Mr Shane Rattenbury MLA
Minister for Education
ACT Legislative Assembly
London Circuit
CANBERRA ACT 2601
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.
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
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.
ACT teachers uphold and embody the standards of the profession to enhance the education of students.
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.
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.
TQI functions set out in section 11 of the TQI Act are to:
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:
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.
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.
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:
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:
The Minister made one appointment to the Board during the reporting period as follows:
The above appointment is for a period of three years.
TABLE 2: TQI BOARD MEMBERS AND MEETING ATTENDANCE 2015-16
Member | Qualifications | Role | Number of meetings attended |
---|---|---|---|
Dr William Maiden PSM | TeachCert, BA, MLitt, MEdAdmin, PhD, FACE, FACEL ACT | Chair | 4 |
Ms Anne Ellis | BA, DipEd, GradDip (InfMgt), FACEL | Chief Executive Officer, TQI | 4 |
Associate Professor Carolyn Broadbent | PhD, MEd(Research), BEd, DipTeach, TPTC, FACE, FACEL | Australian Catholic University, ACT Campus | 4 |
Ms Diane Joseph | BSc, FACEL | Director-General, Education and Training | 1 |
Ms Moira Najdecki | MEdLeadership, GradDip (Religious Ed), GradCert (Religious Ed), MA, DipEd, BA, FACEL ACT | Catholic Education Office | 3 |
Ms Lyn Caton | DipEd, GradCert Religious Ed, DipA (App) | NSW/ACT Independent Education Union | 1 |
Ms Kerrie Heath | BEd, DipEd | Teaching profession in government schools | 1 |
Mr Glenn Fowler | BA(Hons),GradDipEd | Australian Education Union, ACT Branch | 4 |
Mrs Narelle Hargreaves OAM | BEd, FACE, FACEL ACT | Community representative | 4 |
Ms Anne Coutts | BSc(Hons), GradCertEd, MEd | Association of Independent Schools of the ACT | 3 |
Mr Michael Lee | BA, GradDipEd, GradDip (Religious Ed), Med, FACEL | Teaching profession in non- government schools | 4 |
Associate Professor David Paterson | BEd, MEdAdmin, PhD, FACE | University of Canberra | 4 |
Ms Julie Murkins | MIL (Masters, Instructional Leadership) BA, GradDipEd | Teaching profession in government schools | 2 |
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.
Key elements of the registration framework established by the TQI Act and subordinate legislation include the requirements that:
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.
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:
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.
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.
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.
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.
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.
TQI is covered by the audit arrangements of the Education Directorate audit framework.
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.
In the reporting period TQI has had no incidents requiring reporting under the Work Health and Safety Act 2011.
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.
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.
TQI continues to operate in a sound financial manner. The ACT Government and registration fees remain the primary sources of revenue for TQI.
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.
Note No. | Actual 2016 $’000 | |
---|---|---|
INCOME | ||
Revenue | ||
Government Payment for Output | 1 | 998 |
Interest | 23 | |
Other Revenue | 2 | 803 |
Grants | 3 | 48 |
Total Revenue | 1,872 | |
EXPENSES | ||
Employee Expenses | 1,394 | |
Superannuation Expenses | 220 | |
Supplies and Services | 4 | 471 |
Total Expenses | 2,085 | |
Operating (Deficit)/Surplus | (213) | |
Cash at bank at the end of 2015-16 | 457 |
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:
Actual 2016 $’000 | |
---|---|
Property Maintenance | 13 |
Materials and Services | 291 |
Database Development | 5 |
Travel and Transport | 23 |
Administrative | 27 |
Financial | 1 |
Operating Lease | 111 |
Grants | 0 |
471 |
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.
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.
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.
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
Sector | Number of teachers | % of approved teachers | % female | % male |
---|---|---|---|---|
Catholic Education | 1313 | 17% | 80% | 20% |
Education Directorate | 4581 | 60% | 77% | 23% |
Independent Schools | 1465 | 19% | 67% | 33% |
Not currently teaching in an ACT school | 294 | 4% | 77% | 23% |
APPROVED TEACHERS QUALIFICATIONS
Bachelor Degree | Graduate Diploma/ Certificate – All | Graduate Diploma/ Certificate – Non Education | Masters Degree | Doctoral Degree | |
---|---|---|---|---|---|
Number of approved teachers reporting | 7101 | 2776 | 740 | 1398 | 127 |
Percentage of approved teachers reporting | 93% | 36% | 10% | 18% | 2% |
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.
Over the reporting period no directions were given by the Minister under s.25 of the 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
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
(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.)
Program name | Provider |
---|---|
3PLLC2016 | 3P Learning Australia Pty Limited |
3PReggs | 3P Learning Australia Pty Limited |
5 Circles of Dreaming Landscapes Course (Online Modules for Early Educators) | Education Dreaming |
Acting For the Fun of It | Acting For the Fun of It |
AFL PD | AFL NSWACT |
AFMLTA/MLTAACT Inc. Ready?Set?Plan! Australian Curriculum - Languages | Modern Language Teachers Association of the Australian Capital Territory Incorporated |
African Drumming Course 2016 | Drum Effect |
After the Bomb: An Introduction | The Association of Independent School of NSW |
AIS ICT Integration Conference 2015 | The Association of Independent School of NSW |
AISACT NCCD Moderation Session | Association of Independent Schools of the ACT |
AISACT Teaching, Learning and School Leadership Colloquium 2015 | Association of Independent Schools of the ACT |
Akoustic Odyssey Live Performance Plus Professional Development | Musica Viva Australia |
ALEA Unconference - Literacy Speed Dating! | ALEA |
An Actor Prepares | Acting For the Fun of It |
Analysing student data to inform programming, teaching and assessment | The Association of Independent School of NSW |
Anxiety & Depression Workshop (late Primary school/ High School/ College) | i talk mental health |
ANZIAM Mathematics Education Workshop | UNSW Canberra |
Archimedes and the Law of the Lever | UNSW School of Mathematics and Statistics |
Archimedes and the Law of the Lever (2) | UNSW School of Mathematics and Statistics |
Assessment and Management of Students with Vision Loss | RIDBC Renwick Centre |
Assisting struggling readers in primary classes: Kaye Lowe | Primary English Teaching Association Australia |
Australian Schools Colloquium Day 6 | National Excellence in Schools Leadership Institute |
Autism Awareness and Strategies for the Education Environment | TTA |
Big Picture Education Foundation | Big Picture Education |
Book Week A.C.T | Zart |
Bright But Struggling 1 | Australian Gifted Support Centre |
Brush Up Your Shakespeare | Acting For the Fun of It |
Certificate of Christian Education (Design) | National Institute for Christian Education |
Chinese Cultural Context and Chinese Teaching | The Australian School of Contemporary Chinese (ASCC) |
Chinese Teaching Strategies | The Australian School of Contemporary Chinese (ASCC) |
Chinese teaching: classroom management | The Australian School of Contemporary Chinese (ASCC) |
Choice, Music and the Curriculum | ANU Music Program |
Coaching Accreditation Program | Growth Coaching International Pty Ltd |
Cognitive Coaching-PD20150617-Gungahlin Network | Hawker Brownlow Professional Learning Solutions |
College Conference 2016 - 2hr version | ACT Public Colleges Professional Learning Committee |
Colleges Conference 2016 | ACT Public Colleges Professional Learning Committee |
CONSEA ACT 2016 | Science Educators Association for ACT (SEA ACT) |
Contemporary Perspectives on Learning and Instruction in Spelling | Primary English Teaching Association Australia |
Conversations For Life. | OzHelp Foundation |
Country and Place and Indigenous Protocols (Online module: 8) | Education Dreaming |
Dance for the Primary Classroom | Ausdance ACT |
Dance Ready with Move Up! | Ausdance ACT |
Dance Ready with Move Up! for Primary teachers | Ausdance ACT |
Delivering Pleasurable Food Education | Stephanie Alexander Kitchen Garden Foundation |
Delivering sustainability Education through the Curriculum | ACT Environment and Planning Directorate |
Delivering the MYP | International Baccalaureate - Asia Pacific |
Developing a Growth Mindset in your Classroom | Australian Catholic University Limited |
Developing Differentiated Curriculum for Gifted Learners - Part 1 | Gateways Education |
Developing differentiated curriculum using conceptual frameworks - Part One | Association of Independent Schools of the ACT |
Differentiating the Curriculum and Assessment for Gifted Learners | Gateways Education |
Differentiating the Curriculum! - 1 | Promoting Learning International |
Digital Citizenship, Skills Development & Curriculum Connections | Eduwebinar Pty Ltd |
Digital Citizenship: Advanced Skills & Leadership (ONLINE) | Syba Signs |
Digital Citizenship: Core Concepts & Practice (ONLINE) | Syba Signs |
Driving Climate Change for Pastoral Care and Student Wellbeing | The Association of Independent School of NSW |
Driving Energy Efficiency Through Student Engagement | ACT Environment and Planning Directorate |
Dynamic Geometry and Algebra with GeoGebra | TTA |
EdTechTeam Canberra Summit 2016 | EdTechTeam Pty Ltd |
Educating Gifted and Talented Students | Australian Gifted Support Centre |
Education for Sustainability Through School Food Gardens | ACT Environment and Planning Directorate |
Educator Wellbeing | Communities@Work |
Effective Use of Interactive Whiteboards | Class Cover pty Ltd |
Emotional Intelligence for Teachers | 4D Learning |
Every Chance to Dance | Kulture Break |
Everyone Everyday | Disability ACT |
Everyone Everyday - A teachers toolkit for the inclusion of people with disability (5 hours) | Disability ACT |
Everyone Everyday - A Toolkit for Inclusion - 2 hour | Disability ACT |
Folk Songs and Games Across the Curriculum | ANU Music Program |
Food&ME K-6 | Nutrition Australia ACT Incorporated |
Food&ME Preschool | Nutrition Australia ACT Incorporated |
Foundation Knowledge of Australian Indigenous People - Primary Educators (Online module:1) | Education Dreaming |
From Page to Stage | Acting For the Fun of It |
Fun with Dramatising the Curriculum | ANU Music Program |
Fun with Music and Art 2015 | ANU Music Program |
GEG Canberra Term 4 Workshop | GEG Canberra |
Gifted and underachieving -Strategies for the classroom | Australian Gifted Support Centre |
Gifted Education - Identification and teaching | Australian Gifted Support Centre |
Grammar Basics | English for Work |
Group Dynamics and Conflict Management | Communities@Work |
IB Diploma Programme Category 2 Subject Workshops | International Baccalaureate - Asia Pacific |
IB Diploma Programme Subject Specific Seminars Category 3 | International Baccalaureate - Asia Pacific |
Identifying, Understanding and Developing Programs for Gifted Learners in Mixed Ability Classrooms | Gateways Education |
Inquiry Learning, Investigations, and Misconceptions | Science Time Education |
Introduction to Consumer and Financial Literacy Education for Teachers- ASICsMoneySmart Teaching | Australian Securities and Investments Commission (ASIC) |
Is it behaviour or is it Communication? | Imagine More Ltd |
Lamp - Leading & Mentoring Program 2016 | Dragonfly Consulting & Coaching Pty Ltd |
Launching the MYP | International Baccalaureate - Asia Pacific |
Learn the Piano in 3 Hours | ANU Music Program |
Linking Principles of Pedagogy to 21st Century learning and student engagement | DavisGreig Consultancy |
Little Scientist - Air Workshop | Communities@Work |
Macquarie Literacy Program (MacqLit) Professional Learning Workshop | MultiLit Pty Ltd |
Making the PYP happen | International Baccalaureate - Asia Pacific |
Managing Assessment in the MYP | International Baccalaureate - Asia Pacific |
Managing Challenging Behaviours in Schools | Association of Independent Schools of the ACT |
Mathletics Certification Level 1_16 | 3P Learning Australia Pty Limited |
Mathletics Certification Level 2_16 | 3P Learning Australia Pty Limited |
Measuring Student Reading Progress for Schools PL workshop | MultiLit Pty Ltd |
Media Marketing and Teen Girls: Building Confidence and Resilience | Helen Roe Coaching |
Mental Health and Wellbeing of Young People Seminar 2016 | Generation Next |
Mentoring Pre-service Teachers | Australian Catholic University Limited |
MEP Basic Principles and Practice | ANU Music Program |
MEP Early Childhood Course - 2015 | ANU Music Program |
MEP Kidsing for Kindergarten | ANU Music Program |
MEP Kidsing for pre-school | ANU Music Program |
MEP Kidsing for Year 1 | ANU Music Program |
MEP Kidsing for Year 2 | ANU Music Program |
MEP Kidsing for Year 3 | ANU Music Program |
MEP Kidsing for Year 4 | ANU Music Program |
MEP Kidsing for Year 5 | ANU Music Program |
MEP Kidsing for Year 6 | ANU Music Program |
MEP Primary Course - 2015 | ANU Music Program |
Message Stick Learning - Dreaming (Module 2) | Education Dreaming |
Message Stick Learning - Seasonal Knowledge (Module 6) | Education Dreaming |
Mind Brain Education Conference 2016 | Pearson Australia |
Mini COGE | School of Education UNSW |
MiniLit Professional Learning Workshop | MultiLit Pty Ltd |
MLTA ACT Inc. Joe Dale Workshop - 'Harnessing Google in the Languages Classroom' | Modern Language Teachers Association of the Australian Capital Territory Incorporated |
MLTA ACT Inc. Mini-Conference 15 Aug 2015 - CLIL | Modern Language Teachers Association of the Australian Capital Territory Incorporated |
MoneySmart maths for primary teachers (online) | Australian Securities and Investments Commission (ASIC) |
Morris Gleitzman's Writing School | ALEA |
Move Up with Ballet Basics for the Classroom | Ausdance ACT |
Move Up! Indigenous Interactive Lecture/Workshop for Primary & Secondary teachers. | Ausdance ACT |
MultiLit Positive Teaching for effective classroom behaviour management (primary schools) | MultiLit Pty Ltd |
MultiLit Reading Tutor Program Professional Learning Workshop | MultiLit Pty Ltd |
MultiLit Word Attack Skills Extension Professional Learning Workshop | MultiLit Pty Ltd |
Musica Viva Teacher Forum - Dr Anita Collins | Musica Viva Australia |
Musica Viva Teacher Forum - Sound In Motion | Musica Viva Australia |
Musica Viva Teacher Forum- Music and Maths | Musica Viva Australia |
National Mentoring for Science and Mathematics Teachers:Online workshops | Education Institute, University of Canberra |
National Science Teachers' Summer School (NSTSS) | National Youth Science Forum |
National Visual Art Education Conference 2016 | National Gallery of Australia |
Nolan printmaking workshop for art teachers | Canberra Museum and Gallery |
Online Module-Introduction to Consumer & Financial Literacy Education - MoneySmart Teaching | Australian Securities and Investments Commission (ASIC) |
Open Inquiry in the Classroom | Science Educators Association for ACT (SEA ACT) |
Orff from the Ground Up - Orff-full Beginnings | Orff Schulwerk Association of NSW Inc. |
Parliament of Youth on Sustainability - Teacher Information Sessions | SEE-Change |
PCM Part 1 - What Makes Us Tick? | Square Leg Pty Ltd |
People Leadership Workshop | Association of Independent Schools of the ACT |
Planning for Active and Energetic Children | Communities@Work |
Play Writing Workshop | Cultural Facilities Corporation |
Playing to Their Strengths | A.C.T. Down Syndrome Association |
Powerful Writing Strategies | 3P Learning Australia Pty Limited |
PreLit Professional Learning Workshop | MultiLit Pty Ltd |
Primes, Modular Arithmetic and RSA Encryption | UNSW School of Mathematics and Statistics |
Professional Learning in Chinese teaching: spoken Chinese | The Australian School of Contemporary Chinese (ASCC) |
Programming for the Australian Curriculum - Technologies | Design and Technology Teachers Association ACT |
Public Speaking and Presentation Skills | 4D Learning |
Quizzes in the Classroom | Quizling Pty Ltd |
Responding well to people labelled as having "Challenging Behaviour" | Imagine More Ltd |
Rethinking the Collection: Principles and Practice for 21C School Libraries | Syba Signs |
Robot Bird Creative Writing - Divergent to Convergent Thinking Works | ALEA |
Rugby League International Games Coach (Secondary Teacher) Accreditation Workshop | National Rugby League |
Rugby League Modified Games Coach (Primary Teacher) Accreditation Workshop | National Rugby League |
Safe Cycle Year 5 and 6 | Physical Activity Foundation |
School Based Gifted and Talented Program Part 1 | Australian Gifted Support Centre |
Sharing the Secrets of Success 2016 | ACT Association for the Teaching of English (ACTATE) |
Showcasing ‘Best Practice’ Sustainability Education- Primary | ACT Environment and Planning Directorate |
Showcasing 'Best Practice' Sustainability Education - Secondary Schools | ACT Environment and Planning Directorate |
Shrewd Brass Live Performance Plus Professional Development | Musica Viva Australia |
Simple instruments - Hands On Activities to enhance music- making | ANU Music Program |
Simply Music Technology! | Orff Schulwerk Association of NSW Inc. |
Smarter Assessment | NSW ACT Independent Education Union |
SoSAFE- Promoting students' social safety | Sexual Health and Family Planning ACT |
Spelling in the primary school years | Tessa Daffern |
Spell-It Professional Learning Workshop | MultiLit Pty Ltd |
Starting Stop.Motion.Nolan for primary teachers | Canberra Museum and Gallery |
Strategic Planning | CIT Solutions |
Strategies for Supporting Students with Hearing Loss | RIDBC Renwick Centre |
Stress Free Rest Times | Communities@Work |
Stronger Smarter Leadership Program (SSLP) 2016 | Stronger Smarter Institute |
Student Wellbeing Conference 2015 | The Association of Independent School of NSW |
Sue Larkey Online Programme | Education Events |
Supervising Preservice Teachers - Effective Partnerships | Australian Institute for Teaching and School Leadership (AITSL) |
Supervising Preservice Teachers - Making Judgements | Australian Institute for Teaching and School Leadership (AITSL) |
Supervising Preservice Teachers - Practice Analysis | Australian Institute for Teaching and School Leadership (AITSL) |
Supervising Preservice Teachers - Unpacking the Graduate Standards | Australian Institute for Teaching and School Leadership (AITSL) |
Sustainable Energy an unbiased Review of Options | TTA |
Synthetic Phonics Fast and Fun | TTA |
Tai Chi and tennis balls: Haptic techniques for teaching pronunciation | ATESOL ACT |
Teacher Resilience & Wellbeing | Celebrity Teacher |
Teacher Resilience and Wellbeing | Celebrity Teacher |
Teacher Wellbeing | i talk mental health |
Teaching English Grammar and Vocabulary for Writing and Reading (Secondary and Middle School) | TTA |
Teaching Essay Writing | Jeanne O'MALLEY |
Teaching Mathematics | National Institute for Christian Education |
Teaching Playwriting | Kirsty Budding |
Teaching Primary Drama: Fundamentals, The Elements & Improvisation | Pip Buining |
Teaching Primary Drama: Playbuilding | Pip Buining |
Teaching Primary Drama: Process Drama & Creative Movement | Pip Buining |
TECHnow Technology Teachers Conference 1 | Design and Technology Teachers Association ACT |
The 3 R's Risk, Resilience & Recovery | i talk mental health |
The Accidental Counsellor Training (Face to Face) | Human Connections |
The Accidental Counsellor Training (Online) | Human Connections |
The Art of Playwriting | Kirsty Budding |
The Fear-less Teacher | 4D Learning |
The NET-Generation: Practical Evidence for Schools | The Association of Independent School of NSW |
The Power of Storytelling ad Puppetry | ALEA |
Toward a Positive Understanding of Autism Spectrum Disorder | Education Events |
Train the Trainer Read&Write for Google Workshop | Greg O'Connor - Independent Consultant |
Transdisciplinary Learning in the PYP | International Baccalaureate - Asia Pacific |
Transverse Mentoring for Intergenerational Women | PunkPD |
Turning your maths classroom into an engaged learning environment | TTA |
UC AMSPP Conference | Education Institute, University of Canberra |
UC AMSPP Design Mentees and Mentor workshops | Education Institute, University of Canberra |
Understanding Gifted Learners: Planning The Way Forward | Association of Independent Schools of the ACT |
Understanding Play - Superhero and Gun Play | Communities@Work |
Understanding the Australian Curriculum Civics and Citizenship | Australian Catholic University Limited |
Understanding the Visual Spatial Thinking System of students with ASD, ADHD and Dyslexia | Australian Gifted Support Centre |
Universal Design for Learning | The Association of Independent School of NSW |
Unstoppable Learning: Unleash the learning potential of your students | Solution Tree Australia |
Ursula Dubosarsky's Writing Workshop | ALEA |
Using data to track and plan for student learning | The Association of Independent School of NSW |
Voting in the Classroom | Australian Electoral Commission |
Waste and Recycling in Schools - educational and fun! | ACT Environment and Planning Directorate |
Words Their Way: 5 Steps for Classroom Use | Pearson Australia |
Program name | Provider |
---|---|
10 Essential Skills Revisited | Belconnen High |
2015 Dirrum Dirrum Conference | Radford College |
2016 Leadership Summit, Leading Transformational Schools | (EDU) School Leadership |
2016 Pastoral Care Program - Love and Mercy | Merici College |
A Growth Mindset with BYOD Principles | Calwell High |
A Growth Mindset: What does this mean for assessment and feedback? | Burgmann Anglican School |
A Pathway to Cultural Competence 2016 | (CE) Religious Education and Curriculum Services |
A Pathway to Cultural Competence for Executive staff 2016 | (CE) Religious Education and Curriculum Services |
A positive approach to educating and engaging boys | Alfred Deakin High |
A Whole School Approach to Teaching Grammar and Punctuation | Sts Peter and Paul Primary |
ACER training in National School Improvement Tool (NSIT) | (EDU) School Leadership |
Achieving a stronger culture of learning through effective differentiation | Daramalan College |
ACT Indonesian Teachers' Professional Learning Programme Day 1 | (EDU) Learning and Teaching Branch |
Active and Reflective Programming | (EDU) Learning and Teaching Branch |
Addressing Student Needs Through Data and Curriculum | Mother Teresa Primary School |
Advanced Skills: Coaching Teachers in Essential Skills | (EDU) Student Engagement and Student Wellbeing Branch |
Agreed Practice at Duffy Primary School | Duffy Primary |
An Introduction to Writer's Workshop using the 6+1 traits | Radford College |
Art in the Classroom | Telopea Park School |
Arts up Front | Instrumental Music Program |
ASA Conference, Canberra | Canberra Grammar School |
Asian Engagement: Developing Understanding & Capabilities | Canberra Grammar School |
Assessing Reading in the Early Years K-3: A Refresher | Holy Trinity Primary |
Assessment at Calwell | Calwell Primary |
Assessment for Learning | Brindabella Christian College |
Assessment Workshop | Torrens Primary |
Australian Curriculum: Health and Physical Education | (EDU) Learning and Teaching Branch |
Beginner: Google Classroom | Lanyon High |
Blue Gum Philosophy and Practice 2016 | Blue Gum Community School |
Breaking the Stereotype II | St Edmund's College |
Bringing It All Together: Evaluating and Improving Classroom Practice | St Mary MacKillop College |
Bringing the Fact Sheets out of the box | Macgregor Primary |
Building Inquiring Minds | Turner School |
BYOD and Differentiated Assessment | Calwell High |
Canberra College 2016 Literacy Strategies PL | Canberra College |
Canberra REAIE Professional Learning Community | Canberra Grammar School |
Case management approaches for gifted learners: The use of ILPs as a program strategy | (EDU) Learning and Teaching Branch |
Catering for ALL Students. | Burgmann Anglican School |
Catholic Education LEAD Conference 2016 | (CE) School Services |
Chatz with Jatz - Start with Why | St Edmund's College |
Chatz with Jatz - Start With Why by Simon Sinek | St Edmund's College |
Christian Education workshop | Covenant Christian School |
Circle Time: Advanced Application of the Circle time Process | (EDU) Student Engagement and Student Wellbeing Branch |
Collaborative Problem Solving | (EDU) Student Engagement and Student Wellbeing Branch |
Combined Literacy, Numeracy and EALD Forum | (EDU) Learning and Teaching Branch |
Combined Literacy, Numeracy and EALD Professional Learning Forum | (EDU) Learning and Teaching Branch |
Conceptual development in Number with Peter Sullivan | St Anthony's Parish Primary |
Connect, Succeed, Thrive | St Monica's Primary |
Connecting the Australian Curriculum with current research | Good Shepherd Primary |
Conversations for Life Version 2 | (EDU) Student Engagement and Student Wellbeing Branch |
Cooperative Reading and the Australian Curriculum | Gordon Primary |
Cooperative Reading K-6 | Gordon Primary |
Count Me In Too (CMIT) | (EDU) Learning and Teaching Branch |
Creating A Community of Practice | Radford College |
Creating a Culture of Inclusion | Sacred Heart Primary |
Critical Thinking in the classroom | Emmaus Christian School |
CSYMA National Teacher Formation Conference | St Edmund's College |
Curriculum at Calwell | Calwell Primary |
Curriculum Practice | Sacred Heart Primary |
Daily Five and Reader's Workshop - Macgregorised! | Macgregor Primary |
Dan Haesler - Growth Mindset Session 2 | Lanyon High |
Dan Haesler: Morning Session | Lanyon High |
Data use | Emmaus Christian School |
Developing a Community of Practice (CPL Program 2016) - Primary School | Canberra Grammar School |
Developing Differentiated Curriculum for Gifted Learners | (EDU) Learning and Teaching Branch |
Developing Differentiated Curriculum for Gifted Learners Part 3 | (EDU) Learning and Teaching Branch |
Developing Language Through PlayScripts- Harrison School | Harrison School |
Developing Mathematics Inquiry Lessons From Australian Curriculum | North Ainslie Primary |
Diane Siemon - Big Ideas in Number | Holy Family Parish Primary School |
Differentiated Frameworks for Gifted and Talented Education | Yarralumla Primary |
Differentiating for learners 1 | Curtin Primary |
Differentiation 1 | St Edmund's College |
Differentiation in the Classroom | Emmaus Christian School |
Differentiation: Challenging all students with pedagogy & assessment. | St Mary MacKillop College |
Differentiation: responding to the needs of all learners | Fraser Primary |
Disciplinary Literacy in the Secondary Years | Campbell High |
Diving for Pearls: Let's Go Deep Into Cross-Curricular Differentiated Learning | Orana Steiner School |
Duffy Primary School: Formative Assessment and Visible Learning | Duffy Primary |
EAL/D Teachers' Professional Learning Forum Term 1 | (EDU) Learning and Teaching Branch |
EAL/D Teachers Professional Learning Forum Term 3 | (EDU) Learning and Teaching Branch |
EALD Fact Sheets | Majura Primary |
Early Childhood Music Workshop | Instrumental Music Program |
Educating Boys in the 21st Century Dr Ian Lillico | Marist College |
Effective Spelling | Chapman Primary |
Effective Spelling Strategies | Southern Cross Early Childhood School |
Effective Spelling Strategies | O'Connor Cooperative School |
E-Learning of EAL/D Fact Sheet Modules | Alfred Deakin High |
Embedding Critical Reflection in an early Childhood Setting | Mother Teresa Primary School |
Engaging with data through action inquiry | (EDU) Student Engagement Branch, All other Areas |
English as an Additional Language or Dialect PL (EALD) | (CE) Religious Education and Curriculum Services |
Engoori at Gilmore: How do we want to be together? | Gilmore Primary |
ESL in the mainstream for the early learner | (EDU) Learning and Teaching Branch |
Essential Skills and Beyond | (EDU) Student Engagement and Student Wellbeing Branch |
Essential Skills for Classroom Teachers | (EDU) Student Engagement and Student Wellbeing Branch |
Evidence Based Instruction | Black Mountain School |
Exploring Mathematics Theory and Practice informed by Carol Spencer. | Palmerston District Primary |
Exploring open-ended investigations in Numeracy | St Vincent's Primary |
Exploring visual arts within the Australian Arts curriculum | Rosary Primary |
First Steps 2nd Edition Reading | (EDU) Learning and Teaching Branch |
First Steps 2nd Edition Speaking and Listening | (EDU) Learning and Teaching Branch |
First Steps 2nd Edition Writing | (EDU) Learning and Teaching Branch |
Focus on Practice: Intentional Teaching | (EDU) Learning and Teaching Branch |
Formative Assessment in Action | Richardson Primary |
Formative Assessment Practices | Belconnen High |
Functional Behaviour Analysis | (EDU) Student Engagement and Student Wellbeing Branch |
Google Apps for Education (GAFE) for beginners | Lanyon High |
Google Read & Write | Lanyon High |
Gowrie Curriculum Implementation (AC Version 8) | Gowrie Primary |
Gowrie Strategic Plan and Teacher Implementation | Gowrie Primary |
Grammar, Marking and Feedback | Calwell Primary |
Guiding Young Children’s Behaviour – Louise Porter | Blue Gum Community School |
Healthy Minds | Canberra Girls' Grammar School |
High Possibility Classrooms | Brindabella Christian College |
High Possibility Classrooms: A Framework for Action | Canberra Girls' Grammar School |
How to make the most of Teacher Mentoring & Classroom Observations | Trinity Christian School |
ICT PD | Hughes Primary |
Implementing ABLES and The National Curriculum in a Specialist School | Cranleigh School |
Inclusive Education - Working Effectively with Inclusive Education Assistants | St Francis Xavier College |
Individual Learning Plans (ILP) The Process Induction Workshop 2015 | (EDU) Student Engagement and Disability Services Branch |
Individual Learning Plans (ILP) The Process Induction Workshop 2016 | (EDU) Student Engagement and Disability Services Branch |
Inquiry Learning using the conceptual model at Maribyrnong Primary | Maribyrnong Primary |
Inquiry-based relief teaching: A practical approach | Macquarie Primary |
Integrated Inquiry | Charles Conder Primary |
Integrating iPads into Koori Preschool | (EDU) Learning and Teaching Branch |
Integrating Mobile Technology in the Classroom | St Francis of Assisi Primary |
Interdisciplinary Learning | Gold Creek School |
Introduction to Circle Time | (EDU) Student Engagement and Student Wellbeing Branch |
Introduction to Inquiry Based Learning | Canberra Girls' Grammar School |
Introduction to Professional Learning Communities | University of Canberra High School Kaleen |
Introduction to Second Step - SEL Program | (EDU) Student Engagement and Student Wellbeing Branch |
Investing in Teacher Capacity | Narrabundah Early Childhood School |
Investing in Teacher Practice: Adam Voight | Richardson Primary |
Italian Language in Music and the Music of Italian | (EDU) Learning and Teaching Branch |
JBS Writing Professional Development | Jervis Bay Primary |
Kagan iPads and Brain Friendly Thinking | St Francis Xavier College |
Kaleen Primary – Using Data to Improve Teaching and Learning | Kaleen Primary |
Kids Matter Component 3 | Gordon Primary |
Kids Matter Component 3 | St Monica's Primary |
KidsMatter - Social and Emotional Learning, Restorative Practice and Circle Time for Chapman Primary | Chapman Primary |
KidsMatter Component 1 | St Michael's Primary |
KidsMatter in the PDHPE Syllabus | St Vincent's Primary |
KidsMatter: Component 1 and 2 | St Matthew's Primary |
KidsMatter: Component 2 Staff Training | Caroline Chisholm School |
Koori Preschool Professional Learning Day - Encountering Place | (EDU) Learning and Teaching Branch |
Language Learning Space | (EDU) Learning and Teaching Branch |
Lanyon Cluster Action Research 2016 | Lanyon High |
Leadership Conference 2015 | Catholic Education Office |
Leading Improvements in Primary Mathematics | Theodore Primary |
Literacy and Numeracy PL Forum February 2016 | (EDU) Learning and Teaching Branch |
LTC Professional Learning Communities | Lake Tuggeranong College |
Making Connections for Quality Learning | St Clare of Assisi Primary |
Making it a Success: Sue Larkey | Fraser Primary |
Malarkey PLAYwork | Ainslie School |
Mapping Australian Curriculum v8 to IB planning docs | Miles Franklin Primary |
Mathematics - from assessment and evidence to learning | Gordon Primary |
Mental Health and Wellbeing of Children and Adolescents | Good Shepherd Primary |
Middle Years Mental Computation (MYMC) Addition and Subtraction | (EDU) Learning and Teaching Branch |
Middle Years Mental Computation (MYMC) Decimals | (EDU) Learning and Teaching Branch |
Middle Years Mental Computation (MYMC) Fractions | (EDU) Learning and Teaching Branch |
Middle Years Mental Computation (MYMC) Introduction | (EDU) Learning and Teaching Branch |
Middle Years Mental Computation (MYMC) Multiplication and Division | (EDU) Learning and Teaching Branch |
Middle Years Mental Computation (MYMC) Percentages | (EDU) Learning and Teaching Branch |
Mind Matters 2016 | Caroline Chisholm School |
MindMatters - Modules 1 & 2 | Harrison School |
MindMatters, through the Principals Institute of Australia – Module 1 & 2 (Online Course) | Trinity Christian School |
Mindset - Happiness | Calwell Primary |
More than drawing- Authentic engagement with Visual Art. | St Thomas Aquinas Primary |
Namadgi Mental Computation: Teaching Decimals | Namadgi School |
Neuroscience and music learning - the next step for learning | Instrumental Music Program |
Numeracy Essentials | (CE) Religious Education and Curriculum Services |
Numeracy Essentials (3) | Catholic Education Office |
Numeracy Essentials Nos 2 & 3 - Professor Peter Sullivan. | (CE) Religious Education and Curriculum Services |
NumUp | St Francis Xavier College |
OLT Autism Spectrum Disorder | (EDU) Student Engagement and Disability Services Branch |
OLT Dyslexia and Significant Reading Difficulties | (EDU) Student Engagement and Disability Services Branch |
OLT Motor Coordination Difficulties | (EDU) Student Engagement and Disability Services Branch |
OLT Speech, Language and Communication Needs | (EDU) Student Engagement and Disability Services Branch |
OLT Understanding and Managing Behaviour | (EDU) Student Engagement and Disability Services Branch |
OLT Understanding Hearing Loss | (EDU) Student Engagement and Disability Services Branch |
Online Learning and Collaboration Tools and Resources | Farrer Primary |
Online Training course: Speech, Language and Communication Needs - 1 | (CE) Religious Education and Curriculum Services |
Online Training course: Speech, Language and Communication Needs: | (CE) Religious Education and Curriculum Services |
Online Training course: Understanding and Managing Behaviour - 1 | (CE) Religious Education and Curriculum Services |
Online Training course: Understanding Autism Spectrum Disorders | (CE) Religious Education and Curriculum Services |
Online Training course: Understanding Autism Spectrum Disorders - 1 | (CE) Religious Education and Curriculum Services |
Online Training course: Understanding & Supporting Behaviour | (CE) Religious Education and Curriculum Services |
Online Training course: Understanding Motor Coordination Difficulties | (CE) Religious Education and Curriculum Services |
PANTHERS - developing a Sports Leadership Program in High Schools | Alfred Deakin High |
Part 2 - Developing differentiated curriculum for gifted and talented students | (EDU) Learning and Teaching Branch |
Part 3 - Summative and Formative Assessment with Gifted Learners | (EDU) Learning and Teaching Branch |
PAT Testing - Data Analysis | St Edmund's College |
Pathways Website Leader Program | (EDU) Student Engagement Branch, All other Areas |
Pedagogical Approaches for Successful Learners | Gordon Primary |
Pedagogy Practices and Curriculum Development | St John the Apostle Primary |
Pedagogy Practices and Data Development | St John the Apostle Primary |
Peer Observations | Belconnen High |
Phonics & Teaching Spelling | Trinity Christian School |
Positive Behaviour for Learning: Tier 1 Universal facilitator training | (EDU) Student Engagement and Student Wellbeing Branch |
Positive Behaviour Management and Pedagogy | Daramalan College |
Positive Behaviour Management and Pedagogy | Maribyrnong Primary |
Positive Behaviour Support: Intro to complex & challenging behaviours | The Galilee School |
Practical skills in differentiation for the classroom and assessment | Canberra High |
Prayer Experiences for Students and Staff | (CE) Religious Education and Curriculum Services |
Principles of Pedagogy | St Bede's Primary |
Professional Learning Communities at Work | Franklin Early Childhood School |
Professional Learning Teams at Kingsford Smith School | Kingsford Smith School |
Professional Learning Teams within a PLC | St Michael's Primary |
Professional Practice Teams | Dickson College |
Program of Inquiry Review | North Ainslie Primary |
Programming for Gifted Learners: Understanding and implementing grouping and accelerated programs | (EDU) Learning and Teaching Branch |
Protective Behaviours School Training | (EDU) Student Engagement and Student Wellbeing Branch |
Protective Behaviours Training | (EDU) Student Engagement and Student Wellbeing Branch |
QT Assessment Rounds | Red Hill Primary |
Quality Curriculum & Writing | Curtin Primary |
Reading Matters: Literacy in the home-school transition | (EDU) Learning and Teaching Branch |
Reflective Practice 2 | Emmaus Christian School |
Restorative and Relational Practices in the school setting | Red Hill Primary |
Restorative Practice | St Monica's Primary |
Reviewing the way we report student learning | (CE) School Services |
Sacred Scriptures and Our Lives | (CE) Religious Education and Curriculum Services |
Scaffolded Literacy at Harrison School | Harrison School |
School Vision and Curriculum Organisation | St Bede's Primary |
Secondary School Pastoral Care and Improving Learning Outcomes for Students at Radford College | Radford College |
Seeds of Growth | St Joseph's Primary |
SEL: Friendly Schools Plus | (EDU) Student Engagement and Student Wellbeing Branch |
Semester 2 PL Workshops at Melrose | Melrose High |
Smart Thinking - Justin Coulson | Lanyon High |
South/Weston Network High Schools: The AC and Learning Differences. | Telopea Park School |
Spectator's Guide to Worldviews | Brindabella Christian College |
Spelling for Life | Palmerston District Primary |
STM English TALE | St Thomas More's Primary |
Strategies for Tracking Improvement | Calwell High |
Strategies to Support Students with ASD in the Mainstream Classroom | Gowrie Primary |
Student/Staff Wellbeing | Hughes Primary |
Support at Preschool - Positive and Practical Behaviour Support in Preschool | (EDU) Student Engagement and Disability Services Branch |
Supporting readers and writers in the classroom | Giralang Primary |
Tactical Teaching: Reading | (EDU) Learning and Teaching Branch |
Tactical Teaching: Speaking and Listening | (EDU) Learning and Teaching Branch |
Targeted Literacy Strategies | Forrest Primary |
Targeting Challenging Behaviour | (EDU) Student Engagement and Student Wellbeing Branch |
Teacher Inquiry Program (MPSTIP) Phase:3 | Macquarie Primary |
Teacher of Reading 2016 | St Francis Xavier College |
Teachers New to Schools Implementing Inquiry Focused Literacy Blocks | (CE) Religious Education and Curriculum Services |
Teaching English Additional Language Learners in the Mainstream classroom | Lyons Early Childhood School |
Teaching ESL Students in Mainstream Classrooms (TESMC) - Modules 1-5 | (EDU) Learning and Teaching Branch |
Teaching ESL Students in Mainstream Classrooms (TESMC) - Modules 6-9 | (EDU) Learning and Teaching Branch |
Teaching Human Sexuality in a Catholic Context | Catholic Education Office |
Teaching Professional Standards: From Proficient to Lead | St Francis Xavier College |
Teaching Spelling and Grammar in Context | Florey Primary |
Team-Teach V2.0 | (EDU) Student Engagement and Student Wellbeing Branch |
The Australian Curriculum and EALD Learners | (EDU) Learning and Teaching Branch |
The essential role of phonics when moving from talking to writing. | Gordon Primary |
The Eucharist - Our Celebration as Source, Summit and Centre | (CE) Religious Education and Curriculum Services |
The Influence of Teaching - Emotions, Mindsets and Agency | Lyneham High |
The Lost Sacrament of Reconciliation | (CE) Religious Education and Curriculum Services |
The Power of Chrome | Canberra Girls' Grammar School |
The Theology of the Body - Teenagers and Sexuality Part 1 | (CE) Religious Education and Curriculum Services |
The Theology of the Body - Teenagers and Sexuality Part 2 | (CE) Religious Education and Curriculum Services |
The Third Teacher | St Matthew's Primary |
TherapyACT Assistance Program | Southern Cross Early Childhood School |
Transforming Teaching and Learning - Module 6 | Catholic Education Office |
Trauma Responsive Education | (EDU) Student Engagement and Student Wellbeing Branch |
Twice Exceptional and Underachieving Gifted Students: Identification and Intervention | (EDU) Learning and Teaching Branch |
Understanding how trauma can impact student learning | Kaleen Primary |
Understanding the role of Protective Behaviours and the impact on student learning | Kaleen Primary |
Understanding the Sacraments-Eucharist | Catholic Education Office |
Understanding the Sacraments-Reconciliation | Catholic Education Office |
Update - Understanding Learning Difficulties | (EDU) Student Engagement and Student Wellbeing Branch |
Using Assessment in Mathematics to improve Pedagogy | St John Vianney's Primary |
Using Data to Develop the Systematic use of Formative Assessment to improve Differentiation | John Paul College |
Using data to inform our practice | Lanyon High |
Using Evidence for School Improvement | Catholic Education Office |
Using Google Apps to enhance collaboration | Aranda Primary |
Using the DISC Model to develop teacher capacity | (CE) School Services |
Using UbD to Improve Teaching Practice | St Thomas Aquinas Primary |
Visible Learning Foundation Day | Arawang Primary |
Voice in the Western, Secular, Post-Modern World | Brindabella Christian College |
Wellbeing- An Introduction | (EDU) Student Engagement and Student Wellbeing Branch |
Wellbeing Workshop | (EDU) Student Engagement and Student Wellbeing Branch |
Whole School Approach – Classroom Management and Student Engagement | University of Canberra High School Kaleen |
Why the Year of Mercy? | (CE) Religious Education and Curriculum Services |
Writing Assessment Practices | (EDU) Learning and Teaching Branch |
Writing every day with word walls | St Vincent's Primary |
Writing Modules from Queensland Literacy and Numeracy Academy | Trinity Christian School |
(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.)
Full registration is only available to experienced applicants who meet the criteria specified below.
Qualification(s) | Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent. |
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Teaching experience | 180 school teaching days in Australia or New Zealand in the previous five year period before the day the application is made. |
Abilities, knowledge and skills | TQI must be satisfied that the person has the abilities, knowledge and skills of a comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate who can attest to the professional practice of the applicant. |
Suitability to teach | TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. |
English language proficiency | TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing. |
Provisional registrants meet the qualification requirement for Full registration but have not yet accumulated the required teaching experience or skills and abilities for Full registration. It is the appropriate category for Graduate entry and applicable as an interim measure when an applicant may meet the requirements for Full registration but is unable at the time to provide the relevant supporting evidence.
Qualification(s) | Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent. |
---|---|
Suitability to teach | TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. |
English language proficiency | TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing. |
Full registration is only available to experienced applicants who meet the criteria specified below.
A permit to teach is not a category of registration but an authorisation for a person to teach for a limited period in a specific teaching role. A permit to teach may be offered to applicants who do not meet the requirements for Full or Provisional registration but who have specialist knowledge, training, skills or qualifications, or have completed a teaching qualification that does not meet the eligibility requirements for Full or Provisional registration. This process requires a request to TQI from the employer wishing to engage the person in a teaching position where a suitably qualified or registered teacher is not available.
Suitability to teach | TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. |
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English language proficiency | TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the higher education study, leading to the award of the qualification in their area of specialisation in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least 7 in Reading and Writing. If there is an exceptional demonstrated need by a school for the person’s particular specialist knowledge, band scores of no less than 7 in Speaking and Listening and 6 in Reading and Writing are required. |
Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers.
Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers
We acknowledge the Ngunnawal people as traditional custodians of the ACT and recognise any other people or families with connection to the lands of the ACT and region. We acknowledge and respect their continuing culture and the contribution they make to the life of this city and this region.