ACT TEACHER QUALITY INSTITUTE ANNUAL REPORT 2014-15

A. TRANSMITTAL CERTIFICATE

252 Education and Training Directorate Annual Report 2014-15 of all teachers in ACT. the learning and development and professionalism the TQI continuous professional promotes universities. and schools teachers, and between sectors school outcomes. TQI emphasises collaboration across in profession the in order to enhance student teachers enter and through progress stages career as regulation into professional measures quality TQI is charged withintegrating standards-based Role Our Institute Role, functions andservices of the • • • • • Values Our and ACT the enhance education the of students. Teacher quality initiatives build profession the in Mission Our workforce in ACT. the TQI is akey enabler of ahigh quality teaching Vision Our Vision, missionandvalues of theInstitute quality. regulation initiatives and practical to teacher raise teachingthe profession through professional and to enhance community’s the confidence in to build professional the standing of teachers ACT the by established authority independent statutory The Teacher ACT Quality Institute (TQI) is an B.1 B. ORGANISATION OVERVIEW AND PERFORMANCE • • • • • I E C In Re nnovation.

xcellence ollaboration ACT Teacher Quality Institute 2010 Act tegrity spect O RGANISATIONAL OVERVIEW

(TQI Act) (TQI Act) d • p • k • r • p • f • a • q • • ACT:the teacher education, and teaching the profession in education,school universities ACT providing followingthe of to all sectors range of services TQI functions, delivers statutory its In performing ac • d • d • to: are 11TQI of TQI out the in set section functions Act services and Functions • • • • • • • • • • • • professionalism. teacher registration accreditation ofcertification, programs and learning professional p teachers and teachers. standards, for profession, the andcertification professional conduct of teachers and development of teachers directions for, ongoing the professional learning professionalism and expertise knowledge, of and teachers, increased levels of skill, professional learning and development teachers working or intending to in work ACT the people acilitation of collaborative and practice, egister or grant permits-to-teach to eligibleegister or grant permits-to-teach eep aregister of,eep and records relating to, dvice and training on standards and uality assurance of teacher education and etermine standards, including and assessment evelop and about apply the of codes practice etermine standards for, facilitate and issue romotion of continuing development and services regulatory rofessional romote and encourage continuous the credit education programs for pre-service credit education programs for pre-service Education andTraining Directorate AnnualReport 2014-15 253

ANNEX REPORTS Organisational structure, environment Planning Framework and planning framework The TQI Strategic Plan is developed on a four- year cycle and is reviewed annually. The current Our structure Strategic Plan approved by the Board (for the TQI is governed by a Board comprised of key period 2011-14) identifies the following key focus ACT education stakeholders, the teaching areas: profession and the ACT community. Current Board •E• stablish the Institute in line with legislative membership is set out in Table 1. requirements. The Chief Executive Officer, Ms Anne Ellis, is •I• mplement TQI regulatory responsibilities for responsible for the day-to-day operations of TQI, teacher registration and accreditation of teacher supported by a small staff of 10.6 FTE. education courses. •L• ead cross-sectoral implementation of the Operating Environment Australian Professional Standards for Teachers to TQI is a Territory authority for the purposes of enhance quality education for ACT students. the Financial Management Act 1996 (FMA). •L• ead cross-sectoral collaboration in teacher By a declaration issued by the Treasurer in quality initiatives with ACT schools and February 2012 [Financial Management (Territory universities. Authorities) Declaration 2012 (No. 1)], TQI has •F• acilitate and participate in national and local been exempted from certain provisions of the research relevant to teacher professional FMA. Therefore, TQI is not required to produce standards and learning. a detailed statement of intent, statement of performance, or annual financial statement. TQI Governing Board However, in accordance with the direction issued Section 15(2) of the TQI Act sets out the by the Minister for Education and Training under composition of the TQI Board and requires the section 25 of the TQI Act, TQI is required to provide Minister to appoint the members of the Board a summary of its income and expenses each other than the Chief Executive Officer. The financial year in its annual report. appointment of a member, other than the Chief Executive Officer, must be for a term no longer For the purpose of the Annual Reports (Government than three years. A person may be reappointed for Agencies) Act 2004, TQI comes within the definition a further term of three years. The Chief Executive of ‘public authority’. Officer is a non-voting member of the Board. Accordingly, TQI has prepared this annual report Remuneration for the Chair is determined by the to comply with section 6(1) of that Act and in ACT Remuneration Tribunal in accordance with the accordance with the requirements referred to in provisions of the Remuneration Tribunal Act 1995. the Chief Minister’s Annual Report Directions issued Other members of the Board are not entitled to be under section 9 of that Act. paid for the exercise of their Board functions. Owing to its modest budget and staff resources, The Board met on four occasions during the TQI has established administrative arrangements reporting period: with the Education and Training Directorate in relation to minor financial accounting and internal •• 9 September 2014 audit matters. •• 2 December 2014 •• 31 March 2015 •• 9 June 2015.

254 Education and Training Directorate Annual Report 2014-15 Table 1:TQI Board members andmeeting attendance 2014-15 M • A • M • M • follows: as during period reporting the The Minister made six appointments to Board the • • • • Mrs NarelleMrs OAM Hargreaves Mr Glenn Fowler Ms Kerrie Heath Kerrie Ms Ms Lyn Caton Ms Moira Najdecki Ms Moira Ms Diane Joseph Broadbent Carolyn Professor Associate Ms Anne Ellis Anne Ms Dr William Maiden PSM TeachCert, BA, MLitt, MLitt, BA, TeachCert, WilliamDr Maiden PSM Member Education Union (section 15(2)(g). UnionEducation (section nominated NSW/ACT by the Independent 15(2)(i). (section Australian Catholic University, Campus ACT reappointed member nominated the as by the communitythe 15(2)(l). representative (section 15(2)(c). (section member nominated Director-General by the ssociate Professor Carolyn Broadbent was rs Narellers Hargreaves OAM was reappointed as s Lyn Caton was reappointed member the as s Diane Joseph was reappointed the as BEd, FACE, FACEL FACE, ACT BEd, BA(Hons),GradDipEd BEd, DipEd DipA (App) DipA Religious Ed, DipEd, GradCert FACEL ACT (Religious DipEd, Ed), BA, MA, (Religious Ed), GradCert MEdLeadership, GradDip BSc, FACEL BSc, DipTeach, FACEL FACE, TPTC, PhD, MEd(Research), BEd, FACEL DipEd, (InfMgt), GradDip BA, ACT MEdAdmin, PhD, FACE, FACEL Qualifications three years. three All of above the appointments are of for aperiod M • A • • • 2014. Cave appointment whose on August 15 expired position previously had filled been by Ms Wendy 15(2)(j).government (section schools This representing teachers and principals of on August 2014. 15 Riordan appointmentGeoffrey whose expired position previously had filled been by Professor 15(2)(h). (section of Canberra University This appointed member nominated the as by the ssociate Professor David Paterson was s Kerrie Heaths Kerrie was appointed member the as Education andTraining Directorate AnnualReport 2014-15 omnt ersnaie4 representative Community ACT Branch ACT Education Union,Australian government schools government Teaching in profession Education Union NSW/ACT Independent ahlcEuainOfc 3 Education Office Catholic and Trainingand Education Director-General, ACT Campus ACT University, Catholic Australian he xctv fie,TI4 TQI Officer, Chief Executive Chair Role 4 3 4 2 4 4 attended attended meetings of Number 255

ANNEX REPORTS Number of Member Qualifications Role meetings attended

Ms Anne Coutts BSc(Hons), GradCertEd, MEd Association of Independent 3 Schools of the ACT

Mr Michael Lee BA, GradDipEd, GradDip Teaching profession in non- 4 (Religious Ed), MEd government schools

Associate Professor David BEd, MEdAdmin, PhD, FACE University of Canberra 4 Paterson

B.2 PERFORMANCE ANALYSIS

OVERVIEW The TQI Act provides an integrated regulatory and regulatory requirements that impact on them. For quality improvement framework for the teaching example, the Code of Professional Practice and profession in the ACT in accordance with national Conduct was promoted to all teachers through professional standards and national agreements their registration documentation, through a poster on education reform. The primary focus of the campaign made available to all ACT schools, Institute remains the continued professionalisation and through induction workshops for beginning of the ACT teaching workforce. teachers.

The 2014-15 reporting year is the final year of the TQI refined and strengthened support for early Institute’s first Strategic Plan. Key achievements career teachers and mentor/supervising teachers against the Strategic Plan over this reporting year by the development of separate guides for include: provisionally registered teachers and for their guidance panels. The Guide for Provisionally Consolidating the Regulatory framework for the Registered Teachers and the Guide for Professional teaching profession in the ACT Guidance Panels of Provisionally Registered Key elements of the regulatory framework Teachers support the progression of beginning established by the TQI Act and subordinate teachers from provisional to full registration. They legislation include the requirements that provide guidance on links to the Professional Standards for Teachers and evidence-based •• only approved teachers under the TQI Act can documentation of teaching practice. The Guide work in ACT schools for Professional Guidance Panels also supports •• all teachers must comply with the TQI Code of integration of full registration assessment with Professional Practice and Conduct existing employer probation and professional •• teachers must report on 20 hours of professional learning processes. TQI has provided 12 cross- learning completed by them in the previous 12 sectoral workshops for beginning teachers and months to renew their registration. teacher-mentors/supervisors on progression to full registration, with over 280 teachers attending. Over the reporting period, TQI conducted an extensive communication program to ensure TQI also completed implementation of the that all ACT teachers received advice about the mandatory professional learning for teacher

256 Education and Training Directorate Annual Report 2014-15 improved support to teachers and supervisors. improved to teachers and supervisors. support professional learning recording to provide system online TQI period, its upgraded In also reporting the learning. professional their record (‘It’s time to log on!’) reminding to teachers of need the well as in apromotional as sessions, campaign poster multimedia presentation, and drop- weekly workshops advice about their obligations. This included an online communication measures to ensure teachers received learning. Consequently, TQI arange undertook of of implementation of mandatory professional The 2014-15 initial was the period reporting year renewal of their registration. by which requirements the teachers can meet for Territory and provides arange of means flexible similar requirements for other professions in the It profession brings the in into ACT the line with on teacherreform agreements quality improvement. which have implemented national the education registered teachers in other Australian jurisdictions comparable to that required of professionally for renewal of teacher in registration is ACT the The mandatory professional learning prescribed and development of teachers Embedding professional learning high quality of registrations teachersthe three and cancelled one. TQI during period. suspended also Act reporting the the of potentialcases non-compliance and of 29 withss.28 withemployersInstitute resolved and teachers two obligations reporting these under legislation. the The on took employers action period, in all sectors school confidence in reporting all the Over teachers. ACT that and to framework help maintain community of integrity in the to help schools ACT support obligations on imposed all employers of teachers there areUnder important regulatory framework, the TQI their to obligations. meet with plans variation learning professional arranged yearthe preceding renewal. The remaining (489) 7% in registration for learning requirements professional for 2015, 93% (6625) fully mandatory met the 2015. 7114 the Of teachers renewing registration inregistration for renewal registration the process TQI: TQI: period of over reporting teachers, ACT the practice To help Standards the embed in teaching the qualitythe of teaching ACT the workforce. Teachers for Standards Professional TQI believes that Australian the practice Embedding in teaching professional standards 2015 are listed in 1to Attachment this report. Details of programs accredited 1July 2014 to June 30 programs. future takencan be into consideration providers for by the program that providers so quality improvements evaluations of accredited programs to relevant the has provided data also the available from teacher TQI accreditation. for required documentation based by providing advice standards- on the extensive who were accreditation seeking of their programs providers of professionalassisted learning programs quality an important assurance measure,As TQI also teacher level throughout year. school the professional learning at and aschool individual facilitate management the and supervisors of and printable and graphs data for both teachers Online reflections. professional of recording and of individual teacher learning goals and activities Teachers for Standards Professional incorporates links to Australian the The teacher online Professional Learning Profile s • s • • • preparation workshops preparation through information and evidence sessions Accomplished’ and ‘Lead’ levels of Standards) the (againstlevels of certification ‘Highly the assessors in ACT, the assessors through a - - s - - - - upported individualupported teachers higher seeking upported the pool of Certification trained trained of pool Certification the upported training of 21 additional assessors a trained certification assessors in ACT, the assessors and certification trained professional to nationally existing support upplementing their numbers the by overseeing ssessor refresher workshops which refresher workshops ensure the ssessor provide which workshops writing ssessor Education andTraining Directorate AnnualReport 2014-15 provide akey tool for raising to facilitate development 257

ANNEX REPORTS quality of annual ACT certification processes Teacher Education programs with over 250 -- provided a range of on-line aids for teachers principals, teachers, pre-service teachers and (e.g. digital portfolio opportunities for university educators. professional evidence and analysis of practice The 2015 Report of the federal Teacher Education by teachers) Ministerial Advisory Group (TEMAG) cited the ACT -- contributed to national moderation and Government submission to the TEMAG inquiry into evaluation of certification processes. initial teacher education as providing examples of best practice. The collaborative career-progression TQI chairs the national network on professional model for pre-service teacher education, which has standards of the Australian Teacher Regulatory been pursued by TQI since its inception, was highly Authorities (ATRA). The inaugural meeting of recommended by the report of the TEMAG inquiry. this network held at TQI on 9 February 2015 explored variations in jurisdictional approaches to The Australian Government response to the TEMAG standards-based assessments for regulatory and report identified five areas of focus for further teacher quality purposes. improvements to the quality of the teaching workforce and has tasked the Australian Institute Progressing pre-service teacher education for Teaching and School Leadership (AITSL) with program accreditation progressing them in collaboration with education Under s.11(1)(g) of the Act, TQI has the function stakeholders, including teacher regulatory to accredit education programs for pre-service authorities in the States and Territories: teachers. The Act further specifies in s.76(a) the •S• tronger quality assurance of teacher education criteria to be applied for the accreditation of courses. teacher education programs. •R• igorous selection for entry to teacher Over the reporting period, TQI: education courses. •• developed its Initial Teacher Education Program •I• mproved and structured practical experience Accreditation policy, which was approved by the for teacher education students. Board at its September 2014 meeting •R• obust assessment of graduates to ensure •• completed the accreditation of the teacher classroom readiness. education program for the University of •• National research and workforce planning Canberra Master of Teaching (M.Teach) degree capabilities. •• began the accreditation process for the The principal recommendations of the TEMAG University of Canberra primary and secondary report are already in progress throughout many B.Ed. degrees TQI initiatives and practices and all relate closely to •• provided accreditation training for expert panel TQI responsibilities. members and university educators involved in the program accreditation processes In view of the legislative responsibilities of TQI, and the progress already in train in the ACT on •• hosted and presented at a number of workshops the majority of the TEMAG recommendations, the for pre-service teachers, university educators, Minister requested TQI to take the leading role and supervising teachers with the University of in the ACT implementation of the TEMAG report Canberra and the Australian Catholic University recommendations. The TQI Board’s Professional (Canberra), and Experience Committee has been re-constituted •• conducted consultations for the TQI project on as the Initial Teacher Education Committee in the Professional Experience component of Initial acknowledgement of the key importance of this

258 Education and Training Directorate Annual Report 2014-15 Cross-sectoral panel with Louise Hanlon (DOE) and Professor John Hattie (AITSL) discussing the TEMAG report. TEMAG the discussing (AITSL) Hattie John Professor and (DOE) Hanlon Louise with panel Cross-sectoral s • i • c • TQI: period, reporting the Over profession awhole as in ACT. the collaborative teaching the across practices TQI continues to place on facilitating high priority Enhancing collaboration Education and teacher unions. Universities ACT teachers, providing Initial Teacher education stakeholders including employers, It includeswork. from representatives all key ACT • • • Canberra. (Canberra) Adoniou of and at DrMisty University Gallagher at Australian the Catholic University conducted jointlyregistration by Ms Mary of teachers moving from provisional to full their supervisors and and mentors, their supervisors teachers and early-career to support network each withmeetings term network nitiated a cross-sectoral beginningnitiated across-sectoral teacher upported research examiningupported experience the ontinued its cross-sectoral teacher mentoring cross-sectoral ontinued its Over the reporting period, TQI: period, reporting the Over (ACER). Research Educational Leadership (ACEL) and Australian the Council of ATRA, Australian the Council for Educational relationships withnational such bodies AITSL, as TQI continues also to maintain strategic p • f • p • • • • gathering teacher workforce evidence. in collaboration for opportunities on forum and Education, of held at Australian the Government Department Nationalthe Teacher Workforce Evidence Forum released November on 12 2014 report NTWD at Workforce Data (NTWD), project to develop the inregulatory National authorities the Teacher held inauthorities July 2014 2015 and February certifying moderation between Certification acilitated engagement the of State and Territory resented as part of an expert panel at the of an expert part as resented layed national akey role in first the Education andTraining Directorate AnnualReport 2014-15 259

ANNEX REPORTS Outlook TQI will continue to facilitate the embedding of the by Shared Services. The responsibility for assessing Australian Professional Standards for Teachers into and responding to project risks lies with TQI project teaching practice in ACT schools. Demand from managers and project steering committees. ACT teachers for certification against the higher levels of the standards is expected to increase as a B.5 INTERNAL AUDIT result of workplace changes affecting a significant proportion of teachers. TQI is covered by the audit arrangements of the Education and Training Directorate audit TQI will also continue to promote high quality framework. professional learning and professional engagement by teachers. B.6 FRAUD PREVENTION A major focus of TQI developmental effort will be on work flowing from the TEMAG Report and national Fraud prevention measures incorporating initiatives directed towards improving Initial Teacher procedural checks and balances to minimise the Education and accreditation processes, as well as risk of financial and other fraud are included in on reporting of teacher workforce data. TQI policies and procedures, particularly those involving financial transactions and regulatory The TQI Strategic Plan is being re-developed for activities. the period 2015-18. TQI received funding in the ACT Budget 2015-16 for B.7 WORKPLACE HEALTH AND enhancements to its business system to support improved recording of the professional learning and SAFETY professional practice requirements of the regulatory In the reporting period TQI has had no incidents framework. Work will commence before the end of requiring reporting under the Work Health and 2015 and is expected to be completed by 2019. Safety Act 2011.

B.4 RISK MANAGEMENT B.8 HUMAN RESOURCES TQI pursues integrated risk management in MANAGEMENT all planning and operational processes. Risks particular to TQI arising from its legislative Staffing Profile mandate are identified and assessed for management at a range of levels within TQI. TQI has a small staff comprising the Chief Executive Officer and 10.6 FTEs. The staff gender ratio is Strategic Risks are identified as a part of the 81% female, 19% male. Staff are supplemented by development and review of the TQI Strategic Plan. seconded staff from schools across the sectors for Strategic risks, their assessment and treatments, specific programs. are approved by the TQI Board. Operations/Service level risks are identified in TQI service standards, policies and procedures. The responsibility for assessing and responding to operational level risks lies with the Chief Executive Officer and TQI staff. Project risks are identified in project plans and for ICT projects within the project guidelines approved

260 Education and Training Directorate Annual Report 2014-15 remain sources of revenue primary the for TQI. manner. The Government ACT and fees registration TQI continues to operate in asound financial participation communities in Whole-of-Government withother meetings jurisdictions, interstate network specialist This programs. has external included initiativestraining, Whole-of-Government and includingdevelopment activities internal TQI arange attended of professionalTQI staff Professional Development ANALYSIS C.1 FINANCIAL MANAGEMENT C. FINANCIAL MANAGEMENT REPORT Grants Supplies Services and Superannuation Expenses Employee Expenses EXPENSES Total Revenue Cash at bank at the end of 2014-15 of end atthe atbank Cash Operating (Deficit)/Surplus Total Expenses Other Revenue Other Interest Government Payment for Payment Output Government Revenue INCOME section 25 of Act. the 25 section Ministerby the for Education and Training under 2014-15 in accordance direction issued withthe forincome TQI and expenses for financial the year below shows details the of The report summary management and data analysis and reporting. (IELTS), regulation and management, risk records International English Language Testing System Initial Teacher Education accreditation framework, mutual recognition national the jurisdictions, across consistency, registration teacher qualifications, ofcovered teacher included assessment the and administrative Topicsof practice courses. C.2 FINANCIAL STATEMENTS Education andTraining Directorate AnnualReport 2014-15 Note No. 4 3 2 1 Actual 2015 2015 Actual 2,347 1,831 1,831 $’000 (516) 1,422 1,422 733 733 793 793 211 211 976 976 714 714 19 19 43 43 261

ANNEX REPORTS Notes forming part of revenue and expenditure: 1. The appropriation is drawn down by the Education and Training Directorate and passed on to TQI. 2. Other Revenue consists of own source revenue from registration fees. This revenue is seasonal and is mainly collected between January and March when registrations are renewed. 3. Grant from Australian Institute for Teaching and School Leadership. 4. Supplies and Services consists of:

2014 $’000

Property Maintenance 7

Materials and Services 284

Database Development 190

Travel and Transport 15

Administrative 30

Financial 2

Operating Lease 91

Grants 95

714

C.3 CAPITAL WORKS C.5 GOVERNMENT During the reporting period TQI expended the CONTRACTING rolled over capital funds remaining from the 2012- 13 capital budget allocation for its business system Procurement processes undertaken by TQI comply and online capabilities. Development in the period with the ACT Government procurement legislative focused on the delivery of online functionality for framework. Procurement decisions are authorised teacher recording and reflecting on Professional by the appropriate delegate within TQI. TQI utilises Learning for registration purposes. Whole of Government procurement arrangements to seek advice and support in relation to procurement and contract management issues. C.4 ASSET MAINTENANCE The TQI business system is the single most significant asset of the Institute. Maintaining and updating that system is a key operational consideration. As noted above, TQI received additional funding in the 2015-16 Budget for improvements to its business system to support improved recording of professional learning and the professional practice requirements of the regulatory framework.

262 Education and Training Directorate Annual Report 2014-15 4. 3. TQI. with recorded not is status employment whose teachers approved exclude igures 2. 1. Gender and Teachers by Employer Approved Provisional Registr Approved Teachers by Approval Type period. reporting There were 7,615 approved teachers at as June 30 2015. 787 teachers were approved newly during the Directions Report Annual Minister’s of Chief the E.2 required matters on by section other specific reports It also of process. registration the part as provides key dataThis teacher ACT on section the from information workforce derived provided by teachers ACT Teacher Workforce Analysis E.2 ACT TEACHER WORKFORCE ANALYSIS

Independent Schools Education Training and Directorate Not Currently TeachingNot Currently ACT in the Education Catholic Sector T N A t F eachers working in the Central Office of an employer are included in the sector numbers. sector the in included are employer an of Office Central the in working eachers ot Currently Teaching in the ACT refers to people with TQI approval who are recorded with TQI as not TQI as with recorded are who TQI approval with people to refers ACT Teaching the in Currently ot eacher may have more than one employer. one than more have may eacher ation 15% . P ermit to Number of of Number teachers Te ach 1% 1299 4508 1443 319 F ull Registr ation 84% approved approved teachers Education andTraining Directorate AnnualReport 2014-15 % of % of 60% 19% 17% 4% currently teaching in an ACT School. ACT an in teaching currently eae%male % female 77% 67% 79% 74% 23% 33% 26% 21% 263

ANNEX REPORTS Approved Teachers Qualifications

Bachelor Graduate Graduate Diploma/ Masters Doctoral Degree Diploma/ Certificate – Non Degree Degree Certificate - All Education

Number of approved 7398 3042 644 1372 123 teachers reporting

Percentage of approved 97.1 40.0 8.5 18.0 1.6 teachers reporting

1. A teacher may have multiple qualifications. 2. Figures displayed only for levels 7-10 of the Australian Qualifications Framework. 3. Qualifications for approved teachers who were registered under Transitional arrangements in 2011 are self-reported.

H. MINISTERIAL DIRECTIONS TQI is required to report on Ministerial Directions as held by TQI. As well, the TQI Act limits access to the follows: personal information held on individual teachers on the teachers’ register maintained by TQI (see, in a) a copy of any direction given under section 25 particular, Div 4.4 of the TQI Act). of the TQI Act during the year; b) a statement by the institute about action taken TQI has prepared the following statements under during the year to give effect to any direction sections 7, 8, and 79(2), of the FOI Act. given (whether before or during the year) under The Section 7 Statement concerns the publication this section; and of information about functions and documents of c) anything else prescribed by regulation. TQI. The Section 8 Statement refers to documents Over the reporting period: in the possession of TQI that are available for inspection. The Section 79(2) statement details the a) No s25 directions were given. actual requests for access to documents under the b) No action is required. FOI Act in the reporting period. c) No additional matters have been prescribed by regulation. Section 7 Statement

Freedom of Information Organisational functions and powers TQI administers the TQI Act. The organisational ACT Freedom of Information Act 1989 The (the FOI functions and powers of TQI under that Act are Act) aims to extend, as far as possible, the right described in Section B.1 of this Report. of the community to access information in the possession of the ACT Government. As an ACT Documents available on request and without Government authority, TQI is subject to the FOI Act. charge This right of access is limited by certain exceptions Documents within this category include and exemptions specified in the FOI Act. These publications produced by TQI on various aspects include the private and business affairs of persons of its activities. in respect of whom information is collected and

264 Education and Training Directorate Annual Report 2014-15 • • • • • • • • • • The principal documents are: making decisions. available when alist use of documents TQI staff requires 8of FOI TQI the Act toSection make 8Statement Section [email protected] 8867 6205 02 TeacherACT Institute Quality For information more contact: process. to TQI contact before using more the formal FOI People information seeking are encouraged first • • r • • • g • may include: documents Such availableDocuments FOI the under Act • • • • • • • • • • • • • • • • A Handbook Lead Teachers Assessor – 2 Lead Teachers –TQI ACT Certification Guide 2 and Lead Teachers Policy T 2015 June Guide Accreditation C Policy Accreditation C A T T T c f p correspondence a agendas, background and policies papers, inancial records ecords held in with TQI connection functions eacher Registration and Permit to Teach Policy eacher Registration Qualifications Policy Qualifications Registration eacher ontracts. 015 ACT Certification of Highly Accomplished and 015 ACT Certification of Highly Accomplished and QI National Certification of Highly Accomplished QI Procedure for Review of Registration eneral records, including minutes of meetings, ustralian Professional Standards for Teachers for Standards Professional ustralian ustralian Qualifications Framework dministrative records including including records dministrative ontinuing Professional Learning Program –TQI Program and Learning Professional ontinuing ersonnel records ersonnel

Telephone: 8867 6205 02 2614 CENTRE ACT JAMISON Box 263 PO TeacherACT Institute Quality Chair Board WilliamDr Maiden TeacherACT Institute Quality Officer Executive Chief Ellis Anne Ms TeacherACT Institute Quality Secretariat: Chair Board the of TQI: or Chief the Executive Officer secretariat, The For information more contact: period. No disclosures were in reporting received the • that: Public entity Sector by an individualincludes any or activity an ACT conduct Disclosable conduct. disclosable of of wrongdoingtypes that fall within definition the 2012 Act Disclosure Interest The Public Public Interest Disclosure p • p • • • m • • • TQI received no FOI requests during year.TQI reporting the no FOI received requests 79(2)Section Statement • • • • • • • • public public i is i 2 2 – AGuide for Provisionally Registered Teachers. Panels of Provisionally Registered Teachers Registered Provisionally of Panels Registration –AGuide for Professional Guidance s misconduct misconduct s illegal s 015 – Progressing from Provisional to Full Registration 015 –Progressing from Provisional to Full resents adangerresents to environment. the adangerresents to of health the the or safety maladministration maladministration isuses or wastes public orisuses wastes money or resources Education andTraining Directorate AnnualReport 2014-15

defines the the defines 265

ANNEX REPORTS ATTACHMENT 1

2014-15 Accredited Professional Learning Programs (Section E.2 of the Chief Minister’s Annual Report Directions requires that TQI’s annual report include the education programs available for the professional learning and development of teachers.)

Non school based Professional Learning

Program name Provider

2015 ACTMEN Conference ACT Music Educators Network Inc

3PReggs 3P Learning Australia Pty Limited

AAMT Conference 2015: Learn, Lead, Link - Day 1 Mathematics Association of NSW Inc

AAMT Conference 2015: Learn, Lead, Link - Day 2 Mathematics Association of NSW Inc

AAMT Conference 2015: Learn, Lead, Link - Day 3 Mathematics Association of NSW Inc

AATE & ALEA Post Conference Institute - The Two ALEA Sisters CAFÉ Approach

ABC, 123, Do Re Mi - Orff Schulwerk for the everyday Orff Schulwerk Association of NSW Inc. classroom.

ACT ACTIVATE 2015 Peak Phys Ed

ACT Masterclass for ACTivate Peak Phys Ed

ACT Teacher Mentor Program Days 4-5 Education Institute, University of Canberra

ACTATE: Sharing the Secrets of Success 2015 ACT Association for the Teaching of English (ACTATE)

ACT-Indigenous Success Project – targeting ACT-IS University of Canberra (Student Engagement) teachers

Acting For the Fun of It Acting For the Fun of It

Adapt and Learn Together asOne Therapy

Adolescents Struggling with Literacy: Meeting Their Susan Galletly Literacy Plus Instructional Needs

Advocacy: Making Children’s Voices Heard and Getting Communities@Work Action Happening

AFMLTA/MLTA Ready? Set? Go! Australian Curriculum: Modern Language Teachers Association of the Languages Workshop Australian Capital Territory Incorporated

266 Education and Training Directorate Annual Report 2014-15 Conference Day One Conference National AATE &ALEA Capitalising onCuriosity Teaching Teams Strong Building Practice in Power Learning Building Up YourBrush Shakespeare 1 Struggling But Bright Education FoundationBig Picture ManagementBehaviour for Beginning Teachers for Teachers Batyr@School Environment -Online Educational for the Strategies and Awareness Autism English in the Literature Classroom Australian Journey Commission Sharing the Investments and Securities Secondary: Australian Curriculum Senior Australian Teaching MoneySmart LeadASIC Teacher Program Schools in ACT Capability of Inc. NSW Association Schulwerk Orff Education Foundation -BuildingAsia Forum Asia ‘Appy Music and Hour! Technology Classroom! in the College)High School/ school/ (late Primary Workshop &Depression Anxiety in Photoshop Animated Gif production Prepares Actor An Choral All Things spelling Clark Beyond Alison Thinking TechnologyAlgorithmic -Digital Story-telling as Algebra 2015 Course Drumming African Program name ALEA Ltd Consulting &Coaching Pty Dragonfly Ltd Pty Australia Learners Better Fun Forthe of It Acting Centre Support Gifted Australian Education Big Picture Group Learning Dynamic The Limited Australia Batyr TTA Teaching for the Association ACT of English (ACTATE) Teaching for the Association ACT of English (ACTATE) (ASIC) Incorporated Territory Capital Australian of the Language TeachersModern Association health mental talk i National Australian University of Art School Fun For the of It Acting Inc ACT KMEIA SPELD ACT Dyslexia DSA Australian Mathematics Trust Australian Mathematics Trust Effect Drum Provider Education andTraining Directorate AnnualReport 2014-15 267

ANNEX REPORTS Program name Provider

Capitalising on Curiosity AATE & ALEA National ALEA Conference Day Three

Capitalising on Curiosity AATE & ALEA National ALEA Conference Day Two

Chinese cultures and language teaching The Australian School of Contemporary Chinese (ASCC)

Choice, Music and the Curriculum ANU Music Program

Common Eye Diseases RIDBC Renwick Centre

Connected Educator Summit 2015: Be the change Syba Signs

CONSEA ACT 2014 Science Educators Association for ACT (SEA ACT)

Conversations For Life OzHelp Foundation

Conversations for Life Facilitator course OzHelp Foundation

Cracking the Hard Class The Dynamic Learning Group

Creatively exploring digital printing in photography and School of Art Australian National University the visual arts

Curating Digital Collections for the Australian Syba Signs Curriculum Workshop

Curriculum of giving for student and staff wellbeing Education Institute, University of Canberra and engagement

Curriculum of giving for student and staff wellbeing Education Institute, University of Canberra and engagement (2 hour)

Curves from Apollonius to Bezier UNSW School of Mathematics and Statistics

Dance - Kindergarten to Year 2 Canberra Dance Theatre

Dance Around the World Orff Schulwerk Association of NSW Inc.

Dealing With Scientific Misconceptions Science Educators Association for ACT (SEA ACT)

Developing Differentiated Curriculum for Gifted Gateways Education Learners - Part 1

Developing Differentiated Curriculum for Gifted Gateways Education Learners Part 2

Developing Inquiry-Based Science Lessons The Ian Potter Foundation Technology Learning Centre

268 Education and Training Directorate Annual Report 2014-15 From Page to Stage Mathematics Foundations in Early Education Nutrition Food&ME Curriculum the Across Games and Folk Songs Unit Planning Science Workshop Experimental disability with of people inclusion for the toolkit -Ateachers Everyday Everyone learning transformative encounters, Everyday Way Forward Planning Learners: The Gifted -Understanding ETD for At-Risk Readers Instruction Word Reading Earliest Effective Start: Ensuring AGentle Emotional Intelligence for Teachers Gardens Food Through School Education for Sustainability Workshop in YourEducation for Grounds Sustainability School Talented and Educating Gifted Students SLD and Dyslexia TeachersSecondary for Working and Memory Dyscalculia Dysgraphia, Teachers Primary for Working and Memory Dyscalculia Dysgraphia, Through Student Engagement Efficiency Energy Driving screen green with compositing video Digital students EAL/D by for Language Production Storytelling Digital Curriculum! the Differentiating Success. for –Proven Strategies Instruction Differentiated Program name Acting For the Fun Forthe of It Acting of NSW School of Independent Association The Incorporated ACT Australia Nutrition Program Music ANU Lever Kerry ACT Disability Communities@Work Education Gateways Plus Galletly Literacy Susan Learning 4D EnvironmentACT Planning and Directorate EnvironmentACT Planning and Directorate Centre Support Gifted Australian SPELD ACT Dyslexia DSA Foundation of WA Dyslexia-SPELD (Inc)The Foundation of WA Dyslexia-SPELD (Inc)The EnvironmentACT Planning and Directorate National Australian University of Art School ACT ATESOL International Learning Promoting TTA Provider Education andTraining Directorate AnnualReport 2014-15 269

ANNEX REPORTS Program name Provider

Fun with Dramatising the Curriculum ANU Music Program

Fun with Music and Art 2015 ANU Music Program

GEM Literacy: Dialogue GEM Literacy

Good to great to innovate- Recalculating the route Australian Council for Educational Leaders (ACEL) K-12+

Grammar & Comprehension ACE: Practical Activities Sally Robinson-Kooi, Literacy and TESOL Consultant, K-6 Bridging with Blocks

Grammar knowledge for teachers Education Institute, University of Canberra

Guided Inquiry Design for the Australian Curriculum: Syba Signs Putting it into Practice

Hands-On Design Thinking The Ian Potter Foundation Technology Learning Centre

Hands-On Design Thinking Intro 3D Design The Ian Potter Foundation Technology Learning Centre

Hands-On History: European Scientists and The Ian Potter Foundation Technology Learning Centre Experiments

Hands-On Science Activities to Inspire Students and The Ian Potter Foundation Technology Learning Centre Teachers

Hands-On with Heat Kerry Lever

IB Making the PYP Happen International Baccalaureate - Asia Pacific

Identifying Learning Difficulties DSA Dyslexia SPELD ACT

Inclusive Education National Institute for Christian Education

Innovative assessment in the face of changing Australian Curriculum Studies Association curriculum: testing times.

Inquiry Learning and the Nature of Science Seminar Science Time Education

Inquiry Learning Using Hands On Science The Ian Potter Foundation Technology Learning Centre

Introduction and Implementation of Professional DavisGreig Consultancy Learning Teams (PLTs) and Cycles of Inquiry.

Introduction to Consumer and Financial Literacy Australian Securities and Investments Commission Education for Teachers- ASICsMoneySmart Teaching (ASIC)

JASON Learning - Climate: Seas of Change 1 Day Gateways Education

270 Education and Training Directorate Annual Report 2014-15 Module 2) Module Learning Stick -Creation (Workshop time Message learning Stick -Creation (Module time Message 2) -2015 Course MEP Primary -2015 Childhood Course MEP Early Practice and MEP Principles Basic Next Generation HealthWellbeing and Mental of Young Seminar People workshop PL Measuring Student for Reading Schools Progress 2 Level Certification Mathletics 1 Level Certification Mathletics program curriculum a implementing and designing Mapping, Modification and Disorder, Adjustment Spectrum Autism Making itWork: 2015 Conference Learning Love Practice atLooking Classroom -Water Workshop Scientists Little Coaching Academy Numeracy and Literacy today. Schulwerk -Orff Sing Merry be and Lets ToLeaving Learn Piano the Learn in 3Hours Curriculum Australian grammar to for how the teachLearn your class Classroom Kodaly Secondary in the centre at the Keeping Problem Solving Learning -Tectonic 1DayJASON Fury Program name Education Dreaming Education Dreaming Education Program Music ANU Program Music ANU Program Music ANU Ltd MultiLit Pty Limited Learning Pty 3P Australia Limited Learning Pty 3P Australia Ltd ATFEduwebinar Learning Professional Pty Network Ltd. Certification One Limited Learning Pty 3P Australia (AITSL) for Teaching Institute Australian Leadership School and Communities@Work Independent Queensland Schools of Inc. NSW Association Schulwerk Orff Education Big Picture Program Music ANU Reardon Judith Ann DR Inc ACT KMEIA Australian Mathematics Trust Education Gateways Provider Education andTraining Directorate AnnualReport 2014-15 271

ANNEX REPORTS Program name Provider

Message Stick learning - Indigenous Kinship systems Education Dreaming (Module 5)

Message Stick Learning - Indigenous Kinship systems Education Dreaming (Workshop Module 5)

Message Stick learning - Indigenous Language groups Education Dreaming of Australia (Module 4)

Message Stick Learning - Indigenous Language groups Education Dreaming of Australia (Workshop Module 4)

Message Stick learning - Indigenous Stories of the Education Dreaming Dreaming (Module3)

Message Stick Learning - Indigenous Stories of the Education Dreaming Dreaming (Workshop Module 3)

Message Stick learning - Indigenous Weather Seasons Education Dreaming (Module 6)

Message Stick learning - Snapshot Indigenous people Education Dreaming today (Module 1)

Message Stick Learning - Snapshot Indigenous people Education Dreaming today (Workshop Module 1)

Mini COGE School of Education UNSW

MiniLit Professional Learning Workshop MultiLit Pty Ltd

MLTA ACT Inc. Mini-Conference 23 August 2014 Modern Language Teachers Association of the Australian Capital Territory Incorporated

MOVE UP! for High Schools and Colleges Ausdance ACT

MOVE UP! for Primary 5/6 Ausdance ACT

MultiLit Reading Tutor Program Professional Learning MultiLit Pty Ltd Workshop

MultiLit Word Attack Skills Extension Professional MultiLit Pty Ltd Learning Workshop

Music in the Primary Classroom Sydney Symphony Orchestra

Music through Children’s Literature Orff Schulwerk Association of NSW Inc.

Musica Viva Teacher Forum, Discovering Your Voice- Musica Viva Australia Singing in the Early Childhood Classroom

272 Education and Training Directorate Annual Report 2014-15 Public Speaking and Presentation Skills Public Speaking Presentation and applicants Research Action Teacher for Experienced session support Professional writing learningProfessional teaching: Chinese in Chinese techniques printmaking Simple Printmaking: classroom Primary Learning Professional PreLit Workshop Content Areas Learningand Across pen’ Literacy Writing to‘Power Increase the through equivalent) (5-day spectrum autism on the age students School Supporting Partnerships: Positive spectrum autism on the age students School Supporting Partnerships: Positive Management Behaviour Positive Pedagogy and Curve Logistic the and Population Growth Grammar Playing With Indigenous An Perspective Pedagogy: -Recorder Levels Shulwerk Orff -Pedagogy Levels Schulwerk Orff of Inc. NSW Association Schulwerk Orff (singing) -Vocals Levels Schulwerk Orff -Technique Levels Schulwerk Improvisation and Orff -Orchestration Levels Schulwerk Orff -Movement Levels Schulwerk Orff Teaching Education -MoneySmart Literacy to &Financial Consumer Online Module-Introduction Development Plus Professional Performance Live Ógham Soup Music Through Teacher Legacy Viva Musica ANZAC The Forum, Program name 4D Learning 4D of NSW School of Independent Association The (ASCC) Chinese of Contemporary School Australian The National Australian University of Art School Ltd MultiLit Pty ALEA (Positive Partnerships) Community Autism Education the and between Partnerships (Positive Partnerships) Community Autism Education the and between Partnerships of Canberra University Education Institute, Statistics and of Mathematics UNSW School ALEA Education Union Independent ACT NSW of Inc. NSW Association Schulwerk Orff of Inc. NSW Association Schulwerk Orff of Inc. NSW Association Schulwerk Orff of Inc. NSW Association Schulwerk Orff of Inc. NSW Association Schulwerk Orff (ASIC) Commission Investments and Securities Australian Australia Viva Musica Australia Viva Musica Provider Education andTraining Directorate AnnualReport 2014-15 273

ANNEX REPORTS Program name Provider

Reading and Writing Through Inquiry International Baccalaureate - Asia Pacific

Scaffolding Literacy Education Institute, University of Canberra

Science By Doing PL Program Australian Academy of Science

Science Inquiry Skills Science Educators Association for ACT (SEA ACT)

Seminar: Technology and the Future Design and Technology Teachers Association ACT

Seminar: Technology and the Future - Programming Design and Technology Teachers Association ACT

Simple instruments - Hands On Activities to enhance ANU Music Program music-making

Spelling – a repertoire approach Education Institute, University of Canberra

Spelling in the primary school years Tessa Daffern

Spell-It Professional Learning Workshop MultiLit Pty Ltd

Stronger Smarter Leadership Program (SSLP) Stronger Smarter Institute

Success in Transitions Conference - Day 1 Imagine More Ltd

Success in Transitions Conference - Day 2 Imagine More Ltd

Summative Assessment Communities@Work

Supervising Preservice Teachers program - Unpacking Australian Institute for Teaching and School Leadership the Graduate Standards module (AITSL)

Supervising Preservice Teachers program - Effective Australian Institute for Teaching and School Leadership Partnerships module (AITSL)

Supervising Preservice Teachers program - Making Australian Institute for Teaching and School Leadership Judgements module (AITSL)

Supervising Preservice Teachers program - Practice Australian Institute for Teaching and School Leadership Analysis module (AITSL)

Supporting Children and Adolescents with Vision Loss RIDBC Renwick Centre

Supporting Children with Additional Needs in Communities@Work Mainstream Settings

Supporting Students with Hearing Loss in Mainstream RIDBC Renwick Centre Classrooms

274 Education and Training Directorate Annual Report 2014-15 Lessons Using Communication Technology Digital for Science Meeting Group User French in whiteboard class the interactive ofUse the arts visual the and photography in printing digital Understanding teaching Trauma informed for ThinkingBox Creating Thinking aTool Students: Thinking Schools, Curriculum Written The R’s Resilience three &Recovery Risk, The Skills Core of PublicThe Speaking &Practice Reading Theory Weakness: of Children Teaching with Needs Instructional to the Playbuilding Teaching & Drama Drama: Process Primary & Improvisation Teaching Elements Drama: Fundamentals, The Primary Drama Teaching for Drama: Movement Creative Primary Teaching Mathematics Writing Teaching Essay Reading and Teaching for Writing English Grammar Vocabulary and Childhood Teachers Teaching for Early Children Strategies Skills; Social –Fast Fun and Phonics Synthetic of Options Review an unbiased Sustainable Energy: Pilot Research Project Action Teacher Experienced the through teachers Supporting Program name The Ian Potter Foundation IanThe Technology Potter Learning Centre Learning Empowered Canberra de Alliance Française National Australian University of Art School Ltd Pty Welfare Interventions Therapeutic Limited University Catholic Australian Pacific Asia - Baccalaureate International health mental talk i Learning 4D Plus Galletly Literacy Susan Buining Pip Buining Pip Buining Pip Education for Christian National Institute O’Malley Jeanne TTA Communities@Work TTA TTA of NSW School of Independent Association The Provider Education andTraining Directorate AnnualReport 2014-15 275

ANNEX REPORTS Program name Provider

Using Quizzes in the Classroom - Create, Play, Share Quizling Pty Ltd

Voice Works UC Music (University of Canberra)

Voting in the Classroom Australian Electoral Commission

Waste and Recycling in Schools - educational and fun! ACT Environment and Planning Directorate

When are we going to use this? Australian Mathematics Trust

Why oracy is critical for improving inferential ATESOL ACT comprehension

Winter Warmers KMEIA ACT Inc

Working Memory Difficulties – Effective Classroom DSA Dyslexia SPELD ACT Instruction

Writing Your Philosophy Communities@Work

Written Language: The Preparation, Process and Montessori Australia Foundation Product

Yarnin’ Circles Communities@Work

Zeeko Live Performance Plus Professional Musica Viva Australia Development

School based Professional Learning programs

Program name Provider

A Balanced Numeracy Program Gordon Primary

A lens on the Australian Curriculum: Creative and Turner School critical thinking

A Pathway to Cultural Competence Catholic Education Office

A Pathway to Cultural Competence - Day 3 Catholic Education Office

A Pathway to Cultural Competence for Executive staff Catholic Education Office

Aboriginal Contact Teacher Network Meeting Catholic Education Office

Accepting the Challenge: Action Inquiry Program Central Office ETD

276 Education and Training Directorate Annual Report 2014-15 Ben Walden: A) Ben onStage (Part Leadership Equity and of Justice people Being Guidelines @Latham Behaviour Learning aProfessional Becoming Community Practises Authentic Literacy Arts The Curriculum: Australian Languages Curriculum: Australian Curriculum Australian Children’sAustralian Television Foundation the and Strategies Assessment Numeracy for Learning: Assessment ForLearning Assessment Discovery and -Inquiry Assessment 2015 Program Leaders -Day 2 Aspiring 2015 Program Leaders -Day 1 Aspiring -Day Program 4 Leaders Aspiring Primary St Matthew’s -Day Program 3 Leaders Aspiring SpellingAnalysing Student Learning to Differentiate Coaching Skills: Teachers Skills Advanced in Essential Literacy: with Struggling Adolescents Health for Teachers Mental Adolescent Reporting Standards linkedAchievement to Programming and High Campbell at Criteria Standards Success and Achievement days ACER: Improvement NationalTool School (NSIT) -3 Program name Central Office ETD Office Central Primary Heart Sacred Primary Latham High Belconnen Primary St Clare of Assisi ETD Office Central ETD Office Central ETD Office Central Primary Hills Wanniassa Peter Paul and Primary Sts St Monica’s Primary ShepherdGood Primary Teaching and Learning (ETD) Branch Teaching and Learning (ETD) Branch Leadership (ETD) School Leadership (ETD) School ETD Office Central Namadgi School School Grammar Girls’ Canberra Primary Latham High Campbell ETD Office Central Provider Education andTraining Directorate AnnualReport 2014-15 277

ANNEX REPORTS Program name Provider

Ben Walden: Leadership on Stage (Part B) Central Office ETD

Big Ideas in Secondary Mathematics Merici College

Blue Gum January 2015 Blue Gum Community School

Blue Gum Pre School Jan 2015 Blue Gum Community School

Building Teacher Capacity through classroom Aranda Primary observation

BYOD – Practical Approaches Calwell High

Canberra REAIE Network Meetings Canberra Grammar School

Career Adviser Mentor Program Central Office ETD

Category 3 Theory Of Knowledge Canberra Girls’ Grammar School

Catholic Education and Australian Catholic University Catholic Education Office Mentors’ Training Day

CBLH Differentiation in the Classroom Campbell High

CHANGE2 Central Office ETD

Chatz with Jatz - Class Act St Edmund’s College

Chatz with Jatz - Visible Learning St Edmund’s College

Circle Time: Advanced Application of the Circle Time Central Office ETD Process

Circle Time: Strengthening Relationships in the P-10 Central Office ETD Classroom

Cluster PLCs for Transition - Campbell HS, Lyneham HS, Dickson College Dickson College

CoCoaching (“Enhancing the quality of conversations North Ainslie Primary in school communities”)

COG - Conversations that enable Opportunities for Good Shepherd Primary Growth

Collaboration in PLCs Majura Primary

Collaborative Applications for Educators - Part 1 Merici College

Collaborative Applications for Merici Educators Merici College

278 Education and Training Directorate Annual Report 2014-15 Primary School Primary (CPL Program) of Practice - aCommunity Developing Education Office Catholic your school in Reading Monitoring and Implementing Designing, Assessment Validating and Designing VET Quality Thinking Classroom forDesign the pedagogy and values Curtin UBD Renewal: Curriculum 2 1and Curriculum of Parts Giving Design By Understanding - Curriculum Program Awareness Cultural Creating of Writers Communities Engaged Creating writers communities of engaged System Assessment Formative Creating a Whole School Count In Me Too (CMIT) Facilitator Training Count In Me Too (CMIT) Reading Information Texts with Cooperative for Life Conversations College at Dickson ofCommunities Practice Learning Forum Professional EAL/D and Numeracy Literacy, Combined Learning Term Forum 4 Professional Numeracy and Literacy EALD, Combined Conference Ten:Colleges 2015 Problem Solving Collaborative Trainingand Centre Education Coaching @Murrumbidgee Collaborative Program name Canberra Grammar School Grammar Canberra Teaching and Learning (ETD) Branch College Christian Brindabella Primary Curtin Primary Campbell Daramalan College St Bede’s Primary Telopea School Park Primary Benedict’s St Primary Rosary Primary Weetangera ETD Office Central ETD Office Central Primary Gordon Branch (ETD) Student Engagement Student and Wellbeing College Dickson Teaching and Learning (ETD) Branch ETD Office Central College Hawker ETD Office Central Training Education And Murrumbidgee -Bimberi Centre Provider Education andTraining Directorate AnnualReport 2014-15 279

ANNEX REPORTS Program name Provider

Developing a Literacy Block Canberra Grammar School

Developing a school-wide culture of continuous St Thomas the Apostle Primary learning

Developing A Shared Vision (Jnr School) Radford College

Developing A Shared Vision and Embedding Best Radford College Practice

Developing Content Knowledge in Disciplines through (ETD) Learning and Teaching Branch Reading of Complex Texts

Developing Differentiated Curriculum for Gifted (ETD) Learning and Teaching Branch Learners Part 2

Developing High Quality Assessment Tasks for St Mary MacKillop College Improved Student Outcomes

Differentiated Problem Solving Amaroo School

Differentiation in the School Setting Forrest Primary

Differentiation: A Focus on Learning Lyneham Primary

Disability Standards for Education e-learning online (ETD) Student Engagement and Disability Services package Branch

Discovering and Incorporating Aboriginal Cross- St Matthew’s Primary Curriculum Priorities

EAL/D Professional Learning and Leadership Forum - (ETD) Learning and Teaching Branch bringing the fact sheets out of the box 1

EALD Teachers’ Professional Learning Forum Term 1 Central Office ETD

Early Childhood Education Network Sessions : Central Office ETD Promoting Parental Engagement

Early Childhood Education Network Sessions: (Session Central Office ETD 3 2014)

Early Childhood Education Network Sessions: (Session Central Office ETD 4 2014)

Early Years Module - 1 (ETD) Learning and Teaching Branch

Early Years Module - 2 (ETD) Learning and Teaching Branch

Early Years Module - 3 (ETD) Learning and Teaching Branch

280 Education and Training Directorate Annual Report 2014-15 Ensuring A Gentle Start to Literacy Start Ensuring AGentle Drives Enhancing Student Virtual Learning: Inquiry through Learning Enhancing Web and Tools 2.0 Literacy, Enhance 2014: &Information Media, Digital Social Enhance 2014: Tools Google Learning Enhance 2014: Blended and Classroom Flipped Enhance 2014: Citizenship Digital Enhance 2014: Your (BYOD) Bring Device Own Environment through Engaging School Creek Gold Poetry Performance with Engaging Students pedagogy based inquiry through Engaging students Writing and Reading in Students Engaging schools in culture reading a Building Read! Inspire! Engage! Teaching individual needs to meet Team Curriculum through Australian Embracing the Assessment Embedding Formative Assessment Embedding Formative learning cultures in and the program histories Torres and Embedding Aboriginal Islander Strait Assessment Formative Embedded PDFs Interactive eLearning: Pack Literacy Cultural -Unpacking the Sessions YearsEarly Network Challenge Outdoor -The Sessions YearsEarly Network YearsEarly Module -4 Program name Namadgi School CollegeMerici TrinityHoly Primary Telopea School Park Telopea School Park Telopea School Park Telopea School Park Telopea School Park Teaching and Learning (ETD) Branch School Grammar Girls’ Canberra Primary Spirit Holy College Marist John Paul College Wanniassa School High Belconnen ETD Office Central Primary Heart Sacred CollegeMerici Teaching and Learning (ETD) Branch Teaching and Learning (ETD) Branch Teaching and Learning (ETD) Branch Provider Education andTraining Directorate AnnualReport 2014-15 281

ANNEX REPORTS Program name Provider

Essential Skills and Beyond Central Office ETD

Essential Skills for Classroom Teachers Central Office ETD

Exploring Mathematics Theory and Practice at Palmerston District Primary Palmerston District Primary School with Carol Spencer

First Steps Reading Hawker Primary

First Steps Reading (2nd Edition) Central Office ETD

First Steps Speaking and Listening Central Office ETD

First Steps Writing (2nd edition) Central Office ETD

Flipping the Classroom with Canvas St Edmund’s College

Formative Assessment and Mathematics Gordon Primary

Formative Assessment in Practice Richardson Primary

Functional Behaviour Assessment (FBA) Central Office ETD

Functional Grammar St Francis Xavier College

Further Development of Mathematical Problem Solving St Clare of Assisi Primary

Gifted and Talented PL - Differentiating the Curriculum Gungahlin College

Gold Creek School Restorative Practices Gold Creek School

Google in your classroom - taking it to a new level Marist College

Google Summit - Keynote Presentations (ETD) People and Performance, Any Other Branch

Gordon Primary Curriculum- Practice & Pedagogy Gordon Primary

Grammatikus St Edmund’s College

Hattie and the Teaching Standards Emmaus Christian School

Healthy Learning Communities Canberra Montessori School

Helping Students with Working Memory Difficulties Emmaus Christian School

How do I guide students to become more effective St Jude’s Primary writers and spellers?

ICT Resources in your Classrooms Marist College

282 Education and Training Directorate Annual Report 2014-15 iPads for Learning Practice and iPad Pedagogy Intent with Investigating Democracy to Deep Introduction at Creek Gold MYP Introducing the International –Languages Baccalaureate Workshops International –Art Baccalaureate Workshops Differentiation Intentional Curriculum Australian of the Integration Curriculum Integrated Inquiry-based Maths Hill at Red School Inquiry Learning Inquiry to Yearpreschool Six from for students outcomes Increasing Numeracy Inclusive Education Assistance with Working Effectively Inclusive Education: Processes: Standards in Education &Disability Act Discrimination Inclusive Education: DDA &DSE: Disability Teachers Student, with &Parents Improving Conversations Teacher for Quality Capacity Expectations Raised Improving through Student Outcomes Practices Evidence Based through outcomes Improving student approach aCoachingImproving through Student Outcomes for Teachers Casual Improving Pedagogy 6 Year to Kinder from Connections Implementing Primary Program name St John the Apostle Primary Apostle St John the St Bede’s Primary Macgregor Primary SteinerOrana School School Creek Gold College Narrabundah College Narrabundah Macgregor Primary Primary Heart Sacred Primary St Clare of Assisi Primary Hill Red Richardson Primary St Joseph’s Primary CollegeSt Francis Xavier CollegeSt Francis Xavier St Aquinas Thomas Primary MacKillop College St Mary College Canberra Education Office Catholic Education Office Catholic ShepherdGood Primary Provider Education andTraining Directorate AnnualReport 2014-15 283

ANNEX REPORTS Program name Provider

Jervis Bay Teacher Mentor Program Jervis Bay Primary

Journaling In Maths Kaleen Primary

Kagan Cooperative Learning Daramalan College

Kagan Day 2 Day 3 2014 Merici College

Kaleen Primary - Building the Capability and Capacity Kaleen Primary of our Teams

Kaleen Primary – Using the Australian Curriculum to Kaleen Primary improve student outcomes -Mathematics PD

Kids Matter - Component 3 Mount Rogers Primary

KidsMatter Component 2 SEL O’Connor Cooperative School

KidsMatter Component 2 Wanniassa Hills Wanniassa Hills Primary

KidsMatter Primary- Component 2 at St Monica’s Evatt St Monica’s Primary

Leading Improvements in Numeracy North Ainslie Primary

Leading Learners @ Holy Family Holy Family Parish Primary School

Learning by Design Lanyon High

Learning Difficulties Harrison School Harrison School

Learning From Practice at Cranleigh Cranleigh School

Learning in the Local: Pedagogy of Place Orana Steiner Orana Steiner School School Staff Conference 2015

Learning Support Contact Day Catholic Education Office

Lending A Hand- Module 2 of Understanding and Central Office ETD Responding Trauma

Literacy 1: Writing St Edmund’s College

Literacy 2: Writing St Edmund’s College

Literacy and Numeracy at Melrose Melrose High

Literacy and Numeracy Professional Learning Forum Central Office ETD Term 1

284 Education and Training Directorate Annual Report 2014-15 MTS Numeracy Planning and Programming Planning and Numeracy MTS Caroline Chisholm School Mind Matters Middle 4Percentages Years Computations: Mental Training Middle Years Facilitator (MYMC) Computation Mental Division and Multiplication Middle Years 3 (MYMC) Computation Mental Subtraction and Middle Addition Years 2. (MYMC) Computation Mental Introduction Middle Years 1. (MYMC) Computation Mental Mentoring at St Francis of Assisi Mentoring At (MASA) St Anthony’s Teaching Computation: Mental Fractions at Namadgi Computation Mental School for Learning. Assessment using Learners of Diverse Needs the Meeting Readiness BYOD MCC Intervention to Maximising -Response Student Outcomes Rob Vingerhoets with Learners Maths for Early Classroom Primary in the Mathematics School Creek Gold Happen Making PYP the Making Learning KPG in Visible the Real Jesus Making in Maths Making Connections Continuum Practice Classroom the and Practice atLooking Classroom Practice At Classroom Looking Program name Mother Teresa Primary School TeresaMother Primary Caroline Chisholm School ETD Office Central Teaching and Learning (ETD) Branch ETD Office Central ETD Office Central ETD Office Central Primary St Francis of Assisi Primary Parish St Anthony’s Namadgi School Namadgi School Torrens Primary College Marist School Smith Kingsford Childhood School Early Cross Southern St Primary John Vianney’s School Creek Gold Maribyrnong Primary Education Office Catholic Chapman Primary Education Office Catholic St Clare’s College Provider Education andTraining Directorate AnnualReport 2014-15 285

ANNEX REPORTS Program name Provider

Multi-sensory Intensive Phonics Instruction in K-2 Emmaus Christian School

MYMC Decimals Central Office ETD

MYMC Fractions Central Office ETD

Namadgi Kidsmatters Component 3 Namadgi School

Numeracy - How can we differentiate? St Vincent’s Primary

Numeracy Essentials (1) Catholic Education Office

Numeracy Essentials (2) Catholic Education Office

Numicon - Caroline Chisholm School Caroline Chisholm School

Online Learning and Collaboration Tools and Hawker College Resources

Online Learning: Autism Spectrum Disorder Central Office ETD

Online Learning: Dyslexia and Significant Reading Central Office ETD Difficulties

Online Learning: Motor Coordination Difficulties (MCD) Central Office ETD

Online Learning: Speech, Language and Central Office ETD Communication Needs (SLCN)

Online Learning: Understanding and Managing Central Office ETD Behaviour

Online Learning: Understanding Hearing Loss Central Office ETD

Operation TALE at St Thomas More’s St Thomas More’s Primary

PALLsACT#2: Module Three - Primary (ETD) Learning and Teaching Branch

PALLsACT#2: Module Three - Secondary (ETD) Learning and Teaching Branch

PALLsACT#2: Reading Institute Day - Primary (ETD) Learning and Teaching Branch

PALLsACT#2: Reading Institute Day - Secondary (ETD) Learning and Teaching Branch

Pastoral Care of Students 2015 Merici College

PBIS – Practical Strategies & Restorative practices Calwell High

PD in your PJs: The Power of Chrome Canberra Girls’ Grammar School

286 Education and Training Directorate Annual Report 2014-15 Riding of Change Dragon the College 2015 Merici Practices Restorative to Intervention Response Communities Learning Professional through toResponding Intervention Relationships, Thinking ICT Skills and Practice Reflective Program Learning Professional Based Radford College Peer Junior School Teaching Rounds Quality Assessment Quality FacilitatorQT workshop Rounds assessment and Teachers Families their Student Outcomes, PTSD - Supporting Behaviours Protective Education Office Catholic Assessment and Curriculum - Design by Programming Understanding through design by Programming Understanding through Connections Primary Model in Behaviour Schools Positive Processes Practical PLC Differentiation Planning ForMaths 2015 2015Planning for Literacy Areas Learning all across Planning Childhood Experiences for Early School Primary Mentoring at Garran Peer Learning Based Pedagogy, Project Learning and Spaces Program name Lake TuggeranongLake College CollegeMerici Primary Rogers Mount Primary Michael’s St Burgmann School Anglican School TeresaMother Primary Radford College Farrer Primary Primary St Clare of Assisi College Canberra MacKillop College St Mary ETD Office Central John Paul College Primary Bay Jervis High Calwell High Calwell Primary Calwell Primary Calwell Maribyrnong Primary Primary Garran College Christian Brindabella Provider Education andTraining Directorate AnnualReport 2014-15 287

ANNEX REPORTS Program name Provider

Ron Ritchhart ‘Culture of Thinking’ Canberra Girls’ Grammar School

Rules of Engagement Calwell High

SAMR: Redefinition - Audio Engineering Merici College

SAMR: Redefinition - Stop Motion Animation Merici College

SAMR: Using Redefinition in the Classroom Merici College

School Improvement Literacy Project St Thomas More’s Primary

School Webpages and Digital Resources Supporting Kaleen Primary the Australian Curriculum

School Wide Pedagogy at St Thomas More’s St Thomas More’s Primary

Science and Religion NOT Science or Religion or God St Francis Xavier College

Seven Steps to Writing Success Burgmann Anglican School

Shaping Learning through Formative Assessment Holy Spirit Primary

SJO Integration and School Wide Pedagogy St Joseph’s Primary

Socrative in the Classroom St Francis Xavier College

South Weston High School Network PL Day 2015 Mount Stromlo High School

Strategic Cultural Awareness Day with Grant Sarra (ETD) People and Performance, Any Other Branch

Student Assessment St Thomas Aquinas Primary

Student Pathways Planning Leader Program (ETD) Student Engagement Branch, All other Areas

Successful Learning Through Successful Practice - Mother Teresa Primary School Literacy

Supporting Children’s Wellbeing Isabella Plains Early Childhood School

Sustainability – Embedding practice in the Early Mother Teresa Primary School Learning Centre

Sustainability in Early Childhood Holy Trinity Primary

Tactical Teaching: Reading Central Office ETD

Tactical Teaching: Speaking and Listening Central Office ETD

288 Education and Training Directorate Annual Report 2014-15 patchwork quilt. patchwork Teaching: of Christian Heart The than More a them? doIread –How of Literature aform as Gospels The Education Researcher The Disability a With Students and Classroom Differentiated The Framework Mathematics Curriculum the and Australian The Why? and how When, -What, Technology Theorists the and Team-Teach learning Team social/emotional and building, KidsMatter Teaching Classroom Inquiry Writing in the Teaching to Children Meditation Teachers School (mainstream classroom): Secondary Teaching English Additional Language Learners teachers (mainstream School classroom): Primary Teaching English Additional Language Learners (Mainstream Classroom), Leaders and Principals Teaching English Additional Language Learners Reading Teacher of Phase:2 (MPSTIP) Program Teacher Inquiry Targeting Performance Educational Targeting Behaviour Challenging Talking Teaching about Learning and Talk for Writing Taking fence the in going play: beyond risks Program name Trinity School Christian Education Office Catholic Family School Holy Primary Parish College Christian Brindabella Primary Apostle St John the School TeresaMother Primary ETD Office Central Primary Fraser TrinityHoly Primary Education Office Catholic ETD Office Central ETD Office Central ETD Office Central CollegeSt Francis Xavier Primary Macquarie Education Office Catholic ETD Office Central St Clare’s College School Emmaus Christian School TeresaMother Primary Provider Education andTraining Directorate AnnualReport 2014-15 289

ANNEX REPORTS Program name Provider

The heart of Christian Teaching; More than a patchwork Trinity Christian School quilt .Part 2

The Heart of the Matter: Establishing and Gungahlin College Implementing School Values

The Liturgy of the Church and Classroom Prayer Catholic Education Office

The Planning Cycle;where have we come from and Mother Teresa Primary School where do we go from here?

The Planning Matrix and how it can work for you? Malkara School

The SAMR Ladder Good Shepherd Primary

Thinking about Spelling in Writing Canberra Girls’ Grammar School

Thriving in Times of Change Lyneham High

Transdisciplinary Maths learning through Inquiry Gold Creek School pedagogies

Transforming Teaching and Learning - Module 3 Catholic Education Office

Transforming Teaching and Learning Module 1 Catholic Education Office

Transforming Teaching and Learning Module 2 Catholic Education Office

Transforming Teaching and Learning Module 4 Catholic Education Office

Treasures New and Old through UbD St John Vianney’s Primary

Understanding and developing the Growth Mindset Canberra High Model

Understanding and Responding to Trauma Central Office ETD

Understanding by Design Ainslie School

Understanding GAFE for Use in the Classroom Amaroo School

Understanding how trauma effects student learning Kaleen Primary

Understanding Learning Difficulties Central Office ETD

Understanding Lesson Study Canberra Grammar School

Understanding the Diverse Learners in Primary Torrens Primary Classrooms: Why some succeed and some do not.

290 Education and Training Directorate Annual Report 2014-15 Student Engagement Student Management –Classroom and Approach Whole School Wellbeing Workshop Curation Web Searching, Web Literacy: Secular, World Voice Western, Post-Modern in the Teachers for Health Vocal Learning Visible of Assessment Semester TeachingUsing Quality the a to Review Framework ADHS Using at Technology outcomes to improve student school. and home to connect Using technology Environment Learning Century 21st in the Using technology data to inform teaching Using NAPLAN SMART Using classroom in Scholar the Using communication PODD books Student Outcomes Using to Support ICT Using to Enhance ICT Learning Teaching and Using learning to enhance documentation student Student LearningUsing Data to Support Numeracy and Using Data to in Improve Literacy Student Outcomes to improve inform and practice Using assessment StandardsUnwrapping the Sacraments-Confirmation the Understanding learning student in Behaviours role of Protective the Understanding Program name Macgregor Primary ETD Office Central CollegeMerici College Christian Brindabella Trinity School Christian St Clare’s College CollegeSt Francis Xavier High Deakin Alfred School TeresaMother Primary College Marist College Marist HighLanyon School Malkara MacKillop College St Mary Burgmann School Anglican School Grammar Girls’ Canberra Primary Spirit Holy MacKillop College St Mary Primary Kaleen Macgregor Primary Education Office Catholic Primary Kaleen Provider Education andTraining Directorate AnnualReport 2014-15 291

ANNEX REPORTS Program name Provider

Whole School Positive Behaviour Support Cranleigh School

Working Like a Mathematician. St Francis Xavier College

Writers Workshop at Red Hill School Red Hill Primary

Writing - Where to now? St Vincent’s Primary

ATTACHMENT 2

Assessment standards required to be met by teachers. (Section E.2 of the Chief Minister’s Annual Report Directions requires that TQI’s annual report include the current assessment and certification standards that are required to be met by teachers.)

New applicants are required to meet the following assessment standards:

Full Registration Full registration is only available to experienced applicants who meet the criteria specified below.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.

Teaching experience 180 school teaching days in the previous five year period before the day the application is made.

Abilities, knowledge TQI must be satisfied that the person has the abilities, knowledge and skills of and skills a comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate who can attest to the professional practice of the applicant.

Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach.

English language TQI must be satisfied that the applicant meets the English language requirements proficiency specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.

292 Education and Training Directorate Annual Report 2014-15 engage the person inengage ateaching person the position where asuitably qualified or registered teacher is not available. for full or provisional This registration. requires to TQI process arequest employer from the wishing to qualifications, or have completed ateaching qualification that eligibility not the does meet requirements requirements for full or provisional but registration who have specialist knowledge, training, skills or teaching in aspecific period role. to Apermit teach to may applicants offered who do be not the meet toA permit teach of is but registration not an to authorisation acategory teach for aperson for alimited teach to Permit proficiency language English toSuitability teach Qualification(s) evidence. requirements the meet for full but registration is unable at time the to provide relevant the supporting appropriate for and Graduate applicable category entry an as interim measure when an applicant may accumulated required the teaching or skills experience and abilities for Full It registration. is the Provisional qualification the meet registrants requirement for full but registration have not yet Provisional Registration proficiency language English toSuitability teach and Writing. Writing. and band of 8in band 7in at at and Speaking Listening least and Reading least scores with date to the application of prior the years two IELTS in the academic undertaken test Republic Canada of orthe an proof of Ireland, provide must ofUnited America, States in Zealand, English New in United Kingdom, Australia, study the the education higher of four full required years the have who not undertaken Applicants Act. in the specified English the language requirements applicant that meets the satisfied TQI be must to teach. applicant’s of suitability the itself to satisfy registration (WwVP) TQI Vulnerable Checking) (Background Working with People will acurrent use TQI by equivalent. as are assessed if they accepted be will qualifications Overseas qualification. leading of arecognised achievement to the in Australia, accredited including program initial an education accredited teacher study (full-time orequivalent) of education four of higher atCompletion years least considered appropriate. considered than 7in 6in and Speaking Listening and Reading may of less be no Writing, and scores band knowledge, specialist person’s particular for the aschool by need demonstrated 7in at and Speaking Reading Listening and is least an exceptional If there Writing. and band of 8in at least scores date to with the application of prior the years two in the IELTS Republic ofor the an proof academic of Ireland provide must undertaken test Canada Zealand, New of United America, States United Kingdom,Australia, the the leading area in in their qualification of award English specialisation of to the the in study, education higher the have who not undertaken Applicants Act. in the specified English the language requirements applicant that meets the satisfied TQI be must to teach. applicant’s of suitability the itself to satisfy registration (WwVP) TQI Vulnerable Checking) (Background Working with People will acurrent use Education andTraining Directorate AnnualReport 2014-15 293

ANNEX REPORTS ACT Teacher Quality Institute Regulation 2010 Part 2A

Assessment standards required to be met by teachers

Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers

Certification Only available to experienced applicants who meet the eligibility criteria and assessment requirements specified below.

Certification assessment Based on the submission of direct evidence of teacher practice and the direct observation of classroom practice conducted by nationally trained ACT assessors.

Eligibility criteria to apply • Australian or New Zealand citizenship or Australian permanent residency visa. for Certification • Satisfactory assessment in recent annual performance assessments, i.e. two annual assessments for Highly Accomplished or three annual assessments for Lead. • Full registration with the ACT Teacher Quality Institute.

Current Certification standards - required to be met by teachers who elect to apply.

The collection of evidence • Annotated evidence of teacher practice accounting for each of the descriptors required for assessment in all seven of the Highly Accomplished or Lead level Standards (up to 35 artefacts in total). • Lesson observation reports. • Teacher reflection on the direct evidence as a written statement addressing the Standards. • A written description of a Lead initiative for Lead applications. • Referee statements.

The direct observation of • Classroom observation. classroom practice • Discussion with the principal and other colleagues. • Professional discussion with the applicant.

294 Education and Training Directorate Annual Report 2014-15