Early career teachers across Victoria play an important role in supporting children’s learning, development and wellbeing. As they work towards full registration, access to quality professional support can help build confidence, strengthen practice and support positive outcomes for learners. Our Professional Practice team is privileged to share this example of how an early childhood organisation is supporting provisionally registered teachers (PRTs) through this important stage of their professional journey.

Jade Dunne, Lead Mentor: Adult Learning at Gowrie Victoria, shares how this free mentoring program funded by the Department of Education provides PRTs with structured, individualised support as they complete the VIT Inquiry process and works towards full registration.

Drawing on the experiences of early career teachers Sara Nasser and Alex Yabsley, this Excellence in Teaching story highlights how mentoring can build confidence, strengthen reflective practice, reduce professional isolation and support improved outcomes for learners.

Could you tell us about your organisation?

Gowrie Victoria is a purpose-driven, not-for-profit organisation with a long-standing reputation for delivering high-quality early childhood education and care. For over 85 years, Gowrie Victoria has been at the forefront of early learning, translating theory into practice and shining a light on best practice across the sector. The organisation is committed to supporting educators, services and teachers to continually improve outcomes for children and families.

How did this initiative come about, and what informed its development?

We developed the mentoring program in response to the challenges many early childhood PRTs face when working towards full registration with VIT. While the Inquiry process is a valuable opportunity for professional growth, it can also feel overwhelming for teachers who are balancing registration requirements with the demands of teaching and personal commitments.

The program was designed to provide structured, individualised support to help teachers navigate the process with greater confidence and connect with experienced mentors who understand the realities of early childhood education.

The program also helps address professional isolation and build confidence, particularly in settings where access to experienced colleagues may be limited. Early career teacher Alex Yabsley said that “working in a service without many other experienced early childhood teachers, it was invaluable to have access to the mentoring program”, highlighting the value of professional guidance and connection throughout the registration journey.

By providing tailored support and professional connection, the program aims to help PRTs successfully achieve full registration, while building confidence in their practice and strengthening their professional growth.

How is the mentoring program structured to support teachers through the registration process?

The mentoring program is built around a structured framework aligned to the VIT registration process, while remaining flexible enough to respond to each teacher’s individual context, goals and level of confidence. This balance between clear guidance and personalised support is central to the program’s sustainability and success.

The program provides practical support through regular mentoring conversations, classroom visits and a structured Inquiry process. Teachers are guided through key stages, including

• identifying a focus area
• developing an Inquiry question
• gathering observations
• trialing strategies
• reflecting on outcomes.

Sara reflected that her mentor “clearly explained each stage of the inquiry process” and “broke down the requirements into manageable steps,” helping her approach the process with confidence.

Ongoing professional dialogue is another important part of the model. Regular check-ins create opportunities for teachers to reflect on their practice, refine their thinking and connect their observations to professional learning. Participants are also encouraged to connect with other educators, helping to broaden their perspectives and strengthen professional networks.

By combining a clear structure with personalised mentoring, the program creates a sustainable approach that supports teachers to meet registration requirements while developing skills and confidence that extend beyond the registration process itself. 

What impact has the mentoring program had on teachers’ professional growth?

Professional growth is an ongoing process. Mentoring helps teachers build confidence, strengthen their practice and develop the skills they need to support learners throughout their careers.

For Sara, one of the most valuable aspects of the program was having dedicated support and guidance as she reflected on her teaching practice. Through conversations with her mentor, she was encouraged to look closely at the decisions she made in the classroom and their impact of learners.

Sara described this process as an opportunity to “critically analyse my practice”. Rather than simply responding to challenges as they arose, she was supported to explore them more deeply and consider different approaches. 

Alex’s experience highlights another benefit of mentoring. Alongside professional reflection, the program supported his leadership development. He described being challenged to extend himself, particularly in “setting expectations for the staff around me and asking for the support I need.”

Together, their experiences demonstrate how mentoring supports more than meeting registration requirements. It helps teachers build confidence, deepen their professional practice and develop the skills they need to grow as reflective and capable educators throughout their careers.

How has this approach affected learner outcomes and are there any examples you can share that highlight positive changes for learners?

At its core, Inquiry is about improving outcomes for learners. By encouraging teachers to explore real challenges in their practice, the mentoring program helps them make informed changes that can have a meaningful impact on children’s learning and wellbeing.

Sara’s experience provides a strong example of this connection.

At the beginning of the year, Sara noticed that many children in her three-year-old group found it difficult to separate from their families, settle into the program and engage with the daily routine. Rather than applying a pre-determined solution, she used her Inquiry to better understand the challenge and explore ways to support the children.

Working with the children, Sara developed a visual routine that made the structure of the day more visible and predictable. She described it as “a meaningful tool that supported children’s understanding of the day, eased transitions, and increased engagement in the kindergarten program.”

As the routine became part of daily practice, Sara observed positive changes across the group. Children settled more easily, transitions became smoother, and participation in the program increased. The visual routine also helped children feel more secure and confident throughout the day.

Importantly, the impact extended beyond the Inquiry itself. Sara noted that the routine “continues to be used within our program today”, demonstrating how the Inquiry led to a lasting improvement in practice.

The experience strengthened her understanding of how visual supports can promote independence, participation and a sense of belonging. This learning continues to inform her approach to supporting children’s learning and wellbeing.

What are your workplace’s plans for building on this approach in the future and how do you see this program evolving to sustain its impact?

Supporting teachers to learn, reflect and grow throughout their careers is at the heart of this approach. While the mentoring program helps teachers meet registration requirements, its greatest value is in building reflective practice that continues long after the process is complete.

Sara’s experience demonstrates this ongoing impact. Her Inquiry did not end when she completed the process and applied for full registration. The learning continues to influence how she plans for and responds to the needs of children in her program.

Looking ahead, the focus is on embedding Inquiry, observation and reflection into everyday practice. Sara’s visual routine remains part of the program and continues to evolve as new groups of children bring different strengths, interests and needs. This reflects an important principle of Inquiry: effective practice is not fixed. It grows and adapts over time.

There is also a strong commitment to creating opportunities for teachers to learn from one another. Sara valued connecting with other educators and hearing different perspectives. These professional conversations supported her confidence and helped strengthen her practice.

Alex’s experience reinforces the importance of these connections, particularly for teachers working in smaller or isolated settings. He described access to mentoring as “invaluable”, highlighting the role supportive professional relationships can play in helping teachers navigate challenges and continue to grow.

As the approach evolves, the priority is to maintain a balance between providing clear support and creating space for meaningful professional Inquiry. By continuing to invest in mentoring, collaboration and reflective practice, the focus remains on supporting teachers to build confidence, strengthen their practice and improve outcomes for learners.

Together, these experiences demonstrate that the impact of mentoring extends beyond registration. It supports the ongoing development of thoughtful, responsive educators throughout their careers.

Can you provide any additional information that you believe is relevant but was not covered by the questions above?

One of the key strengths of the Gowrie mentoring program is the support it provides beyond the registration process. While achieving full registration is an important milestone, participants’ reflections highlight the longer-term impact the program can have on professional practice.

Sara described the Inquiry process as “a meaningful opportunity for professional growth”, while Alex highlighted the value of having “support readily available” throughout the process.

Their experiences demonstrate how mentoring can help teachers build confidence, strengthen reflective practice and develop meaningful professional connections. The program also creates opportunities for leadership growth, collaboration and ongoing learning.