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To be granted full registration, provisionally registered teachers are required to gather evidence that their practice meets all eight professional standards (see below).

Teachers know how students learn and how to teach them effectively	Teachers plan and assess for learning	Teachers reflect on, evaluate and improve their professional knowledge and practice
Teachers know the content they teach	Teachers create and maintain safe and challenging learning environments	Teachers are active members of their profession
Teachers know their students	Teachers use a range of teaching practices and resources to engage students in reflective practice

There are three options for teachers to develop the evidence of their practice to meet the standards of professional practice for full registration.

Only one option should be selected.

These options are summarised in the following table:

	collegial teaching visits analysis of a sequence of teaching and learning commentary on professional activities
	collegial teaching visits a comparative analysis of teaching and learning commentary on professional activities
	collegial practice with a specific focus commentary on professional activities

In selecting an option, provisionally registered teachers consider the opportunity that each option provides for development of their professional practice in the context of their teaching.

All options focus on observing the practice of others and sharing practice with more experienced colleagues. They offer a chance for provisionally registered teachers to reflect upon the effectiveness of their teaching practice and the resources they use to promote student learning.

Teachers work from their normal practice and draw on the documents and resources they use in their school or workplace when gathering evidence of their professional practice.

The evaluation of the evidence of professional practice is a school-based process. The evidence is normally presented to and evaluated by a school-based panel.

This process maximises the benefits of professional learning, builds stronger collegial practice within the profession and affirms the professional practice of provisionally registered teachers within their own professional communities.

When the provisionally registered teacher has documented the evidence required and feels ready to present it for evaluation they will ask their school principal to begin the recommendation process. This will often occur towards the end of Term 3 or during Term 4. Panels may be convened at any time, provided at least 80 days of teaching has been completed and the evidence has been gathered.

The school panel should include:

• the principal (or principal’s delegate)
• a mentor who has participated in the Institute’s mentor support program
• a teacher nominated by the provisionally registered teacher

In some cases this composition may not be possible and variations to the panel process may occur.

It is this panel of professional peers who make a recommendation to the Institute regarding the full registration of the applicant.

Where the evidence presented demonstrates that the eight standards have been achieved a recommendation for full registration should be made. Teachers are expected to reach a level of competence that would be reasonable for a teacher at the beginning of their teaching career.

Where the evidence is not complete or insufficient to meet all eight standards a recommendation should be made that provisional registration be continued to develop practice and gather further evidence of professional practice. The teacher may need to re-apply for provisional registration if they are nearing the end of their second year of registration.

A recommendation report is completed online from the Institute’s website. Provisionally registered teachers should be provided with feedback from the school panel and a copy of the recommendation report.

It is the responsibility of the provisionally registered teacher to formally apply for full registration. While the school provides essential support, it is the teacher who must ensure the application is appropriately completed and submitted to the Victorian Institute of Teaching.

The decision to grant full registration rests with the Victorian Institute of Teaching. Where there is a discrepancy between the recommendation of the panel and the view of the provisionally registered teacher, these applications will automatically be noted as requiring independent review of the evidence of professional practice. This will mean that the Registration Committee of the Institute, in consultation with the Standards and Professional Learning Branch, will deal with these on a case-by-case basis seeking further information from both parties and making a determination of registration status.

Teachers are granted up to two years of provisional registration and are expected to apply for full registration during that time. Many teachers employed in schools will complete the evidence based process to apply for full registration during their first year of registration.

Where personal circumstances or lack of employment means that provisionally registered teachers cannot apply for full registration in their initial two years, they are able to re-apply for a further period of provisional registration using Form R.