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ANNUAL REPORT 2010 1 July 2009 – 30 June 2010

Teachers Registration Board

of South Australia 6th Floor

70 Pirie Street Adelaide 5000

South Australia

Telephone: 61 8 8226 2666

Facsimile: 61 8 8226 2667 Email: [email protected]

Internet: http://www.trb.sa.edu.au

ABN: 18 376 765 315

ISSN: 1837-7068 (Print) ISSN: 1837-7076 (Online)

LETTER OF TRANSMITTAL

Hon Jay Weatherill MP Minister for Education Dear Minister

In accordance with the Public Sector Act 2009, the Public Finance and Audit Act 1987, and the Department of Premier and Cabinet’s PC013 – Annual Reporting Requirements, I am pleased to present the sixth annual report of the Teachers Registration Board established under the Teachers Registration and Standards Act 2004 for the year ending 30 June 2010. The report outlines the achievements and performance of the Teachers Registration Board and presents information on the Board’s finances and human resources relating to the 2009-10 financial year.

C A Kerin CHAIRPERSON TEACHERS REGISTRATION BOARD November 2010

Teachers Registration Board of South Australia - Annual Report 2010

CONTENTS AGENCY ROLE, PERFORMANCE AND GOVERNANCE ……………………… 1 MANAGEMENT OF HUMAN RESOURCES ………………………………………. 11 FINANCIAL PERFORMANCE ………………………………………………………. 15 STATISTICAL INFORMATION ……………………………………………………… 17 FINANCIAL STATEMENTS …………………………………………………………. 23


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Agency Role, Performance and Governance

Legislation and Structure

The Government of South Australia first established the Teachers Registration Board of South Australia under Part 4 of the Education Act 1972. The purpose of this legislation was to regulate the teaching profession in South Australian government and non-government schools.

The Education Act 1972, Part 4 Division 1 - Constitution of the Teachers Registration Board came into operation 1 July 1973. The Teachers Registration Regulations 1975 came into operation on 26 June 1975 and were replaced by the Education (Teachers Registration) Regulations 1996, which came into operation on 1 September 1996.

After comprehensive public consultation in 2004 the Teachers Registration and Standards Bill was introduced to Parliament. On 20 January 2005, the Teachers Registration and Standards (Elections for Board) Regulations 2005 came into operation and on 31 March 2005 the Teachers Registration and Standards Act 2004 and the Teachers Registration and Standards Regulations 2005 (variation 2008) were proclaimed.

The object of the Teachers Registration and Standards Act 2004 is to establish and maintain in the public interest, a teacher registration system and professional standards for teachers to ensure members are competent educators and fit and proper persons to have the care of children. The legislation significantly enhanced the power, functions and responsibilities of the Board to better meet the expectations of the community for the regulation of the teaching profession.

The Board is a body corporate, has perpetual succession and a common seal and has the powers of a natural person and the functions and powers assigned or conferred under the Teachers Registration and Standards Act 2004 and any other Act.

The functions of the Board are:

- to administer the provisions of this Act for the regulation of the teaching profession;

- to promote the teaching profession and professional standards for teachers;

- to confer and collaborate with teacher education institutions with respect to the appropriateness for registration purposes of teacher education courses;

- to confer and collaborate with teacher employers, the teaching profession, teacher unions and other organisations and other bodies and persons with respect to requirements for teacher registration and professional and other standards for teachers;

- to confer and collaborate with other teacher regulatory authorities to ensure effective national exchange of information and promote uniformity and consistency in the regulation of the teaching profession within Australia and New Zealand;

- to keep the teaching profession, professional standards for teachers and other measures for the regulation of the profession under review and to introduce change or provide advice to the Minister as appropriate.

In undertaking its functions, the Board has the welfare and best interests of children as the primary consideration.

Membership of the Board is provided for in Section 9 of the Act, persons are appointed by the Governor on nomination of the Minister for Education and other bodies. Members are not appointed to represent the interests of the bodies by whom they are nominated or elected. The duty of members is to promote the public purposes for which the Board exits.

Members of the Board include an independent Chairperson, a person representing the community, a legal practitioner and employers from the government and non-government sectors, teacher unions and the teacher education sector of the universities of the State.


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Board Membership

His Excellency the Governor appointed the following persons from 31 March 2008 until 30 March 2011 (unless otherwise stated), pursuant to Part 3, s9 of the Teachers Registration and Standards Act 2004.

Name and Position Nominated by:

Carmel Kerin, Presiding Member Minister for Education

Barry Thompson, Member Mardi Barry, Deputy Member

Department of Education and Children’s Services

Michael Papps, Member Leona Graham, Deputy Member


Robert Woodbury, Member Murray Henderson, Deputy Member

Australian Education Union (SA)

Jacqueline Bone-George, Member Lara Kelly, Deputy Member (appointed 11 December 2008)


Jenny Hocking, Member Lee Dühring, Deputy Member (appointed 11 December 2008)


Peter Ryan, Member Stephen Andrews, Deputy Member


Keith Parkinson, Member Patricia Cavanagh, Deputy Member (appointed 11 December 2008)


Roger Anderson, Member Tony Houey, Deputy Member

Association of Independent Schools of South Australia

Helen O’Brien, Member Kevin Comber, Deputy Member

Catholic Education Office

Ms Julie Lundberg (resigned 15 Februrary 2010)

Ms Louise Firrell, Member (appointed 6 May 2010)

David Smith, Deputy Member (re-appointed 6 May 2010)

Independent Education Union (SA)

Lynette Castle, Member Bernadine Bourne, Deputy Member

Independent Education Union (SA)

Laurence Owens, Member Rosie Le Cornu, Deputy Member

Universities of the State

Gerardine Mulhearn, Member Andrea McGuffog, Deputy Member


Ann Bliss, Member Sergio Amato, Deputy Member

Minister for Education

Margaret Kelly, Member Lucy Turonek, Deputy Member

(resigned 30 March 2009)

Christopher Allen, Deputy Member (appointed 20 August 2009)

Minister for Education


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Board Procedure

The Board meets on a monthly basis. The Board delegates the determination of matters pursuant to Part 5 (admissions to the register) and Part 7 (whether conduct constitutes proper cause for disciplinary action or; whether a teacher’s capacity to teach is seriously impaired by an illness or disability affecting the person’s behaviour or competence as a teacher) to a sub-committee. This sub-committee is comprised of not less than three members of the Board including a member who is a legal practitioner and a member who is a practising teacher. A decision made by this sub-committee on behalf of the Board is binding on the Board. During the reporting period, the Board determined there would be five members on a sub-committee formed for this purpose.

Standing Committees

The Board has established four standing committees to enable specific matters to be dealt with in an efficient and effective manner. Members of the Board may be co-opted to the committees as appropriate. The Board refers a range of matters to these committees for discussion and, to develop proposals and recommendations for Board resolution. The staff of the Board provides executive support to all standing committees.

Committee Members

Teacher Education and Professional Issues (TEPI) considers a broad range of educational and professional issues including the development of professional teaching standards.

Carmel Kerin (Chair)

Jacqueline Bone-George

Roger Anderson

Lynette Castle

Robert Woodbury

Laurence Owens

Gerardine Mulhearn

Margaret Kelly

Publicity develops communication strategies relating to the promotion of the teaching profession including, the website and the publication of the annual Newsletter.



Julie Lundberg (resigned 15 February 2010)

Ann Bliss

Margaret Kelly

Office Procedures considers and monitors financial, administrative and legislative responsibilities.



Barry Thompson

Julie Lundberg (resigned 15 February 2010)

Admissions develops policy proposals and considers non-standard applications relating to admission to the Register of Teachers.

Keith Parkinson (Chair)

Robert Woodbury

Jenny Hocking

Michael Papps

Peter Ryan

Roger Anderson

Helen O’Brien

Lynette Castle

Laurence Owens

Ad hoc panels are formed from time to time to consider or make recommendations on specific issues. A panel may be convened, to assess pre-service teacher education programs and make recommendations for determination by the Board.

Staff of the Secretariat provide executive support to these Committees (refer to Accreditation and Approval of Pre-Service Education Programs on page 10).

The Teachers Registration Board and its Committees met regularly during the reporting period. The Board, Admissions sub-committee and Office Procedures sub-committee met on twelve occasions during the year. The Teacher Education and Professional Issues (TEPI) sub-committee met on four occasions. Four Ad hoc panels were established to assess pre-service teacher education programs. The Publicity sub-committee met on four occasions over the reporting period.


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Delegations

Section 19 of the Act requires the Board to include details in the Annual Report of any delegation of a function or power of the Board that was in operation during the relevant financial year. Other than, those delegations reported in previous years there were no new delegations of powers or functions to the Registrar during the period 1 July 2009 to 30 June 2010.

Statutory Authorities Review Committee - Inquiry into the Teachers Registration Board

The Statutory Authorities Review Committee may inquire into and report on any aspect of the operations of statutory authorities.

The Committee comprises five Members of the Legislative Council and is administered by staff of the Legislative Council. All reports of the Standing Committee are tabled in the appointing House and are available from the Committee’s page on the Parliament of South Australia website.

In 2008, the Statutory Authorities Review Committee received a motion from the Legislative Council of the Parliament of South Australia to hold an Inquiry into the Teachers Registration Board of South Australia.

The terms of reference for the Inquiry into the Teachers Registration Board of South Australia were adopted on 17 November 2008.

Terms of Reference

The Statutory Authorities Review Committee will inquire into and report on the effectiveness of the Teachers Registration Board in the exercise of its functions and powers with respect to:-

1. The welfare and best interests of children as its primary consideration in the performance of its functions;

2. The manner and process by which ensures that a teacher registration system and professional standard are maintained to safeguard the public interest in there being a teaching profession whose members are competent educators and fit and proper persons to have the care of children;

3. The composition of the Board;

4. The manner and process by which evidence is gathered and presented to the Board, including the representation of parties to proceedings;

5. The relationship between the Department of Education and Children’s Services and the Board; and

6. Any other relevant matters.

The Statutory Authorities Review Committee advertised the Inquiry in the Advertiser and Weekend Australian newspapers on Saturday 30 May 2009 and the Sunday Mail on Sunday 31 May 2009. Any person or organisation wishing to submit evidence to the Committee in relation to the Inquiry had opportunity to lodge a written submission by Friday 31 July 2009.

The Committee examines all material provided and usually invites witnesses to give evidence at a public hearing.

The findings are reported to the Legislative Council and following the tabling of the report, the Government prepares a response that may adopt the recommendations.

On invitation by the Statutory Authorities Review Committee, the Presiding Member and Registrar of the Teachers Registration Board attended the hearing of 7 December 2009 to address the Terms of Reference for the Inquiry into the Teachers Registration Board of South Australia. This matter is ongoing.


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Strategic Framework 2009-2012

The Strategic Framework 2009-2012 articulates the Board’s vision, purpose, values and strategic goals in relation to the administration of the Teachers Registration and Standards Act 2004, and the Teachers Registration and Standards Regulations 2005 (amended 2008). The Teachers Registration Board of South Australia regulates the teaching profession within Government and non-Government schools. As with other professions requiring specialist knowledge and occupying positions of trust and responsibility in the community, teachers working in South Australia must be registered with the Teachers Registration Board in order to practise their profession and to have the care of children.

In early 2009, the Board completed a review of

the Strategic Framework. The revised goals for 2009-2012 provide an overarching framework for the core functional areas of the agency.

The emerging agenda for national consistency of teacher registration will have a major impact on the work of the Board. The Board will collaborate with other Teacher Regulatory Authorities across Australia, and the Australian Institute for Teaching and School Leadership (AITSL) and other key stakeholders to progress the mandate for nationally consistent teacher registration, national professional standards for teachers and national pre-service teacher education standards. These significant initiatives are discussed in the highlights and achievements section of the report.

Vision To lead and support the professionalism of teaching

Purpose

The Teachers Registration Board, in the public interest, regulates and promotes the teaching profession in South Australia.

Values

Integrity

· procedural fairness

· natural justice

· honesty and accountability

Respect

· courtesy and dignity

· diversity

· consultation and collaboration

Responsibility

· ethical decision making

· confidentiality and privacy

· responsiveness to change

Goals

In fulfilling its legislative functions, the Board will:

· Meet regulatory and compliance responsibilities

· Enhance the profile of the teaching profession within the broader community

· Influence the agenda for the regulation of teachers at the state, national and international level

· Communicate and celebrate the positive contribution of the teaching profession to society

· Contribute to research that will support teachers and enhance the teaching profession.

Review and evaluation are integral to the achievement of our strategic goals.


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Highlights and Achievements for 2009

Goal 1: Meet legislative requirements

· The Board reviewed two policies and procedures relating to the requirements for registration as a teacher in South Australia, pursuant to Part 5 and Part 6 of the Teachers Registration and Standards Act 2004. The Board approved the Special Authority for an Unregistered Person to Teach policy for implementation on 30 April 2010. The English Language Proficiency policy was approved 25 June 2010 and will come into effect from 1 March 2011.

· As an accredited CrimTrac Agency the Teachers Registration Board accesses the National Police Checking Service (NPCS) to complete National Criminal History Records Check (NCHRC). The Board is required to comply with the record keeping requirements set out in the Memorandum of Understanding and Contract with the NPCS. In October 2008, the Teachers Registration Board received the highest compliance rating from CrimTrac. In recognition of the rating achieved, the NPCS Audit and Review Program advised there would be no need for a compliance audit in 2010.

· The South Australian Government mandated that all administrative units of the public service and agencies implement an Electronic Document and Records Management System (EDRMS) and Standard by 31 July 2009, to take effect from 1 August 2009. The Teachers Registration Board implemented the EDRMS HP TRIM on 1 July 2009.

· The South Australian Government mandated all government agencies implement the Adequate Records Management Framework and Standards by 30 June 2010. In March 2010, State Records of South Australia assessed the Teachers Registration Board record keeping practices against the Standard. A report detailing the level of achievement is expected later in 2010.

Goal 2: Enhance the profile of the teaching profession within the board community

· During 2009-2010 the Teachers Registration Board conducted a major review of the

content and format of the agency website, launching the new site on 20 May 2010.

· The website provides teachers and members of the broader community with information about the functions and membership of the Board, the strategic framework in relation to the administration of the Teachers Registration and Standards Act 2004 and Regulations 2005 and guidance on the implementation of the statutory requirements for teacher registration or renewal of registration in South Australia.

· In June 2010, the Board published online, for the first time, Case Summaries in relation to professional conduct matters.

· The Teachers Registration Board continues to maintain and make available to the public an online Register of Teachers and Register of Special Authorities to Teach. The registers are updated in real time to the Board website.

Goal 3: Influence the Agenda for the regulation of teachers at the state, national and international levels

· In 2009 the Registrar was nominated to the Nationally Consistent Registration of Teachers working group (NCRTwg) established by Australian Education, Early Childhood Development and Youth Affairs Senior Officials Committee (AEEYSOC) to progress national consistency of teacher registration. Membership comprised, nominees of State Senior Officials (Director Generals of Education), the Catholic and Independent school sectors, Australian Council of Deans of Education (ACDE), the Board of Australian Institute for Teaching and School Leadership (AITSL) and the Department of Education, Employment and Workplace Relations (DEEWR).

· During 2010, NCRTwg considered a proposal developed by the Australasian Teacher Regulatory Authorities (ATRA) relating to progressing nationally consistent teacher registration. The proposal formed the basis of a working paper presented to AEESYOC and the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).


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· The Presiding Member and the Registrar of the Teachers Registration Board were re-elected to the positions of Chair and Deputy Chair of the Australasian Teacher Regulatory Authorities Inc (ATRA) to September 2010.

· ATRA in collaboration with the Australian Institute of Teaching and School Leadership (AITSL) continued to progress the initial work undertaken in 2008 by ATRA and the Deans of Education as part of an AEESOC Working Group in relation to the National Pre-Service Teacher Education Accreditation Program Guidelines.

· In May 2010, the Board held consultations with key stakeholders in South Australia across metropolitan and country locations to develop a collaborative response to the draft National Professional Standards. Public consultation closed on 21 May 2010. Work is ongoing.

· The Teachers Registration Board coordinated the collection of information on behalf of the International Forum of Teaching Councils (IFTC) in relation to teacher registration requirements specific to prescribed qualifications and disciplinary functions in all jurisdictions. Information will be available online in 2010.

Goal 4: Communicate and celebrate the positive contribution of the teaching profession to society

· The Teachers Registration Board promoted World Teachers Day on Friday 30th October 2009. Information was published in the Advertiser newspaper and on the Board website. Information about World Teachers Day is available at www.trb.sa.edu.au

· Registration Matters the annual newsletter of the Teachers Registration Board of South Australia was published in December 2009. Copies were distributed to key stakeholders, all registered teachers and published on the website.

· In March 2010, the Board approved funding for the sponsorship of teachers to attend the

5th International Middle Years Conference to be held in Adelaide on 6 September 2010.

Goal 5: Contribute to research that will support teachers and enhance the teaching profession.

· In conjunction with ATRA, the Board published a Research Digest in an online format on the Board website. Extracts from this publication are also printed in the annual Newsletter.

· On 19 April 2010 in conjunction with the Australian Council for Educational Research and ATRA the first edition of Inside Teaching a professional journal for teachers was published. The national magazine is issued quarterly.

South Australian Strategic Plan

The Board contributed to the following objectives:

Objective 1: Growing Prosperity

Target 1.8 and Target 1.9 Performance in the Public Sector - government decision making & administrative efficiency.

· The Board implemented the EDRMS HP TRIM on 1 July 2009 to meet the State Records of South Australia Adequate Records Management Framework and Standards best practice benchmarks.

Objective 5: Building Communities Women in Leadership.

Target 5.1 Boards and committees: maintain the number of women on boards and committees by ensuring that 50% of women are appointed on average, each quarter.

Target 5.2 Chairs of boards and committees: Increase the number of women chairing state government boards and committees to 50% by 2010.

· At 30 June 2010, the gender balance for members will be 43.75% men and 56.25% women and for deputy members 46.66% men and 53.33% women. Overall, the gender balance is 45.16% men and 54.84% women. At 30 June 2010, there were four committees of the Board of which, women chair three.

http://www.trb.sa.edu.au/


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Formal Proceedings before the Board

Formal proceedings may be necessary pursuant to Part 5 of the Act (application for registration or renewal of application) or pursuant to Part 7 of the Act (inquiries with respect to whether there is proper cause for disciplinary action and incapacity).

During the reporting period, the Teachers Registration Board delegated the holding of Hearings to a committee of the Board pursuant to section 17(2) of the Act. The Board determined there would be five members on a sub-committee formed for this purpose including a member who is a legal practitioner and a member who is a practising teacher.

Proceedings under Part 5 of the Act

The majority of applications for teacher registration and renewal of registration under Part 5 of the Act are processed administratively in accordance with the delegation to the Registrar pursuant to section 17 of the Act.

In applying for registration or renewal of registration the onus is on the applicant to satisfy the Board that he/she meets the statutory criteria for registration. Applications that do not meet the requirements for admission to the Register are forwarded to an Admission Hearing for consideration.

Admissions Hearings – Health

There were twelve Admissions Hearings held regarding applications for renewal of registration from teachers under Section 22 of the Teachers Registration and Standards Act 2004 where there were concerns regarding the health of an applicant and his/her ability to continue to work as a registered teacher. Of these matters, eleven resulted in admission to the register subject to conditions, which included restrictions on their capacity to teach and the provision of ongoing medical reports to the Registrar. A further matter is part heard and pending at this time.

Admission Hearings – Qualifications

There were eight Admissions Hearings in relation to new or formerly registered applicants for registration who did not hold the requisite prescribed qualifications and/or experience as described in the Teachers Registration and Standards Act 2004 or Teachers Registration and

Standards Regulations 2004 and, did not meet the Board’s policy on recency of practice.

Five applicants were granted registration subject to a condition that they upgrade their qualifications to meet the prescribed minimum standard. Three applicants were refused registration because of the relevance or inadequacy of their qualifications or inability to meet the recency of practice requirement.

Proceedings under Part 7 of the Act

Proceedings may be commenced on the application of the Registrar or of the Board’s own motion by laying a formal complaint before the Board. The former is preferable as this is to avoid any suggestion that the Board is acting as both prosecutor and judge in the proceedings. Once a complaint has been laid, the Board holds an Conduct Hearing.

The Act gives the Registrar, or a person authorised by the Registrar, the power to investigate conduct, competence or capacity of a teacher. For purposes associated with such an investigation, the Registrar may request any persons produce material for inspection. This is an important power designed to ensure that relevant evidence and information is available to the Registrar and able to be presented on proceedings before the Board.

The Act confers upon the Registrar an independent statutory role as “complainant”. The Registrar is required to investigate grievances or concerns referred to her and to exercise a “prosecutorial discretion”. In discharging this investigative and prosecutorial role, the Registrar acts independently of the Board and is not directed by the Board in respect to the conduct of the specific case. Section 34 of the Act gives the Registrar, or a person authorised by the Registrar, the power to investigate the conduct, competence or capacity of a teacher.

Notification Responsibilities

Section 40 of the Act instructs the Registrar to give notice of the commencement and outcome of a Conduct Hearing to the teacher’s employer, the Chief Executives of the Department, the Catholic Education Office, the Association of Independent Schools of SA and the other teacher regulatory authorities in Australia and New Zealand.


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Subsequent to a Conduct Hearing, the Board may make one or more of the following findings; take no further action; reprimand the teacher; order the teacher to pay a fine not exceeding $5 000; impose conditions on the teacher’s registration; suspend the teacher for a specified period; cancel the teachers registration, disqualify the teacher from being registered permanently or for a specified period pursuant to sections 35 and 38 of the Act.

Conduct Hearings

· An applicant teacher, who had on 14 November 2008 been reprimanded and suspended from the Register for unprofessional conduct was successful on 4 December 2009 in having the suspension lifted. He had satisfied a condition that he completed to the Board’s satisfaction a course of study on professional ethics in relation to maintaining proper boundaries in the teacher/student relationship.

· A registered teacher had his registration cancelled as a result of unprofessional conduct (being both improper and disgraceful conduct) involving his inappropriate activities in placing concealed cameras and indecently filming his nineteen year old step-daughter over a four year period from 2000-2004.

· A registered teacher had his registration cancelled as a result of unprofessional conduct (being both improper and disgraceful conduct) for indecently filming his twenty-one year old step-daughter by means of concealed cameras over a one month period in 2008. This conduct resulted in a court conviction.

· A formerly registered teacher was found guilty of unprofessional conduct (being both improper and disgraceful conduct) and disqualified from being re-registered as a teacher until further order on account of his involvement in the sale of cannabis. This conduct resulted in a court conviction.

· A formerly registered teacher was found guilty of unprofessional (being both improper and disgraceful conduct) and disqualified on a permanent basis from being re-registered as a teacher as a result of sexual misconduct. This involved one count of indecent assault and one count of unlawful

sexual intercourse with a female (his daughter) who was aged under seventeen years at the time of the offending. This conduct resulted in court convictions.

· A formerly registered teacher was found guilty of unprofessional conduct (being both improper and disgraceful conduct) and disqualified on a permanent basis from being re-registered as a teacher as a result of sexual misconduct. This involved three counts of unlawful carnal knowledge of a female aged between thirteen and seventeen at the time of the offending in 1972-73 when she was being tutored by the respondent teacher. This conduct resulted in court convictions.

· A currently registered teacher (who was not a practising teacher at the time) was found guilty of unprofessional conduct (being improper and disgraceful conduct). His registration was cancelled and he was also disqualified from being registered as a teacher on a permanent basis. These sanctions were imposed in relation to sexual misconduct with two male adolescents, aged under sixteen. This misconduct represented a grave breach of trust and occurred over a lengthy period between 1974-1976.

· A registered teacher was found guilty of unprofessional conduct (being improper conduct) reprimanded and ordered to successfully complete to the Board’s satisfaction a tertiary course in professional ethics or ethics in education relating to the maintenance of proper boundaries in the student/ teacher relationship. He took a sixteen-year-old female student, whom he tutored, on an inappropriate outing in 2009.

Other Hearings

The other type of proceeding under Part 7 of the Act relates to incapacity under section 38 of the Act.

The Board may hold a Hearing to determine whether a teacher’s capacity to teach is seriously impaired by an illness or disability affecting the person’s behaviour or competence as a teacher.

In relation to these Hearings, the Board may impose conditions on the teacher’s registration,


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suspend the teacher for a specified period or cancel the teacher’s registration.

Incapacity Hearings

One Incapacity Hearing was held pursuant to Section 38 of the Teachers Registration and Standards Act 2004 to determine whether a registered teacher suffered from serious impairment in relation to her ability to be a teacher. An affirmative finding was made and her continuing registration was subject to a number of conditions, including restrictions on her ability to

teach at this time and a requirement that she provide ongoing medical reports to the Registrar.

Right of Appeal

Section 49 of the Act outlines the Right of Appeal against a decision of the Teachers Registration Board to be instituted within one month of receipt of the written Reasons for Decision.

Appeals There were no Appeals from Decisions of the Board to the District Court in this reporting period.

Accreditation and Approval of Pre-Service Teacher Education Programs

The Board continues to assess and approve pre-service teacher education programs for registration purposes, using the Pre-service Teacher Education Program Approval Guidelines approved by the Board in 2007. To gain approval of pre-service teacher education programs, higher education institutions must address the criteria outlined in the guidelines. Graduates of approved programs are eligible to apply for provisional registration after meeting admission and other legislative requirements for teacher registration. During the reporting period, the Board received a request from Flinders University for approval of thirteen pre-service teacher education courses. · Master of Teaching (Special Education Secondary)

· Master of Teaching (Secondary)

· Bachelor of Education (Middle & Secondary) / Bachelor of Arts

· Bachelor of Education (Middle & Secondary) / Bachelor of Science

· Bachelor of Education (Middle & Secondary) / Bachelor of Health Science

· Bachelor of Education (Middle & Secondary/Special Education) / Bachelor of Disability & Community Rehabilitation

· Master of Teaching (Special Education Primary)

· Master of Teaching (Primary)

· Bachelor of Education (Primary R-7) / Bachelor of Arts

· Bachelor of Education (Primary R-7 Special Education) / Bachelor of Disability & Community Rehabilitation

· Master of Teaching (Early Childhood)

· Bachelor of Education (Early Childhood) / Bachelor of Arts

· Bachelor of Education (Early Childhood and Special Education) / Bachelor of Disability & Community Rehabilitation

Programs were approved by the Teachers Registration Board for registration purposes on 26 March 2010.


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Management of Human Resources

Secretariat of the Board as of 30 June 2010

Registrar Ms Wendy Hastings (appointed to 25 January 2012)

Manager Registration and Standards Ms Sue Fox

Personal Assistant Ms Kylie Capogreco

Project Officer Registration and Standards Ms Carol Laverick (appointed to 25 January 2012)

Executive Support Policy Ms Linda Eckert (appointed to 10 September 2010)

Project Officer, Registration and Standards Ms Susie Clarke (appointed to 25 January 2012)

Coordinator, Investigations Ms Linda Mildren

Qualifications and Registrations Administrator Mr Andrew Dowling

Investigations Officer Mr Dennis Connor

Qualifications and Registrations Administrator Mr Richard Lawley

Investigations Officer Ms Jo Hodgson (appointed 30 October 2009)

Business Manager Ms Cathy Lewis

Investigations Officer Vacant (officer reassigned)

Mr Geoff Corbett (on temporary assignment )

Co-ordinator, Records Management and Finance Ms Courtney Romanowicz (acting from 30 April 2009)

Ms Sheila Vestris (on assignment to a government department)

Legal Clerk Ms Deborah Hearnden

Administration Officer Ms Betty Famelli

Project Officer Information Communication Technology

Mr Wilson Quan

Administration Officer Ms Debbie Martin

Administration Officer Vacant (from 30 April 2009 - temporary Agency staff)

Organisational Chart as at 30 June 2010


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Employee Numbers, Gender and Status to 30 June 2010

As at 30 June 2010, there were 18 employees, males (27.78%) and females (72.22%). One person was appointed to a newly created position (Investigation Officer) and one person was continued on a short-term contract (Executive Support Officer). During the period 1 July 2009 to 30 June 2010, one staff member was re-assigned to a Government department and one employee was on temporary assignment from a Government department. There were no employees on leave without pay at 30 June 2010.

Number of Employees by Salary Bracket and Gender – 30 June 2010

Salary Bracket Male Female Total

$0 – $49,199 0 3 3

$49,200 - $62,499 1 2 3

$62,500 - $80,099 2 2 4

$80,100 - $100,999 2 5 7

$101,000+ 0 1 1

Total 5 13 18

Status of Employees in Current Positions

FTE/ Persons Ongoing Short-Term Contract Long-Term Contract Other (Casual) Total

Male 5 0 0 0 5

Female 9 1 3 0 13

Total 14 1 3 0 18

Executive Appointments

As at 30 June 2010, one female was employed on a South Australian Executive Service contract at the SAES Level 1.

Leave Management - Average Days Leave per Full Time Equivalent (FTE) Employee

Leave Type 2006-07 2007-08 2008-09 2009-10

Sick Leave 2.2 3.9 5.0 3.4

Family Carer’s Leave 0.1 1.7 0.9 0.4

Miscellaneous Special Leave 0.3 0.2 1.3 0.7

Workforce Diversity - Number of Employees by Age Bracket by Gender

Age Bracket Male Female Total % of Total Benchmark*

15-19 0 0 0 0 6.1%

20-24 0 0 0 0 10.6%

25-29 1 1 2 11.1% 10.5%

30-34 1 1 2 11.1% 9.4%

35-39 0 1 1 5.6% 11.2%

40-44 0 3 3 16.7% 11.1%

45-49 2 0 2 11.1% 12.2%

50-54 0 4 4 22.25% 11.0%

55-59 0 2 2 11.1% 9.2%

60-64 1 1 2 11.1% 6.0%

65+ 0 0 0 0 2.9%

TOTAL 5 13 18 100.0 100.0 *Source: Australian Bureau of Statistics Australian Demographic Statistics, 6291.1.55.001 Labour Force Status (ST LM8) by sex, age, state, marital status – employed – total from Feb 78 super table, South Australia at May 2009.


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Cultural and Linguistic Diversity

Place of Birth / Language Male Female Total % Agency SA Community

Number of employees born overseas 3 2 5 27.78% 20.3%

Number of employees who speak language(s) other than English at home

1 0 1 5.56% 16.6%

*Benchmarks from ABS Publication Basic Community Profile (SA) Cat No. 2001.0, 2006 Census

Workforce Diversity During the reporting period 2009-10, there were no employees in the agency who identified as an Aboriginal or Torres Strait Islander person.

Workforce Diversity – Disability

There are no employees in the agency with an ongoing disability restricting their employment or requiring workplace adaptation.

Voluntary, Flexible Working Arrangements

Four males and eight females use flexi-time as part of their working arrangements. There have been no requests from employees to access other flexible working arrangements.

Performance Development

As of 30 June 2010, all employees of the agency have a documented performance management plan negotiated or reviewed within the last 12 months. During the reporting period, the Board continued to support professional development in line with staff Individual Development Plans. A number of employees undertook postgraduate studies in areas that will contribute to the overall capacity of the agency workforce.

Leadership and Management Training Expenditure

Total training and development expenditure was $57 414 being 3.35% of the salary expenditure for the agency. Throughout 2009-10, a number of intensive training workshops were conducted for Managers and Staff in relation to compliance requirements for South Australian Government Adequate Records Management Standard (Australian Standard ISO 15489 2002). In addition, specific user training workshops on the electronic

document record management system (EDRMS) were held for each functional unit. Total leadership and management development expenditure for the period 2009–10 was $12 358 being 0.76% of total salary expenditure. Four employees participated in accredited training packages at the levels AS02, AS04 and PC02.

Commitment to Customer Service

The Board continues to make available to the public, an online Register of Teachers and a Register of Special Authorities to Teach in accordance with the Section 28 of the Teachers Registration and Standards Act 2004.

During the year, a comprehensive review of the content of the Teachers Registration Board website identified a number of opportunities to improve customer and public access to information about the purpose, role and activities of the Board.

Comprehensive information about the process for Hearings in relation to admission to the Register and fitness and propriety is now available on the website. The Board has incorporated online forms for teacher registration, assessment of qualifications, special authorities to teach, complaints and obligations to report. For the first time the Board has published an online summary of the facts and findings of Conduct Hearings.

All staff members are committed to the provision of quality customer service and at peak times, additional personnel are employed on a casual basis to ensure timely service provision during the renewal of registration period.

All job and person specifications reflect the agencies commitment to the provision of high quality, efficient and effective customer service in support of the South Australia’s Strategic Plan T1.7 Performance in the public sector – customer and client satisfaction with government services.


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Occupational Health, Safety and Injury Management / Risk Management

The Board continues to move toward a resilient safety culture consistent with the Premier’s Zero Harm Vision and South Australia’s Strategic Plan Objective 2: Improving Wellbeing, Target 2.11: Greater Safety at Work.

During 2009-10, agency staff undertook OHS&W Representative training to facilitate improved identification and management of risks to health, safety and welfare arising from work activities.

Policies and procedures relating to occupational health and safety were reviewed during 2009-10. Activities continue to be reported through the OHS&W Business Management System and are monitored on an ongoing basis via the OHS&W Committee.

The Committee, which is the key forum for consultation and support for staff regarding OHS&W issues, continued to meet at two monthly intervals throughout the year. A representative from the committee attends a Level 2 OHS&W meeting with another government agency on a regular basis.

Staff members have been appointed to the roles of First Aid Officers and Chief Fire Warden. The Committee reviewed and updated the induction manual for new and casual staff appointed to the agency. As safety is a high priority, the site is inspected on a regular basis and staff members are asked to report any hazards to the appropriate officer. A formal hazard inspection occurs each year and any findings are acted on promptly.

There was one notifiable occurrence reported pursuant to OHS&W Regulations Division 6.6

Notification of Certain Occurrences. There were no notices served pursuant to OHS&W Act s35, s39 or s40 (default, improvement or prohibition notices).

A Workcover rating of Level 3 is held by the Agency.

Strategic Risk Management

During the reporting period, an evaluation of the internal control measures for strategic risk management and operational policy frameworks and guidelines of the agency was undertaken in

accordance to the South Australian Government Risk Management Policy 2003 and Risk Management Standard AS/ NZ54360 2004. Strategic risks and action plans are reported in the Risk Management Register managed by the South Australian Insurance Corporation (SAICORP), Department of Treasury and Finance, South Australia.

Accommodation

The Teachers Registration Board on approval of the Department for Transport, Energy and Infrastructure renewed the lease at Level 6, 70 Pirie Street, Adelaide and secured additional space to cater for existing and future needs.

The relocation of the Investigations Unit to Level 2 has enabled the Board to conduct all Hearings in a secure environment and to provide improved privacy for respondents and witnesses. With the increase in available space on Level 6 additional casual staff engaged during the renewal of registration process (October to February each year) can be located in a discrete area of the office so as not to disrupt the day to day operations of the agency.

Freedom of Information

The Teachers Registration Board is a Statutory Authority regulating the teaching profession in South Australia. The structure and functions of the Board as stated in Part 3, Section 6 of the Teachers Registration and Standards Act 2004 are published in the Annual Report and on the Board’s website.

Persons engaged in the administration of the Teachers Registration and Standards Act 2004 must adhere to the provisions stated in Section 53 of the Act in relation to the confidentiality of personal information. Members of the public can seek advice or express their views by email facsimile, telephone or in person (by mutual arrangement).

The Agency holds documents relating to the general registration of teachers, assessment of qualifications and on fitness and propriety matters including consent forms for national criminal history record checks.

Policy documents related to the registration of teachers are available via the internet at www.trb.sa.edu.au



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Requests under the Freedom of Information Act 1991 for access to documents should be directed in writing to:

Freedom of Information Officer Teachers Registration Board of South Australia PO Box 3649 RUNDLE MALL SA 5000 Phone: (08) 8226 2666

The Board is committed to supporting the Government of South Australia, Citizen’s rights to Information Charter through Freedom of

Information. The Board received no requests for access to documents under the Freedom of Information Act 1991 during the reporting period.

Public Interest Disclosures

No disclosures were received during the 2009-10 year under the Whistle Blowers Protection Act 1993. The Board will manage any disclosures or improper conduct in terms of the current Department of Education and Children’s Services Whistle Blower Policy and Guidelines (2009).

FINANCIAL PERFORMANCE

Account Payment Performance

Particulars

Number of Accounts Paid

Percentage of Accounts Paid

(by number)

Value in $A of Accounts Paid

Percentage of Accounts Paid

(by value)

Paid by due date* 612 93.87% 3 219 419 91.81%

Paid late, within 30 days of due date

39

5.98%

261 598

7.46%

Paid more than 30 days from due date

1

0.15%

25 548

0.73%

In accordance with Treasurer’s Instruction 11, the Teachers Registration Board have in some instances reported against the date the invoice is first received rather than the due date as there were unavoidable delay in receiving some invoices.

Fraud

There were no instances detected in the agency during the reporting period. The Teachers Registration Board complies with the existing Accounting Policy Standards and issued Accounting Policy Frameworks in line with the Australian Equivalence to International Financial Reporting Standards (AIFRS).

Energy Efficiency Reporting

Base Year Previous Years Year Reported

2000-01 2006-07 2007-08 2008-09 2009-10

Area M2 214.3m2 482.6 – 556m2 556m2 556 – 702.2m2 702.2m2

Energy use (GJ) 52.10 103.64 143.14 158.89 162.89

Expenditure $2 343 $5 684 $7 866 $9 285 $9 764

GHG Emissions 16.06 t/C02e 24.9 t/CO2e 33.40 t/CO2e 38.18 t/CO2e 39.14 t/C02e

Increase in energy consumption (GJ) and green house gas (GHG) Emissions from the Base Year reflects the growth of the agency as demonstrated by the addition to the leasehold area in 2006-07 and 2008-09 respectively. The record of the electricity consumption and expenditure of the agency is obtained from billing and account information.

There is a continuing commitment by the members and staff of the Teachers Registration Board to minimise energy consumption and greenhouse gas emissions. Energy efficiency is considered when purchasing new equipment and for the management of paper and cardboard waste. The agency recycles decommissioned office equipment and stationary and utilises a waste disposal firm for the recycling of used paper.


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Overseas Travel

There were no overseas travel expenses during 2009-10.

Disability Action Plan

There is appropriate access for persons with disabilities or mobility impairment both in the client service areas and within office work areas. Information about the services and programmes of the agency are published on the agencies website, as well the Register of Teachers as prescribed in Section 28 b (b) of the Teachers Registration and Standards Act 2004.

Feedback/comments can be submitted in person, telephone or through the Board’s info line email ([email protected]).

Employment practices are based on merit and do not discriminate against people with disabilities.

In accordance with legislative requirements, applicants for registration as a teacher need to satisfy the Board they are fit and proper to teach.

Applicants are required to declare whether their capacity to teach is seriously impaired by an illness or disability affecting their behaviour or competence as a teacher. Depending on the circumstances, an applicant may be required to submit to a medical examination by a medical practitioner selected by the applicant from a panel of medical practitioners nominated by the Board.

All matters are considered on a case by case basis observing the principles of natural justice and appropriate legislation e.g. Disability Discrimination Act and the Equal Opportunity Act.

mailto:[email protected]


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STATISTICAL INFORMATION


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Total Female: 25 496 Total Male: 9 978 Combined Total: 35 474

Information provided in this table is sourced from the Teachers Registration Board Public Register of Teachers. The register is available online at www.trb.sa.edu.au

Age distribution of registered teachers by year at 30 June 2010 At 30 June 2010 there were 35 474 persons on the Public Register of Teachers of which 25 496 were women and 9 978 were men. Birth Year Age Female Male Total Birth Year Age Female Male Total

1916 94 0 1 1 1958 52 736 269 1 005

1924 86 0 1 1 1959 51 695 270 965

1926 84 1 0 1 1960 50 643 227 870

1928 82 0 1 1 1961 49 594 202 796

1929 81 0 1 1 1962 48 597 209 806

1930 80 2 0 2 1963 47 538 176 714

1931 79 2 3 5 1964 46 481 167 648

1932 78 2 4 6 1965 45 494 148 642

1933 77 5 2 7 1966 44 530 179 709

1934 76 7 3 10 1967 43 489 176 665

1935 75 4 10 14 1968 42 531 152 683

1936 74 7 8 15 1969 41 521 159 680

1937 73 30 8 38 1970 40 510 163 673

1938 72 31 15 46 1971 39 581 196 777

1939 71 45 37 82 1972 38 539 179 718

1940 70 68 41 109 1973 37 558 169 727

1941 69 83 38 121 1974 36 529 196 725

1942 68 121 65 186 1975 35 518 190 708

1943 67 176 90 266 1976 34 430 150 580

1944 66 228 154 382 1977 33 491 175 666

1945 65 284 154 438 1978 32 510 163 673

1946 64 400 244 644 1979 31 520 146 666

1947 63 444 269 713 1980 30 590 149 739

1948 62 496 259 755 1981 29 575 167 742

1949 61 553 339 892 1982 28 564 151 715

1950 60 683 359 1 042 1983 27 550 137 687

1951 59 760 365 1 125 1984 26 486 174 660

1952 58 768 399 1 167 1985 25 471 108 579

1953 57 859 429 1 288 1986 24 405 102 507

1954 56 874 443 1 317 1987 23 268 88 356

1955 55 837 418 1 255 1988 22 124 30 154

1956 54 789 326 1 115 1989 21 1 0 1

1957 53 868 325 1 193

Subtotal 9 427 4 811 14 238 Subtotal 16 069 5 167 21 236



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Difference in number of registrants for each year from 1976 to 30 June 2010 Since the commencement of teacher registration in 1976 the overall number of registrants has increased by 12 660. From 1992, the number of registered teachers on the public register has consistently exceeded 34 000. Teacher registration is granted for a period of three years after which a registrant may apply to renew their registration.

Residential location of registered teachers by postcode

Source: Teachers Registration Board of SA Public Register of Teachers.

Year Total Difference from previous year

Year Total Difference from previous year

1976 22 814 1994 34 849 382 ▼

1977 25 573 2 759 ▲ 1995 34 460 389 ▲

1978 27 842 2 269 ▼ 1996 35 426 966 ▲

1979 27 541 301 ▼ 1997 34 166 1 260 ▲

1980 29 702 2 161 ▲ 1998 34 475 309 ▼

1981 30 238 536 ▼ 1999 35 670 1 195 ▲

1982 27 973 2 265 ▲ 2000 34 328 1 342 ▲

1983 29 634 1 661 ▼ 2001 35 411 1 083 ▼

1984 30 989 1 355 ▲ 2002 36 199 788 ▼

1985 30 704 285 ▼ 2003 35 735 464 ▼

1986 32 496 1 792 ▲ 2004 36 285 550 ▲

1987 32 657 161 ▼ 2005 36 702 417 ▼

1988 32 633 24 ▼ 2006 36 128 574 ▲

1989 33 142 509 ▲ 2007 36 206 78 ▼

1990 33 809 667 ▲ 2008 36 430 224 ▲

1991 33 862 53 ▼ 2009 34 686 1 744 ▲

1992 34 687 825 ▲ 2010 35 474 788 ▼

1993 35 231 544 ▼

Location Number

Metropolitan South Australia 25 861

Regional South Australia 8 526

Victoria 222

New South Wales 172

Australian Capital Territory 34

Queensland 156

Northern Territory 140

Western Australia 65

Tasmania 36

Overseas 247

Other/Address Unknown 15

Total 35 474


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Age Distribution of Registered Teachers - 30 June 2010

Source: Teachers Registration Board of SA Public Register of Teachers.

Authorities to Teach granted from 1995 – 30 June 2010

The Board may grant Special Authorities to Teach after a teaching position has been advertised in the media and no registered teacher is available to fill the position. In these circumstances, a Special Authority to Teach may be granted for a maximum of one year. Special Authorities to Teach are granted on a case by case basis after the consideration by the Board of a formal application and supporting documentation submitted by the applicant and in line with Board requirements. Special Authorities to Teach may also be granted to teachers who have been sponsored by an employer under an exchange teacher arrangement with a participating country. A formal application is required including an appropriate overseas criminal record check. In the period 1 July 2009 to 30 June 2010 there were 16 exchange Teachers placed in Government schools. No exchange teachers were place in non-Government schools.

Year Government Schools Non-Government Schools

Country Metro Sub Total Country Metro Sub Total

1995 1 3 4 2 0 2 1996 1 2 3 6 1 7

1997 3 3 6 2 1 3 1998 6 1 7 2 2 4

1999 1 1 2 2 1 3 2000 6 0 6 1 2 3

2001 5 0 5 4 0 4 2002 6 0 6 3 6 9

2003 3 1 4 5 2 7 2004 1 1 2 3 6 9

2005 2 0 2 7 10 17 2006 3 0 3 8 8 16

2007 4 1 5 6 11 17 2008 4 4 8 4 8 12

2009 0 0 0 5 9 14 2010 1 1 2 3 10 13

TOTAL 47 18 65 63 77 140

Information provided in this table is sourced from the Teachers Registration Board Public Register of Special Authorities to Teach.

Age Female Male Total

80+ 3 4 7

75-79 20 22 42

70-74 181 109 290

65-69 892 501 1 393

60-64 2 576 1 470 4 046

55-59 4 098 2 054 6 152

50-54 3 731 1 417 5 148

45-49 2 704 902 3 606

40-44 2 581 829 3 410

35-39 2 725 930 3 655

30-34 2 541 783 3 324

25-29 2 646 737 3 383

21-24 798 220 1 018

Total 25 496 9 978 35 474


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Other Special Authorities to Teach granted from 1 July 2009 – 30 June 2010

During the period 1 July 2009 to 30 June 2010, the Board granted two Special Authorities to Teach Instrumental Music and three Special Authorities to Teach as a Spiritual/Religious Leader. These were all granted for a period of three years.

Movement of Teachers under Mutual Recognition from 2002 - 30 June 2010

Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 Total

S.A. registered teachers seeking registration in another jurisdiction

57 163 187 234 218 296 298 346 320 2 119

Registered teachers in another jurisdiction seeking registration in S.A.

79 94 95 56 132 185 165 168 177 1 151

Note: Totals include applicants previously registered in South Australia who have reapplied under mutual recognition

arrangements.

Movement of Teachers under Mutual Recognition: 1 July 2008 - 30 June 2010

Jurisdiction 1 Jul 2008 – 30 Jun 2009 1 Jul 2009 – 30 Jun 2010 Total

South Australia to Victoria

Victoria to South Australia

100

49

100

60

200

109

South Australia to Queensland

Queensland to South Australia

86

41

72

41

158

82

South Australia to Northern Territory

Northern Territory to South Australia

64

23

71

33

135

56

South Australia to Western Australia

Western Australia to South Australia

53

26

50

18

103

44

South Australia to Tasmania

Tasmania to South Australia

21

10

14

7

35

17

South Australia to New Zealand

New Zealand to South Australia

22

19

13

18

35

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Assessment of Overseas Qualifications: 1 July 2009 – 30 June 2010

Applicants who hold teaching qualifications from overseas are required to have their qualifications assessed to determine comparability, in general academic terms, to the educational level of an Australian (three-year or four-year) Bachelor degree or Diploma. The next phase is to determine whether the award is a recognised teaching qualification. This is undertaken by assessing the academic transcript from the tertiary institution, in relation to the professional teacher education (i.e. pedagogy) subjects, which includes the theory studies in pedagogy and the practice student teaching component. For the qualifications to be recognised by the Board the following criteria must be met: the qualification or combination of qualifications is comparable to the educational level of at least four

years of full-time (or part-time equivalent) tertiary level study in Australia, leading to the award of a recognised Bachelor degree or Diploma; and


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as part of those tertiary studies, there is at least one year (full-time or part-time equivalent) of professional teacher education, including a minimum of 45 days of student teaching practice; and

the professional teacher education studies must be in the area of either pre-primary, primary or secondary teacher education.

During the period 1 July 2009 to 30 June 2010 there were two hundred and ten applications for assessment of overseas qualifications. Of these, one hundred and seventy-three were assessed as meeting the qualification requirements for registration as a teacher and thirty-seven were refused. Those assessed as meeting the qualification requirements included applicants from India (62), United Kingdom (44), South Africa (7), Malaysia (6), Philippines (6), United States of America (5), Canada (4), Russia (4), Singapore (4), two applicants from Bangladesh, Brazil, China, Fiji, New Zealand and Sri Lanka respectively and; one applicant each from Chile, France, Germany, Hong Kong, Ireland, Israel, Kenya, Maldives, Mauritius, Nepal, Poland, Romania, Seychelles, Slovenia, South Korea, Trinidad and Tabago, Turkey, Yugoslavia and Zimbabwe. Applicants who are assessed as meeting the qualification requirements may not necessarily proceed to apply for registration as a teacher.

Carmel KerinChairpersonOctober 2010

Wendy HastingsRegistrarOctober 2010

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