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www.vit.vic.edu.auwww.vit.vic.edu.au

2020

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Provisionally registered teachers seminar (CRTs)




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Acknowledgement of country

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We acknowledge the Traditional Owners of country throughout Australia and recognise their continuing connection to land, waters and culture. We pay our respects to their Elders past, present and emerging.

Text VAEAI




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Program purpose

• provide an overview of the (full) registration process

• understand the link between developing knowledge and practice, and the (full) registration process

• use the inquiry approach to gather evidence to demonstrate proficiency against the standards.

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VIT’s purpose

• Purpose: to regulate for a highly qualified, proficient and reputable teaching profession.

• Vision: for all Victorian children and young people to have the best teachers.

• When performing any regulatory function, VIT must consider the wellbeing and safety of children, including by taking into account community expectations.

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www.vit.vic.edu.auwww.vit.vic.edu.au 5




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Registration requirements

Provisional teacher / early childhood teacher registration

• granted for 2 years

• a period of time to develop practice in a supported environment.

Teacher / early childhood teacher registration

• granted when a PRT has achieved

– at least 80 days teaching in Australian / New Zealand schools or services

– Inquiry approach using evidence based process

– evidence of 7 APST, referenced to the 37 descriptors at Proficient Teacher level.

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Overview of the (full) registration process

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KW of the registration process

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Australian Professional Standards for Teachers

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Getting to know the Standards

Activity: What is the difference between graduate and proficient?

Graduate: after graduation

Proficient: after practising as a teacher

Activity: Exploring standards 1-5

Look at the nominated standard and choose one or two descriptors

• What would you see a proficient teacher do to address this descriptor?

• How would you evidence proficient practice of the descriptor?

Each table report back on one of the descriptors you discussed.

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Common issues

2019 audit data – most common reasons for not meeting requirements for full registration

• child safety and welfare report with two examples of how they have implemented their obligations

• professional boundaries report

• 3 mentor visits and 3 professional conversations.

Standards

• 1.4. Strategies for teaching Aboriginal and Torres Strait Islander Learners

• 1.6. Strategies to support full participation for learners with a disability

• 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

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Learners with a disabilityVictorian government initiative

• recognising the importance of providing opportunities for all learners and making education settings more inclusive

• focussing on ensuring teachers can support the learning of those they teach who have a disability.

What do we mean by disability?

• defined by the Disability Discrimination Act 1992

• mental or physical disability

• disorder, illness or disease that results in disturbed behaviour

• requires supplementary or higher level of adjustment or support through quality differentiated teaching

• does not necessarily require formal recognition of the disability or targeted specialist education services and support.

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Aboriginal & Torres Strait Islander learners 1.4

• Consider the modifications to the curriculum and / or your practice you will need to make for Aboriginal and Torres Strait Islander learners to access the learning

• VIT’s website has advice and links to resources that will assist you in your inquiry

• VAEAI resources

• Marrung – Aboriginal Education Plan.

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Aboriginal & Torres Strait Islander learners 2.4

• 2.4 refers to how you can promote understanding and respect for Aboriginal and Torres Strait Islander people to all learners

• Narragunnawali – Reconciliation Australia

• Think about how you can integrate learning around this area in your classroom topics

• Victorian Curriculum – VCAA (cross-curriculum priorities)

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Suggested steps for CRTs before undertaking the inquiry

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Approaching leadership

Once you have been employed by a workplace a number of times and have established a relationship, approach the Principal / relevant leader to discuss your intentions to apply for full

registration and find out if they would be willing to support you.

Possibilities of longer term placements

Ask the Principal / relevant leader if there would be an opportunity for you to have an extended period of time in that workplace in order to develop your inquiry.

Building relationships

Ensure that when you are working as a CRT, you are actively developing relationships with the staff and learners in your education setting. Speak with colleagues and leaders during lunch /

recess, actively seek out opportunities to get involved, e.g. lunch time activities, attend meetings / afterschool PD. If you are employed at the workplace for the first time, arrive early to find out

about behaviour management protocols and other relevant policies.




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Seeking a mentor / experienced colleague

Ask the Principal / relevant leader whether there is a VIT registered mentor or experienced colleague they can connect you with.

Connecting with your mentor

Connect with your mentor and discuss your needs as PRT (including the challenges you may face as a CRT).

Expectations of your recommendation panel

Discuss with the Principal / relevant leader whether they require you to demonstrate all APST in their school / early childhood service or if they are willing to accept evidence of practice

from other schools / early childhood services.

Beginning your inquiry

Begin to develop your inquiry question and collect evidence. Once appropriate (e.g. when you have a longer period of employment) commence action plan.

For the next steps, see the Supporting Provisionally Registered Teachers Guide

https://www.vit.vic.edu.au/__data/assets/pdf_file/0020/15419/PRT-guide-to-full-registration-2018.pdf




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The Inquiry Approach

To gather evidence of practice to meet the standards…

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The Inquiry Approach

Refer to Page 8 of the handouts to make any notes that are relevant.

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The inquiry approachEstablish content and context for learning




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Establish context for learning

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• What is the broader school / EC context?

• What is the class / group context?

• Who are my focus learners?

• Why did I choose these focus learners?

• Learning levels and learning characteristics

• literacy and numeracy level

• factors affecting learning

• other relevant data.




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Focus learners

Choose 3 or 4 (2 if special setting) focus learners to demonstrate the progress of your inquiry.

Same group of learners

• Learner A: High SES background with very involved parents. She is an only child with advanced skills in reading and writing. Her numeracy skills are at level, but are the weaker area of her skill set. She socialises well and adapts well to change in routine.

• Learner B: High SES background, with very involved parents who are concerned for his learning. He appears disinterested in formal learning and is below level in all areas of literacy and numeracy. He socialises well and appears to excel at sporting and physical pursuits.

• Learner C: High SES background. The second of 4 children, 2 of whom have diagnosed learning disabilities. She is often tired in the mornings and does not complete suggested home tasks. She is at level for reading, but behind in writing and all areas of numeracy. She finds it difficult to socialise with other learners and prefers to work alone rather in group activities.

Different group of learners

Focus on a common attribute of learners e.g. the age group, the type of learner, level of engagement.

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Focus learners

You will need to reference

• 1.4 Aboriginal and Torres Strait Islander learners

• 1.6 Learners with a disability.

These do not have to be part of their focus learners, they can be referenced separately.

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Establish content learning

4-6 week program of learning (enough time to assess a program of learning).

• What is the content (knowledge and skills)?

• What is the curriculum that you are using to plan your program of learning?

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The inquiry approachDefine question for inquiry and undertake

professional learning




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Professional learning

• What research do I need to do before planning for the learners perceived needs?

• Professional discussions about the inquiry (at least 2)

• Observation of mentor or fully registered experienced colleague (at least 1)

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Inquiry question

• What are my learner’s needs (based on data and context)?

• How do I know?

• How does this fit with the content of my teaching program?

• Why is this important for my learners?

• Is there a school / centre focus for learning?

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Example CRT inquiry questions

• Can technology be used to promote collaborative learning?

• Can introductory activities/’hook ins’ be used to engage learners at the beginning of a session?

• Will identifying and supporting literacy needs of at the beginning of a session support learning?

• Can learning intentions be used to effectively assess learner outcomes at the end of a lesson?

• In what ways can ICT improve learning outcomes for learners with diverse linguistic backgrounds?

• What formative feedback can be employed to assist learners in meeting learning outcomes?

• What strategies can I employ to guide learning through play without direct interference?

• How can developmental play be implemented to cater for advanced learners?

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The inquiry approachApply knowledge to teaching practice

through action plan




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Develop an action plan

• learning outcomes

• assessment

• accessibility of learning

• teaching activities, strategies, practices and resources

• evidence of the learning outcomes.

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Develop an action plan

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Activity: Let’s plan!

• Take your action plan templates.

• On your table, discuss what would be appropriate to include in each section




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The inquiry approachImplement action plan




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Implementing an action plan

• implementation over 4-6 weeks (depending upon teaching context)

• joint planning, interaction and professional discussion, one specifically on child safety and welfare (>3)

• observation of practice (>3)

• observation of mentor / experienced colleague’s teaching practice (>1).

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The inquiry approachEvaluate effectiveness of practice –

assess and reflect




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• Did changes to my practice improve the learning of my learners?

• How do I know?

• What impact did it have on my teaching practice?

• How will I develop my learning further?

• Can I share my learning with others?

Evaluate effectiveness of practice

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Evidence

• planning documents - lesson plans, unit plans, daily routine, learning and play

• observation records and learning plans

• records of learning and development that show an individual learner’s learning interests and abilities

• assessment data – formal and informal

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• meeting logs

• individual learning plans

• work samples – annotated

• records of professional conversations, notes

• witness reports – from mentor / teaching colleagues

• class newsletters, photos, videos, blogs.




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Professional and Ethical Responsibility

Maintaining child safety and welfare

Brief report and professional discussion describing an of your legal obligations in relation to child safety and welfare.

Maintaining professional relationships

Brief report around how you establish appropriate relationships and maintain professional boundaries with your learners.

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Code of Ethics and Code of Conduct

One of the hallmarks of a profession is adherence to publicly affirmed ethical standards

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Code of Ethics and Code of Conduct

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Documenting evidence

The template: a framework for documenting evidence

• to assist in organising and collating evidence

• to ensure all standards descriptors are addressed

• sections can be annotated or modified to suit.

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Checklist

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Panel composition

School setting Early childhood

• VIT registered principal

• Registered school teacher or EC teacher who has completed an EMP or VIT program

• Registered school teacher or EC teacher colleague nominated by the PRT who is familiar with their work

• Registered EC teacher

• Registered EC teacher or school teacher who has completed an EMP or VIT program

• Registered EC teacher or school teacher colleague nominated by the PRT who is familiar with their work

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Any deviation from the expected panel composition must be approved by VIT.




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How to apply for (full) registration

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Casual relief or emergency teachers

• You will need to the support of a school / workplace – develop relationships and approach leadership about gaining support.

• Read through the CRT companion guide and CRT evidence guide

• Be prepared to take a bit longer to complete the process

• Seek opportunities to involved in the education community

• Focus group – try to pick a constant (e.g. grade 3 students or a certain type of learner)

• Choose an inquiry question that you can implement alongside the usual teacher’s plans e.g. “How can hook in activities increase student engagement?”

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https://www.vit.vic.edu.au/__data/assets/pdf_file/0011/54578/Companion-guide-for-PRT-CRTs-2018.pdf

https://www.vit.vic.edu.au/__data/assets/pdf_file/0006/81618/2018-Examples-of-Practice-Casual-Relief-Teacher.pdf




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VIT resources

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VIT CRT webpage

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Questions

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