Casual relief teachers (CRTs)
There is no separate registration category for CRTs. The VIT is bound by the Education and Training Reform Act 2006 (Vic), which determines the different categories of registration. The VIT registers all teachers regardless of their employment status.
A CRT registered with VIT is able to undertake the full duties of a teacher at any time, and therefore VIT needs to be assured that all teachers, including CRTs, meet the required professional practice standards, regardless of their employment status. This is consistent with the national agreements that apply to all teacher regulators in Australia.
The VIT uses the term professional learning to refer to the activity itself while professional learning refers to the learning gained by the teacher as a result of participation in and reflection on the activity. The VIT recognises that these terms are sometimes used interchangeably. There is no definitive list of required professional learning activities for renewal of registration. You should consider your individual professional learning needs in relation to your teaching context, the needs of your learners and the priorities of your learning environment or education sector.
Professional learning is an ongoing process supported by planned learning activities and programs designed to enhance professional knowledge, practice and engagement.
You should engage in a range of activities that update your professional knowledge and practice. These may be undertaken individually or with colleagues, in your learning environment or externally, and online or face-to-face. More information on the VIT Professional Learning Framework and what can constitute professional learning is outlined here. Please note individual education settings may have specific professional learning requirements for employment purposes.
The Teacher Learning Network (TLN) and the Department of Education and Training (DET) provide free professional learning to all casual relief, relief, relieving and emergency teachers (CRTs). To access this free professional learning go to www.crtpd.com and register to become a member. All courses address the Australian Professional Standards for Teachers (APST) and contribute to your professional learning requirements for renewal of registration.
A day of teaching as a CRT in a school or early childhood setting can be determined by your payslip. For example, if you are employed for one day as a CRT, this will constitute a day of teaching for renewal purposes, and if you are employed for half a day this will constitute half a day of teaching for renewal purposes.
If you are employed sessionally, a day of teaching is approximately 7.6 hours. The hours can consist of face-face teaching time as well as any time spent planning for the learning or assessment of learners.
If you are unable to meet at least 20 days teaching in the past 12 months, you will be provided with the option at renewal to declare you have undertaken
40 days in the previous two years
60 days in the previous three years
80 days in the previous four years
100 days in the previous five years.
If you are not currently employed as a teacher, you may also accumulate 20 days of practice through equivalent practice or educational leadership.
Through equivalent practice you can
plan, teach and assess an approved curriculum to school aged learners
connect your practice to the Australian Professional Standards for Teachers.
Educational leadership may involve activities such as
developing resources and materials for use by teachers in schools or early childhood services
research into teaching and learning and the dissemination of that knowledge to teachers and / or other educational leaders
policy development to support and improve teaching and learning
working with teachers, either individually or collectively, to support and improve their professional knowledge and practice.
More information on these categories can be found here.
You can undertake the 80 days of practice in more than one Australian or New Zealand school or service, as long as you can provide evidence. The evidence can be in the form of statement of service, pay slips or letter/email from the workplace.
It is recommended that before a workplace recommendation panel endorses an application for (full) registration, the workplace must have observed the teacher’s practice over an extended period and sight the evidence of teaching days.
The workplace recommendation panel will make their recommendation for (full) recommendation based on a consistent representation of practice over time. The principal, panel chair or their delegate must be satisfied the teacher has undertaken VIT’s Inquiry process and provided sufficient evidence that the Australian Professional Standards for Teachers (APST) have been met at the proficient teacher level.
Make sure that, if you have completed your 80 days of teaching in more than one school/service, you can provide evidence of your teaching days to the workplace recommendation panel.
The provisional to (full) registration process is designed to ensure that all teachers can demonstrate proficiency against the Australian Professional Standards for Teachers (APST). This provides the VIT and the community with the assurance that all Victorian teachers are meeting expected standards, including having a clear understanding of the important role that they play in providing for the safety and wellbeing of children and young people.
As registered teachers, CRTs must undertake the full duties of a teacher when engaged by a school or early childhood service, and therefore the VIT and the community expect CRTs to meet the required standards.
The process for moving to (full) registration is the same for a CRT as it is for any other teacher. The VIT recognises the challenges facing CRTs in moving to (full) registration and has developed a number of resources to support CRTs to understand how they can complete this process in their context. This includes the development of a CRT companion guide, a regular CRT circular, CRT evidence guide, FAQs for CRTs, a CRT resource webpage and targeted webinars for provisionally registered CRTs. These resources have been developed in consultation with the CRT workforce.
The VIT recommends that CRTs establish a relationship with one school or early childhood service and then approach leadership about supporting you through the (full) registration process. Any support arrangement is a matter between the CRT and the workplace, VIT have no jurisdiction over workplace matters.
You will need to familiarise yourself with the provisional to (full) process by reading our Supporting Provisionally Registered Teachers Guide and the CRT companion guide which outlines some additional strategies and information for CRTs undertaking the (full) registration process. Take the time to reflect on this process and how you may approach this within your specific context. You may also wish to consider attending a face-to-face or online PRT seminar, which provides an overview of the (full) registration process.
Remember that provisional registration lasts for two years. Teachers working in a CRT capacity should
seek an extended period of time in one workplace where possible
extend the amount of time in which VIT’s Inquiry process is undertaken
focus on a constant (e.g. a particular year level of learners or subject / learning area) or particular types of learners (e.g. catering for mixed ability classes) where they are not teaching the same learners.
The VIT’s Inquiry process can be undertaken across multiple workplaces, however you will require the support of a workplace to ensure that all compulsory elements of the process, such as the observations, are completed and to provide a workplace recommendation panel.
If your context means that you are not working with the same learners and do not have the opportunity to have an extended period of employment in one workplace, you will need to consider how you can undertake an Inquiry into your practice in this context. Some suggestions and strategies to approach the (full) registration process in these contexts be found in our CRT companion guide.
The VITs jurisdiction does not extend to workplace matters, such as the provision of a mentor, however we suggest that once you have been employed by the same school/service a number of times and developed a relationship with that workplace, you may consider approaching the leadership to see if they would be willing to support you through VIT’s Inquiry process and connect you with a mentor.
Find out more about how to connect with a mentor and make the most out of your relationship here.
The VIT defines 7.6 hours as equivalent to a day of teaching.
If you are employed as a teacher for a full day (ongoing, contract or casual), you can consider this a day of teaching.
If you are employed for half a day as teacher, regardless of face-to-face teaching time, VIT will consider this half a day of teaching.
Teaching hours include your face-to-face teaching time, as well as the time you spend preparing the learning environment and assessing learner's work.
The 80 days can be a mixture of paid employment and non-paid employment. If you are engaged in non-paid teaching work, you need to
work independently and not under the direct supervision of another teacher
plan and deliver an approved curriculum to school / early childhood aged learners
have direct teaching relationships with your learners
select and use resources and / or modify your teaching practice in response to the learning needs of the learners
assess learning, including reporting to parents / carers
undertake VIT’s Inquiry process and evidence all the 37 descriptors of the Australian Professional Standards for Teachers (APST) at the proficient level.
You can start VIT’s inquiry process and gather evidence before you have completed 80 days of teaching. You will need to have completed at least 80 days of teaching before you present to your workplace recommendation panel.
Remember, the 80 days is a minimum requirement and is designed to be a time where you move your practice from the graduate level of the Australian Professional Standards for Teachers (APST) to the proficient level. For returning (fully) registered teachers who have not maintained their proficiency through the annual renewal process for five years or more, a new demonstration of proficiency is required utilising VIT’s inquiry process.
The recommendation report that attests to the provisionally registered teacher’s (PRT) proficiency in the Australian Professional Standards for Teachers (APST) must be completed by a registered VIT principal or panel chair. Where the principal or panel chair is not in a position to complete the recommendation report, they can delegate the responsibility to an experienced teacher, who must hold (full) registration.
It is a requirement that the recommendation is provided by the principal (or their delegate) or panel chair at the school/service where most of the teaching practice has been undertaken and documented.
Before endorsing an application for (full) registration, a school/service must have observed the teacher’s practice over an extended period. The recommendation must be based on a consistent representation of practice over time and the principal (or delegate) or panel chair must be satisfied the teacher has provided sufficient evidence that the Australian Professional Standards for Teachers (APST) have been met.
As long as your work involves developing, teaching, assessing and reporting on a program of study of an approved school curriculum (e.g. / Victorian Curriculum, VCE, VET, VCAL, IB) and allows you to address all of the standards and associated descriptors.
You will also need to be teaching children or young adults of school age.
Examples of non-school settings where approved curriculum is taught may include the Melbourne Zoo, Royal Children’s Hospital and TAFE institutions offering VCAL or VET programs (if you are teaching school-aged students).
The 20 hours of professional learning is a renewal of registration requirement for (fully) registered teachers. Provisionally registered teachers (PRTs) are not obligated to undertake set hours of professional learning to maintain provisional registration. It is expected that PRTs will continue their professional learning through their Inquiry in the (full) registration process.
An application for a further grant of provisional registration is assessed on its individual merits and is not guaranteed approval. You will be required to submit detailed information outlining
why you have not been able to complete the inquiry approach and apply for (full) registration
how you intend to do this in the next period of provisional registration (if granted)
any other exceptional circumstances.
Recent amendments to the Education and Training Reform Act (2006) specifies a six-year limit in which a teacher can remain provisionally registered. In special circumstances, VIT may grant further periods of provisional registration beyond the legislated limit.