Inquiry approach

• select a class or group of students, and assess the level of learning and factors affecting learning
• determine what they already know and curriculum expectations to expand learning
• develop a question for inquiry
• deepen professional knowledge and refine skills to respond to the identified area of inquiry
• use this knowledge to establish and implement an action plan to improve student learning
• assess the learning of students
• reflect on the effectiveness of practice on the learning of the students and the implications for future practice and professional learning.

A learning environment is appropriate provided that it

• involves developing, teaching, assessing and reporting on a program of study of an approved curriculum or learning framework; 
• involves direct interactions with learners and references the APST; 
• requires you to modify your teaching practice in response to the learning needs and assessment of learners; and
• allows you to address all 37 descriptors outlined in the Australian Professional Standards for teachers at the Proficient Teacher level  PDF, 382.48 KB

• the Victorian Curriculum/AusVELS;
• the Australian National Curriculum; 
• the Victorian Certificate of Education (VCE);
• the Victorian Certificate of Applied Learning (VCAL);
• Vocational Education and Training (VET);
• any other curriculum or program approved by the Victorian Curriculum Assessment Authority (VCAA) or Australian Curriculum, Assessment and Reporting Authority (ACARA);
• the International Baccalaureate (IB) authorised by the International Baccalaureate Organisation;
• a program that, in a non-government school, is authorised and reviewed by the Victorian Registration & Qualification Authority (VRQA) and is approved as the educational program of the school by the school’s governing body;
• a program that forms part of the compulsory curriculum of a school for students attending that school;
• a program that is comparable to an Australian Year 12 course as recognised by an Australian legislative framework; or
• an overseas curriculum delivered at a school registered with the VRQA as a ‘Specific Purpose’ school.

Approved curriculum in an early childhood setting is any educational program or curriculum based on:

• the Victorian Early Years Learning and Development Framework; or
• the Early Years Learning Framework.

In support of an application for (full) registration, you will need to present evidence of your competence against Standards 4.4, 4.5, 7.1 and 7.2 by providing to your workplace recommendation panel

• a brief report describing your understanding of your legislative, administrative, organisational and professional requirements, policies and processes relating to child safety and wellbeing, including two examples of how you have implemented your obligations;
• evidence of a professional conversation based on the above report; and
• a brief report reflecting on your professional discussion(s) about how you establish appropriate relationships and maintain professional boundaries with your learners.

In your report describing your understanding of the requirements, policies and processes relating to child safety and wellbeing, make sure you identify that you have informed yourself about requirements such as the Child Safe Standards and Mandatory Reporting.

Your school or early childhood service is required to have policies in place that relate to the Child Safe Standards and you should be inducted into the policies, codes, practices and procedures governing child safety and child-connected work. Your workplace should provide specific training and support in this area.

In your report, describe your understanding of the legislation, policies and processes in relation to your teaching context. You can also include any relevant PD or training you have undertaken and briefly discuss what you have learnt. 

Section 2C Maintaining Child Safety and Wellbeing and Section 4B Maintaining Appropriate Professional Relationships have been added to the template for evidence of professional practice in the Supporting Provisionally Registered Teachers Guide PDF, 12539.27 KB.

• Seek employment for an extended period of time in one workplace.
• Focus on a constant or particular type of learner (e.g. a specific year level, a specific subject/learning area, or catering for a mixed ability class).

Read the CRT Companion guide PDF, 8140.63 KB to learn more about undertaking the (full) registration process as a CRT or in other contexts.

To make the process feel more ‘real’, we suggest basing your hypothesis on another learner in the learning environment who has special needs - and as part of your evidence-based inquiry – ask: 

• What would I do if I had this learner in my group?
• How would I adapt or modify my teaching to ensure this learner achieved the same learning outcomes as the other learners in the group?

You should also have at least one professional discussion with your mentor that includes a few hypotheticals which focus on what you will do and how you will record the approach that you will take.

You could base your hypothesis on another learner in the learning environment - and as part of your evidence-based inquiry - ask: 

• What would I do if I had this learner in my group?
• How would I design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of ATSI learners?

You should also have at least one professional discussion with your mentor that includes a few hypotheticals which focus on what you will do and how you will record the approach that you will take. More information can be found here PDF, 227.85 KB