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Annual Report 2023-24
Teachers play a pivotal role in delivering quality education outcomes; they are not only facilitators of knowledge but also mentors who guide and inspire students. Teachers who create a supportive and engaging learning environment encourage their students to explore new ideas and challenge themselves. The VIT works closely with Victoria’s highly skilled teacher workforce to navigate the challenges of the contemporary world to ensure that Victoria’s children and young people have access to the best teachers.
Teacher registration in Victoria data
There are more than 141,000 registered teachers working across 6,300 schools, early childhood services and other education settings throughout Victoria.
The following data is generated at the end of a financial year, and relates to the year ending 30 June 2022.
Statement of expectations
The Minister for Education issues Statements of Expectations for the Victorian Institute of Teaching (VIT) which set out the Minister’s expectations for VIT to demonstrate good regulatory practice and includes performance targets.
Victorian Institute of Teaching Processes and Policies Review
Teacher workforce pressures are being experienced across Australia and internationally, with some Victorian schools facing greater staffing challenges than others. As a result, there is a need to support the State and individual schools to address the immediate teacher workforce supply pressures, whilst maintaining appropriate teacher registration standards.
Several concerns have been raised by schools regarding adverse and anomalous outcomes for teacher supply resulting from:
- the Institute’s approach to assessing applications for registration as a teacher from applicants who have completed overseas teaching qualifications and have taught overseas
- the Institute’s PTT policy and its application of that policy.
At the request of the Minister, VIT are conducting a review into teaching processes and policies. The review the Institute is required to undertake under clause 5 of the Direction (Review) is in response to those concerns raised by schools.
Consultation will be ongoing, continuing after the submission of reports to the Minister. Read the review's terms of reference.
For questions or further information, please contact hannah.galloway@vit.vic.edu.au.
Gender Equality Action Plan (GEAP) 2021-24
The VIT is focused on ensuring compliance with its obligations under the newly established Gender Equality Act 2020. Promoting gender equality is important, and while VIT is an inclusive and supportive environment, it’s vital to continuously review the level of equality promotion in the workplace.
Following a review from the recent Workplace Gender Audit and People Matter Survey, VIT submitted a Gender Equality Action Plan to the Commissioner for Gender Equality in March 2022. The Gender Equality Action Plan was approved in June 2022.
Read the 2024 GEAP Progress Report.
Casual Relief Teacher Survey 2019
The VIT surveys over 4,000 casual relief teachers (CRTs) to understand their professional learning needs and experiences in meeting and maintaining registration requirements.
In partnership with the Department of Education and Training and the Teacher Learning Network, VIT uses this feedback to inform the development of resources and information specifically tailored to support CRTs to understand and maintain registration requirements. This may include presentations through agencies, unions and CRT networks; webinars; and FAQs.
Special Needs Professional Development Report 2016
In 2016, registered teachers were required to focus on developing their capability in a particular aspect of the Australian Professional Standards for Teachers. For renewal of registration, VIT asked teachers to focus on APST 1.6: Strategies to support full participation of learners with disability.
This acknowledges the importance of the Victorian government focus on giving every learner the opportunity to learn in a safe, positive and supportive environment. Registered teachers play a prime role in this by building their capability to achieve such a learning environment for their learners with disability.