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When does my provisional registration expire?

Your provisional registration will expire two years after the date of your initial registration. The 30 September date is the annual fee date for all teachers and the renewal date for (fully) registered teachers. If you are unsure of your expiry date you can search the register.

To meet your responsibilities as a registered teacher, before the end of your second year of provisional registration you should apply for (full) registration. If you are unable to apply for (full) registration or if you are not in a position to demonstrate you have achieved the proficient teacher standards before your registration expires, you may need to apply for a further grant of provisional registration.

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

  1. why you have not been able to complete VIT’s Inquiry process and apply for (full) registration
  2. how you intend to do this in the next period of provisional registration (if granted)
  3. any other exceptional circumstances.

To apply for a further grant of provisional registration, log into your MyVIT account and select the ‘apply for provisional registration’ tile. (Please note – this will only become available in your account three months prior to your registration expiry date.)

Do I need to do 20 hours of professional learning as a PRT?

The 20 hours of professional learning is a renewal of registration requirement for (fully) 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.

What do I do if I can’t move to (full) registration within two years?

If you have been unable to undertake VIT’s Inquiry process within the first two years, you will need to apply for a further grant of provisional registration if you wish to remain registered.

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

  1. why you have not been able to complete VIT’s Inquiry process and apply for (full) registration
  2. how you intend to do this in the next period of provisional registration (if granted)
  3. 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.

I am an experienced teacher – why do I have to do VIT’s Inquiry process?

The VIT’s Inquiry process is used to provide a consistent means to evidence the standards that has comparability across schools and teaching contexts. It’s recognised as an effective vehicle for professional learning for teachers of any experience, so has value even if a teacher has taught extensively.

As an experienced teacher, you will understand our need to ensure all newly registered teachers meet the required professional practice standards. All teachers who are registered with VIT are required to do this, whether they have previous teaching experience or not. This is also consistent with the national agreements that apply to all Australian teacher regulators.

Does the 80 days of teaching have to be completed in one school / service?

You can undertake the 80 days of practice in more than one workplace setting. As long as you can provide evidence that you have taught for 80 days in Australian or New Zealand schools or services over the past five years, these can be in more than one school or service. 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 needs to 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) registration based on a consistent representation of practice over time. The principal, panel chair or their delegate must be satisfied that the teacher has undertaken VIT’s Inquiry process and provided sufficient evidence that the Australian Professional Standards for Teachers (APST) at the proficient teacher level have been met.

Make sure that if you have completed your 80 days of teaching in more than one school/service that you can provide evidence of your teaching days to the workplace recommendation panel.

Can my 80 days be a mixture of paid employment and volunteering?

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

  • deliver an approved curriculum 
  • individually assess student learning against the approved curriculum
  • plan for learning against the approved curriculum
  • provide feedback on learning to students both formally and informally
  • report this progress (informally and formally) to parents / carers
  • demonstrate clear understanding of the legal obligations pertaining to registered teachers and strategies to ensure a safe and inclusive learning environment
  • be able to demonstrate all 37 descriptors of the Australian Professional Standards for Teachers (APST) at the proficient standard.
Do I have to complete 80 days of teaching before I start my Inquiry?

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 teacher 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.

What constitutes a day of teaching?

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.

What is a ‘school’ setting’?

For teacher registration purposes, a school setting is an early childhood education service, primary, secondary, P-12 or special education school.

What is a ‘non-school’ setting in which I can undertake the (full) registration process?

With this specific teaching context, you will need to first contact VIT to verify whether you can use your practice within this setting to undertake the (full) registration process.

In general, the workplace should provide PRTs with the opportunity to teach learners and an experienced colleague or trained VIT mentor to work with you. The work you undertake must allow you to evidence the Australian Professional Standards for Teachers (APST) at the proficient teacher level and must also provide opportunities for PRTs to

  • deliver an approved curriculum 
  • individually assess student learning against the approved curriculum
  • plan for learning against the approved curriculum
  • provide feedback on learning to students both formally and informally
  • report this progress (informally and formally) to parents / carers
  • demonstrates clear understanding of the legal obligations pertaining to registered teachers and strategies to ensure a safe and inclusive learning environment
  • be able to demonstrate all 37 descriptors of the APST at the proficient standard
  • be able to undertake all of the compulsory requirements of VIT’s Inquiry process to demonstrate proficiency of practice.

If you are working within these frameworks and the education leader of the non-school setting (who needs to be a VIT registered teacher) can verify this, then you can use this practice as teaching practice.

Examples of non-school settings where approved curriculum is taught may include the Melbourne Zoo, Royal Children’s Hospital, TAFE institutions offering the VCAL or VET programs (if they are teaching school aged students).

You must contact VIT to verify whether you can use this practice first before commencing the process.

What is ‘approved curriculum’?

Approved curriculum is defined as curriculum taught in settings requiring registration – early childhood education, primary, secondary, special education.

Early childhood education

  • Victorian Early Years Learning and Development Framework
  • Early Years Learning Framework.

School foundation – year 10

  • Victorian Curriculum
  • International Baccalaureate.

School years 11-12

  • Victorian Certificate of Education (VCE)
  • Victorian Certificate of Applied Learning (VCAL) or Vocational Education and Training (VET) (alternatives to VCE which are offered by some secondary schools and some TAFE institutions and Registered Training Organisations); School Based Apprenticeships and Traineeships (SBAT) (are available to students over 15 years)
  • International Baccalaureate (IB).

An approved curriculum may also include

  • any other curriculum or program approved by the Victorian Curriculum Assessment Authority (VCAA) or Australian Curriculum, Assessment and Reporting Authority (ACARA), which is to be delivered in Victorian schools
  • any element, in a non-government school approved as the compulsory educational program that is not otherwise included by the above programs
  • an overseas curriculum delivered at a school registered with the VRQA as a ‘Specific Purpose’ school (the Japanese School of Melbourne is an example)
  • a program that is comparable to an Australian Year 12 course as recognised by an Australian legislative framework (e.g. Monash University Foundation Year).
How long is evidence of professional practice valid for?

The evidence of practice is valid for five years. This is based on national consistency on what constitutes recency of practice. You are not able to use evidence of your practice that you gathered whilst a pre-service teacher. Evidence of professional practice must be gathered whilst you were a VIT registered teacher.

Can I undertake the (full) registration process interstate or overseas?

The Inquiry into practice must be conducted within Victoria for (full) registration to be granted by VIT.

If a PRT is teaching at the international campus of a Victorian school (for example, Haileybury), they will need to be teaching the approved curriculum and mentored by a VIT registered teacher.

PRTs working interstate or in New Zealand are encouraged to undertake their jurisdiction’s registration requirements.

The 80 days of teaching can be accumulated interstate or in New Zealand.

How do I undertake the (full) registration process as a casual relief teacher (CRT)?

The process for moving to (full) registration is the same for a CRT as it is for any other teacher. Teachers working in as a CRT will find the following resources useful in assisting them to undertake VIT’s Inquiry process

The VIT encourages CRTs to take the time to reflect on this process and how you may approach this within your specific context.

For more information on how you can undertake the (full) registration process as a CRT, please see the CRT FAQs.

Can I undertake the (full) registration process employed as a Tutor?

It depends on the activities they undertake. Workplaces have varied arrangements for staff employed under the initiative. 

The required 80 days teaching can be accumulated while working in the Victorian Government’s Tutor Learning Initiative (TLI). However, the teacher tutor can only complete VIT’s inquiry process if the activities undertaken in the delivery of the TLI tutoring are the duties of a teacher. 

To be able to demonstrate competency against all of the required standards, teacher tutors who wish to undertake the provisional to (full) registration process need to have the support of a principal and mentor to have opportunities to develop and demonstrate the full range of skills required of a teacher.

What activities constitute the duties of a provisionally registered teacher?

The teacher

  • delivers an approved curriculum 
  • individually assesses student learning against the approved curriculum
  • plans for learning against the approved curriculum
  • provides feedback on learning to students both formally and informally
  • reports this progress (informally and formally) to parents / carers
  • demonstrates clear understanding of the legal obligations pertaining to registered teachers and strategies to ensure a safe and inclusive learning environment
  • is able to demonstrate all 37 descriptors of the Australian Professional Standards for Teachers (APST) at the proficient standard
  • is able to undertake all of the compulsory requirements of VIT’s Inquiry process to demonstrate proficiency of practice.

Please note: Solely one-to-one will restrict a teacher’s opportunity to demonstrate competency against all of the required standards and is therefore not an appropriate setting for teachers to undertake an Inquiry to demonstrate proficiency against all 37 descriptors of the APST.

Teachers working in small group situations may also be unable to demonstrate proficiency against all 37 descriptors of the APST and therefore are encouraged to contact the Professional Practice team for advice regarding the suitability of their context.

Who can be my mentor?

The VIT recommends a registered teacher who has participated in a VIT mentor training program (Effective Mentor Program or other program) act as your mentor. Where it is not possible to be supported by a VIT trained mentor, you may work with an experienced colleague who holds (full) registration with VIT. However, there should be a VIT trained mentor on your workplace recommendation panel. Please refer to The Workplace Recommendation Panel guidelines.

What is the preferred panel make-up?

In a school setting, it is expected the workplace recommendation panel generally comprises

  • your principal* (or their delegate) who assumes the role of panel chair
  • a registered teacher or early childhood teacher who has participated in a VIT mentor training program (Effective Mentor Program or other)
  • a registered teaching colleague you nominate and who knows your work.

*To be part of a panel, a principal must be a registered teacher.

In an early childhood setting, it is expected the panel generally comprises

  • a registered early childhood teacher
  • a registered early childhood teacher or registered teacher who has participated in the VIT (EMP or other) mentor training program
  • another registered early childhood teacher or teacher colleague who you nominate and who knows your work.

If a workplace has any concerns regarding the formation of a properly constituted workplace recommendation panel, please contact the Professional Practice team for further guidance.

Can I undertake the (full) registration process at one workplace, but have the recommendation made by another school or service?

It is a requirement that the recommendation is provided by the workplace recommendation panel chairperson at the workplace where most of the teaching practice has been undertaken and documented.

Before endorsing an application for (full) registration, a workplace needs to 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 workplace recommendation panel must be satisfied that the teacher has provided sufficient evidence that the Australian Professional Standards for Teachers (APST) have been met.

Who signs off on the recommendation report?

The recommendation report that attests to the PRTs proficiency against the Australian Professional Standards for Teachers (APST) must be completed by the panel chair.

Where the principal or educational leader is not in a position to complete the recommendation report (e.g. they do not hold VIT registration) they can delegate the responsibility to an experienced teacher, who must hold (full) registration.

In an early childhood panel, the panel chair will complete the recommendation report. This may be the VIT trained mentor, or educational leader in the early childhood service provided they hold (full) registration.

How can I evidence Standard 1.4 if I do not have an Aboriginal or Torres Strait Islander learner?

You should consider the modifications to the curriculum and / or your practice you will need to make for Aboriginal and Torres Strait Islander learners to access learning.

If you do not have an Aboriginal and Torres Strait Islander learner in your learning environment, you can

  • observe an experienced teacher’s practice and / or approach to an Aboriginal and Torres Strait Islander learner
  • discuss the strategies that you would use as a teacher to support any learner who is of Aboriginal or Torres Strait Islander descent

VIT also run webinars specifically targeted to assist teachers to recognise and implement strategies for Aboriginal and Torres Strait Islander learners

How can I evidence Standard 1.6 if I do not have any learners with disability?

You should consider the modifications to the curriculum and/or your practice you will need to make to support the full participation of learners with disability. It is estimated that approximately one quarter of learners in Victoria have special needs, so it is likely that you are teaching a learner with a special need. Think about what you can do to find out, and speak with your workplace leadership if you are unsure.

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.

You may find the following resource useful: Teaching learners with learners with special needs

Can I undertake the provisional to (full) registration process if I am employed as an education support / teacher’s aide?

Teacher assistants and teacher / integration aides in a school context are not regarded as a teacher for the purposes of moving to (full) registration.

If you are performing the duties of a teacher’s aide or assistant, then VIT cannot consider your practice for moving from provisional to (full) registration.

The Education and Training Reform Act 2006 (Vic) provides the following definition of a teacher

“teacher”
a) means a person who, in a school, undertakes duties that include the delivery of an educational program or the assessment of student participation in an educational program; and
c) does not include a teacher's aide, an assistant teacher or a student teacher.

What age of learners do I need to be teaching in order to undertake the (full) registration process?

Generally, a teacher should to be teaching learners who are of compulsory school age, including up to 19 years old or preschool aged (3-6 years) in order to complete the provisional to (full) registration process.

For an early childhood teacher who is not teaching pre-school aged learners, they must have all of the following requirements in order to use their practice to move to (full) registration

  • be employed as an early childhood teacher or a leader of an education program
  • have appropriate qualifications
  • be registered with VIT as an early childhood teacher.

The leader of the education program must be appointed in writing by the education and care service, and is responsible for the development and implementation of an educational program in the education and care service.1

The educational program must be

  • based on an approved learning framework 
  • delivered in a manner that accords with the approved learning framework
  • based on the developmental needs, interests and experiences of each child
  • designed to take into account the individual differences of each child.2

 

The educational program must contribute to the following outcomes for each child

  • the child will have a strong sense of identity
  • the child will be connected with and contribute to his or her world
  • the child will have a strong sense of wellbeing 
  • the child will be a confident and involved learner
  • the child will be an effective communicator.3

The delivery of the educational program also needs to be documented in the following ways

  • for all children of preschool age or under, there should be
    • assessments of the child’s developmental needs, interests, experiences and participation in the education program
    • assessments of the child’s progress against the outcomes of the educational program.4
  • for all children over preschool age, there should be evaluations of the child’s wellbeing, development and learning.5

1 Education and Care Services National Regulations 2011, Reg 118
2 Education and Care Services (National Law) Act 2010, Schedule 1, s. 168
3 Education and Care Services National Regulations 2011, Reg 73(2)
4 Education and Care Services National Regulations 2011, Reg 74(1)(a)
5 Education and Care Services National Regulations 2011, Reg 74(1)(b)

Does my mentor have to undertake all observations / professional discussions?

The provisional to (full) registration process requires you to

  • observe the practice of your mentor / experienced colleague at least once
  • have your practice observed by your mentor / experienced colleague at least three times
  • engage in at least three professional discussions.

Any of the above requirements can be undertaken with your mentor, or with one or more experienced teaching colleagues, provided they hold (full) registration. In your context, it may be more appropriate, beneficial or practical to have more than one experienced colleagues supporting you to meet these requirements.

What can I do if I am not recommended for (full) registration and do not agree with the decision?

A PRT’s whose application for (full) registration is refused by VIT has the right to review to the Victorian Civil and Administrative Tribunal (VCAT).

My tutoring college / workplace expects me to be registered, why can’t I use this practice to move to (full) registration?

Your employer may require you to be registered for employment purposes.

Requirements for employment are different to VIT registration requirements. The VIT is bound by the Education and Training Reform Act 2006 (Vic) and works under this legislation to register teachers and early childhood teachers. Consequently, the requirements to move to (full) registration are grounded in demonstrating proficiency against the Australian Professional Standards for Teachers (APST) in school or early childhood settings and in some non-school settings.

If I have provisional teacher registration and early childhood teacher registration, do I undertake VIT’s Inquiry process in each setting?

You should undertake VIT’s Inquiry process in the setting you are teaching. Regardless of your context, all PRTs follow the same process to apply for (full) registration.

Successful completion of an application for (full) registration in one category of registration will lead to successful completion of (full) registration requirements in the other category of registration.

As an early childhood teacher (ECT), how can I find a mentor?

As a provisionally registered ECT, you may find the following suggestions helpful in connecting with a mentor

  • if your service is an Early Years Management (EYM) organisation, the EYM manager may be able to determine if there is a potential mentor at a nearby service
  • a local school may be able to assist you with providing a mentor to support you with your Inquiry process
  • if you are a member of an early childhood professional association, you should contact them for assistance. Alternatively, you may consider joining one
  • use your professional network or alumni contacts
  • consider networking opportunities such as conferences and professional learning (your local government may also hold network events for early childhood services)
  • consider becoming a member of relevant early childhood social media pages
  • if your service is coordinated by local government, the relevant officer at the local government office may be able to determine if there is a potential mentor at a nearby service
  • if your employer operates multiple services, your area manager may be able to point you to an experienced teacher from another service.

The Department of Education and Training (DET) operates a mentor map, which you can use to connect with local mentors in your area. If you have any questions relating to the mentor map, or to add your service details to the interactive mentor map, contact DET’s early childhood mentoring team at ec.mentoring@edumail.vic.gov.au.

How are the Australian Professional Standards for Teachers (APST) relevant to me as an early childhood teacher?

The Australian Professional Standards for Teachers (APST) are the teaching standards that all Australian teachers are expected to demonstrate. This includes teachers in a range of different contexts including schools, early childhood services and non-school settings.

Six Illustrations of Practice referencing kindergarten teaching in early childhood services have been produced through a partnership between VIT and the Australian Institute for Teaching and School Leadership (AITSL).

Can I undertake the provision to (full) registration process if I am employed as an educator in an early childhood service?

Educators are not able to use this practice for the purposes of moving to (full) registration.

The Education and Training Reform Act 2006 (Vic) provides the following definition of an early childhood teacher.

"early childhood teacher"
a) includes a preschool teacher and a kindergarten teacher; and 
b) does not include an educator (within the meaning of section 5 of the Education and Care Services National Law (Victoria)) or a staff member of a children's service (within the meaning of the Children's Services Act 1996 ), who does not hold an approved early childhood teaching qualification; and

In order for an early childhood teacher to use their practice to move to (full) registration, they must have all of the following requirements

  • be employed as an early childhood teacher or a leader of an education program 
  • have appropriate qualifications
  • be registered with VIT as an early childhood teacher.

The following will not contribute to meeting the professional practice requirements for registration.

Being employed or engaged as an

  • educator of an education and care service
  • early childhood teacher assistant of an education and care service

educator assistant of an education and care service.