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Advice for moving to full registration

If you are a provisionally registered teacher, you may be currently undertaking the full registration process, or planning to do so soon.

The VIT publishes a range of resources, including fact sheets, to assist you in understanding the requirements of the inquiry.

All teaching is contextual; therefore you need to think about how the Inquiry and evidence will look within your unique teaching environment. Discussions with your mentor and workplace leadership will also guide your process as they will discuss with you what proficiency looks like within your context. 

The fact sheets take you through each stage of the process and advises teachers to use the VIT template.

The template that VIT provides is designed to provide some context around your Inquiry for the workplace panel and also to VIT should your submission be called for random audit.  It is not expected that this is a university-type assignment or a thesis, it should be just enough information to put some understanding around the Inquiry question and the evidence that you are using to demonstrate your proficiency. 

The vast majority of evidence you are presenting should be from your everyday teaching practice (e.g. unit plans, lesson plans, plan for learning and play, learner work samples, rubrics, notes or minutes from meetings, photos, videos, audio that show learning or the learning environment). All evidence should be annotated to clearly show where and how it meets APST descriptors.

If you are thinking of undertaking the full registration process as a CRT or in a non-school setting, the non-school setting the advice provided in the PRT Companion guide and the CRT Evidence guide are invaluable in assisting you to consider the process within your teaching context. 

Using examples

Some teachers may wish to look at examples of Inquiries that other teachers have created, however this should be done with caution.

Looking at samples of evidence from other contexts is not helpful, as you are not familiar with the intricacies of that teaching environment and it may cause some confusion. Additionally, teachers should not be sharing an example of their Inquiry beyond their workplace setting in line with expectations around privacy. 

Some workplaces have their own samples that have collected (with permission) to share with teachers to help with discussions around what it might look like in your context. These are more helpful than a general example, however you should always consider that this is about your current learners, their needs and current priorities. 

View our moving to full registration resources for more information and support materials.

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