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Australia : Initial Teacher Training

Last updated: 23-Jul-2011
7.2 Second phase, compulsory primary education, ages 5/6 -12/13, [see 3.2.2]
7.2.1 Control
7.2.2 Types of training courses and institutions
7.2.2.1 Admissions
7.2.3 Trainers
7.2.4 Curriculum for initial teacher training
7.2.5 Qualifications and standards
7.2.5.1 Qualifications and entitlement to teach
7.2.5.2 Probationary periods
7.2.6 Post-qualification induction periods

 

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Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA).  They have not been updated since March 2009 and the information provided in them may have been superseded.

 

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7.2 Second phase, compulsory primary education, ages 5/6 -12/13  [see 3.2.2]

 

7.2.1 Control

 

In 1973, funding responsibility for teacher training in Australia shifted from the individual States and Territories to the Commonwealth.²¹²

Developing greater coherence in education policy has been a recent national priority, notably through the mechanism of the joint Commonwealth-State/Territory initiative, the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). While the States and Territories retain control of their own education systems, a national education and training framework is emerging through MCEETYA.²¹²

Teacher Quality and Educational Leadership Taskforce (TQELT)
There are nationwide moves to establish clearer, more consistent professional eligibility requirements for teaching, and a national framework for professional teaching standards. This is likely to have an impact on the preparatory courses in universities. In mid-2001, MCEETYA established the Teacher Quality and Educational Leadership Taskforce (TQELT) with the key task of considering how to develop a nationwide framework of professional standards for the teaching profession. Subsequently, the National Framework for Professional Standards for Teaching was produced in November 2003 and is available online. ²¹²

The MCEETYA Taskforce on Teacher Quality and Educational Leadership reports to each meeting of the Ministerial Council on approaches to enhancing teacher quality as an integral element of improving student outcomes and achieving the National Goals for Schooling (see 1.2.1). In particular the Taskforce provides advice on:

• Teacher training and ongoing development aimed at improving the quality and standard of teaching and learning.
• The establishment of a fully integrated professional development regime involving preservice education and training, skill maintenance and upgrading, and in-service professional upgrading.
• Professional standards for teachers and principals, both for entry to the profession and to meet the ongoing needs of students over time.
• Issues around supply and demand for teachers.
• Encouraging professional leadership in schooling.

The Taskforce is ongoing, subject to annual review of its Terms of Reference by MCEETYA.¹⁸⁹

Professional organisations
All States/Territories, with one exception, have introduced, or are in the process of introducing, teacher registration boards or institutes of teaching.²¹²

The Australian College of Educators is a teachers' professional body whose aim is to advance the education profession nationally across all sectors and levels. Its goals are to:

• Provide a strong national voice for the profession.
• Promote professional standards of a high order.
• Recognise excellence in professional practice.
• Foster the professional learning of educators.
• Enhance the status of the profession.¹⁹⁰

With the exception of the Australian College of Educators, professional organisations fall into three broad groupings: curriculum area (eg. subject associations); level (eg. primary school); and role (eg. headteachers' associations). While individual teachers typically become members of State- or Territory-based organisations, these commonly have national affiliations, such as the Australian Association for the Teaching of English, for example. The scale of national membership of professional organisations is difficult to establish, as national bodies do not, in general, have individual memberships. However, these associations play a prominent part in teacher development and are active in national policy debates.²¹²

Teacher supply and demand
The report 'Demand and Supply of Primary and Secondary School Teachers in Australia' provides a comprehensive overview of national teacher supply and demand issues affecting both government schools and non-government school sectors. This report, produced biennially, is an investigation of the main characteristics of the labour market for teachers in Australia. All States and Territories contribute to the report, which also analyses the long-term trends emerging in Australia's supply of teachers and the likelihood of future teacher shortages. The report incorporates published data, qualitative research on teachers and principals, complementary research involving a series of research papers on various topics such as the ageing of the teacher workforce, gender trends and teacher salaries, and a literature review incorporating both Australian and international research.¹⁸⁸ The full report is available online.

Catholic schools
Since the very early stages of European settlement in Australia, the Catholic authorities have maintained their own schools. Not all staff in Catholic schools are Catholic. However, any staff member must usually complete an orientation to the system or school, whether pre-service or in-service. Most senior positions in Catholic schools are held by committed Catholics. A large proportion of teachers in Catholic schools have pre-service and postgraduate qualifications from the Australian Catholic University (ACU) (or its predecessor colleges), where students can take a series of elective courses in religion and teaching of religion as specific preparation for teaching within the Catholic sector. Currently ACU also offers elective courses for preparation for teaching in schools of other denominations, for example Lutheran schools. A growing number of schools designated 'Christian' provide their own training programmes (eg. through the private Christian Heritage College in Queensland).²¹²

Queensland

Formal teacher registration and mandatory registration arrangements have been in place for many years in Queensland. The long-standing Board of Teacher Registration (BTR) had worked for several years on teacher quality and professional standards, prior to being replaced, in January 2006, by the Queensland College of Teachers (QCT). The QCT (and the BTR before it) is responsible for accepting all programmes of pre-service teacher training, which must meet the 'Professional Standards for Graduates and Guidelines for Pre-Service Teacher Education Programs'.²²²

Education Queensland, the government education authority, has also drafted a comprehensive set of 12 standards for teachers. These link student learning and learning environments, priority areas of the curriculum, and community outreach in a framework of wide-ranging professional responsibilities expected of teachers. Work is in progress to ascertain teacher responses to the proposed standards.²¹²

The 'Professional Standards for Graduates and Guidelines for Preservice Teacher Education Programmes' describe:

• Professional standards for graduates of teacher training programmes, defining the attributes considered necessary for effective beginning teaching.
• Mandatory programme components, to enable programmes to be approved by the Queensland College of Teachers.
• Guidelines on programme consultation and acceptance.²⁰¹  

Education Queensland is the employing authority for teachers. The Queensland College of Teachers is responsible for assessing all applicants' eligibility for teacher registration. Teacher registration is a prerequisite for employment as a teacher in any school in Queensland. Candidates must ensure that they have teacher registration in conjunction with their application for employment with an employing authority.^{210 222}

Tasmania

The Teachers Registration Board has been established to ensure that "all children in Tasmanian schools are taught by skilled and qualified teachers, who are of good character." Those persons seeking a career as teachers in Tasmania must secure registration, provisional registration, or a limited authority to teach before commencing employment. The Teachers Registration Act 2000¹⁸³ provides that only persons who are registered, provisionally registered, or who have a limited authority to teach may be employed or engaged to teach in Tasmanian government and non-government schools. The Board assesses an applicant's teacher training studies in conjunction with the length, location and timing of her/his teaching experience to determine the category of registration to be granted, subject to a satisfactory character check. As well as registering teachers, the Board:

• Promotes the teaching profession.
• Takes action to improve professional teaching standards.
• Undertakes relevant reviews and research projects and develops and maintains a code of professional ethics for the teaching profession.^{212 217}

Victoria

Victoria has, for many years, had a registration board for non-government school teachers and has now established, by statute, an Institute of Teaching, to set standards of eligibility for all teachers in the State. The Victorian Institute of Teaching is an independent representative professional body for the teaching profession.²¹²

The Institute is governed by a 20-member Council, the majority of whom are practising teachers. Ten members of the Council, comprising eight teachers and two principals, are elected by teachers and principals. Teachers working in government, Catholic and independent schools are represented on the Council. Nine members of the Council are appointed by the Minister for Education Services and Training. They include the Chairperson, three teachers, one principal and representatives of key stakeholder groups such as parents, teacher employers and teacher educators. The Secretary of the Department of Education and Training or a nominee of the Secretary also sits on the Council.²¹⁵

The Institute:

• Registers all teachers to ensure only qualified people are employed in Victorian schools.
• Celebrates the achievements of teachers.
• Works to raise the standing of the profession in the community.
• Works with teachers to develop high professional standards.
• Is a public advocate for the teaching profession.
• Provides advice to teachers to assist their professional learning and ensure that programmes are of the highest quality.
• Approves teacher training courses that qualify future teachers for entry to the profession.
• Investigates and makes findings on instances of serious misconduct to protect the integrity of the profession.²¹⁵ 

Before commencing employment, all prospective teachers and all teachers currently employed in Victorian primary, secondary and special education schools must be registered with the Victorian Institute of Teaching. In order to seek registration with the Institute, all applicants are required to:

• Be assessed as a fit and proper person.
• Provide certified evidence of all qualifications.

A full transcript of studies is also required, including a translation of any transcripts that are not in English.²¹⁴

The Victorian Department of Education and Training has also developed the 'Victoria Interim Teacher Class Standards' (ITCS) which include standards for beginning teachers. These were developed to guide teacher performance management processes in Victoria government schools. More information is available from the ACER online publication, 'A Review of Standards of Practice for Beginning Teachers'. ²¹⁹

7.2.2 Types of training courses and institutions

General/national
Until the late 1980s initial teacher training in Australia was characterised by major divisions. Prior to the creation of the unified national system of higher education, two-, then three-year programmes of preparation for teaching, mainly in primary schools, were undertaken in Colleges of Advanced Education/Institutes of Technology, many of which had evolved from specialist teacher training colleges, initially for primary, but later also for secondary teachers. A no less traditional system for training secondary school teachers had operated since early in the twentieth century through a three- or four-year university degree followed by a one-year postgraduate diploma or certificate. In 1973, funding responsibility for teacher training shifted from States and Territories to the Commonwealth.²¹²

There were variations of this dichotomous approach and, over time, the college sector also prepared a broad spectrum of courses for future secondary teachers, while some universities had programmes for future primary teachers. During the 1990s two major changes occurred. First, as a consequence of the creation of the unified national system of higher education, initial teacher training came primarily under the auspices of the universities, although there was some involvement of non-university higher education providers (acknowledging some shared responsibility with schools). Second, initial teacher training programmes were lengthened and strengthened academically. Many reforms have been introduced, including some highly innovative programmes.²¹²

There are now three common paths leading into either primary or secondary teaching:

• A four-year undergraduate teacher education degree (eg. Bachelor of Education).
• A double-degree programme whereby undergraduates study for two degrees concurrently, one of these being teacher education. Most universities offer this option over four years (eg. Bachelor of Arts with Bachelor of Teaching).
• An initial three- (or four-) year academic degree, eg. a Bachelor of Science or Bachelor of Arts, to which is added a one- or two-year postgraduate teacher training course. Most postgraduates opt for the shorter one-year Diploma of Education.²¹²

The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.²¹⁹

Queensland
The requirements to become a teacher in Queensland are completion of at least four years of academic study including a minimum of two years of professional studies in education. This might include, for example:

• A four-year undergraduate teaching qualification.
• A three-year initial degree and a two-year postgraduate teaching qualification.^{210 222}
• A double degree involving a minimum of four years of academic study and including at least two years of professional studies in education.²²² 

The following universities in Queensland provide approved teacher training courses:

• Queensland University of Technology
• Australian Catholic University
• Bond University
• Central Queensland University
• Griffith University
• James Cook University
• University of Queensland
• University of Southern Queensland²¹⁰
• Christian Heritage College.²²² 

Applications are handled by the Queensland Tertiary Admissions Centre (QTAC) (http://www.qtac.edu.au).²¹⁰

Tasmania
The University of Tasmania offers the following initial teacher training courses:

• Bachelor of Education
  The Bachelor of Education degree course lasts for a minimum of four years full-time and prepares students for teaching in early childhood education and in primary schools.²²⁰

• Bachelor of Teaching
  The Bachelor of Teaching is a two-year postgraduate pre-service teacher training course taken after the completion of a first degree. The course is intended to provide teaching practice and skills to enable the beginning teacher to cope with the early years of teaching and to lay a foundation for further professional development in both the theory and practice of education.²²⁰

There are two routes through the degree, depending on whether students wish to become an early years/primary school teacher or a secondary school teacher.²²⁰

The early childhood and primary education course consists of the following subject areas:

• cross-curriculum studies

• curriculum and method studies

• school experience.²²⁰

Bachelor of Human Movement

The Bachelor of Human Movement degree course lasts for a minimum of four years full-time and is designed to prepare health and physical education teachers for teaching in both primary and secondary schools.220

Students must complete a core programme in the first two years of full-time study, prior to choosing their area of specialisation in years three and four. The course includes four strands of specialisation:

• exercise and sport science
• outdoor education
• recreation and sports management
• health and physical education teaching.²²⁰

Victoria
Teachers in Victorian government primary schools must have at least four years of tertiary education that includes an approved course of teacher training.²¹³

There are three main pathways to qualify as a primary teacher in Victoria:

• A four-year undergraduate teacher education degree (eg. Bachelor of Education).
• A double-degree program where students study for two degrees at the same time, with one of these being a teacher training course. Most universities offer this option over four years. (eg. Bachelor of Arts with Bachelor of Teaching).
• Completion of an academic degree, for example a Bachelor of Science or Bachelor of Arts course, followed by a one- or two-year postgraduate teacher training course.²¹³

Some courses provide the option of qualifying as both a primary and a secondary teacher.²¹³

Some primary teachers may elect to qualify to teach specialist subject areas such as art/craft, library, Language Other Than English (LOTE), music, or physical education in primary schools. Others undertake further study after completing a generalist primary teacher training course.²¹³

Candidates looking to qualify to teach one of the primary specialist areas, or as both a primary and secondary teacher, must also provide a suitable study background for the subject area they wish to teach.

The Victorian Institute of Teaching, through its Accreditation Committee, approves preservice teacher training courses for the purpose of registration of graduates with the Victorian Institute of Teaching.²¹³

The following nine universities in Victoria and bordering regional centres provide accredited teacher training courses:

• Australian Catholic University
• Charles Stuart University
• Deakin University
• La Trobe University
• Monash University
• RMIT (Royal Melbourne Institute of Technology)
• University of Ballarat
• University of Melbourne
• Victoria University of Technology.²¹³  

7.2.2.1 Admissions

General/national
Selection of school leavers as trainees for teaching is currently mainly on the basis of tertiary entrance scores. School leavers, however, usually constitute barely half of new entrants to university teacher training courses. The MCEETYA TQELT (see 7.2.1), in the course of its current work, has discussed the need to identify personal attributes as well as tertiary entry scores but has yet to express a view on the matter. The graduate diplomas and Masters of Education courses in primary teaching are bringing in a different type of person to teaching with the experience implied by mature age entry, and a second career. Selection criteria for mature age, career-experienced entrants are of a different order from points attained at school leaving certificate examinations.²¹²

Queensland
Different higher education institutions have different subject and entry requirements. The Queensland Tertiary Admissions Centre (QTAC) guide (available at http://www.qtac.edu.au/) provides details regarding course entry requirements and access information.¹⁹¹

Victoria
Teachers in Victorian primary schools must have at least four years of tertiary education that includes an approved course of teacher training.²¹³

Good results in the Victorian Certificate of Education (VCE, the upper secondary leaving certificate) and particularly in mathematics are preferred. It is also usually recommended that candidates studying a LOTE subject or music at VCE, should consider continuing these interests over three years at university.²¹³

Primary teachers are generally expected to teach in the seven compulsory Key Learning Areas: English, mathematics, science, technology, health and physical education (HPE), the arts, and studies of society and environment (SOSE). Some primary teachers are also qualified to teach a Language other than English (LOTE). It is useful for candidates to include a range of these subjects in their VCE and university studies.²¹³

Candidates looking to qualify to teach one of the primary specialist subject areas, or as both a primary and secondary teacher, must also provide a suitable study background for the subject area they wish to teach. ²¹³ 

7.2.3 Trainers

Queensland
The Queensland College of Teachers (QCT) requires that all initial teacher training programmes include a minimum of 100 days of practical experience, of which 80 days must be in schools and supervised by practising teachers.²²² 

7.2.4 Curriculum for initial teacher training

General/national
All States now require teachers to have four years of training (or equivalent) in accredited university courses in order to be employed on a permanent basis. There are more variable arrangements for approval of teachers for the non-government schools sector, but there is a general requirement that new teachers will be four-year trained.²¹²

There are many different approaches to teaching practice/school experience (the 'practicum') as an element in the university controlled education degree or diploma, but also a widely held view that changes are needed - in the experience itself, in the respective roles of schools and universities, in funding and in assessment.²¹²

The content and organisation of initial teacher training courses are subject to requirements from State/Territory employers and Registration Boards. Teacher training liaison committees enable coordination at the State/Territory level, but there is no comparable national body.  Consequently, institutions must design programmes to meet diverse State/Territory requirements. Progress has been made in achieving national agreements and common understandings in course design and requirements for recognition - the National Framework for Professional Standards for Teaching, for example, available online, was produced in November 2003. ²¹²

The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.²¹⁹

Queensland
In Queensland there are 'Standards and Guidelines' for initial teacher training. These provide graduate standards along with guidelines on the design and duration of programmes and practical experience. All programmes must include 100 days of practical experience.²²²

Work has commenced at the national level on a National Framework for Standards to provide some consistency across States (see above).²²²

Tasmania

Bachelor of Education
The Bachelor of Education degree course lasts for a minimum of four years full-time and prepares students for teaching in early childhood education and in primary schools.²²⁰

Students undertake a course of study that includes the following elements:

• Liberal studies
• Education studies
• School experience
• Curriculum studies.²²⁰ 

Bachelor of Teaching
The Bachelor of Teaching is a two-year postgraduate pre-service teacher training course taken after completion of a first degree. The course is intended to provide teaching practice and skills to enable the beginning teacher to cope with the early years of teaching and to lay a foundation for further professional development in both the theory and practice of education.²²⁰

There are two routes through the degree, depending on whether students wish to become an early years/primary school teacher or a secondary school teacher.²²⁰

The early childhood and primary education course consists of the following subject areas:

• Cross-curriculum studies
• Curriculum and method studies
• School experience.²²⁰

The Bachelor of Teaching programme prepares beginning teachers in all of the appropriate major areas of professional competence which have been identified by relevant professional organisations. These include:

• An understanding of, and ability to practice teaching as an active, interactive process.
• An understanding of the relevant subject areas.
• An understanding of how students learn and develop and of how to cater to their individual differences.
• The ability to plan and manage the teaching and learning process in an effective, inclusive and engaging manner.
• Alternative teaching practices.
• An understanding of students, their development, and the contexts that they live and learn in.²²⁰ 

The programme aims to enable beginning teachers to communicate, interact and work with students of diverse abilities, interests and backgrounds and to engage them actively in the learning process in an inclusive and non-discriminatory manner. Beginning teachers acquire:

• An understanding of, and ability to use, alternative assessment (monitoring, evaluating, reporting) procedures in different pedagogical contexts.
• A commitment to evaluate their own particular conceptions of students, teaching, knowledge, the school curriculum, learning and education and to alter their professional practices if necessary.
• A positive attitude to, and competency in the use of information technology in education.²²⁰

They are enabled to undertake research relevant to the improvement of professional practice and school effectiveness; and to gain an idea of the character of a liberal democratic education and the expectations it imposes on teachers, schools, administrators, governments and the public generally.²²⁰

Bachelor of Human Movement
The Bachelor of Human Movement degree course lasts for a minimum of four years full-time and is designed to prepare health and physical education (HPE) teachers for teaching in both primary and secondary schools.²²⁰

Students must complete a core programme in the first two years of full-time study, prior to choosing their area of specialisation in years three and four. The course includes four strands of specialisation:

• Exercise and sport science
• Outdoor education
• Recreation and sports management
• Health and physical education teaching.²²⁰ 

Victoria
In Victoria, accrediting professional development courses is under consideration by the newly established Victorian Institute of Teachers.²¹²

Many graduates who have completed preservice teacher training courses in other non-Victorian universities also meet the Institute's qualification requirements for registration. As a guide, their studies must include the following:

Primary teachers:

• At least 45 days of supervised teaching practice in primary schools.
• Studies in each of English, mathematics, science, technology, the arts, health and physical education, and studies of society and environment.²¹³

7.2.5 Qualifications and standards

7.2.5.1 Qualifications and entitlement

General/national
By virtue of their qualifications and registration where applicable, teachers are eligible for appointment in government schools (subject to police checks in certain circumstances). Appointment is usually centrally controlled, with notable exceptions such as in Victoria (see below). Generally, appointment is either the responsibility of district offices or the State/Territory education department.²¹²

The Catholic diocesan systems employ their teachers, whereas the great majority of independent schools act as employers in their own right.²¹²

The general pattern of teaching in primary schools is for a classroom teacher to be responsible for instruction in the majority or sometimes all of the curriculum. For certain areas of the curriculum, particularly arts education and PE, and where languages other than English (LOTE) (both European and Asian) are taught at primary level, specialist teachers are often used. Teacher training courses at primary level prepare prospective teachers for the teaching of children aged 5/6 years to 12/13 years of age, with a number also specifically designed for those who will teach 3- to 8-year-olds.²¹⁹

Queensland
Completing a university degree in teacher education or some other course does not guarantee employment with Education Queensland. Candidates applying for permanent employment must also have an interview or undertake performance-based assessment. Following this, they are awarded a suitability rating of 1, 2, 3 or 4. Any applicants who have not undergone this assessment process are awarded a 'T4' rating, which allows them to obtain temporary or casual work only.²¹⁰

In the Queensland government sector, where teachers are centrally appointed, a condition of permanent employment is that a teacher may be required to work anywhere in the State to satisfy statewide staffing requirements. Three years is generally the minimum time for 'country service', following which teachers are eligible to apply for a transfer to a preferred location. Preferences for subsequent postings are generally given greater weight for those teachers who have spent time in a rural or remote posting. Nevertheless, under this system, rural and remote schools can experience higher levels of turnover, together with a lower profile of experienced teachers.²¹²

Tasmania
The Tasmanian Teacher's Certificate (TTC) is awarded to teachers who have:

• Completed the necessary educational qualifications.
• Attained the required level of professional skill during a specified period.¹⁹⁶ 

See 7.2.6 in addition.

Victoria
Primary teachers usually take responsibility for a group of children, spending most of their day with the one class. They have many opportunities for creativity in the classroom, devising programmes that are exciting and challenging for their students.²¹³

Primary teachers are generally expected to teach in all seven compulsory Key Learning Areas: English, mathematics, science, technology, health and physical education (HPE), the arts, and studies of society and environment (SOSE).²¹³

Some primary teachers also qualify and work as specialists. These teachers may take the art, music, Languages other than English (LOTE) or physical education classes in the school. Most of these teachers are also qualified to teach in the general classroom and may combine teaching a particular class with taking specialist classes.²¹³

With devolution in the Victorian State sector, government schools now appoint their own staff, and teachers apply to the individual school. Whereas earlier procedures designed to achieve staffing equity across regionally isolated areas were based on centralised arrangements, new policy approaches are now being developed to assure the continued ability of rural and remote schools to attract quality teachers.²¹² 

7.2.5.2 Probationary periods

Queensland
Different employers have different probationary periods.²²²

In addition, in the first instance, all newly registered teachers receive provisional registration with the Queensland College of Teachers (QCT). Full teacher registration is achieved following approximately one year of successful teaching and is subject to a report by the principal where the teacher is assessed against the QCT's standards. The principal may recommend full registration, an extension of provisional registration or cancellation of registration.²²²

Tasmania
The period of probationary service in Tasmania is:

• 12 months for all employees employed in school-based teaching positions.

• Six months if, immediately prior to gaining permanency, a teacher has been employed continuously as a fixed-term teacher for a minimum period of six months.¹⁹² 

During the probationary period a Probation Panel supports the teacher on probation. This panel meets formally with the teacher at regular and pre-determined times to:

• Provide feedback on work performance
• Dtermine strategies to support the teacher, as appropriate, including measures to address concerns about performance.
• St performance goals and write up the preliminary and final probation assessment reports.¹⁹²

Meetings with the Probation Panel also provide an opportunity for the teacher on probation to discuss issues of concern or to request guidance and assistance.¹⁹²

Issues of unsatisfactory performance and corresponding actions and goals are documented and the teacher on probation is informed. In such cases, it is usually necessary to increase the support provided to the teacher on probation and for the Probation Panel to meet more regularly. If it is the Probation Panel's agreed decision that the teacher on probation is not performing to at least a satisfactory level, it may recommend that probation be extended for a further period of a maximum of six months.¹⁹²

A recommendation to terminate permanent employment may be made at any stage during the initial or extended probationary period. If it is the Probation Panel's agreed decision that the teacher on probation is not performing to at least a satisfactory level, and is unable to reach this standard, it may choose to recommend that employment be terminated.¹⁹²

See section 7.2.6 in addition.

Victoria
When first employed in a Victorian government school, teachers are required to serve a 12-month period of probation. The offer of employment indicates that a probationary period is required and specifies the duration of the probationary period. A principal may determine that a teacher with recognised prior teaching experience may serve a shorter probationary period of between three to 12 months.²¹³

The purpose of the probationary period is to establish whether the conduct and work performance of a teacher meets the standards required of all teachers in Victorian government schools before the full rights and responsibilities of ongoing tenure are confirmed. ²¹³

Probation also provides support and feedback to a teacher in the first year of employment and complements the induction process (see section 7.2.6 in addition). Detailed information is available on the Department's Human Resources website. ²¹³ 

7.2.6 Post-qualification induction periods

General/national
The first stage in the development of a teacher's professional career beyond pre-service teacher training is induction, which normally extends over a year following provisional registration. While it is generally accepted that the period of induction is a critical phase in establishing new teachers in the profession, there are wide disparities in the nature of, and degrees of support, mentoring and guidance available. These largely depend on procedures at the level of the individual school. Satisfactory performance during the induction period is a condition of full registration. ²¹²

Queensland
Individual schools decide on the professional development and induction opportunities made available to their staff. Induction programmes may include orientation, mentoring, conferences and workshops, observation of other staff, reduced contact time, team teaching and cooperative planning processes, and one-on-one conferencing.²¹⁰

Regarding the quality of the induction experience, the Queensland College of Teachers (QCT) (formerly the Board of Teacher Registration), in its guidelines for new teachers, defines induction with reference to standards and expectations of performance of the various players and outlines suitable induction practices. These include introduction to school policies, resources and personnel and to the community. Mentoring, team work, observation and professional discussion, a balance between the processes of support and appraisal, and supported entry into professional networks and associations feature among the recommended practices. Induction is the employer's responsibility and, in practice, falls under the responsibility of the school headteacher, who prepares the recommendation on full registration generally at the end of the first year of teaching. ²¹²

In 2003, induction programmes were upgraded to ensure new teachers receive additional support in their first months and years in the classroom. In addition, the State Government has introduced a package of new initiatives to support and reward teaching excellence. Two of the programmes: the "Continued Learning Scholarships" and "Teacher Excellence Career Milestones" have a strong focus on graduate teachers in the early stages of their career.²⁰⁵

Tasmania
The Tasmanian Teacher's Certificate (TTC) is awarded to teachers who have:

• completed the necessary educational qualifications; and
• attained the required level of professional skill during a specified period.¹⁹⁶ 

The specified period is:

• twelve months if the teacher has successfully completed a course as a four-year trained teacher; or
• two years if the teacher has not successfully completed a course for a four-year trained teacher; or
• six months, immediately prior to gaining permanency, if a teacher was employed continuously as a fixed-term teacher for a minimum period of six months.^{196 192}  

It is the responsibility of principals to provide reports and recommendations for eligible teachers on their staff. These reports should be forwarded to the Director (Human Resources Management) at the Department of Education.¹⁹⁶

Beginning Teacher Time Release Programme
In accordance with the requirements of "Learning Together" - the Tasmanian Department of Education's strategy document, the Department has developed the Beginning Teacher Time Release (BeTTR) programme to give support to beginning teachers.¹⁹⁵

For the purposes of this programme, a beginning teacher is a permanent or fixed-term teacher who is in his/her first year of employment. In addition, programme participants must be employed at 0.5 full-time equivalent or above for at least one school term in the first year of employment.¹⁹⁵

Teachers are required to undertake a maximum instructional load of 22 hours per week (in primary education) or 20 hours per week (secondary/college). Under the BeTTR programme, full-time beginning teachers must be released for at least two hours each week. This two-hour time release period may be "banked" up to a maximum period of six hours to accommodate a block release for the beginning teacher to attend or participate in a one-day professional development programme or activity. This provides flexibility in meeting the individual professional development needs of the beginning teacher and the operational requirements of the school/college.¹⁹⁵

The extent of time release for a part-time beginning teacher is on a pro rata basis according to the actual hours worked. For example, a beginning teacher employed at 0.5 full-time equivalent can access one hour release time per week.¹⁹⁵

The BeTTR programme is designed to supplement but not replace individual and school professional learning programmes. Funding is made available to schools to cover relief for release time for the beginning teacher.¹⁹⁵

The purpose of time release varies according to the needs of the beginning teacher, but may include:

• induction programmes relating to the school, district or department;
• mentoring relationships;
• ongoing feedback meetings with senior staff and/or other experienced teachers;
• attendance at specific professional development programmes;
• observation of experienced teachers in the classroom;
• experienced teacher observation of the beginning teacher in the classroom;
• additional "time out" for lesson preparation;
• visiting other schools/colleges and/or discussions with experienced teachers;
• visiting district offices;
• meetings with relevant district curriculum officers;
• attendance at awareness meetings with district support staff; and
• collaboration with, and attendance at meetings with, other beginning teachers within the district.¹⁹⁵

The actual content of the BeTTR programme is negotiated between the principal, appropriate supervisory staff, and the beginning teacher. The principal maintains responsibility for monitoring each programme.¹⁹⁵

Victoria
Effective induction and ongoing support and development of beginning and returning teachers is critical for the teachers themselves, the schools in which they teach, the communities in which they play a significant role and for the students whose futures they shape. Victorian government schools and regions provide varied programmes to support beginning and returning teachers.²¹³

The Teacher Development Unit at the Department of Education oversees the framework of support to schools and regions for the beginning and returning teacher programmes.²¹³

The Victorian Department of Education and Training has developed the "Victoria Interim Teacher Class Standards" (ITCS) which include standards for beginning teachers. These were developed to guide teacher performance management processes in Victorian government schools. ²¹⁹

See section 7.2.5.2 in addition.

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