As COVID-19 continues to have an impact on the delivery of ITE programs, VIT has chosen to revise and extend the following temporary regulatory measures for final year cohorts due to complete ITE programs by the end of 2022.

These measures will continue to assist initial teacher education (ITE) providers during and help ensure pre-service teachers (PSTs) are not disadvantaged.

Professional experience placements for pre-service teachers

1. The minimum number of professional experience days successfully completed by any PST enrolled in an accredited ITE program and due to complete in 2022 will be reduced to at least

   • 60 days in respect of an undergraduate ITE program; and

   • 45 days in respect of a graduate ITE program.

2. Where possible, VIT encourages ITE providers to support PSTs to exceed the revised baseline of professional experience days outlined above, noting that the requisite professional experience days as outlined for accreditation is

   • 80 days for undergraduate ITE program; and 

   • 60 days for postgraduate ITE programs.

The temporary regulatory measures also apply to PSTs completing combined early childhood / primary ITE programs in 2022. To meet the minimum requirements for teacher registration, on completion of a combined program, the majority of the placement days must have been completed in a school setting (primary context). These programs must also meet ACECQA’s minimum requirements of supervised professional experience in early childhood settings.

• The ITE provider will need to attest that it is sufficiently assured that PSTs have met all of the Graduate Teacher Standards and are adequately prepared to enter the teaching profession. 

Please note: VIT considers successful completion of the ITE program requirements and graduation attests to the provider's satisfaction of the Australian Professional Standards for Teachers (APST) being met by the pre-service teacher at the Graduate Teacher level. 

• It is expected that PSTs will also successfully complete
  • their most recent prior professional experience;
  • the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) – subject to satisfactory Commonwealth provision of remote or other suitably flexible delivery options; and
  • a final year teaching performance assessment (TPA), as required by Program Standard 1.2. The TPA can be completed in a remote and / or online learning context / environment.

These regulatory measures are temporary and have been applied as a result of matters arising from the COVID 19 pandemic. Wherever possible, ITE providers should enable a flexible range of options for PSTs to meet the Graduate Teacher Standards. ITE providers are able to implement the above regulatory measures according to their context and the needs of their PSTs on a case-by-case basis.

Providers are encouraged to contact VIT should they have any questions. VIT is mindful of the extenuating nature of the current situation and will endeavour to deal with matters in a fair, reasonable and proportionate manner.