Part of VIT’s role is to investigate the conduct, competence and fitness to teach of registered teachers, and whether a registered teacher’s ability to practice as a teacher or early childhood teacher is seriously affected because of an impairment.
The Centre for Program Evaluation at the University of Melbourne is developing a framework that will help school leaders and teachers make decisions about professional learning needs, in relation to improving teaching practice.
The Victorian Institute of Teaching (VIT) has welcomed the findings of a report into professional learning for school teachers released by the Victorian Auditor General’s Office (VAGO).
The audit examined whether VIT and the Department of Education and Training (DET) have a clear and accurate understanding of the professional learning that occurs in Victorian government schools, including its planning, cost and impact, so they can best target and support professional learning to drive better student outcomes.
In September, the Victorian Equal Opportunity and Human Rights Commission and the Department of Education and Training will present workshops on how your school can develop a culture of inclusive education.
A crucial part of the role of all school and early childhood teachers is to respond effectively to children and young people whose safety and wellbeing may be at risk, or who are in need of protection.
All staff working in early childhood settings and schools within Victoria, particularly those with mandatory reporting obligations, are strongly encouraged to regularly undertake and complete online modules.
As a leader in your workplace, you can play an important role in supporting CRTs to maintain registration requirements, and their professional growth and development, including improving learning outcomes in your education setting.
Active steps are needed to increase equality and diversity within the leadership pool. AITSL has produced guidelines that provide a framework to address this very important challenge.
While the provisional to (full) registration process is the same for all teachers, we understand CRTs may face unique challenges to achieve this. To help CRTs and teachers in non-school settings understand how they can move to (full) registration in their context, we’ve developed a CRT companion guide.
If you’re provisionally registered and planning to undertake the (full) registration process this year, there are some recent changes to this process regarding Child Safe Standards and the Reportable Conduct Scheme.