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What is the Effective Mentoring Program (EMP)?

The Effective Mentoring Program (EMP) is a free professional learning program developed and delivered in partnership with the Department of Education (DE), and is open to fully registered teachers working in government, Catholic and independent schools and early childhood services.

This two-day program equips participants with mentoring skills to support beginning teachers and guide them through the provisional to full registration process.

Feedback has indicated that teachers find significant professional benefit in working with people from a broad range of contexts. All programs will be combined to allow school and early childhood mentors to work together.
 

How often do mentors need to complete the Effective Mentoring Program (EMP)?

After completing the initial two-day training, it is recommended that the one-day refresher seminar is completed every three years. 

How do I register for the Effective Mentoring Program (EMP)?

For the two-day course, participants will need to book both days - select your preferred day one as well as the corresponding day two. 

Sessions have been broken up into geographically determined cohorts so that any networking connections made can be easily built upon in the future. For example, participants living or working in Dandenong should book day one and day two sessions that are held in or close to Dandenong.

For program continuity, it is recommended that participants stay with their original cohort, however if this is not possible, bookings for alternative second sessions (i.e. a different day two) can be made.

For the one-day refresher course, participants need to book one day only.

All booking and technical queries should be directed to Cambridge Education at EMP@camb-ed.com.au.

How will my PRT / mentor find out about the provisional to full registration requirements?

In order to assist provisionally registered teacher (PRT) in the provisional to full registration process, VIT

  • provides comprehensive information on its website, including a support guide outlining the process, supplementary and examples of evidence guides, templates, podcasts and videos
  • conducts PRT and mentoring seminars – face to face and online
  • communicates with all PRTs and invites them to register for the Supporting PRT seminars
  • issues Principal and Early Childhood Leader circulars regarding PRT and mentoring seminars
  • publishes a dedicated PRT circular throughout the registration year
  • publishes articles in Professional Practice.
Where can a PRT learn more about the Code of Ethics and the Code of Conduct?

The VIT have recently revised the Code of Conduct for all Victorian teachers. A comprehensive introduction to the revised Code can be accessed here.

Early Childhood Australia’s Code of Ethics can be accessed here.

How can a provisionally registered teacher (PRT) demonstrate they are proficient in Standard 1.4, strategies for teaching Aboriginal and Torres Strait Islander learners?

A provisionally registered teacher (PRT) should consider individual children’s progress in relation to the learning and development outcomes and/or the Victorian curriculum. Part of this consideration includes any modifications the PRT makes to their practice to assist Aboriginal and Torres Strait Islander learners to access the learning.

The evidence of this may be found in the learning programs and experiences as well as lesson and unit plans.

To assist PRT’s in meeting the requirements of 1.4, mentors can encourage them to

  • observe an experienced teacher’s practice and / or approach to an Aboriginal and Torres Strait Islander learner
  • discuss the strategies that they would use as a teacher to support any learner who is of Aboriginal or Torres Strait Islander descent
How can a PRT demonstrate they are proficient in Standard 1.6, strategies to support full participation of learners with disability?

A provisionally registered teacher (PRT) should consider the modifications to the curriculum and/or their practice they need to make to support the full participation of learners with a disability. The evidence of this will may be in the teacher’s program and individual learning experiences / lesson or unit plans.

The following are some examples of evidence for descriptor 1.6

  • meets the learning needs of a learner with a disability through quality differentiated teaching
  • develops individual learning plans for learners with disability
  • indicates strategies that addresses disability policy or legislation through annotations in learning experiences / lesson or unit plans
  • designs and implements play and learning programs that utilise notes of meetings with families, specialist support teams or services.

The Disability Discrimination Act 1992 (Cth) provides a definition of learners with disability. This is quite broad and includes

  • total or partial loss of the person's bodily or mental functions
  • total or partial loss of a part of the body
  • the presence in the body of organisms causing disease or illness
  • the presence in the body of organisms capable of causing disease or illness
  • the malfunction, malformation or disfigurement of a part of the person's body
  • a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction
  • a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour.

The definition of disability includes those learners with disability who are supported by general resources available within the school or service, as well as learners who are receiving targeted specialist education services and supports.

The impact of the learner’s disability should result in the school or service actively addressing the learner’s specific individual education and learning and development needs arising from their disability. This should be done within quality differentiated teaching practice and / or by monitoring the learner, or providing a ‘supplementary’ / higher level of support.

While this definition is broad and includes a wide range of disabilities such as dyslexia, dyscalculia, autism spectrum disorder or hearing and vision impairments, it does not include learners who speak English as a second language. While this may present some teaching or learning challenges, it is not considered a disability.

Note: a learner with a disability does not necessarily require formal recognition (diagnosis) of the disability or targeted specialist education services or support (funding)

Teachers may find the following resources useful

Why doesn’t Victoria recognise a standards level beyond ‘proficient’ like other jurisdictions?

For a regulatory authority to recognise levels beyond proficient requires a certification process involving a rigorous and robust assessment of evidence of practice. Through this process, certified teachers demonstrate their impact on colleagues and students and develop a deep understanding of their own practice along with the Australian Professional Standards for Teachers. Some Australian jurisdictions link salary or specific employment opportunities to the achievement of Highly Accomplished or Lead teacher certification.

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