annual report 2012 - teachers registration board of south ... · letter of transmittal . hon. grace...

ANNUAL REPORT 2012 1 July 2011 – 30 June 2012

Teachers Registration Board of South Australia

6th Floor

70 Pirie Street

Adelaide 5000

South Australia

Telephone: 61 8 8226 2666

Facsimile: 61 8 8226 2667

Email: [email protected]

Internet: http://www.trb.sa.edu.au

ABN: 18 376 765 315

ISSN: 1837-7068 (Print)

ISSN: 1837-7076 (Online)

LETTER OF TRANSMITTAL

Hon. Grace Portolesi MP Minister for Education and Child Development Dear Minister

In accordance with the Public Sector Act 2009, the Public Finance and Audit Act 1987, and the Department of Premier and Cabinet’s PC013 – Annual Reporting Requirements, I am pleased to present the eighth annual report of the Teachers Registration Board established under the Teachers Registration and Standards Act 2004 for the year ending 30 June 2012. The report outlines the achievements and performance of the Teachers Registration Board and presents information on the Board’s finances and human resources relating to the 2011-12 financial year.

C A Kerin CHAIRPERSON TEACHERS REGISTRATION BOARD 2012

Teachers Registration Board of South Australia - Annual Report 2011 – 2012

TABLE OF CONTENTS

AGENCY ROLE, GOVERNANCE AND PERFORMANCE ............................................ 1

KEY HIGHLIGHTS AND ACHIEVEMENTS ................................................................... 9

FORMAL PROCEEDINGS BEFORE THE BOARD ...................................................... 15

MANAGEMENT OF HUMAN RESOURCES .................................................................. 19

FINANCIAL PERFORMANCE .......................................................................................... 24

STATISTICAL INFORMATION ....................................................................................... 26

FINANCIAL STATEMENTS..…………………………………………………………….34

Teachers Registration Board of South Australia - Annual Report 2011 - 2012

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AGENCY ROLE, GOVERNANCE AND PERFORMANCE

Legislation and Structure A system of registration for all teachers employed in both government and non-government schools was established under Part IV of the Education Act 1972 and came into operation in 1976. The purpose of the legislation was to regulate the teaching profession in South Australia.

After a comprehensive public consultation process during 2004, the Teachers Registration and Standards Act 2004 (the Act) and the Teachers Registration and Standards Regulations 2005 (the Regulations) were proclaimed on 31 March 2005. The Act established the Teachers Registration Board of South Australia (the Board) as an independent body under its own legislation.

The legislation significantly enhanced the power, functions and responsibilities of the Board to better meet the expectation of the community and the professional standards required on a national level in relation to the regulation of the teaching profession.

The object of the Act is to establish and maintain in the public interest, a teacher registration system and professional standards for teachers to ensure members are competent educators and fit and proper persons to have the care of children. In undertaking its functions the Board must have the welfare and best interests of children as the primary consideration.

The Board is a body corporate, has perpetual succession and a common seal and has the powers of a natural person and the functions and powers assigned or conferred under the Teachers Registration and Standards Act 2004 and any other Act.

Functions and Powers of the Teachers Registration Board of South Australia

· to administer the provisions of this Act for the regulation of the teaching profession;

· to promote the teaching profession and professional standards for teachers;

· to confer and collaborate with teacher education institutions with respect to the appropriateness for registration purposes of teacher education courses;

· to confer and collaborate with teacher employers, the teaching profession, teacher unions and other organisations and other bodies and persons with respect to requirements for teacher registration and professional and other standards for teachers;

· to confer and collaborate with other teacher regulatory authorities to ensure effective national exchange of information and promote uniformity and consistency in the regulation of the teaching profession within Australia and New Zealand;

· to keep the teaching profession, professional standards for teachers and other measures for the regulation of the profession under review and to introduce change or provide advice to the Minister as appropriate.


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Board Membership 2011-14

His Excellency the Governor appointed the following persons from 31 March 2011 until 30 March 2014, pursuant to Part 3, s9 of the Act (unless otherwise stated).

Name and Position Nominated by:

Carmel Kerin, Presiding Member Minister for Education and Child Development

Mardi Barry, Member Janine Harvey, Deputy Member

Department for Education and Child Development

Erica Womersley, Member Kerry Kavanagh, Deputy Member


Robert Woodbury, Member Geeta Verma, Deputy Member Australian Education Union (SA)

Jacqueline Bone-George, Member Kathryn Ellis, Deputy Member Australian Education Union (SA)

Peter Ryan, Member Nicholas Agnew, Deputy Member Australian Education Union (SA)

Joanne Hill, Member Patricia Cavanagh, Deputy Member Australian Education Union (SA)

Phyllis Mitchell, Member David Coulter, Deputy Member Australian Education Union (SA)

Roger Anderson, Member Tony Houey, Deputy Member

Association of Independent Schools (SA)

Helen O’Brien, Member Bruno Vieceli, Deputy Member

Catholic Education (SA)

Lynette Castle, Member Bernadine Bourne, Deputy Member Independent Education Union (SA)

David Freeman Member Anthony Haskell, Deputy Member (appointed 23 February 2012) Independent Education Union (SA)

Rosie Le Cornu, Member Tania Aspland, Deputy Member Universities of the State

Gerardine Mulhearn, Member Andrea McGuffog, Deputy Member (resigned 23 August 2011) Gaynor Ramsey, Deputy Member (appointed 2 February 2012)


Ann Bliss, Member Vacant, Deputy Member Minister for Education and Child

Development Margaret Kelly, Member Christopher Allen, Deputy Member Minister for Education and Child

Development


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Committee Membership 2011-14

The Teachers Registration Board of South Australia has established four standing committees, pursuant to Part 3, s16 of the Act.

Committee 2011-14

Teacher Education and Professional Issues (TEPI) considers a broad range of educational and professional issues including the development of professional teaching standards.

Carmel Kerin (Chair) Mardi Barry Erica Womersley Jacqueline Bone-George Phyllis Mitchell

Joanne Hill Roger Anderson Lynette Castle Rosie Le Cornu Margaret Kelly

Publicity develops communication strategies relating to the promotion of the teaching profession including the website and the publication of the annual Newsletter.

Carmel Kerin (Chair) Jacqueline Bone-George Ann Bliss Margaret Kelly

Office Procedures considers and monitors financial, administrative and legislative responsibilities.

Carmel Kerin (Chair) Mardi Barry Jacqueline Bone-George Phyllis Mitchell

Admissions develops and considers policy proposals in relation to qualifications and non-standard applications relating to admission to the Register of Teachers.

Robert Woodbury (Chair) Erica Womersley Joanne Hill Peter Ryan Roger Anderson

Helen O’Brien Lynette Castle David Freeman Rosemary Le Cornu

The Secretariat

The Registrar of the Board is appointed by His Excellency the Governor of South Australia. Pursuant to s15 of the Act the Registrar is responsible for managing the staff and the resources of the Board and giving effect to the policies and decisions of the Board. The Secretariat is structured to carry out the operational functions of the agency and to provide executive support to the Board and its Committees.

South Australian Strategic Goal: We actively participate in shaping the future of our State - Target 30 Boards and Committees and Target 31 Chairs of Boards and Committees.


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Governance Members of the Board are nominated pursuant to Part 3, s9(1) of the Act.

The Board consists of 16 members including an independent Presiding Member, a person representing the community, a legal practitioner nominated by the Minister for Education and Child Development, persons nominated by employers from the government and non-government education sectors, teacher unions and the universities of the State. Members and their deputies are appointed by His Excellency the Governor of South Australia for a term of three years.

The composition of the Board reflects the key stakeholders in relation to the regulation of the teaching profession in South Australia. Members are not appointed to represent the interests of their nominating organisation; it is the duty of members to promote the public purposes for which the Board exits.

Delegations

Section 19 of the Act requires the Board to include details in the Annual Report of any delegation of a function or power of the Board that was in operation during the relevant financial year. During the period 1 July 2011 to 30 June 2012 the Board reviewed existing delegations and other than those delegations reported in previous years, a formal Instrument of Delegation to the Admissions Committee in relation to Part 5 of the Act was authorised by the Presiding Member on 24 February 2012.

Ad hoc Panels

Ad hoc Panels are formed from time to time to consider or make recommendations on specific issues. A panel may be convened to assess pre-service teacher education programs and make recommendations for determination by the Board. During the reporting period, ten panels were established to assess pre-service teacher education programs. Staff of the Secretariat provides executive support to these panels.

Board and Committee Meetings

The Board and Admissions Committee met on thirteen occasions. The Office Procedures Committee met on twelve occasions. The Teacher Education and Professional Issues (TEPI) Committee met on five occasions and the Publicity Committee met once over the reporting period.


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Strategic Framework 2009-12 The Strategic Framework 2009-2012 articulates the Board’s vision, purpose, values and strategic goals in relation to the administration of the Act and Regulations. The Board regulates the teaching profession within government and non-government schools. As with other professions requiring specialist knowledge and occupying positions of trust and responsibility in the community, teachers must be registered in order to practise their profession and to have the care of children.

TEACHERS REGISTRATION BOARD OF SOUTH AUSTRALIA

STRATEGIC FRAMEWORK 2009-12

Vision To lead and support the professionalism of teaching

Purpose The Teachers Registration Board, in the public interest, regulates and promotes the teaching profession in South Australia.

Values

Integrity

procedural fairness and natural justice

honesty and accountability

Respect

courtesy and dignity

diversity

consultation and collaboration

Responsibility

ethical decision making

confidentiality and privacy

responsiveness to change

Goals

meet regulatory and compliance responsibilities

enhance the profile of the teaching profession within the board community

influence the agenda for the regulation of teachers at the state, national and international level

communicate and celebrate the positive contribution of the teaching profession to society

contribute to research that will support teachers and enhance the teaching profession.

Review and evaluation are integral to the achievement of our strategic goals.


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Statutory Authorities Review Committee Inquiry into the Teachers Registration Board On 26 July 2011, the Hon C Zollo MLC, Presiding Member of the Statutory Authorities Review Committee tabled the 54th Report of the Statutory Authorities Review Committee - Inquiry into the Teachers Registration Board of Australia.

Formal Recommendations

Following consideration of the evidence the Statutory Authorities Review Committee made twelve formal recommendations:

1. The Teachers Registration Board should report publically on the number of warning letters to teachers, issued by the Registrar, on an annual basis.

2. Once the Teachers Registration Board has handed down a decision after the completion of an inquiry, it should publish the case summary on its website.

3. The following information should be explained orally by the Teachers Registration Board to potential witnesses during the witness proofing process:

(i) the names of the parties to the TRB investigation and inquiry, and an explanation that witnesses are not parties to the proceedings;

(ii) the roles of the parties and the witnesses during a TRB investigation and inquiry;

(iii) the role of legal counsel representing the Registrar or, if the TRB has brought proceedings by way of its own motion, the role of legal counsel assisting the TRB;

(iv) the procedure used by the TRB throughout the Inquiry;

(v) the processes of examination-in-chief and cross-examination;

(vi) the potential risks for witnesses to attend at the inquiry with notes and documentation, including the ability for counsel representing the accused to request to review such materials;

(vii) the right for the witness to have a support person present at the TRB inquiry whilst giving evidence, including the explanation that the support person cannot be a person who may be asked to give evidence at the same hearing, and the role of that support person; and

(viii) the possible implications and use of statements made to other organisations which may be relevant to the matter before the TRB.

4. The TRB should provide an information package in writing to all witnesses before they appear before the Board at an Inquiry, which explains the items listed above at Recommendation 3.

5. Legal counsel assisting the TRB in proceedings initiated on the Board’s own motion should be a different legal officer from any legal officer who has previously advised the Registrar in the same case.

6. The Teachers Registration and Standards Act 2004 (SA) should be amended to include a section entitled ‘Parties’, which clearly lists and defines a potential party to proceedings before the TRB.

7. Any restrictions/conditions which have been placed on a teacher’s registration, should be noted against a teacher’s name in the Register of Teachers, and made available on the TRB website.

8. The TRB and SAPOL, at their next annual review, should consider possible solutions and strategies to prevent registered teachers from non-disclosure if they are arrested and charged with an offence.

9. The TRB and the Minister for Education should consider addressing the issue of whether, in certain circumstances, the TRB ought to be directly notified of serious allegations made of


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unprofessional conduct, where the teacher in question has not resigned, nor been dismissed by an employer.

10. The TRB should consult with DECS and the relevant higher education institutions on broadening pathways into qualifying for teacher registration, and on accepting and recognising a larger range of undergraduate study and professional qualifications.

11. Parent representation on the TRB should be increased, from one parent member to two parent members. The Committee recommends that one parent represent the Government schools and one parent is to represent non-Government schools.

12. Section 9 of the Teachers Registration and Standards Act 2004 (SA) should be amended to include a requirement that the Presiding Member of the TRB also be a legal practitioner (who has more than five years standing).

The Minister for Education and Child Development the Hon Grace Portolesi MP, responded in writing on 15 December 2011 to the Recommendations of the Statutory Authorities Review Committee supporting the position of the Board and advising that some of the recommendations proposed by the Committee were addressed prior to the release of the Report.

A copy of the 54th Report of the Statutory Authorities Review Committee - Inquiry into the Teachers Registration Board of Australia and the Ministerial Response can be viewed on the public access website for the Standing Committees of the Parliament of South Australia. <www.parliament.sa.gov.au/committees>

Nationally Consistent Teacher Registration In March 2012, the Board determined to implement the agreed elements of the nationally consistent approach to teacher registration endorsed by the Ministers for Education in October 2011. The nationally consistent approach includes a set of key elements that will be implemented by each state and territory within Australia.

The elements include; initial period of registration, fixed period of registration, alternative authorisation to teach, discipline and de-registration, suitability, qualifications, English language proficiency and mutual recognition.

The Board through its membership of the Australasian Teacher Regulatory Authorities Incorporated (ATRA) has worked in consultation with the Australian Institute of School Leadership (AITSL) and in collaboration with key stakeholders to support the implementation of a nationally consistent approach to teacher registration.

Key milestones in relation to nationally consistent teacher registration are included in the achievements and highlights section of this report.

http://www.parliament.sa.gov.au/committees


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Membership of National Steering Committees, Workgroups and Projects

Representatives of the Board and Secretariat have participated on a number of national committees, workgroups and projects during 2011-2012 to further the work towards a nationally consistent approach to teacher registration including:

Nationally Consistent Registration of Teachers Policy Framework Group

National Teacher Registration Working Group

National Professional Standards AITSL Pilot projects

AITSL Teacher Standards Focus Group

AITSL Focus Group of the Profession

Workforce Development Program for Lead Teacher Working Group

Overseas Teacher Qualification Advisory Panel

National Teaching Workforce Data Set Working Group

Legislative Change The National Quality Framework for Early Childhood Education and Care is a national legislative reform arising from the Council of Australian Governments National Education Agreement and Improving Teacher Quality National Partnerships (NP). The Australian Children’s Education and Care Quality Authority (ACECQA) is responsible for guiding the implementation of the National Quality Framework at the national level.

The National Quality Framework commenced on 1 January 2012 in line with the enactment of the Education and Early Childhood Services (Registration and Standards) Act 2011 (SA) and National Education and Care Services National Regulations 2011. The Board will work closely with the Education and Early Childhood Services Registration and Standards Board of South Australia in relation to teacher registration requirements.

Administrative Change In February 2011 the Teachers Registration Board approved in principle the formal transfer of the staff employed under the Public Sector Act 2009 from the Department for Education and Child Development (DECD) to the Teachers Registration Board.

During 2011-12 the Board concluded negotiations with the DECD, the Commissioner for Public Employment and Office for Professional Standards and Integrity (Department of Premier and Cabinet) and entered into an administrative arrangement for the formal transfer of staff currently employees of the DECD to employment by the Teachers Registration Board. The transfer came into effect 1 July 2012.


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KEY HIGHLIGHTS AND ACHIEVEMENTS

Strategic Goal 1: Meet legislative requirements.

As a direct response to the Statutory Authorities Review the following recommendations were addressed.

Warning letters

From 2012, the Board will publish on an annual basis the number of warning letters issued by the Registrar. Refer to the section of this report entitled ‘Proceedings under Part 7 of the Act’ for further information.

Publication of case summaries

Since 2009 the Board has published on an annual basis case studies relating to unprofessional conduct on the website, and in the Annual Report and Newsletter. From 2012 the Board will publish case summaries on its website www.trb.sa.edu.au on an ongoing basis.

Information Sheets

In addition to the provision of oral information to a witness by the Crown Solicitor’s Office and the Registrar, a series of comprehensive information sheets which clarify the protocols and procedures relevant to inquiries and hearings by the Board have been developed.

These information sheets explain the meaning of ‘parties to an investigation or inquiry; the role of parties and witnesses; the role of legal counsel to the Registrar and to the Board; hearing procedures and processes for examination-in-chief and cross-examination; access by Counsel to notes and documentation at a hearing, the rights and obligations of persons who provide support to a witnesses giving evidence; the possible implications of the use of statements made to other organisations which may be relevant and; the formal process that distinguishes the three ways in which proceedings may be initiated’.

Information Sheets entitled ‘Witness Information, Matters Pursuant to Part 7 of the Act and Registration Hearings’ are available on the Board website www.trb.sa.edu.au.

Teachers Registration Board Policies and Standards

During the reporting period 1 July 2011 to 30 June 2012 the Board approved the following:

On 30 March 2012 the Board endorsed the National Initial Teacher Education Program Accreditation Policy and approved the adoption of the Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures to commence from 1 January 2013.

On 30 March 2012 the Board adopted the National Professional Standards for Teachers to commence from 1 January 2013.

http://www.trb.sa.edu.au/


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On 18 November 2011 the Board recognised for the purpose of applications for renewal of teacher registration the ‘Responding to Abuse and Neglect – Education and Care Training (RAN-EC)’ online update training course for preventing and responding to child abuse and neglect. The online mode of delivery will assist all teachers to access the update training for the purpose of renewal of registration.

From 1 October 2011 the Board implemented a change to the requirement for assessment of qualifications regarding supervised teaching practice. All applicants must now provide evidence of 45 days supervised teaching practice as a minimum requirement for registration.

CrimTrac Audit (National Criminal History Record Checks)

As an accredited CrimTrac Agency, the Board accesses the National Police Checking Service Support System (NSS) to complete National Criminal History Record Checks on applicants for teacher registration. The Board is required to comply with the record keeping requirements set out in the contract with the CrimTrac Agency. These requirements are independently audited on a regular basis.

South Australian Government High Performance Framework

The South Australian Government High Performance Framework (HPF) is a whole of government mechanism to measure, improve and monitor performance of the South Australian Public Sector. The underlying principle of the HPF is the alignment between community expectations and key policy priorities of government. As an independent Statutory Authority, the Board commenced the process of self-assessment during 2011-12 and will implement the initiative during the 2012-13 reporting period.

Strategic Goal 2: Enhance the profile of the teaching profession within the broader community.

Accreditation and Approval of Initial Teacher Education Programs

On 28 October 2011 the Board granted accreditation for seven programs offered by Tabor Adelaide Incorporated;

− Bachelor of Education Primary

− Bachelor of Education Middle School

− Bachelor of Arts and Education Middle School

− Bachelor of Arts and Education Secondary

− Bachelor of Education Primary (Graduate Entry)

− Bachelor of Education Middle School (Graduate Entry) and

− Bachelor of Education Secondary (Graduate Entry).


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On 18 November 2011 the Board granted accreditation for one program offered by the Flinders University of South Australia;

− Bachelor of Education (Secondary Schooling)/Bachelor of Languages.

On 27 January 2012 the Board granted accreditation for two programs offered by the University of South Australia;

− Bachelor of Education (Specialisations: Early Childhood Education, Primary, Primary/Middle) and

− Masters of Teaching (Specialisations: Early Childhood, Primary, Primary/Middle, Secondary).

Implementation of the National Initial Teacher Education Program Accreditation

From 1 January 2013 the National Initial Teacher Education Program Accreditation Policy will be implemented in South Australia. This is one of the elements of the national education reforms aimed at improving teacher quality. To gain approval of initial teacher education programs, higher education providers must address the criteria outlined in the Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures.

Members of the Board, key staff and nominated teachers attended the National Accreditation of Initial Teacher Education Panel training held in Melbourne on 17-18 November 2011. The panel training was delivered by the Australian Council for Education and Research (ACER) on behalf of the Australian Institute for Teaching and School Leadership (AITSL). Further training sessions will be scheduled on an on-going basis to ensure sufficient panel members are available to undertake national accreditation of initial teacher education programs.

National Professional Standards for Teachers

During 2011 the Teachers Registration Board, the Department for Education and Child Development, Catholic Education (SA) and the South Australian Principals’ Association collaborated on a pilot for the National Professional Standards for Teachers.

A Steering Group including representatives from each organisation established a Reference Group comprised of teacher educators, unions and professional associations to undertake a pilot focused on an investigation of the National Professional Standards for Teachers as a framework to promote teacher self-reflection, specifically targeting early career teachers.

The outcomes from the National Professional Standards for Teachers Pilot – Teacher Self Reflection together with pilots focused on professional development, initial teacher education/registration and parents and community/students can be viewed on the Australian Institute for Teaching and School Leadership (AITSL) website at: http://www.teacherstandards.aitsl.edu.au/Pilots .

http://www.teacherstandards.aitsl.edu.au/Pilots


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Strategic Goal 3: Influence the Agenda for the regulation of teachers at the state, national and international levels.

Nationally Consistent Registration of Teachers Policy Framework Group

During 2011-12 the Nationally Consistent Registration of Teachers Policy Framework Group and Nationally Consistent Registration of Teachers Working Group provided advice to the Australian Institute for Teaching and School Leadership (AITSL) on legislative changes required to achieve a nationally consistent approach to teacher registration. The Australasian Teacher Regulatory Authorities (ATRA) in consultation with AITSL considered the legislative implications for each jurisdiction and identified policy changes to be endorsed by each regulatory authority. A report on the outcomes of this work was prepared for the Australian Education, Early Childhood Development and Youth Affairs (AEEYSOC) and forwarded to the Standing Council on School Education and Early Childhood (SCSEEC), previously known as the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).

Nationally Consistent Approach to Teacher Registration

On 30 March 2012 the Board approved a series of proposals to meet the requirements for implementation of a nationally consistent approach to teacher registration in South Australia.

From 1 January 2013 the National Professional Standards for Teachers will come into effect for the purposes of implementing all elements of the nationally consistent approach to teacher registration;

From 1 January 2013 the nationally consistent approach for transition from provisional registration to (full) registration will come into effect;

From 1 January 2013 the Board approved the introduction of an internal audit process for transition from provisional registration to (full) registration and for renewal of registration;

From 1 January 2013 the Accreditation of Initial Teacher Education Programs: Standards and Procedures will apply to all new or ongoing programs;

The Board endorsed the continuation of a three year fixed period of teacher registration in South Australia.

Existing legislation and policies achieve compliance with the other key elements of the nationally consistent approach to teacher registration, i.e. alternative authorisation to teach, discipline and de-registration, suitability to teach and mutual recognition. The amended English Language Proficiency Policy came into effect on 1 March 2011.


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Strategic Goal 4: Communicate and celebrate the positive contribution of the teaching profession to society.

Website

During 2011-12 the Board established and implemented a website portal for initial teacher education students. The portal is another means of communicating with initial teacher education students and complements the existing program of formal visits made by staff of the Board to teacher education providers to explain the requirements for teacher registration.

Newsletter

The Annual Newsletter – Registration Matters was published in December 2011. The Newsletter is sent to all registered teachers. The publication included information on the nationally consistent approach to teacher registration, sponsorship, accreditation of initial teacher education programs, case summaries and the Board’s participation in a pilot study which assessed the National Professional Standards for Teachers as a resource to promote self-reflection.

World Teachers’ Day 2011

World Teachers’ Day was celebrated in South Australia on Friday 28 October 2011. World Teachers’ Day was introduced in 1994 by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), to celebrate the significance of competent, qualified and motivated teachers as instrumental in shaping the futures of children, students and young people.

The Board promotes World Teachers' Day within the South Australian community to highlight the valuable service teachers deliver to students and the wider community through their core work and dedication to the profession. The Teachers Registration Board celebrated the positive contribution of the teaching profession adopting the 2011 international theme of ‘celebrate teachers: diverse community; diverse profession’.

The Board sent World Teachers’ Day posters to all education and care settings. In a letter to Principals, Directors and Chairpersons of Governing Councils, the Presiding Member outlined the importance of World Teachers’ Day and suggestions for celebrations. The World Teachers’ Day poster was published in the Adelaide Advertiser on 28 October 2011 and on the Board website.

Strategic Goal 5: Contribute to research that will support teachers and enhance the teaching profession.

Australasian Teacher Regulatory Authorities (ATRA)

The Board and teacher regulatory authorities in the states and territories of Australia are committed to a nationally consistent approach to teacher registration and provide a key role in advising and researching the implications of these significant reforms.


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The Presiding Members and Officers of ATRA (including representation from the New Zealand Teachers Council) meet twice a year. The ATRA General Meeting was held on 7-8 September 2011 and the Special Meeting on 1-2 March 2012.

Australian Institute for Teaching and School Leadership Overseas Teacher Qualification Advisory Panel

The Australian Institute for Teaching and School Leadership Teaching Qualification Advisory Panel provides information and advice on the recognition of overseas qualifications consistent with the objectives of skilled migration and the requirements of state and territory regulatory authorities. The Registrar of the Board is the ATRA nominee on this panel.

Australasian Teacher Regulatory Authorities Network Meetings

The Australasian Teacher Regulatory Authorities networks met regularly during the reporting period to discuss issues and make recommendations to ATRA in relation to achieving a nationally consistent approach to registration. Currently six ATRA networks meet on an annual basis; Professional Conduct and Legal, Professional Learning, Professional Teaching Standards, Senior Registration and Assessment, Initial Teacher Education Accreditation and Information Technology Network.

Longitudinal Teacher Education Workforce Study - Deakin University Australia

The Board provided an opportunity for teachers who graduated in 2011 to participate in an 18 month Longitudinal Teacher Education Workforce Study (LTEWS), conducted by Deakin University on behalf of the Commonwealth Department of Education, Employment and Workplace Relations (DEEWR).

The LTEWS project sought feedback on early career progression into teaching through an online survey focused on the relevance and effectiveness of teacher education for employment. It is expected research on the experiences of graduate teachers in their first years of work will have a positive impact on the development of future policies and programs for teachers.

National Teaching Workforce Data Set

The National Teaching Workforce Data Set (NTWD) is a key initiative under the Council of Australian Governments Teacher Quality National Partnership agreement to improve the availability and quality of teaching workforce data to inform strategic teacher workforce planning at a national level. The project aims to collect de-identified statistical data from various custodians in each state and territory of Australia. The Teachers Registration and Standards Act 2004 enables the Board to disclose statistical or other data in a way that could not reasonably lead to the identification of an individual. The Board is participating in this project subject to strict procedural guidelines and appropriate confidentiality agreements.


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FORMAL PROCEEDINGS BEFORE THE BOARD

The Board delegates the determination of matters pursuant to Part 5 of the Act (application for registration or renewal of registration) and pursuant to Part 7 of the Act (inquiries with respect to whether there is proper cause for disciplinary action) to a committee. The committee must be comprised of not less than three members of the Board including a member who is a legal practitioner and a member who is a practising teacher. During the reporting period, the Board determined to have five members on each committee. The committee is required to make a decision on behalf of the Board.

Proceedings under Part 5 of the Act The majority of applications for teacher registration and renewal of registration under Part 5 of the Act are processed administratively in accordance with the delegation to the Registrar pursuant to s17(b) of the Act.

In applying for registration or renewal of registration the onus is on the applicant to satisfy the Board that he/she meets the statutory criteria for registration. Applications that do not meet the requirements for admission to the Register of Teachers are determined at an Admission Hearing.

Admission Hearings – Fitness

There were five Hearings held, pursuant to Part 5 of the Act regarding applications for registration where there were concerns about whether the applicant’s capacity to teach was seriously impaired by an illness or disability which may affect the applicant’s behaviour or competence as a teacher. All of these matters resulted in admission to the Register of Teachers subject to conditions on the grant of registration which may include the provision of regular medical reports to the Registrar.

Admission Hearings – Qualifications

There were seventeen Hearings held, pursuant to Part 5 of the Act regarding new or formerly registered applicants who did not hold the requisite qualifications and/or experience as prescribed in the Act or Regulations. In addition these applicants did not meet the Board’s policy on recency of practice. One applicant was granted full registration. Three applicants were granted provisional registration. Eleven applicants were granted provisional registration subject to a condition that they upgrade their qualifications to meet the prescribed minimum standard. Two applicants were refused registration because of the relevance or adequacy of their qualifications or inability to meet the recency of practice requirement.


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Proceedings under Part 7 of the Act Proceedings may be commenced on the application of the Registrar or of the Board’s own motion by laying a formal complaint before the Board. The Act confers on the Registrar an independent statutory role as ‘complainant’; the Registrar is required to investigate grievances and concerns and to exercise prosecutorial discretion.

Section 34 of the Act gives the Registrar, or a person authorised by the Registrar, the power to investigate conduct, competence or capacity of a teacher. For purposes associated with such an investigation, the Registrar may request any persons produce material for inspection. This is an important power designed to ensure that relevant evidence and information is available to the Registrar and able to be presented at proceedings before the Board.

The Registrar in discharging the investigative and prosecutorial role, acts independently of the Board but within the principles of administrative law, the provisions of the Teachers Registration and Standards Act 2004 and other relevant legislation. It is preferable the Registrar investigates and lays any formal complaint to avoid any suggestion the Board is acting as both prosecutor and judge in proceedings.

Following an investigation which may include seeking legal advice, the Registrar may make a determination to issue a warning letter rather than to lay a complaint. A Memorandum is tabled at the next Board Meeting outlining the reasons for the Registrar’s action. Should the Board not agree with the determination the Board may, of its own motion pursuant to s35 of the Act, hold an Inquiry to determine whether the conduct of the teacher constitutes proper cause for disciplinary action.

The Registrar issued nineteen warning letters during the reporting period.

Conduct Inquiries and Hearings

There were ten conduct hearings pursuant to Part 7 of the Teachers Registration and Standards Act 2004.

An experienced registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was reprimanded, had his registration cancelled and was disqualified from being registered until further order of the Board. The admitted unprofessional conduct involved drinking alcohol to excess in school time which resulted in not conducting himself properly whilst at school, in the presence of students and colleagues and during duties allocated outside the classroom.

An experienced registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. She was reprimanded and had her registration suspended for six months. The admitted unprofessional conduct involved erasing and altering answers in the annual NAPLAN Testing process in relation to the tests of two year seven students.

A formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified permanently from being registered. The teacher had been found guilty and convicted of possession of child pornography which involved prose rather than photographic images. The court imposed a sentence without penalty and he was placed on a bond to be of good behaviour for three years.

A registered teacher was found guilty of unprofessional (being improper) conduct. He was reprimanded and ordered to pay a fine of $1,000.00. The admitted unprofessional conduct


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involved the creation by computer of a false Mandatory Notification Training Certificate and the presentation of same to the Board in circumstances where he had attended the training but had mislaid the Certificate.

An experienced registered teacher was found guilty of unprofessional (being improper) conduct. He was issued with a serious reprimand. The unprofessional conduct involved making inappropriate sexual advances to a female teacher colleague whilst they were on a school camp and whilst they had responsibility for a group of students.

An experienced formerly registered teacher was found guilty of unprofessional (being both disgraceful and improper) conduct. He was disqualified permanently from being registered. He was found guilty by a Court of three counts of indecent assault upon two males under the age of sixteen years, which offending had occurred in 1969. The teacher was sentenced to a lengthy term of imprisonment.

An experienced registered teacher was found guilty of unprofessional (being improper) conduct. He was issued with a serious reprimand. The unprofessional conduct involved inappropriately using his school supplied laptop computer to download adult pornography in school time and at other times.

An experienced registered teacher was found guilty of unprofessional (being improper) conduct. He was suspended from the Register of Teachers until he successfully completed to the Board’s satisfaction an appropriate Ethics in Education Course. The unprofessional conduct involved two incidents of inappropriate physical contact with a year twelve student.

A registered teacher was found guilty of unprofessional (both disgraceful and improper) conduct. She had her registration cancelled and was disqualified permanently from being registered. The unprofessional conduct occurred outside the context of teaching and involved the improper release and use of confidential information in relation to a former personal relationship she had with an adult male.

A registered teacher was found guilty of one count of unprofessional (being incompetence) conduct. He had conditions placed on his registration restricting him in terms of his area of teaching and requiring him to submit regular reports regarding his performance to the Registrar.

Capacity to Teach Part 7 s38 of the Act allows for proceedings to determine whether a registered teacher’s capacity to teach is seriously impaired by an illness or disability affecting the person’s behaviour or competence as a teacher. In relation to these Inquiries, the Board may impose conditions on the teacher’s registration, suspend the teacher for a specified period or cancel the teacher’s registration.

Inquiries - Incapacity

Two Inquiries were held pursuant to Part 7 of the Act to determine whether a registered teacher suffered from an illness or disability affecting the person’s behaviour or competence as a teacher. In both matters the registered teacher was found to be suffering from a serious psychiatric illness which impaired their capacity to teach. The registration of each teacher was suspended until further order of the Board.


18

Notification Responsibilities Section 40 of the Act instructs the Registrar to give notice of the commencement and the outcome of an Inquiry to the person’s employer, the Chief Executive of the Department for Education and Child Development, Catholic Education (SA), the Association of Independent Schools (SA) and the other teacher regulatory authorities in Australia and New Zealand.

Right of Appeal Section 49 of the Act outlines the Right of Appeal against a decision of the Teachers Registration Board to be instituted within one month of receipt of the written Reasons for Decision.

Appeals

There were no Appeals from Decisions of the Board to the District Court in this reporting period.


19

MANAGEMENT OF HUMAN RESOURCES

Staff of the Board as of 30 June 2012

Ms Wendy Hastings Registrar, Teachers Registration Board SAES Level 1

Ms Kylie Capogreco Personal Assistant AS03

Ms Linda Mildren Coordinator, Investigations AS08

Ms Linda Eckert Executive Coordinator/ Policy AS06

Mr Geoff Corbett Investigations Officer (appointed 14 October 2011) AS07

Mr Richard Lawley Qualifications and Registrations Administrator AS05

Ms Jo Hodgson Investigations Officer AS07

Mr Andrew Dowling Qualifications and Registrations Administrator AS05

Ms Deborah Hearnden Legal Clerk AS04

Ms Carol Laverick Project Officer PC02

Ms Gail Martin Project Officer AS08

Ms Susie Clarke Project Officer PC02

Ms Sheila Vestris Project Officer AS04

Ms Cathy Lewis Business Manager AS07

Mr Wilson Quan Project Officer, ICT AS05

Ms Emma Cope Administration Officer AS02

Ms Debbie Martin Administration Officer AS02

Ms Courtney Chymko Acting Co-ordinator, Records Management and Finance AS03

During the reporting period one member of staff was reassigned to the Department for Education and Child Development.


20

Staff Numbers, Gender and Status

There were 18 staff members employed on a full time basis at 30 June 2012.

Gender % Persons % FTE’s

Male 22.22 22.22

Female 77.78 77.78

Number of persons during the 2011-12 Financial Year

Separated from the agency 2

Recruited to the agency 2

Number of Staff by Salary Bracket as of 30 June 2012

Salary Bracket Male Female Total

$0 – $51,599 0 2 2

$51,600 - $65,699 0 4 4

$65,700 - $84,099 3 2 5

$84,100 - $106,199 1 5 6

$106,200+ 0 1 1

Total 4 14 18

Status of Staff in Current Position

FTE/ Persons

Ongoing Short-Term Contract

Long-Term Contract Other (Casual)

Total

Male 4 0 0 0 4

Female 9 2 3 0 14

Total 13 2 3 0 18

Executive Appointments

As at 30 June 2012, one female was employed on a South Australian Executive Service contract at the SAES Level 1 with no fall-back provision.

Leave Management

Leave Type 2008-09 2009-10 2010-11 2011-12

Sick Leave 5.0 3.4 6.56 10.2

Family Carer’s Leave 0.9 0.4 0.88 1.27

Miscellaneous Special Leave 1.3 0.7 0.86 0.48

Note: Average Days Leave per Full Time Equivalent (FTE) Staff includes periods of long term sick leave


21

Number of Staff by Age Bracket and Gender as of 30 June 2012

Age Bracket Male Female Total % of Total 2012 Benchmark*

15-19 0 0 0 0 5.6%

20-24 0 0 0 0 9.9%

25-29 1 2 3 16.67 10.6%

30-34 1 0 1 5.55 10.4%

35-39 0 1 1 5.55 10.7%

40-44 1 3 4 22.22 11.7%

45-49 1 2 3 16.67 11.4%

50-54 0 2 2 11.11 11.0%

55-59 0 1 1 5.55 9.2%

60-64 0 3 3 16.67 5.6%

65+ 0 0 0 0 4.0%

TOTAL 4 14 18 - 100% *Source: Australian Bureau of Statistics Australian Demographic Statistics, 6291.0.55.001 Labour Force Status (ST LM8) by sex, age, state, marital status – employed – total from Feb78 Supertable, South Australia at May 2012.

During the reporting period 2011-12 there were no staff in the agency that identified as an Aboriginal or Torres Strait Islander person.

Cultural and Linguistic Diversity

Place of Birth / Language Male Female Total % Agency SA Community*

Number of staff born overseas 2 4 6 33.33% 20.3%

Number of staff who speak language(s) other than English at home

0 0 0 0% 16.6%

*Benchmarks from ABS Publication Basic Community Profile (SA) Cat No. 2001.0, 2006 Census

Workforce Diversity – Disability There are no staff in the agency with an ongoing disability restricting their employment or requiring workplace adaptation.

Voluntary, Flexible Working Arrangements The Board acknowledges the importance of a healthy work-life balance through ensuring staff access to flexi-time and leave provisions that support quality time with family and a healthy lifestyle.

Ten staff used flexi-time as part of their working arrangements and one staff member accessed purchased leave during the reporting period. There were no requests from staff to access other flexible working arrangements.

South Australian Strategic Goal: We spend quality time with our families - Target 13 Work-life Balance.


22

Performance Development As of 30 June 2012, all staff of the agency have a documented performance management plan negotiated or reviewed within the last 12 months.

During the reporting period, the Board continued to support professional development in line with staff Individual Development Plans. A number of staff undertook postgraduate studies in areas that will contribute to the overall capacity of the agency workforce or studies related to their current position responsibilities.

Leadership and Management Training Expenditure Total training and development expenditure was $52 506 which represents 2.3% of the salary expenditure for the agency.

Total leadership and management development expenditure for the period 2011–12 was $12 523 being 0.55% of the total salary expenditure. One staff member participated in accredited training at AS03 level and three staff participated in higher education studies, one at AS05 level and two at AS06 level.

South Australian Strategic Goal: We have a zest for lifelong learning - Target 93 Tertiary education and training.

Commitment to Customer Service The Board is committed to providing responsive and quality customer service to teachers, key stakeholders and the general public.

The website provides comprehensive information on a range of registration matters. In addition information can be requested electronically through a dedicated TRB InfoLine and email service which is continually monitored to ensure a prompt response.

Applicants can arrange to attend the office in person to discuss their application for registration and requirements for assessment of overseas qualifications.

Information Communication Technology (ICT)

The Board is implementing an online portal for registered teachers. The first phase of the project commenced during the 2011-12 reporting period. The aim is to allow teachers to access and manage their registration details in a secure and personalised environment through the portal. A pilot of the online portal will be released and tested during the renewal of registration process over the period November 2012 to January 2013. Teachers will be able to lodge and track the progress of their application online. South Australian Strategic Goal: We overcome distance by using digital technology - Target 58 Online Business and South Australian Strategic Goal: Governments demonstrate strong leadership working with and for the community - Target 32: Customer and client satisfaction with government.


23

Occupational Health, Safety and Injury Management / Risk Management The Board has achieved an injury free workplace during the 2011-12 year and continues to implement the TRB Safety and Wellbeing Framework in line with the South Australian Government Public Sector Workplace Wellbeing Strategy 2010-15.

During the reporting period three members of staff, including the site Occupational Health and Safety Officer attended the South Australian Unions Health and Safety Conference. One member of staff updated their First Aid Certificate – Workplace L2 and one member of staff attended the onsite Chief Warden Training.

South Australian Strategic Goal: We are safe and protected at work and on the roads -Target 21 Greater Safety at Work.

Freedom of Information The Teachers Registration Board is a Statutory Authority regulating the teaching profession in South Australia. The structure and functions of the Board as stated in Part 3, s6 of the Teachers Registration and Standards Act 2004 are published in the Annual Report and on the Board’s website.

The Board is committed to supporting the Government of South Australia, Citizen’s rights to Information Charter through Freedom of Information.

During the reporting period there was one request under the Freedom of Information Act 1991 for information regarding responses to the section, Declarations – Fitness and Propriety on the application for registration form.

Persons engaged in the administration of the Teachers Registration and Standards Act 2004 must adhere to the provisions stated in s53 of the Act in relation to the confidentiality of personal information. Members of the public can seek advice or express their views by email facsimile, telephone or in person (by mutual arrangement).

The Agency holds documents relating to the general registration of teachers, assessment of qualifications and on fitness and propriety matters including consent forms for national criminal history record checks. Policy documents related to the registration of teachers are available via the internet at www.trb.sa.edu.au.

Requests under the Freedom of Information Act 1991 for access to documents should be directed in writing to:

Freedom of Information Officer Teachers Registration Board of South Australia PO Box 3649 RUNDLE MALL SA 5000 Phone: (08) 8226 2666

Public Interest Disclosures No disclosures were received during the 2010-11 year under the Whistle Blowers Protection Act 1993. The Board will manage any disclosures or improper conduct in terms of the current Department for Education and Child Development Whistle Blower Policy and Guidelines (2009).


24

FINANCIAL PERFORMANCE

Account Payment Performance

Particulars

Number of Accounts

Paid

Percentage of Accounts

Paid (by number)

Value in $A of Accounts

Paid

Percentage of Accounts

Paid (by value)

Paid by due date* 60 98.08% $3 336 153 99.83%

Paid late, within 30 days of due date

13

1.58%

$9 200

0.42%

Paid more than 30 days from due date

1

0.17%

$21

0%

*In accordance with Treasurer’s Instruction 11, the Teachers Registration Board have in some instances reported against the date the invoice is first received rather than the due date as there were unavoidable delay in receiving some invoices.

Fraud There were no instances detected in the agency during the reporting period.

Energy Efficiency Reporting

Base Year Previous Years Year Reported

2000-01 2008-09 2009-10 2010-11 2011/12

Area M2 214.3m2 556 – 702.2m2 702.2m2 702.0m2 702.0m2

Energy use (GJ) 52.10 158.89 162.89 199.09 193.66

Expenditure $2 343 $9 285 $9 764 $9 961 $10,615.29

GHG Emissions

16.06 t/C02e 38.18 t/CO2e 39.14 t/C02e 47.84t/C02e 46.53t C02e

Overseas Travel During 2011-12, there were no overseas travel expenses.


25

STATISTICAL INFORMATION


26

STATISTICAL INFORMATION

Age Distribution of Registered Teachers – as of 30 June 2012


27

Age Distribution of Registered Teachers as of 30 June 2012

Year Age Female Male Total Year Age Female Male Total

1928 84 0 1 1 1960 52 640 219 859

1929 83 0 1 1 1961 51 599 205 804

1930 82 0 0 0 1962 50 596 217 813

1931 81 2 3 5 1963 49 530 173 703

1932 80 1 2 3 1964 48 491 171 662

1933 79 1 0 1 1965 47 505 150 655

1934 78 3 3 6 1966 46 545 188 733

1935 77 3 4 7 1967 45 497 180 677

1936 76 3 4 7 1968 44 552 150 702

1937 75 19 5 24 1969 43 541 168 709

1938 74 19 11 30 1970 42 535 169 704

1939 73 26 21 47 1971 41 601 203 804

1940 72 47 24 71 1972 40 575 187 762

1941 71 57 27 84 1973 39 584 176 760

1942 70 85 39 124 1974 38 545 208 753

1943 69 115 58 173 1975 37 544 189 733

1944 68 160 111 271 1976 36 461 157 618

1945 67 196 118 314 1977 35 510 183 693

1946 66 308 182 490 1978 34 527 170 696

1947 65 358 209 567 1979 33 550 153 703

1948 64 419 212 631 1980 32 629 158 787

1949 63 470 286 756 1981 31 623 181 804

1950 62 587 315 902 1982 30 613 181 794

1951 61 672 313 985 1983 29 597 170 767

1952 60 695 368 1063 1984 28 530 207 737

1953 59 803 407 1210 1985 27 573 169 742

1954 58 838 428 1266 1986 26 548 156 704

1955 57 814 407 1221 1987 25 462 172 634

1956 56 772 309 1081 1988 24 430 112 542

1957 55 836 321 1157 1989 23 331 79 410

1958 54 742 266 1008 1990 22 99 15 114

1959 53 685 268 953 1991 21 0 1 1

Subtotal 9 736 4 723 14 459 Subtotal 16 363 5 217 21 579

Female Total 26 099 Male Total 9 940 Combined Total 36 039


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Age Distribution of Registered Teachers at 30 June 2012

Age Female Male Total

80-84 3 7 10

75-79 29 16 45

70-74 234 122 356

65-69 1 137 678 1 815

60-64 2 843 1 494 4 337

55-59 4 063 1 872 5 935

50-54 3 262 1 175 4 437

45-49 2 568 862 3 430

40-44 2 804 877 3 681

35-39 2 644 913 3 557

30-34 2 942 843 3 784

25-29 2 710 874 3 584

21-24 860 207 1 067

Total 26 099 9 940 36 039

Residential Location of Registered Teachers as of 30 June 2012

Location Number

SA Metro 26 085

SA Regional 8 540

VIC 290

NSW 190

ACT 24

QLD 153

NT 162

WA 68

TAS 40

Overseas 487

Total 36 039


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Difference in number of registrants for each year from 1976 to 30 June 2012

New Applicants granted registration from 1 July 2011 to 30 June 2012

Application Type Total

Registration 210

Exit Student 1 100

Interstate 216

Mutual Recognition 218

Overseas 105

Total 1 849

Year Total Difference Year Total Difference

1976 22 814 -- 1995 34 460 -389 ▼

1977 25 573 2759 ▲ 1996 35 426 966 ▲

1978 27 842 2269 ▲ 1997 34 166 -1260 ▼

1979 27 541 -301 ▼ 1998 34 475 309 ▲

1980 29 702 2161 ▲ 1999 35 670 1195 ▲

1981 30 238 536 ▲ 2000 34 328 -1342 ▼

1982 27 973 -2265 ▼ 2001 35 411 1083 ▲

1983 29 634 1661 ▲ 2002 36 199 788 ▲

1984 30 989 1355 ▲ 2003 35 735 -464 ▼

1985 30 704 -285 ▼ 2004 36 285 550 ▲

1986 32 496 1792 ▲ 2005 36 702 417 ▲

1987 32 657 161 ▲ 2006 36 128 -574 ▼

1988 32 633 -24 ▼ 2007 36 206 78 ▲

1989 33 142 509 ▲ 2008 36 430 224 ▲

1990 33 809 667 ▲ 2009 34 686 -1744 ▼

1991 33 862 53 ▲ 2010 35 474 788 ▲

1992 34 687 825 ▲ 2011 36 364 890 ▲

1993 35 231 544 ▲ 2012 36 039 -325 ▼

1994 34 849 -382 ▼


30

Special Authorities to Teach Special Authorities to Teach may be granted by the Board after a teaching position has been advertised in the media and no registered teacher is available to fill the position. In these circumstances a Special Authority to Teach may be granted for a maximum of one year. Special Authorities to Teach are granted on a case by case basis after consideration of a formal application and supporting documentation submitted in line with Board requirements.

Special Authorities to Teach may also be granted to teachers who have been sponsored by an employer under an exchange teacher arrangement with a participating country. A formal application is required including an appropriate overseas criminal history record check.

Special Authorities to Teach granted from 1995 – 30 June 2012

Year Government Schools Non-Government Schools

Country Metro Sub Total Country Metro Sub Total

1995 1 3 4 2 0 2

1996 1 2 3 6 1 7

1997 3 3 6 2 1 3

1998 6 1 7 2 2 4

1999 1 1 2 2 1 3

2000 6 0 6 1 2 3

2001 5 0 5 4 0 4

2002 6 0 6 3 6 9

2003 3 1 4 5 2 7

2004 1 1 2 3 6 9

2005 2 0 2 7 10 17

2006 3 0 3 8 8 16

2007 4 1 5 6 11 17

2008 4 4 8 4 8 12

2009 5 11 16 5 9 14

2010 6 12 18 3 10 13

2011 8 9 17 4 3 7

2012 5 8 13 4 12 16

Total 70 57 127 71 92 163


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Other Special Authorities to Teach granted from 1 July 2008 – 30 June 2012

During the period 1 July 2011 to 30 June 2012, the Board granted 2 Special Authorities to Teach Instrumental Music and 3 Special Authorities to Teach as a Spiritual/Religious Leader. These were all granted for a period up to 3 years.

Mutual Recognition

Applications from teachers with interstate qualifications from 1 July 2008 to 30 June 2012

Jurisdiction 2009 2010 2011 2012 Total

Northern Territory 19 50 89 121 279

New South Wales 45 47 48 42 182

Victoria 28 23 24 24 99

Queensland 13 13 8 13 47

Western Australia 12 10 7 7 36

Australian Capital Territory 6 2 8 3 19

Tasmania 4 1 2 6 13

Total 127 146 186 216 675

Movement of Teachers under Mutual Recognition from 2004 - 30 June 2012

Movement of Teachers 2004 2005 2006 2007 2008 2009 2010 2011 2012 Total

S.A. registered teachers seeking registration in another jurisdiction

187 234 218 296 298 346 320 346 334 2 579

Registered teachers in another jurisdiction

seeking registration in S.A.

95 56 132 185 165 168 177 231 218 1 427

Special Authority Type 2009 2010 2011 2012 Total

Anangu Education 1 0 1 0 2

Instrumental Music Teachers 5 2 3 2 12

Religious/Spiritual Leaders 5 3 3 3 14


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Movement of Teachers under Mutual Recognition: 1 July 2008 - 30 June 2012

Jurisdiction 2009 2010 2011 2012 Total

South Australia to Victoria

Victoria to South Australia

100

49

100

60

135

76

102

77

437

262

South Australia to Queensland

Queensland to South Australia

86

41

72

41

73

50

70

40

301

172

South Australia to Northern Territory

Northern Territory to South Australia

64

23

71

33

81

44

69

30

285

130

South Australia to Western Australia

Western Australia to South Australia

53

26

50

18

32

29

47

30

182

103

South Australia to Tasmania

Tasmania to South Australia

21

10

14

7

20

7

14

7

69

31

South Australia to New Zealand

New Zealand to South Australia

22

19

13

18

5

25

7

28

47

90

Assessment of Overseas Qualifications Applicants who hold teaching qualifications issued by an overseas higher education institution are required to have their qualifications assessed to determine comparability, in general academic terms, to the educational level of an Australian (three-year or four-year) Bachelor Degree or Diploma. Following this, the next phase is to determine whether the qualification held is a recognised teaching qualification. This is undertaken by assessing the academic transcript from the higher education institution, in relation to the professional teacher education (i.e. pedagogy) subjects, which includes the theory studies in pedagogy and the supervised teaching practice component. For the qualifications to be recognised by the Board the following criteria must be met: the qualification (or combination of qualifications) is comparable to the educational level

of at least four years of full-time (or part-time equivalent) higher education study in Australia, leading to the award of a recognised Bachelor degree or Diploma; and

as part of those higher education studies, there is at least one year (full-time or part-time equivalent) of professional teacher education, including a minimum of 45 days of supervised teaching practice; and

the professional teacher education studies must be in the area of either pre-primary, primary or secondary teacher education.


33

During the period 1 July 2011 to 30 June 2012 a total of 197 applications for assessment of overseas qualifications were assessed by the Board. Of these, 157 met the qualification requirements for registration as a teacher and 40 were refused. Those assessed as meeting the qualification requirements included applicants from the United Kingdom (55), India (22), South Africa (14), Philippines (8), the United States of America (7), Ireland (6), Singapore (4), three applicants each from China, Pakistan, Poland and Russia, two applicants each from Canada, Hong Kong, Indonesia, Malaysia and the Netherlands, and one applicant each from 19 other countries.

Note: Applicants who are assessed as meeting the qualification requirements may not necessarily proceed to apply for registration as a teacher.

Assessment of Overseas Qualifications by Country from 1 July 2011 to 30 June 2012

Assessment of Overseas Qualifications from 1 July 2009 to 30 June 2012

Assessment of Qualifications 2009 2010 2011 2012 TOTAL

Qualifications Approved 193 173 164 157 687

Qualifications Refused 40 37 28 40 145

Total 233 210 192 197 832

annual report 2012 - teachers registration board of south ... · letter of transmittal . hon. grace...

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