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Email:Email: communications@trb.sa.edu.auPhone:Phone: 08 8253 9700

The Buzz: January 2019

The TRB given power to suspend teachersThe TRB given power to suspend teachers

On 20 December 2018, the South Australian State Governmentamended the Teachers Registration and Standards Act 2004 togrant the Teachers Registration Board the power to suspendthe registration of a teacher if they are charged with aprescribed offence but not yet convicted. Prescribed offenceswill include major offences against children, such as murderor abduction, and are aligned to the Child Safety (ProhibitedPersons) Act 2016. Prescribed offences are set out in theTeachers Registration and Standards Regulations 2016.

Prior to granting the Registrar the power to suspend a teacher’sregistration, the Board had to formally adopt a process bywhich the bail conditions imposed by the Court were reflectedin conditions on the teacher’s registration. This amendmentallows the Board to act immediately it is notified that a teacherhas been charged with a prescribed offence.

This amendment has been made to reduce risks to the safetyof children however, it will also serve to maintain the integrity of,and ensure community confidence in, the teaching profession.

There are appropriate checks and balances in place to ensureobjectivity. Under this legislation, if a teacher is charged witha prescribed offence the Registrar will have the power toimmediately suspend their registration, pending a review and

ratification by a sub-committee of the Board. Thissub-committee would include at least three Board members,one of whom is required to be a legal practitioner in orderto ensure procedural fairness for the registrant. The teacherwould be immediately notified of the suspension and the publicRegister of Teachers would be annotated accordingly.

All suspension matters will be treated on an individual basisand the Board will use their discretion in applying their ability toreview and suspend a teacher. After a teacher has been notifiedof a suspension of registration they will have 60 days to appealthe decision.

The teacher registration system serves to guarantee that onlyappropriately qualified and suitable people are admitted to,and remain in, the profession. Registration protects educationalstandards, child safety and the profession’s high standardswhile also reassuring registered teachers that their peers meetthe same high standards expected of the profession.

How can we support early childhood teachersHow can we support early childhood teachersto reach full registration?to reach full registration?

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Gowrie SA has teamed with Community Children's Centres SAand the Teachers Registration Board in an exciting mentoringproject, to support small groups of ECTs and their centreDirector, through the process of transitioning to full teacherregistration.

Over nine sessions, participants will:

There will be an initial session for both the ECT and the centreDirector with Marilyn Large from the Teachers RegistrationBoard.

This session will:

The final session brings the ECT and the Director together toshare the portfolio of evidence. Mentoring for individual ECTSand Directors is available at an additional cost.

2019 dates2019 dates (All sessions 9:00am -- 1:00pm)

Friday, 22nd March*

Friday, 5th April

Friday, 17th May

Friday, 14th June

Friday, 5th July

Friday, 2nd August

Friday, 30th August

(no session in Sept)

Friday, 18th October*

*Both Director and ECT to attend these sessions.

Cost per site: $700.00 (CCCSA will contribute $200 to this costfor CCCSA members.)

To register or for more information, please contact Mary Scales:p: (08) 8234 5219 e: marys@gowriesa.org.au.

Coomandook Area School embraces earlyCoomandook Area School embraces earlyyears learningyears learning

In Term1, 2019, the former Coomandook & DistrictKindergarten will re-open as an integrated learning environmentcatering for Kindergarten, Foundation and Year 1 learnerswithin the Coomandook Area School.

The kindergarten was established almost 40 years ago in ashed that served the local tennis club. However, mice runningwild inside and sheep grazing in the play area outside soonmade the building unsuitable.

During this time, the TRB’s Registration Manager, Sue Fox(pictured above left) was Director and she witnessed thesuccessful lobbying and official opening ceremony of the newkindy building on Coomandook Area School grounds on 22August 1986. Thirty-two years later, on Friday 7 December theend of an era was marked with a closing ceremony conductedin conjunction with a graduation ceremony for the final sevenkindy children.

Coomandook Area School Principal, Kaye Fitton (picturedabove middle), who attended the ceremony, is aware of theparticular challenges and requirements of early years learningand the responsibility of introducing it into an establishedschool environment.

“We want to enable every child to engage with every learningexperience be it in the early years or at the other end of thespectrum in a student’s final school years,” Kaye said.

“Loose parts play will continue to be integrated into early yearslearning along with other experiences that promote learningthrough play and social interaction.”

The integration of early years learning into school sites isbecoming more common as new Birth to Year 12 schools areestablished in South Australia. Research indicates this modelhas better learning outcomes for students as it strengthensthe entire education site as a learning community and fosterscollaborative practice amongst teachers. Other benefitsinclude:

While these benefits are clear, it is important that a schoolunderstands the different perspectives of early childhoodeducation and care personnel, primary and secondary teachersin respect of skills, practices and pedagogy.

Coomandook Area School aims to provide an engagingenvironment that inspires all children to reach their full potential.

“Our pedagogy involves strong anchoring in play-basedlearning, inquiry-based learning that actively support children

• explore the Director’s role in supporting aprovisionally registered teacher to transition to fullregistration

• unpack the AITSL Standards to understand them inan education and care setting

• be supported in creating a portfolio of evidence

• develop critical reflection skills

• network with other ECTs

• share and understand the requirements ofdocumentation.

• outline the requirements of the AITSL TeachingStandards

• explore the Director’s role in supporting aprovisionally registered teacher and;

• explore the responsibility of the ECT to achieve fullregistration.

• consistent and positive transition to school strategies

• improved communication, planning and informationsharing between the early years, primary andsecondary educators

• the development of strong relationships betweenschools and families.

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at differing levels of readiness and outdoor learning using ourdedicated learning spaces and beyond,” said Kaye.

“We see occasional care and pre-kindy programs as criticallyimportant to both the ongoing development of our early yearslearning and teaching program and our community and thesewill continue to be offered in 2019.”

Induction & Mentoring Early Careers AwardInduction & Mentoring Early Careers Awardwinnerwinner

The Board’s Induction & Mentoring Early Careers Award*recognises teachers who engage with, support and encourageeducators new to the teaching profession. Introduced in 2016,it is presented each year at the Educators SA World TeachersDay Awards. The inaugural winner was Robyn Carmody fromthe Visual Arts Educators Association followed by TriciaRichman in 2017, Principal at Whyalla High School. In 2018,Kate Dilger from the SA Science Teachers Association (SASTA)was the deserving recipient of the award (pictured here with DrPeter Lind).

SASTA works with teachers from all education sectors andacross all year levels to support and foster the professionaldevelopment of science teachers throughout South Australia.

As Education Officer, Kate has spent the past five years runningprofessional learning for SASTA which includes organising andpresenting science and STEM-based professional learningworkshops. The role also sees her visiting schools to determinetheir science learning needs and then tailoring the professionallearning to what is required. She may work with individualteachers or with the entire teaching staff to develop a whole ofschool approach to science and STEM teaching and learning.The professional learning provided is specifically designed tohelp teachers develop greater confidence and competence inboth pedagogy and content knowledge.

While Kate works with educators from reception through to year12 her passion lies in supporting early career teachers.

“The early years of teaching are rewarding but hard,” Katesays. “It’s important that we keep enthusiastic teachers in theprofession and make them feel they are contributing, learningand growing.”

In support of this Kate is also responsible for the annual SASTAearly career teacher’s conference that offers a range of fun andinformative workshops and presentations for teachers in thefirst five years of teaching science/STEM or those new to aspecialist science or STEM role.

During her career spent teaching at Thomas More College inSalisbury, Kate was lucky enough to spend two years living inNew York while she worked as a consultant for the New YorkBoard of Education. On her return to Thomas More she workedas Head of Science and in her final year in 2010, Kate wonthe award for teaching at the Department for Industry & Skillsprestigious SA Science Excellence Awards.

Kate has recently been appointed to the role of SASTAExecutive Officer.

To find out more about Educators SA and the benefits of joininga professional teacher association click here.

*The TRB Induction and Mentoring Early Careers Award isgiven to an individual who has made a significant difference toearly career teachers and aims to highlight the importance ofeducators working with early career teachers.

2018 National Review of Teacher Registration2018 National Review of Teacher Registration

The national review of teacher registration was conductedduring 2018 by the Australian Institute for Teaching and SchoolLeadership (AITSL). Its purpose was to examine teacherregistration in Australia and ensure processes were nationallyconsistent, rigorous and focused on teacher quality.

At the Review’s conclusion, AITSL released a report outlining17 key recommendations to strengthen teacher registrationacross Australia.

Despite each state and territory authority having differentregulatory and legislative requirements, they all work withinthe National Teacher Registration Framework (the Framework)which provides the foundation for a consistent approach toteacher registration in Australia.

It includes eight key elements:

• Initial period of registration

• Fixed period of registration

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While it’s recognised that each registration authority requiresflexibility to meet local workforce needs the review determineda need for greater consistency between authorities across threebroad areas:

The Panel explored these areas in detail with recommendationsincluding:

Improving and reinforcing teacher qualityImproving and reinforcing teacher quality

Strengthening children’s safetyStrengthening children’s safety

Streamlining teacher registration processesStreamlining teacher registration processes

The 17 recommendations made by the Panel represent asignificant national reform agenda, with actions to improve andreinforce teacher quality, strengthen children’s safety andimprove the consistency and efficiency of the teacherregistration process across Australia.

Teacher registration is a joint endeavour between teachers,mentors, leaders, employers, sectors and jurisdictions, whoall play an important role and contribute to the quality of theprocesses and outcomes. It is designed to uphold highstandards of professional practice and ensure the competencyand quality of teachers.

It is hoped, that with the support of all stakeholders in theregistration process, the recommendations will provide a wayforward for a stronger teaching profession and better outcomesfor students across Australia.

Read the full report here.

Fostering our next generation of teachersFostering our next generation of teachers

In 2017, the TeachersRegistration Board of SouthAustralia completed a12-month Induction andMentoring Project thatcollected and reviewedinformation on best practiceinduction and mentoring.

Quality induction andmentoring play a vital role forteachers in their first few yearsof teaching as this is whenthey build upon theirknowledge andunderstanding of student learning while honing the skillsnecessary to become successful teachers.

Provisionally registered teachers in South Australia are requiredto move to (full) registration within two terms (i.e. six years)of being granted initial registration and quality induction andmentoring assists them to meet the Proficient Standards and

• Alternative authorisation to teach

• Sanctions including withdrawal of registration

• Suitability

• Qualifications

• English language proficiency

• Mutual recognition.

• The way teacher registration requirements areinterpreted and administrated by each authority.

• Removing barriers to data sharing betweenjurisdiction; and

• Broadening the registration system to includeteaching professionals such as early childhoodteachers and VET trainers.

• Teacher employers take responsibility for providingaccess to high-quality induction and mentoring forearly career teachers.

• A strategy to be developed to ensure nationalconsistency in the judgements of whether a teacheris ready to move through to the next career stage –graduate, proficient, highly accomplished and lead.

• Amendments to the Australian ProfessionalStandards for Teachers (APST) including specificmaintenance of proficiency against the Standards.

• Update the APST so that they are relevant to earlychildhood teachers.

• All early childhood teachers, regardless of theiremployment setting, are required to be registeredunder a consistent approach.

• Jurisdictions amend legislation and/or policies torequire teacher regulatory authorities to shareinformation with their counterparts to strengthenchildren’s safety and improve teacher workforcemobility.

• A national policy on suitability to teach be developedand implemented by all teacher regulatory authorities,which are to include considerations of ‘fit andproper’.

• An automated national information sharing platformto be developed to streamline the sharing of teacherregistration information in real time betweenauthorities.

• Jurisdictions commit to improving mutual recognitionprocesses between teacher regulatory authorities soteachers can move between states and territories ina timely manner.

• Develop a plan to enable teacher registration to befully transferable between jurisdictions so thatteachers can work across jurisdictions if they wish.

• Greater alignment between teacher registration andVET qualifications for teachers who hold or seek dualteaching and VET qualifications.

• Develop a national approach to English languageproficiency.

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commence the process to (full) registration within thistimeframe.

The Australian Institute for Teaching and School Leadership(AITSL) refers to:

InductionInduction as a formal program and other support provided toassist early career teachers who have achieved the Graduatecareer stage in the Standards to move to the Proficient careerstage – to learn, practise and refine the elements of theprofessional role that are best acquired while teaching.

MentoringMentoring as a strong professional relationship that attends tothe professional development of early career teachers throughongoing observation, conversations, evidence about andassessment of practices, goal-setting aligned with standards ofquality teaching, and technical and emotional support.

The project started with a review of both national andinternational literature to identify the key componentscomprising ‘quality’ processes in relation to the induction andmentoring of beginning teachers. An environmental scan of thecurrent induction and mentoring practices available for teachersholding provisional registration at a range of sites in SouthAustralia was then conducted, and high-quality instances ofinduction and mentoring of provisionally registered teacherswere identified.

To assist in identifying high-quality cases of induction andmentoring the Board engaged with stakeholders throughreference groups, focus groups, and individual stakeholderrepresentative meetings. Stakeholders included teachers,school/site leaders, employers, unions and professionalassociations.

The mentors for the identified teachers were also invited toshare their details and insights regarding the process andmechanisms used to support the provisionally registeredteachers.

The findings of the report highlight the components of qualityinduction and mentoring which are articulated in seven casestudies of teachers and schools.

You can read the full report here.

Professional learning calendarProfessional learning calendar

Professional learning opportunities are now listed in ourprofessional learning calendar.

You can access this from the newsletter via the button at thetop of the page or at any time on the Teachers RegistrationBoard homepage www.trb.sa.edu.au.

The calendar is updated on a regular basis.

The Teachers Registration Board does not endorse or accreditany of the programs or activities listed in the professionallearning calendar.

Teachers are encouraged to use their professional judgementto seek out activities specific to their teaching circumstances.

Let’s grow a mentally healthy generationLet’s grow a mentally healthy generation

Be You is a joint initiative between BeyondBeyond BlueBlue, EarlyEarlyChildhoodChildhood AustraliaAustralia and headspaceheadspace that aims to transformAustralia’s approach to supporting children’s and youngpeople’s mental health in early learning services and schools.Be You empowers educators by supporting them to developtheir mental health skills and knowledge while also providingguidance on how to implement a whole-learning communityapproach.

Find out more and sign up your learning community click here.

For professionalprofessional learninglearning opportunitiesopportunities linked to the programclick here.

Safer Internet Day 2019Safer Internet Day 2019

Safer Internet Day (SID) an annual, worldwide event will be heldon Tuesday 5 February 2019.

This year's theme, 'Together for a better internet' encouragesindividuals to create a better internet by developing four, criticalskills.

These are the 4Rs:

Celebrated globally in 130countries, Safer Internet Day is coordinated by the joint Insafe/INHOPE network, with the support of the EuropeanCommission, and national Safer Internet Centres acrossEurope.

• Respect

• Responsibility

• Reasoning

• Resilience

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The Office of the eSafety Commissioner is driving the SaferInternet Day nationally. There are a number of activities andevents for individuals and schools to participate in.

How to get involvedHow to get involved

There are many ways you, and your school, can get involvedwith SID2019:

Visit the Safer Internet Day website here.

• Include content on your website, newsletters or otherplatforms

• Run internal staff events

• Use #SID2019#SID2019 or #SaferInternetDay#SaferInternetDay on social media

• Sign up your class for our free SID2019 VirtualClassroom.

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How to get involved