The VIT has compiled definitions for our most frequently used terms, government departments and regulatory bodies. If you are unable to find a specific term in this list, please contact us.
E
Early childhood education (EC)
Early childhood education describes the period of learning that takes place from birth to 8 years old. There are several types of early education programs, including those that are federal, state or privately funded.
If you are employed as an early childhood teacher (ECT) in a Victorian education and care service or children’s service, you will need to be registered.
If you are an educator or staff member employed in an education and care service or children's service, and don’t hold an approved early childhood teaching qualification, you won't be required to register with us.
Early childhood teacher (ECT)
ECTs work in early childhood education services such as childcare centres, preschools and kindergartens. To be registered as an ECT, you will need to hold a qualification approved or recognised by the Australian Children’s Education and Care Quality Authority (ACECQA).
Being registered as an ECT demonstrates you are a teaching professional who
- holds a qualification approved or recognised by the Australian Children’s Education and Care Quality Authority (ACECQA)
- maintains professional practice at the Proficient Teacher level
- is suitable to teach
- is exempt from a Working with Children Check.
Education and Training Reform Act VIC (2006)
The Victorian Institute of Teaching (VIT) is an independent statutory authority for the teaching profession, whose primary function is to regulate members of the teaching profession.
The VIT was established in December 2002 by the Victorian Institute of Teaching Act 2001.
In 2006, the Education and Training Reform Act 2006 (the Act) amalgamated all relevant education and training Acts (including the Victorian institute of Teaching Act 2001). The Act was proclaimed 1 July 2007.
Further substantial amendments to legislation were enacted in 2010 with effect from 1 January 2011, and VIT continues to operate under and subject to the Act as amended.
The VIT is obligated to administer Part 2.6 of the Act and report to Parliament through the Minister for Education. This includes but is not limited to
- regulating the registration of teachers and early childhood teachers to teach in Victorian schools and early childhood settings
- ensuring that only qualified and suitable persons are eligible to work in Victorian schools;
- accrediting initial teacher education (ITE) programs
- conducting statutory functions including investigating and making findings on instances of misconduct, incompetence or lack of fitness to teach.
The Minister for Education issues Statements of Expectations which set out the Minister’s expectations for VIT to demonstrate good regulatory practice, including performance targets. You can view the Statement of expectations for the Victorian Institute of Teaching for 2020-22.
Educational leadership
Educational leadership is typically the work of a principal or school leader but can also include work for the Department of Education and Training (DET), the Catholic Education Office (CEO) or other educational organisations schools/services deal with directly. Educational leadership roles can be both in and out of schools/services where the nature of their work has a relationship with the standards of professional practice. Educational leaders may not be teaching learners, but their work will directly influence teaching and learning in classroom situations.
Effective Mentoring Program (EMP)
The Effective Mentoring Program (EMP) is a two-day professional learning program developed and delivered as a partnership with the Department of Education and Training (DET). It is open to any experienced fully registered teacher.
This program is a blend of the skills and knowledge fundamental to mentoring, and knowledge about the process for moving from provisional to full registration. Participants explore the practice of mentoring and how mentoring can support new teachers to improve their teaching practice.
A refresher program is also offered for mentors who undertook the Effective Mentoring Program more than three years ago.
Visit the Events and seminars page for more information or to register for a seminar.
Emerging and small candidature languages
Under VIT's permission to teach (PTT) policy, those applying for PTT an ‘emerging or small candidature language’ who do not meet VIT's English language competency requirements may be granted PTT with conditions. Such conditions may include undertaking appropriate training to improve their English language competence and / or demonstrating an improvement of English language competence by way of an English language test.
An emerging language is one spoken by a new immigrant community to Australia, including refugee and humanitarian entrants, within the first eight years of the community being established in Victoria. A small candidature language is one for which there are fewer than 500 student enrolments in language programs across Victorian primary and secondary schools.
Employer portal
The employer portal is a secure online facility enabling Victorian school principals, early childhood managers and their authorised delegates to
- confirm the current registration status of teachers’ employed at their school / service
- seek the current registration status of a teacher they may wish to employ
- have edit-access for searching, adding or removing teachers to maintain their ‘All Teachers’ list
- access and complete a recommendation for full registration assigned to their setting by a provisionally registered teacher
- make an application for a permission to teach (PTT) role
- view any correspondence from VIT
English language competency (early childhood teacher registration)
If you completed all the years of higher education study associated with a qualification leading to early childhood teacher registration in English at an institution in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, you will satisfy the English language competence requirements.
If an applicant for early childhood teacher registration cannot meet the above then they must provide evidence that they have undertaken one of the following English language tests with achievement at the standard specified below
- International English Language Testing System (IELTS) – Academic module with an average band score of 7.5 across all four skill areas of speaking, listening, reading and writing – where there is no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.
- International Second Language Proficiency Rating (ISLPR) with Level 4 in all four areas of speaking, listening, reading and writing. Test achievements are only deemed valid if provided by approved testing sites where the assessment is teaching focused.
Note: English language test results can be completed over multiple test sittings of the same test, provided none of the results are older than two years at the time of application for registration. The results must be consistent with the guidelines set by the approved testing providers.
Exceptional circumstances
If you are a registered teacher applying for early childhood teacher registration as a second registration, the English language competence requirements will not apply to you.
English language competency (teacher registration)
Section 2.6.8(a)(ii)(B) of the Education and Training Reform Act 2006 requires that in order to be a registered teacher, a person must produce evidence that they satisfy the criteria approved by the Minister with regard to English language competence. The following criteria articulate this requirement and align with the nationally consistent approach to the registration of teachers.
An applicant for full or provisional registration and permission to teach satisfies English language competence if they provide evidence that their teacher education qualifications (consisting of four full years of higher education study that includes an approved initial teacher education program; or qualifications assessed as comparable); or in the case of permission to teach, other relevant qualifications; were undertaken in English in Australia, New Zealand, the United Kingdom, United States of America, Canada or the Republic of Ireland.
If an applicant for full or provisional registration and permission to teach cannot meet the above, then they may provide evidence that they have undertaken one of the following English language tests with achievement at the standard specified below
- International English Language Testing System (IELTS) – Academic module with an average band score of 7.5 across all four skill areas of speaking, listening, reading and writing – where there is no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.
- International Second Language Proficiency Rating (ISLPR) with Level 4 in all four areas of speaking, listening, reading and writing. Test achievements are only deemed valid if provided by approved testing sites where the assessment is teaching focused.
Note: English language test results can be completed over multiple test sittings of the same test, provided none of the results are older than two years at the time of application for registration. The results must be consistent with the guidelines set by the approved testing providers.
Exceptional circumstances
In exceptional circumstances, permission to teach for languages other than English (LOTE) may be granted at a lesser level of competence in the English language than required at 1.2. (Inclusive of Victorian School of Languages and Auslan programs).
Equivalent full-time student load (EFTSL)
EFTSL is a measure of the study load based on a student undertaking a course on a full-time basis over an academic year. For example, one EFTSL is equivalent to a full-time study load for one year.
Evidence of completion (EOC)
Evidence of completion (EOC) shows that a qualification has been successfully completed. It may be listed on your academic transcript as a completion, conferral or award date, or be a separate certificate issued by your higher education provider.
Typically, VIT can accept an official letter of completion from your higher education provider or a Testamur (degree certificate). If your official academic transcript lists the date of completion (or the date of conferral) of the award, then this can be used as EOC.
Evidence of teaching
Supervised teaching practice (STP) is the compulsory component of an initial teacher education (ITE) program during which time a student teacher is on a school placement, and engaged in the teaching and learning process with school students.
This teaching practice is under the supervision of a qualified teacher and university education staff, and is formally assessed by the university.
To be eligible for teacher registration with VIT, applicants are required to provide evidence of 45 days of STP. If you have completed between 30 and 45 days of STP, you may be able to make up the difference with teaching undertaken since completing your ITE program.
This is calculated on a pro-rata basis (see website)
If evidence of STP is not outlined on your transcript, you will need to supply a letter from your ITE provider outlining the number of supervised teaching practice days completed and the age group(s) of students taught during placement. Statements listing STP in hours will not be accepted.
Teaching experience must be provided in the form of a statement of service.
Excellence in teaching
VIT recognises the high professional and ethical standards of registered teachers and early childhood teachers as well as principals and early childhood educational leaders in Victoria. These professionals support children and young people, and have a huge impact in shaping their lives.
As a regulator, VIT has an important responsibility to respond to growing community expectations while ensuring the teaching profession is respected for its crucial role in delivering excellence in education.
VIT is committed to educating teachers and the community about teaching quality by showcasing best teaching practice.
Experience / experienced
Refers to recognition of teaching experience undertaken within the 5 years prior to the application for registration.
Expiry
Registration expiry: your registration will expire if you fail to complete the annual registration process by 31 December. Your name will be removed from the register and you will be unable to undertake the duties of a teacher / early childhood teacher.
Provisional registration expiry: your provisional registration will expire 2 years from your initial registration date, however your expiry date will be listed as 30 September - this is when you pay your annual registration fee and will bring you in-line with the annual registration process for future years.
Early childhood education (EC)
Early childhood education describes the period of learning that takes place from birth to 8 years old. There are several types of early education programs, including those that are federal, state or privately funded.
If you are employed as an early childhood teacher (ECT) in a Victorian education and care service or children’s service, you will need to be registered.
If you are an educator or staff member employed in an education and care service or children's service, and don’t hold an approved early childhood teaching qualification, you won't be required to register with us.
Early childhood teacher (ECT)
ECTs work in early childhood education services such as childcare centres, preschools and kindergartens. To be registered as an ECT, you will need to hold a qualification approved or recognised by the Australian Children’s Education and Care Quality Authority (ACECQA).
Being registered as an ECT demonstrates you are a teaching professional who
- holds a qualification approved or recognised by the Australian Children’s Education and Care Quality Authority (ACECQA)
- maintains professional practice at the Proficient Teacher level
- is suitable to teach
- is exempt from a Working with Children Check.
Education and Training Reform Act VIC (2006)
The Victorian Institute of Teaching (VIT) is an independent statutory authority for the teaching profession, whose primary function is to regulate members of the teaching profession.
The VIT was established in December 2002 by the Victorian Institute of Teaching Act 2001.
In 2006, the Education and Training Reform Act 2006 (the Act) amalgamated all relevant education and training Acts (including the Victorian institute of Teaching Act 2001). The Act was proclaimed 1 July 2007.
Further substantial amendments to legislation were enacted in 2010 with effect from 1 January 2011, and VIT continues to operate under and subject to the Act as amended.
The VIT is obligated to administer Part 2.6 of the Act and report to Parliament through the Minister for Education. This includes but is not limited to
- regulating the registration of teachers and early childhood teachers to teach in Victorian schools and early childhood settings
- ensuring that only qualified and suitable persons are eligible to work in Victorian schools;
- accrediting initial teacher education (ITE) programs
- conducting statutory functions including investigating and making findings on instances of misconduct, incompetence or lack of fitness to teach.
The Minister for Education issues Statements of Expectations which set out the Minister’s expectations for VIT to demonstrate good regulatory practice, including performance targets. You can view the Statement of expectations for the Victorian Institute of Teaching for 2020-22.
Educational leadership
Educational leadership is typically the work of a principal or school leader but can also include work for the Department of Education and Training (DET), the Catholic Education Office (CEO) or other educational organisations schools/services deal with directly. Educational leadership roles can be both in and out of schools/services where the nature of their work has a relationship with the standards of professional practice. Educational leaders may not be teaching learners, but their work will directly influence teaching and learning in classroom situations.
Effective Mentoring Program (EMP)
The Effective Mentoring Program (EMP) is a two-day professional learning program developed and delivered as a partnership with the Department of Education and Training (DET). It is open to any experienced fully registered teacher.
This program is a blend of the skills and knowledge fundamental to mentoring, and knowledge about the process for moving from provisional to full registration. Participants explore the practice of mentoring and how mentoring can support new teachers to improve their teaching practice.
A refresher program is also offered for mentors who undertook the Effective Mentoring Program more than three years ago.
Visit the Events and seminars page for more information or to register for a seminar.
Emerging and small candidature languages
Under VIT's permission to teach (PTT) policy, those applying for PTT an ‘emerging or small candidature language’ who do not meet VIT's English language competency requirements may be granted PTT with conditions. Such conditions may include undertaking appropriate training to improve their English language competence and / or demonstrating an improvement of English language competence by way of an English language test.
An emerging language is one spoken by a new immigrant community to Australia, including refugee and humanitarian entrants, within the first eight years of the community being established in Victoria. A small candidature language is one for which there are fewer than 500 student enrolments in language programs across Victorian primary and secondary schools.
Employer portal
The employer portal is a secure online facility enabling Victorian school principals, early childhood managers and their authorised delegates to
- confirm the current registration status of teachers’ employed at their school / service
- seek the current registration status of a teacher they may wish to employ
- have edit-access for searching, adding or removing teachers to maintain their ‘All Teachers’ list
- access and complete a recommendation for full registration assigned to their setting by a provisionally registered teacher
- make an application for a permission to teach (PTT) role
- view any correspondence from VIT
English language competency (early childhood teacher registration)
If you completed all the years of higher education study associated with a qualification leading to early childhood teacher registration in English at an institution in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, you will satisfy the English language competence requirements.
If an applicant for early childhood teacher registration cannot meet the above then they must provide evidence that they have undertaken one of the following English language tests with achievement at the standard specified below
- International English Language Testing System (IELTS) – Academic module with an average band score of 7.5 across all four skill areas of speaking, listening, reading and writing – where there is no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.
- International Second Language Proficiency Rating (ISLPR) with Level 4 in all four areas of speaking, listening, reading and writing. Test achievements are only deemed valid if provided by approved testing sites where the assessment is teaching focused.
Note: English language test results can be completed over multiple test sittings of the same test, provided none of the results are older than two years at the time of application for registration. The results must be consistent with the guidelines set by the approved testing providers.
Exceptional circumstances
If you are a registered teacher applying for early childhood teacher registration as a second registration, the English language competence requirements will not apply to you.
English language competency (teacher registration)
Section 2.6.8(a)(ii)(B) of the Education and Training Reform Act 2006 requires that in order to be a registered teacher, a person must produce evidence that they satisfy the criteria approved by the Minister with regard to English language competence. The following criteria articulate this requirement and align with the nationally consistent approach to the registration of teachers.
An applicant for full or provisional registration and permission to teach satisfies English language competence if they provide evidence that their teacher education qualifications (consisting of four full years of higher education study that includes an approved initial teacher education program; or qualifications assessed as comparable); or in the case of permission to teach, other relevant qualifications; were undertaken in English in Australia, New Zealand, the United Kingdom, United States of America, Canada or the Republic of Ireland.
If an applicant for full or provisional registration and permission to teach cannot meet the above, then they may provide evidence that they have undertaken one of the following English language tests with achievement at the standard specified below
- International English Language Testing System (IELTS) – Academic module with an average band score of 7.5 across all four skill areas of speaking, listening, reading and writing – where there is no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.
- International Second Language Proficiency Rating (ISLPR) with Level 4 in all four areas of speaking, listening, reading and writing. Test achievements are only deemed valid if provided by approved testing sites where the assessment is teaching focused.
Note: English language test results can be completed over multiple test sittings of the same test, provided none of the results are older than two years at the time of application for registration. The results must be consistent with the guidelines set by the approved testing providers.
Exceptional circumstances
In exceptional circumstances, permission to teach for languages other than English (LOTE) may be granted at a lesser level of competence in the English language than required at 1.2. (Inclusive of Victorian School of Languages and Auslan programs).
Equivalent full-time student load (EFTSL)
EFTSL is a measure of the study load based on a student undertaking a course on a full-time basis over an academic year. For example, one EFTSL is equivalent to a full-time study load for one year.
Evidence of completion (EOC)
Evidence of completion (EOC) shows that a qualification has been successfully completed. It may be listed on your academic transcript as a completion, conferral or award date, or be a separate certificate issued by your higher education provider.
Typically, VIT can accept an official letter of completion from your higher education provider or a Testamur (degree certificate). If your official academic transcript lists the date of completion (or the date of conferral) of the award, then this can be used as EOC.
Evidence of teaching
Supervised teaching practice (STP) is the compulsory component of an initial teacher education (ITE) program during which time a student teacher is on a school placement, and engaged in the teaching and learning process with school students.
This teaching practice is under the supervision of a qualified teacher and university education staff, and is formally assessed by the university.
To be eligible for teacher registration with VIT, applicants are required to provide evidence of 45 days of STP. If you have completed between 30 and 45 days of STP, you may be able to make up the difference with teaching undertaken since completing your ITE program.
This is calculated on a pro-rata basis (see website)
If evidence of STP is not outlined on your transcript, you will need to supply a letter from your ITE provider outlining the number of supervised teaching practice days completed and the age group(s) of students taught during placement. Statements listing STP in hours will not be accepted.
Teaching experience must be provided in the form of a statement of service.
Excellence in teaching
VIT recognises the high professional and ethical standards of registered teachers and early childhood teachers as well as principals and early childhood educational leaders in Victoria. These professionals support children and young people, and have a huge impact in shaping their lives.
As a regulator, VIT has an important responsibility to respond to growing community expectations while ensuring the teaching profession is respected for its crucial role in delivering excellence in education.
VIT is committed to educating teachers and the community about teaching quality by showcasing best teaching practice.
Experience / experienced
Refers to recognition of teaching experience undertaken within the 5 years prior to the application for registration.
Expiry
Registration expiry: your registration will expire if you fail to complete the annual registration process by 31 December. Your name will be removed from the register and you will be unable to undertake the duties of a teacher / early childhood teacher.
Provisional registration expiry: your provisional registration will expire 2 years from your initial registration date, however your expiry date will be listed as 30 September - this is when you pay your annual registration fee and will bring you in-line with the annual registration process for future years.