1. Heading 1 goes here Heading 2 if needed goes here Provisionally Registered Teachers 2016

3. Program Purpose To provide an overview of the registration process To understand the link between developing knowledge and practice and the APST at the Proficient Teacher level To develop an understanding of the inquiry approach to the evidence-based process.

4. Program TimeDetails 3.30 pmRegistration and afternoon tea 4.00 pmVictorian Teachers Mutual Bank 4.30 pmRole of Institute 4.40 pmAustralian Professional Standards for teachers Requirements for registration 5.15 pmThe Inquiry approach 6.15 pmQuestions 4

5. Introduction and Like Me Activity

6. Purpose of the VIT Regulates the teaching profession in Victoria in the public interest by enforcing high ethical and professional standards for teachers Independent government statutory authority Reports to the Minister for Education (and keeps the Minister for Families and Children informed) Self-funding Regulates teachers and early childhood teachers across all sectors in Victoria

7. What VIT isn’t An arm of the DE&T (although we work closely together). An employer of teachers or employer authority. A member organisation. A professional development provider or industrial organisation for teachers.

8. What VIT does Regulates the profession by: Registering Victorian teachers and early childhood teachers Establishing and maintaining standards of professional practice. Developing codes of ethics and conduct. Investigating the conduct, competence and fitness to teach of registered teachers. Approving initial teacher education programs (not early childhood teacher programs).

9. Why Register ? Over 122,000 registered Victorian teachers In the past twelve months we have registered: 6,100 early childhood teachers Over 500 provisionally registered early childhood teachers Over 5,000 graduate provisionally registered teachers

10. Australian Professional Standards for Teachers VIT acknowledges the diversity of teaching contexts by using inclusive language

11. 11 DOMAIN KNOWLEDGE PRACTICE ENGAGEMENT STANDARDS What teachers should know and be able to do AREAS OF FOCUS What needs to be demonstrated to address the standard DESCRIPTORS What practice looks like at each level of proficiency GRADUATE PROFICIENT Australian Professional Standards for Teachers

12. Australian Professional Standards for Teachers APST Know content and how to teach it Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, provide feedback and report on learning Engage in professional learning Engage professionally with colleagues, parents/carers and the community Know learners and how they learn Know the content and how to teach it

13. Australian Professional Standards for Teachers underpin all requirements. Approved qualification -suitable to teach Provisional registration Provisional Registration Registration Renewed regularly (annual process) Meets Graduate Teacher Standards Meets Proficient Teacher Standards Maintains Proficient Teacher Standards 13

14. Getting to know the Standards 1. KNOW LEARNERS AND HOW THEY LEARN 1.6 Strategies to support full participation of learners with disability GRADUATEPROFICIENT Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of learners with disability. Design and implement teaching activities that support the learning and participation of learners with disability and address relevant policy and legislative requirements

15. Learners with a disability(special needs) A Victorian government initiative Recognising the importance of providing opportunities for all learners and making education settings more inclusive. Focussing on ensuring teachers can support the learning of those they teach who have a disability(special needs). What do we mean by disability? Disability is defined by the Disability Discrimination Act 1992. Mental or physical disability. Disorder, illness or disease that result in disturbed behaviour. Requires supplementary or higher level of adjustment or support through quality differentiated teaching. Does not necessarily require formal recognition of the disability or targeted specialist education services and support.

16. Getting to know the Standards 1. I can easily demonstrate now 2. Am familiar with, however need to talk to my mentor/ others 3. Unsure of how to demonstrate

17. My Standards App: AITSL http://www.aitsl.edu.au

18. Code of Ethics and Code of Conduct “One of the hallmarks of a profession is adherence to publicly affirmed ethical standards”

19. Codes of Ethics & Conduct

20. KW of Registration process

21. Two years Provisional Teacher or Early Childhood Teacher Registration A period of time to develop practice in a supported environment Requirements for registration Teacher or Early Childhood Teacher Registration granted when a PRT has achieved: At least 80 days teaching in Australia/New Zealand Evidence of 7 APST, referenced to the 37 descriptors at the Proficient Teacher level

22. What does an inquiry approach look like?

23. The Inquiry Approach 23 1.Establish content & context for learning 2.Define a question for inquiry and undertake professional learning 3.Apply knowledge to teaching practice through an action plan 4.Implement the action plan 5.Evaluate the effectiveness of practice by assessing learning and reflecting on practice

24. The Inquiry Approach Establish Content/ context for learning Inquiry question and focus for your learning Develop an Action Plan Implement an Action Plan Evaluate effectiveness of practice Investigate learning 24

25. Activity Are there key areas that you may need assistance with? Jot down questions for your mentor/ experienced colleague. 25

26. Establish content/context for learning 26 Establish Content/ context for learning Who are the learners for my focus? (Which ones have a disability?) What do I know about their learning? How do I know this? Content: Program of learning (4-6 weeks) learning outcomes prior knowledge

27. Learners with a disability(special needs) Within a group of learners PRTs must identify at least one with a disability(special needs) Questions What are the factors affecting learning for those with a disability? What do you know about their level of learning and prior knowledge? What modification to the physical environment or the learning plan or the content will you make so the learning is accessible to these learners? How will you make sure they are included in activities and can participate in learning?

28. Inquiry question 28 What area of learning improvement do I need to focus on for my selected learners? How does this fit with the content of my teaching program? Why is this important for my learners? What do I need to learn? Who can I watch? Inquiry question and focus for your learning

29. 29 Sample questions for inquiry How do I cater for the diversity of learning needs I am encountering? How do I use technology to encourage learners to take more control of their own learning? How do I work with parents to improve learning outcomes for my learners? How do I cater for learners who are disengaged with the learning experience? Inquiry questions

30. Develop an Action Plan 30 What are the learning outcomes of the inquiry for my learners? How will I make the learning accessible to all learners? How will I ensure all learners can participation in the learning? What teaching activities, strategies/ practices and resources will I use? How will I assess the learning? What evidence will I analyse to know the learning outcomes have been met? Develop an Action Plan

31. Implement an Action Plan 31 Implement an Action Plan Involves: Implementation over 4-6 weeks (depending upon teaching context) Joint planning, interaction and professional discussion Observation of practice (at least 3 visits) Mentor/experienced colleague interaction & feedback

32. Evaluate effectiveness of practice 32 Questions to consider: Did changes to my practice improve the learning of my learners? How do I know? Did changes to my practice have other positive or negative effects on my learners? What will I do next to continue to develop the learning of those I teach? How will I develop my learning further? Can I share my learning with others? Evaluate effectiveness of practice

33. Evidence What does evidence look like? planning documents assessment data – formal & informal reports records of professional conversations learner work samples - annotated witness reports – mentor or experienced colleague

34. Documenting evidence 34 The Template A framework for documenting evidence: to assist in organising and collating evidence. sections can be annotated or modified to suit.

35. Recommendation process Evidence gathered Professional discussion with mentor/experienced colleague Panel convened. PRT has opportunity to present evidence Application for registration including Recommendation Report 35

36. For teachers in schools: Your principal ( or their delegate) A mentor trained by VIT A registered teaching colleague you nominate For teachers in early childhood services: A registered early childhood teacher A mentor trained by VIT A registered teaching colleague you nominate The panel Determines whether your evidence of professional practice meet the Proficient Teacher standards – ‘yes’ or ‘no’. Completes a Recommendation Report you use to apply for teacher registration or early childhood teacher registration.

37. Step 1 Initiates the form in teacher portal Completes personal details and initial application information Submits to school/EC service portal Step 2 Accesses the application form in the school/service portal Confirms that teacher has provided evidence & taught for 80 days Completes Recommendation Report Submits to applicant’s MyVIT portal Step 3 Checks Recommendation Report meets requirements Completes Applicant’s Declaration section Submits complete application to VIT APPLICANT PRINCIPAL/PANEL CHAIR APPLICANT

38. Further information Institute website www.vit.vic.edu.au

39. 39 RESOURCES

40. Online Evaluation link https://www.surveymonkey.com/r/2016PRT For Darebin, Ringwood, Ballarat and Warrnambool only.