A number of members of the Institute’s governing Council are relatively new to their roles, having taken up their positions in
either November last year or February this year. Professional Practice profiles seven of the newer members, who share their personal
views on the experience of being a Councillor.
Jennifer is the Professional Growth Facilitator at Carranballac P–9 College in Point Cook. A major part of her role is working closely
with all teachers to encourage and develop professional growth and to mentor graduates and student teachers who attend the college.
She has been a primary teacher for 25 years and has taught all grade levels.
As a new Councillor, I’ve observed that the various Council committees work hard to oversee changes and growth in the profession. The
Council ensures we have quality teaching practice and high expectations of our teachers through the provision of professional learning
opportunities and maintenance of high professional standards.
The many stakeholders are given a voice to ensure what happens is fair and equitable. I now see it as a huge enterprise that plays a
very important role in allowing representatives from different areas of education to have a say and a link to the Education Minister.
At Council, issues are debated and opinions are taken into account. I love networking and find speaking with and listening to other
members of the profession, and gaining new insights into various issues, invaluable for my own professional growth. I have definitely
enjoyed my role so far.
Marino has worked in schools in Melbourne’s northern and western suburbs, as well as in London, in various roles covering student
management, curriculum development and special needs. He currently teaches maths, science and VCAL and is the Assessment and
Reporting Coordinator at the Lakeview Campus of Caroline Springs College.
My experience of being on Council has been a positive one, involving a very steep learning curve as I come to grips with the various
branches within the Institute and what they do.
It has entailed use of the Education and Training Reform Act instead of a curriculum planner, learning how to read a million dollar
balance sheet instead of a program budget and aiming for key performance indicators instead of learning goals.
I like being able to bring the perspective of a practising teacher to the Council, and understanding the perspectives of other
Councillors, with whom I occasionally differ.
Knowing more about the Institute has meant I’ve been able to assist my colleagues with matters including registration, renewal and
professional development requirements.
As a Councillor I’m also very pleased to play a small part in recognising some of the great work teachers do through the
Teachers’ Day campaign and various award programs.
Gail has long been one of Victoria’s leading advocates for parents of students in Victorian government schools. A mother of two,
Gail’s introduction to the education sector was not only as an active parent participant at her daughters’ schools, but also as a
volunteer for and employee of the statewide peak body,
My expectations of being a Councillor were mixed on arrival but so far I’ve been impressed by the Institute’s management, operations,
staff commitment and growth in technology.
My role as a parent representative is unique, compared to other Councillors. I’m not a government employee or a teacher. I’m a parent
of a currently enrolled government school student.
I believe the Institute has developed a great deal since its inception. Resources for teachers like Pdi, mentoring programs and
obtaining views from the profession have improved three fold.
The Institute is often reported in the media in relation to registration of teachers and misconduct. But what is encouraging is the
transparency of the process and reporting back to the community in the public interest.
I look forward to completing my term of office on the Third Council of the Institute and working with a great team of people.
Mary-Anne has been a teacher for over thirty years and finds her profession rewarding and challenging
every day. She’s currently the Performing Arts teacher (P–6) at Meadow Heights Primary School.
Before taking on the role as a Council member, I spoke to practising teachers who are already on Council and they filled me in on the
expectations, roles and responsibilities. There needs to be a strong commitment and I believed I could fulfil that.
When a new member is appointed to Council they are given a mentor. My mentor, Garry Salisbury, has been extremely helpful. I’ve also
been well supported by other practising teachers on Council and working with these people has been a very rewarding collegiate experience for me.
The best part about being on Council is working with other Councillors, both teachers and educational leaders, to enhance the
wonderful profession of teaching.
As many teachers are aware, the Council has a number of statutory and established committees. I’m a member of the Registration
Committee and the Disciplinary Proceedings Committee. Both have presented me with a steep learning curve but I have attempted to learn very quickly, and as part of a team, make decisions based on what is best for the profession.
Anne is currently Principal of Firbank Grammar School in Brighton, Melbourne. She has researched and written on teacher stress
and social support and believes in collaborative decision making and working within collegial teams.
As a new Councillor, my early experience is of being a part of a group of highly skilled, and dedicated professionals. The diverse
membership of the Council, the expertise each person brings and their genuine passion to do the best for the profession of teaching
is an experience I highly value. I hope I can contribute effectively.
What I appreciate most is the opportunity to get to know people in other sectors and with different experiences. I have learned
such a lot already, particularly through the committees of which I am a member, and appreciate the knowledge and expertise of
I am also aware of the need for an expert Council to promote professionalism among teachers and to ensure all teachers are accountable
to their students and communities.
Being on Council has given me so much more information about the Institute, and insights into its very important work. I have been made
aware of all aspects of the teaching profession which the Institute is promoting and developing.
Leonie is the Literacy Leader and Reading Recovery teacher at St Joseph’s Primary School, Boronia.
She has enjoyed many years as a classroom teacher and teacher librarian. Mentoring and professionally developing teachers is a
Being a Councillor has provided me with some interesting challenges – understanding the relevant legislation, tuning into the acronyms
for the many bodies which are associated with education and learning about the roles and duties of the various committees.
However there is a relaxed, friendly feel, in which all questions and comments are welcomed and given due consideration. The
opportunity to work with colleagues from various educational settings is both enlightening and inspiring. I really enjoy viewing
education from a ‘big picture’ perspective.
The process involved in sending information and necessary reading to Council members is quick and efficient, allowing as much time
as possible to work around school commitments. My workplace recognises the value of Institute involvement and allows for this when
structuring my teaching duties.
Before joining Council I knew very little about the workings of the Institute. Now I know more about its regulatory role and the need
for detailed accreditation, registration and discipline processes.
Gaylene is the principal of St Philip’s Primary School, Blackburn North and a representative for the East Central Zone on the VIEU
Principals’ Council. She has worked in education since 1973, in both the government and Catholic sectors.
Being on Council has been a great experience. I feel privileged to be among knowledgeable people who have a wonderful grasp of the
education system in Victoria, as well as nationally and internationally.
I value the rigour given to ensuring we have the best qualified and highly professional teachers as well as properly registered
I have learnt the Institute is involved in a lot more than just teacher registration. It also focuses on the standards and values
of the teaching profession as a whole and how to raise the profile of the profession.
The Institute looks at ways of supporting teachers in their professional journey and effective channels of communicating all aspects
of its work to the teaching profession in Victoria.
Its role is complex, with many legal and political guidelines to enforce. All those working at the Institute are dedicated to ensuring
it is always acting in the best interests of registered teachers.
The Institute is governed by a twenty member Council, the majority of whom are practising teachers from government, Catholic and
independent schools. Ten members of Council, comprising eight teachers and two principals, are elected by teachers and principals.
Nine members of Council are nominated by the Minister for Education. 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 Early Childhood Development (or a nominee of the Secretary) also sits on the Council.
Read about all the members of the