue to reflect on their learning using the Standards.

During the reporting period TQI assisted the ACT Education Directorate in the development of their Performance and Development framework to link to the professional learning undertaken as part of the teachers’ registration requirement.

The TQI Professional Learning and Development Committee continues to plan future refinements to the TQI professional learning framework. TQI identified through an environmental scan the need to emphasise the importance of program evaluation. The evidence based evaluation process supports teachers in providing feedback on the impact of their learning. Teachers complete the TQI program evaluation for all accredited programs they attend. This information is used when TQI assesses programs for re-accreditation and all future applications submitted by a provider.

Professional learning accreditation process

During the reporting period TQI communicated to all providers the importance of evaluation data and the significant impact the evaluation data has on future programs being available for accreditation. TQI worked with employers to communicate the legislative requirements and ensure rigour in the verification process.

There were 518 TQI accredited professional learning programs available during the reporting period. Of these programs, 80 had been accredited for a second year. The TQI's Professional Learning and Development Committee has formalised high level descriptor categories (aligned with the Australian Curriculum) for all professional learning programs accredited by the TQI. Providers of programs must specify the category (or categories) in which their program fits when they submit it for accreditation. By using the high level categories, TQI is better able to be informed about the gaps in professional learning programs being offered to ACT teachers and work with providers to address categories that have limited offerings. The breakup of the 518 programs under the five categories is as follows:

• Australian curriculum (37%);
• cross curriculum priorities (4%);
  • Aboriginal and Torres Strait Islander Histories and Cultures;
  • Asia and Australia’s Engagement with Asia;
  • Sustainability, Innovation and Entrepreneurship.
• educational leadership (17%);
• general capabilities (22%); and
• inclusive education (20%).

Details of professional learning programs accredited 1 July 2017 to 30 June 2018 are listed in Attachment 1 to this report.

Professional learning program categories

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

TQI is continuing to embed its ‘digital first’ strategy through improvements to the online business system (enhanced by new capital funding over four years from 2015-16)). Enhancements to the business system are designed to improve both the user interface and the data collection and reporting capability. The TQI Teacher Portal, the teachers’ front-end to the business system, enables registered teachers to manage and update their information in real time. Because of its online business system TQI now has a comprehensive store of teacher workforce data, including professional learning information, which can be readily analysed for reporting and research. This data store enables TQI to:

• participate in national initiatives such as the Australian Teacher Workforce Data Strategy;
• contribute to ACT initiatives including the Future of Education Strategy; and
• support ACT schools in managing the professional learning of teachers through the provision of online reports on professional learning programs completed by teachers.

In the reporting period TQI invested in the QLIK software. This business intelligence and visualisation software has enabled TQI to use the data collected through our customer relationship management system and provide comprehensive reports to our committees and board.

In May 2017, Education Ministers considered a scoping report on the development of a national strategy for initial teacher education and teacher workforce data and agreed to fund a four year project to implement the strategy. An Oversight Board, charged with implementing the strategy, commenced work in September 2017. TQI is one of the teacher regulatory authority representatives on the Oversight board. The strategy identified teacher regulatory authorities as the primary sources of teacher workforce data for each jurisdiction. The Australian Teacher Workforce Data strategy (ATWD) will inform development of the foreshadowed Teaching Workforce Plan and the data collected annually will be made available for teacher workforce research.

In May this year, TQI facilitated the release of the workforce discussion paper as part of the development of the Future of Education strategy. The discussion paper was accompanied by a survey delivered to all ACT registered teachers by TQI.

Following the launch of the ACT Professional Experience framework in May 2018, work commenced on developing the specifications for the Professional Experience register. This register will collect information on the operation of professional experience in ACT schools and allow data to be collected on the experience of both the initial teacher education student and the school during professional experience placements. This data will be made available to the ATWD, ACT universities and teacher employers for analysis and research.

Outlook

Four major initiatives will influence the focus of TQI activities in the coming year:

• the ACT Government Future of Education (FoE) 2018 strategy;
• outcomes of the Royal Commission into Institutional Responses to Child Sexual Abuse;
• the National Review of Teacher R egistration processes; and
• Teacher Ministerial Advisory Group (TEMAG) reforms.

The above agenda, as well as the ongoing work of teacher registration, accreditation of teacher education programs, embedding professional standards and HALT and assessor certification, makes for a complex and exciting year for TQI to continue is work to ensure the ACT has a proficient and reputable teaching profession.

Under both national and FoE agendas, HALT and assessor certification will continue to be a priority for TQI in the next reporting period. Focus will be on training of certified assessors and managing the certification assessment process for applicants to be ‘Highly Accomplished’ or ‘Lead’ teachers.

The ACT’s FoE strategy reinforces TQI as being a critical arm of the education portfolio. As the FoE action plan is developed, TQI will have a key role in ensuring quality teachers for all ACT schools.

The Royal Commission into Institutional Responses to Child Sexual Abuse 2017 Report made five recommendations to the COAG Education Council about the information that all teacher registration bodies should include in teacher registers, and how and when that information should be shared across jurisdictions. TQI is represented on the Senior Officials Working Group which is developing responses to the Royal Commission's recommendations. These responses will be considered by the Education Council in December 2018.

In September 2017, Education Ministers agreed to a national review of teacher registration to ensure processes are consistent and rigorous, with an emphasis on teacher quality. The Review was tasked with advising on how the national teacher registration framework, originally endorsed by Education Ministers in 2011, is currently working and on potential areas for improvement.

The expert panel conducting the review held consultations sessions for ACT stakeholders in early May 2018. Following this consultation, the ACT Government provided a submission in response to the review’s discussion paper. The submission highlighted the success of the ACT teacher registration processes, which align closely with the national teacher registration framework and the focus on quality improvement. It also described the progress made to embed the Australian Professional Standards for Teachers into the processes and procedures of TQI and ACT schools. The findings and recommendations of the review will be considered by Education Ministers later in 2018. It is anticipated there will be implications for the work of TQI.

Implementation of TEMAG reforms continues through 2018 and 2019 with finalisation of the teaching performance assessment for initial teacher education graduates and the introduction of the primary specialisation to all initial teacher education primary programs. In September 2018, Education Ministers will consider a proposal to strengthen the consistency of initial teacher education program accreditation decisions through standards setting exercises and other quality assurance strategies. This work will involve strong national collaborative engagement of teacher regulatory and teacher education providers over next few years leading into the 2020 accreditation cycle.

Implementation of the ACT Professional Experience framework, especially the Professional Experience register will be a key focus for TQI during 2018 and 2019. The strengthening of professional experience agreements between schools and universities aligns with strategies in the FoE to ensure that initial teacher education graduates are ready to teach in ACT schools.

The above initiatives will deliver a more highly skilled and professional teaching workforce for the ACT and consequently 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 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 2017-18 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 8.76 FTE. The staff gender ratio is 55.6% female, 44.4% male as at 30 June 2018. 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, international conferences, 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 2017-18 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.

Financial Statements (66kb)

At the end of the reporting period, TQI held a cash reserve of $106,792 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 2017-18 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 no notifiable contracts.

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 7,468 approved renewal applications as at 30 June 2018. In addition, 497 teachers were newly approved since January 2018.

Approved Renewal Applications by Approval Type

Approved Teachers by Year First Approved

Approved Teachers by Gender

Approved Teachers by Employer

Approved Teachers by Age

Teacher Qualifications

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

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

Details of programs accredited 1 July 2017 to 30 June 2018