APPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "APPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION"

Transcription

1 Member of the Australasian Teacher Regulatory Authorities Inc. PO Box 3649, Rundle Mall SA 5000 Phone: (08) Fax: (08) Website: APPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION

2 STATUS GUIDELINES BOOKLET This page has been intentionally left blank page 2

3 STATUS GUIDELINES BOOKLET GENERAL INFORMATION The Teachers Registration Board of South Australia (the Board) is established pursuant to the Teachers Registration and Standards Act 2004 (the Act), the Teachers Registration and Standards Regulations 2005 (the Regulations) and subsequent variations to the Regulations. The Act and Regulations can be accessed on the Teachers Registration Board website at The purpose of the Act is to regulate the teaching profession in South Australia. The term Registration in the Act is used to describe what is categorised in some other jurisdictions as (full) Registration. REGISTRATION STATUS Registration Registration is granted to persons who are qualified and have met the necessary experience requirements for transition from Provisional Registration status to Registration status together with any other requirements to be eligible for (full) Registration status. Provisional Registration Subject to the Act a person is eligible for Provisional Registration as a teacher if the person does not have the necessary experience but has met all other requirements necessary to be eligible for registration. It is a condition of every Provisional Registration that the person acquires the experience or meets the requirements (as the case may be) necessary for the person to be eligible for registration under section 21 (1) of the Act. REQUIREMENTS TO TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION Under the Ministerial agreements for a nationally consistent approach to registration, the maximum period for meeting the requirements for (full) Registration is 5 years (with provision for an extension). For the purpose of registration in South Australia this means a person can if necessary, have up to two terms of Provisional Registration within which to meet the requirements. A teacher granted Provisional Registration is expected to meet the requirements for (full) Registration within their initial 3-year term of Provisional Registration. If a teacher has not met the requirement for (full) Registration within their initial term of Provisional Registration, the teacher can apply to renew their Provisional Registration for one further term of 3 years i.e. two terms of Provisional Registration over a period of 6 years. Transition from Provisional Registration to (full) Registration is not an automatic process. The following requirements need to be met by the teacher to apply for transition from Provisional to (full) Registration status: complete 1 year full-time (or part-time equivalent of 200 days) satisfactory service as a teacher at a school in Australia or New Zealand or if appropriate a prescribed service in South Australia within the five years preceding an application for transition to (full) Registration provide evidence to an evaluator to substantiate meeting the Australian Professional Standards for Teachers at the Proficient career stage (refer to Section 4 Evaluation and Recommendation Report) complete all requirements as outlined in the Application to Transition from Provisional to (full) Registration form and submit the application to the Board. page 3

4 STATUS GUIDELINES BOOKLET THE APPLICATION PROCESS Please note: The application process can take up to 4 weeks from the time your application is received by the Board. You will be notified by when the Board has received your application and should there be any delays beyond the 4 weeks you will be informed by . Please ensure you have provided a current address to the Board. An application for transition from Provisional to (full) Registration must be made as described in these Guidelines and in the application form. It is the responsibility of the provisionally registered teacher to submit their application. An original application must be submitted in person or by mail. An applicant is advised to photocopy their application and retain the copy for their own records. Applications submitted by fax or will not be accepted. An incomplete application will not be accepted and will be returned to the applicant. As a prerequisite to undertaking the process, a teacher (applicant) should discuss the requirements with an evaluator, who is usually a person in a line management role and/or the principal or director and seek support to complete the application process. An evaluator must hold (full) Registration status. It is expected that the evaluator would have adequate knowledge to make a professional judgement of the teacher s skills and abilities. It is however the responsibility of the provisionally registered teacher to assist the evaluator by discussing their teaching and presenting evidence to substantiate how they meet the Australian Professional Standards for Teachers at the Proficient career stage. THE APPLICATION FORM SECTION 1 - Personal details The personal information you provide in this form will be used to identify you on the Register of Teachers and to update your information as appropriate. SECTION 2 - Teaching Service While a continuous period of teaching may be best for your evaluation, the Board recognises that many teachers undertake teaching appointments of a shorter length and undertake employment as contract and temporary relieving teachers. If your service as a teacher has occurred in more than one school or prescribed service in South Australia (if appropriate), please enclose Statements of Service obtained from all employers or principals, directors or site leaders of the schools or prescribed services at which you have been employed as a provisionally registered teacher to verify the service. Statements should detail the periods or dates of employment including fractions of time worked.. Do not include supervised teaching practice or any period of paid or unpaid leave from employment. Please note that for the purposes of transition from Provisional to (full) Registration the satisfactory service of 200 days within the last five years must have been undertaken as a teacher, principal or director in a school in Australia or New Zealand or if appropriate a prescribed service in South Australia (Directors in Long Day Care and Out of School Hours Care services are exempt). page 4

5 STATUS GUIDELINES BOOKLET THE APPLICATION FORM SECTION 3 - Fitness and Propriety Declaration Ensure you answer each question with a yes or no response. If you answer to any of the questions ensure you provide written details as per the instructions in Section 3. SECTION 4 - Audit Declaration A sample of Applications for Transition from Provisional to (full) Registration will be selected at random and audited by the Board. You are required to sign the application form to indicate you are aware that you may be involved in an audit and may be asked to must submit a record detailing the sources of evidence you used to substantiate meeting each of the Australian Professional Standards for Teachers at the Proficient career stage. Refer to Section 5 for further explanation of evidence and summary record. SECTION 5 - Evaluation and Recommendation Report THE EVALUATOR The evaluator is usually a person in a line management role and/or the principal or director and must hold (full) Registration status. If the evaluator is not the principal or director then the evaluation must be countersigned by the principal or director in the appropriate place in Section 6 of the application form. The signature indicates the leader of the school or prescribed service is aware the process has taken place. THE ROLE OF THE EVALUATOR It is expected that the evaluator would have adequate knowledge about your teaching and the Australian Professional Standards for Teachers at the Proficient career stage to enable them to make a summative judgement about whether you have met the Standards. It is however your responsibility to assist the evaluator by discussing your teaching and presenting evidence to substantiate how you achieve all seven Australian Professional Standards for Teachers at the Proficient career stage. The recommendation for (full) Registration is a judgement about a level of professional competence required for registration at the Proficient career stage. Implicit in this process and in the evidence required is a presumption of success. A recommendation for (full) Registration does not need to reflect any capacity higher than that of competent professional practice at the Proficient level. The evaluator should consider multiple forms of evidence to make an holistic judgement as to whether you meet each of the seven Standards, taking account of the descriptors and based on your teaching practice and evidence. Once the evaluator has made a summative judgement as to whether you have or have not met each of the Standards at this time, they should make a recommendation in Section 6. page 5

6 STATUS GUIDELINES BOOKLET THE APPLICATION FORM SECTION 5 - Evaluation and Recommendation Report (Cont.) EVIDENCE Evidence considered should cover a broad scope of your knowledge, practice and engagement. Multiple forms of evidence can be used to substantiate achievement of each of the Standards. For audit purposes you need to keep a summary record of the sources of evidence you used to substantiate meeting each of the Australian Professional Standards for Teachers at the Proficient career stage. A Summary Record of Sources of Evidence template is provided on the Teachers Registration Board website ( should you wish to use it or alternatively you can record your sources of evidence electronically on the Teachers Portal. A sample summary record of evidence entry is provided at the end of these Guidelines. Please note: the summary record is not submitted with the application. A piece of evidence can address multiple Standards. Evidence will for example be drawn from the following sources: directly from the teacher s work from a range of sources and contexts including evidence of students /children s learning and observations of teaching from performance development processes and/or documentation from curriculum, planning and assessment documentation from professional observations or collaborations with colleagues from reflections on practice from students /children s work from collaborations and communications with parents, carers and community. There is an expectation that the vast majority of teachers who have engaged in 200 days professional practice and have developed and shared their evidence of professional practice guided by the Standards will meet the Standards at the Proficient career stage. There are a number of Illustrations of Practice for each of the career stages and other useful resources available on the Australian Institute of Teaching and School Leadership website ( SECTION 6 - Recommendation of Evaluator The recommendation is an on balance judgement about your capacity to meet the Standards at the Proficient career stage appropriate to the teaching context. It recognises your level of experience, teaching context, the development of your practice and your potential further development. Once the evaluator has made a summative judgement they should complete Section 6 (Recommendation). If the evaluator is not the principal or director then the recommendation should be countersigned by the principal or director. page 6

7 STATUS GUIDELINES BOOKLET THE APPLICATION FORM SECTION 6 - Recommendation of Evaluator (Cont.) te: If the provisionally registered teacher is not recommended for transition to (full) Registration at this time as they have not yet substantiated meeting one or more of the Australian Professional Standards for Teaching at the Proficient career stage, a further comment is sought regarding which of the Standards have not yet been met. In this case, the evaluator and the provisionally registered teacher should each attach an explanation on a separate sheet marked Private and Confidential to the Registrar. If the evaluator is not the principal, director or site leader then the recommendation should be countersigned by the principal, director or site leader. The signature indicates he or she is aware the process has taken place. The final decision to grant (full) Registration rests with the Teachers Registration Board. SECTION 7 - Applicant s Comments The applicant can provide a comment about the evaluation should they wish to. It is not mandatory for this section to be completed. For further information about transition from Provisional to (full) Registration please visit the Teachers Registration Board website at page 7

8 STATUS GUIDELINES BOOKLET Summary record of sources of evidence DO NOT SUBMIT THIS RECORD WITH YOUR APPLICATION. An audit of a randomly selected number of applications will be conducted by the Board to confirm each applicant has provided evidence from a range of sources to substantiate how they have met each of the Australian Professional Standards at the Proficient career stage. Teachers who are identified will be notified of their participation in an audit and asked to forward to the Board, within 28 days of being notified of their inclusion in the audit, their summary record of sources of evidence used to substantiate meeting the Standards. For audit purposes you need to keep a summary record of the sources of evidence used to substantiate meeting each of the Australian Professional Standards for Teachers at the Proficient career stage. Evidence considered should cover a broad scope of your knowledge, practice and engagement. Evidence used to substantiate achievement of each of the Standards can be drawn from multiple sources. A source of evidence could be used to address multiple descriptors within and across Standards at the Proficient career stage. Evidence will for example be drawn: directly from teacher s work from a range of sources and contexts including evidence of students /children s learning and observations of teaching from performance and development processes and/or documentation from curriculum, planning and assessment documentation from professional observations or collaborations with colleagues from reflections on practice from students /children s work from collaborations and communications with parents, carers and community A Summary Record of Sources of Evidence template is provided on the Teachers Registration Board website at A sample record of evidence entry follows page 8

9 STATUS GUIDELINES BOOKLET Professional Engagement 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with parents/carers 7.4 Engage with professional teaching networks and broader communities information about my professional networks examples of informal and formal parent/carer communication and collaboration Example text only 6 Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning via my performance and development processes professional learning plans work with colleagues to share strategies to improve practice Example text only page 9 Professional Knowledge 1 Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability directly from my planning and assessment documentation via my performance and development processes reflections on practice and student work discussions about my knowledge developed through professional learning related to the Standard Example text only Domains of teaching Standards Focus areas (For proficient careers stage descriptors - refer to the Proficient career stage descriptors in the application form Section 5) Sample sources of evidence

10 STATUS GUIDELINES BOOKLET This page has been intentionally left blank page 10

11 Member of the Australasian Teacher Regulatory Authorities Inc. PO Box 3649, Rundle Mall SA 5000 Phone: (08) Fax: (08) Website: APPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION This application applies to those who are seeking a transition from Provisional to (full) Registration. There is no fee to lodge this application. IMPORTANT: Please ensure all sections of this form are completed and appropriate boxes ticked. An incomplete application will be returned to you. Section 1. PERSONAL DETAILS Registration Number Title (Mr/Mrs/Ms/Dr/Other) FULL NAME: Family/Surname PREVIOUSLY KNOWN AS: Surname Surname Surname Surname Gender: Given Names Given Names Given Names F M (please tick) Date of Birth: Address for correspondence (your postal address) Given Names Given Names Residential/Personal Address (the address where you live, if same as above please write as above ) Telephone Mobile Day Month Year Pursuant to Section 28 (4) of the Act you must notify the Registrar in writing within 28 days of any change of name or address. Maximum penalty $1250, Expiation fee $160. page 1

12 Section 2. TEACHING SERVICE Do not include supervised teaching practice or any period of paid or unpaid leave from employment. Attach a separate sheet if there is insufficient space. Attach Statements of Service (if applicable). Refer to Guidelines Section 2 Position School / Education Site State or Country Full time or fraction per week Equivalent number of days Date from (month/year) Date to (month/year) Section 3. FITNESS AND PROPRIETY DECLARATION Please answer YES/NO to each of the following questions: 3.1 Have you ever had registration, licensing, classification or other authority as a teacher suspended, cancelled or withdrawn in Australia or in any other country? 3.2 Are you subject to any conditions in practising the profession of teaching in any state, territory or country? 3.3 Have you ever been refused registration, licensing or classification as a teacher in Australia or any other country? 3.4 Have you ever been (or are you currently) the subject of disciplinary proceedings or any action that might lead to such proceedings in any jurisdiction? 3.5 Have you ever been dismissed or resigned from employment as a practising teacher in response to or following allegations of unprofessional conduct in any jurisdiction? 3.6 Have you ever been dismissed or resigned from any employment in response to or following allegations of improper conduct relating to a child in any jurisdiction? 3.7 Do you have an injury, illness or disability which: a. May affect your capacity to discharge all of the duties and responsibilities of a registered teacher safely and competently? b. May require the provision of special equipment, assistance or arrangements in order to ensure that you can carry out all of the duties and responsibilities of a registered teacher safely and competently? te: The Teachers Registration Board is required, when considering applications for registration, to comply with State and Federal equal opportunity legislation. The above information is required to enable the Board to carry out its statutory functions, but will not be used to discriminate unlawfully against any applicant. 3.8 Since the date of the Police Record Check appearing on your Certificate of Registration, have you been charged with or convicted of an offence/s in Australia or any other country in the following categories: -- An offence for which a term of imprisonment is a penalty (whether or not a penalty of imprisonment was imposed), OR -- Any offence involving illicit drugs, violence, sexual or indecent behaviour, dishonesty, cruelty to animals If you have answered YES to any of the above questions, please provide written details of the circumstances relating to the matter in a separate envelope addressed to the Registrar and marked Confidential. All matters are considered on an individual basis. You may be required to provide further documentation or participate in an interview. Section 4. AUDIT DECLARATION (Provisionally registered teacher) (Refer to Guidelines Section 4) I am aware that my application may be subject to an audit and understand if called upon, I will be required to provide the Record of Sources of Evidence utilised to substantiate meeting each of the National (Australian) Professional Standards for Teachers at the Proficient career stage. Signature Date / / page 2

13 Section 5. EVALUATION AND RECOMMENDATION REPORT (Refer to Guidelines Section 5) STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN 1.1 Physical, social and intellectual development and characteristics of students Use teaching strategies based on knowledge of students physical, social and intellectual development and characteristics to improve student learning. 1.2 Understand how students learn Structure teaching programs using research and collegial advice about how students learn. 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities. 1.6 Strategies to support full participation of students with disability Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. Standard Content and teaching strategies of the teaching area Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities. 2.2 Content selection and organisation Organise content into coherent, well-sequenced learning and teaching programs. 2.3 Curriculum, assessment and reporting Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. 2.4 Evidence has been provided to substantiate meeting the Standard STANDARD 2 - KNOW THE CONTENT AND HOW TO TEACH IT Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5 Literacy and numeracy strategies Apply knowledge and understanding of effective teaching strategies to support students literacy and numeracy achievement. 2.6 Information and Communication Technology (ICT) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. PROFESSIONAL KNOWLEDGE PROFESSIONAL KNOWLEDGE Standard 2 - Evidence has been provided to substantiate meeting the Standard page 3

14 Section 5. EVALUATION AND RECOMMENDATION REPORT (CONT.) STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING 3.1 Establish challenging learning goals Set explicit, challenging and achievable learning goals for all students. 3.2 Plan, structure and sequence learning programs Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3 Use teaching strategies Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. 3.4 Select and use resources Select and/or create and use a range of resources, including ICT, to engage students in their learning. 3.5 Use effective classroom communication Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. 3.6 Evaluate and improve teaching programs Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning. 3.7 Engage parents/ carers in the educative process Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children s learning. Standard 3 - Evidence has been provided to substantiate meeting the Standard STANDARD 4 CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 4.1 Support student participation Establish and implement inclusive and positive interactions to engage and support all students in classroom activities. 4.2 Manage classroom activities Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. 4.3 Manage challenging behaviour Establish and implement inclusive and positive interactions to engage and support all students in classroom activities. 4.4 Maintain student safety Ensure students well-being and safety within school by implementing school and/ or system, curriculum and legislative requirements. 4.5 Use ICT safely, responsibly and ethically Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. PROFESSIONAL PRACTICE PROFESSIONAL PRACTICE Standard 4 - Evidence has been provided to substantiate meeting the Standard page 4

15 Section 5. EVALUATION AND RECOMMENDATION REPORT (CONT.) STANDARD 5 ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING 5.1 Assess student learning Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.2 Provide feedback to students on their learning Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals. 5.3 Make consistent and comparable judgements Understand and participate in assessment moderation activities to support consistent and comparable judgments of student learning. 5.4 Interpret student data Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. 5.5 Report on student achievement Report clearly, accurately and respectfully to students and parents/carers about student achievement making use of accurate and reliable records. Standard 5 - STANDARD 6 ENGAGE IN PROFESSIONAL LEARNING 6.1 Identify and plan professional learning needs Use the National Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. 6.2 Engage in professional learning and improve practice Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. 6.3 Engage with colleagues and improve practice Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. 6.4 Apply professional learning and improve student learning Undertake professional learning programs designed to address identified student learning needs. Standard 6 - Evidence has been provided to substantiate meeting the Standard Evidence has been provided to substantiate meeting the Standard PROFESSIONAL PRACTICE PROFESSIONAL ENGAGEMENT page 5

16 Section 5. EVALUATION AND RECOMMENDATION REPORT (CONT.) STANDARD 7 ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY 7.1 Meet professional ethics and responsibilities Meet codes of ethics and conduct established by regulatory authorities, systems and schools. 7.2 Comply with legislative, administrative and organisational requirements Understand the implications of and comply with relevant legislative, administrative and organisational and professional requirements, policies and processes. 7.3 Engage with the parents/carers Establish and maintain respectful collaborative relationships with parents/ carers regarding their children s learning and well-being. 7.4 Engage with professional teaching networks and broader communities Participate in professional and community networks and forums to broaden knowledge and improve practice. Standard 7 - Evidence has been provided to substantiate meeting the Standard Section 6. RECOMMENDATION (Refer to Guidelines Section 6) PROFESSIONAL ENGAGEMENT Evaluator details: NAME OF EVALUATOR: REGISTRATION NUMBER: CONTACT TELEPHONE NUMBER: CONTACT ADDRESS: NAME OF SCHOOL OR PRESCRIBED SERVICE: POSITION HELD: If the Evaluator is not the Principal or Director, then please provide details of the Principal or Director below Principal/ Director details: NAME OF PRINCIPAL/DIRECTOR: REGISTRATION NUMBER: CONTACT TELEPHONE NUMBER: CONTACT ADDRESS: NAME OF SCHOOL OR PRESCRIBED SERVICE: POSITION HELD: page 6

17 It is my judgement that: (Name of provisionally registered teacher) who has taught at: for the period: (Name of school or appropriate SA prescribed service) / / / / start date end date fraction of time worked (e.g. 1.0 FTE) Please indicate whether the person named above: has provided evidence to substantiate meeting each of the seven Australian Professional Standards for Teachers at the Proficient career stage. Based on the above, I recommend transition to (full) Registration OR has not yet provided evidence to substantiate meeting one or more of the seven Australian Professional Standards for Teachers at the Proficient career stage. Based on the above, I do not recommend transition to (full) Registration Evaluator comments: Signature Date / / If the evaluator is not the Principal or Director, then the recommendation must be countersigned below by the Principal or Director. Principal/Director comments: Signature Date / / page 7

18 Please note: If the provisionally registered teacher is not recommended for transition to (full) Registration as they have not yet substantiated meeting one or more of the Australian Professional Standards for Teachers at the Proficient career stage, the evaluator and the provisionally registered teacher are asked to each attach an explanation on a separate sheet marked Private and Confidential to the Registrar. Section 7. APPLICANT S COMMENTS (PROVISIONALLY REGISTERED TEACHER). (Refer to Guidelines Section 5) Please provide any comments regarding this evaluation PRIVACY STATEMENT The personal information you provide in this form will be used to assess your eligibility for a transition from Provisional to Full Registration and also to maintain the Register of Teachers. Extracts of the Register of Teachers are available for public inspection and your name, registration number and expiry date will be published on the Register of Teachers on the Board s website at Requests for access to documents containing personal information held by the Board will be considered in accordance with the Freedom of Information Act 1991 and South Australian Government Cabinet Administrative Instruction Number 1, 1989 (reissued 2013) known as the Information Privacy Principles Instruction. SA Government Information Sharing Guidelines to Promote the Safety and Wellbeing of Children, Young People and their Families (ISG). The Privacy Committee of the Government of South Australia has granted agencies and organisations exemption from compliance with Information Privacy Principle 10(b) under the Information Sharing Guidelines (ISG). The ISG enables personal information to be shared without consent when it is agreed that there is an anticipated risk of harm, abuse or neglect to a child, young person or member of their family or if there is a risk to the person or to public safety. The Teachers Registration Board will seek informed consent in all situations where it is considered safe to do so. If you require further information about the release of personal information under the ISG please contact the Co-ordinator, Investigations by phone on or refer to the TRB website at for more general information. If you are concerned that your personal information has been shared inappropriately, please contact the Registrar, Teachers Registration Board of South Australia by phone on page 8

19 Please forward your completed application by post to: Teachers Registration Board of South Australia PO Box 3649 RUNDLE MALL SA 5000 or submit your application in person to: Teachers Registration Board of South Australia Level 6, 70 Pirie Street ADELAIDE SA 5000 We are unable to accept faxed, ed or scanned copies page 9

A guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS

A guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS A guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS Updated 0 SUPPORTING PROVISIONALLY REGISTERED TEACHERS ONLINE Teachers with provisional registration

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

Professional Experience Handbook - Appendices Bachelor of Education (Early Childhood) Course Code SL033BEEC 2013

Professional Experience Handbook - Appendices Bachelor of Education (Early Childhood) Course Code SL033BEEC 2013 Professional Experience Handbook - Appendices Bachelor of Education (Early Childhood) Course Code SL033BEEC 2013 Professional Experience Unit SLEE202 Teaching and Learning in Early Childhood Table of

More information

FINAL EVALUATION FORM. Graduate Certificate of Education PPA5106 Early Childhood Studies

FINAL EVALUATION FORM. Graduate Certificate of Education PPA5106 Early Childhood Studies Graduate Certificate Teacher Name: Centre/School: University Supervisor: Year Level Taught: FINAL EVALUATION FORM Graduate Certificate of Education PPA5106 Early Childhood Studies Please indicate whether

More information

Australian Professional Standards for Teachers

Australian Professional Standards for Teachers AITSL is funded by the Australian Government Australian Professional Standards for Teachers February 2011 Formerly the National Professional Standards for Teachers Work on the (the Standards) commenced

More information

End of Experience/Placement Assessment Report: Masters of Teaching (Primary) Graduate Diploma of Teaching (Primary)

End of Experience/Placement Assessment Report: Masters of Teaching (Primary) Graduate Diploma of Teaching (Primary) End of Experience/Placement Assessment Report: Unit Code LEM503 Unit Title Supervised Practicum A: Literacy and Numeracy 1 Pre-service Teacher s name: Name of Education Setting: Mentor Teacher 1 (name):

More information

Australian Professional Standards for Teachers

Australian Professional Standards for Teachers Australian Professional Standards for Teachers This version of the Australian Professional Standards for Teachers was adopted by the Queensland College of Teachers (QCT) with permission from the Australian

More information

Appendix 1: Detailed evidence examples

Appendix 1: Detailed evidence examples Appendix 1: Detailed examples These examples are not an exhaustive list and serve only as an illustration. They should not be viewed as a checklist. Please note: one quality item can provide for a range

More information

Transition to Full Registration

Transition to Full Registration Transition to Full Registration Guide to Evidencing the Professional Standards at the Proficient Level Teacher Registration Board of Western Australia www.trb.wa.gov.au 2014 / 21998 Transition to Full

More information

Evidence Guide for the Proficient Teacher Standards

Evidence Guide for the Proficient Teacher Standards Guide for the Proficient Teacher Standards Guide for the Proficient Teacher Standards Table of Contents Section One: Teaching Standards... 3 Section Two: for Accreditation... 8 Section Three: Examples

More information

Transition to full registration. Providing evidence of practice EVIDENCE GUIDE

Transition to full registration. Providing evidence of practice EVIDENCE GUIDE Transition to full registration Providing evidence of practice EVIDENCE GUIDE Table of Contents This is a QCT resource for provisionally registered teachers (developed from AITSL s Guide to Transition

More information

Guide for Transition to Full Registration

Guide for Transition to Full Registration Guide for Transition to Full Registration February 2012 1 The Guide for Transition to Full Registration (Guide to Full Registration) Table of Contents 1. Background on using the Guide to Full Registration

More information

Certification of Highly Accomplished and Lead Teachers in Australia

Certification of Highly Accomplished and Lead Teachers in Australia AITSL is funded by the Australian Government Certification of Highly Accomplished and Lead Teachers in Australia April 2012 The Australian Institute for Teaching and School Leadership (AITSL) has been

More information

aitsl.edu.au Accreditation of Initial Teacher Education Programs in Australia

aitsl.edu.au Accreditation of Initial Teacher Education Programs in Australia aitsl.edu.au Accreditation of Initial Teacher Education Programs in Australia Standards and Procedures April 2011 2011 Education Services Australia as the legal entity for the Ministerial Council for Education,

More information

Certification documentary evidence supplement Lead teachers

Certification documentary evidence supplement Lead teachers AITSL is funded by the Australian Government Certification documentary evidence supplement Lead teachers Companion document to the Guide to Certification of Highly Accomplished and Lead Teachers in Australia

More information

AITSL is funded by the Australian Government. Accreditation of initial teacher education programs in Australia

AITSL is funded by the Australian Government. Accreditation of initial teacher education programs in Australia AITSL is funded by the Australian Government Accreditation of initial teacher education programs in Australia Standards and Procedures December 2015 The Australian Institute for Teaching and School Leadership

More information

Accreditation of Initial Teacher Education Programs in Australia

Accreditation of Initial Teacher Education Programs in Australia AITSL is funded by the Australian Government Accreditation of Initial Teacher Education Programs in Australia Guide to the accreditation process May 2013 First published December 2011 Revised with amendments

More information

Architects Accreditation Council of Australia. Regulation of the Architect Profession within Australia An Overview

Architects Accreditation Council of Australia. Regulation of the Architect Profession within Australia An Overview Architects Accreditation Council of Australia Regulation of the Architect Profession within Australia An Overview February 2015 Table of Contents 1. Introduction... 3 2. Registration Requirements for Individuals...

More information

AITSL is funded by the Australian Government. Guide to the Certification of Highly Accomplished and Lead Teachers in Australia

AITSL is funded by the Australian Government. Guide to the Certification of Highly Accomplished and Lead Teachers in Australia AITSL is funded by the Australian Government Guide to the Certification of Highly Accomplished and Lead Teachers in Australia The Australian Institute for Teaching and School Leadership (AITSL) has been

More information

Course outline. Code: EDU317 Title: Teaching Health and Physical Education in Primary School

Course outline. Code: EDU317 Title: Teaching Health and Physical Education in Primary School Course outline Code: EDU317 Title: Teaching Health and Physical Education in Primary School Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator:

More information

Accreditation of Initial Teacher Education Programs in Australia

Accreditation of Initial Teacher Education Programs in Australia AITSL is funded by the Australian Government Accreditation of Initial Teacher Education Programs in Australia Standards and Procedures April 2011 2011 Education Services Australia as the legal entity for

More information

Registered and Accredited Individual Non-government Schools (NSW) Manual

Registered and Accredited Individual Non-government Schools (NSW) Manual Registered and Accredited Individual Non-government Schools (NSW) Manual October 2014 (incorporating changes from 2004 to 2014) Please note: Amendments to the Manual are noted, as they take effect, in

More information

Guide for applicants for admission as a lawyer in NSW

Guide for applicants for admission as a lawyer in NSW Legal Profession Admission Board Guide for applicants for admission as a lawyer in NSW in accordance with the Legal Profession Uniform Admission Rules 2015 Version 1.3 9 December 2015 1. Introduction...

More information

Registration as a Physiotherapist within the Special Purpose Scope of Practice: Postgraduate Physiotherapy Student

Registration as a Physiotherapist within the Special Purpose Scope of Practice: Postgraduate Physiotherapy Student APPLICATION FORM Registration as a Physiotherapist within the Special Purpose Scope of Practice: Postgraduate Physiotherapy Student Please complete this Application Form with reference to the Application

More information

Course outline. Code: EDU343 Title: Inclusive Practices and Intervention in Early Education

Course outline. Code: EDU343 Title: Inclusive Practices and Intervention in Early Education Course outline Code: EDU343 Title: Inclusive Practices and Intervention in Early Education Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator:

More information

Guidelines on endorsement as a nurse practitioner

Guidelines on endorsement as a nurse practitioner Guidelines on endorsement as a nurse practitioner 7160 Introduction The National Registration and Accreditation Scheme (the National Scheme) for health professionals in Australia commenced on 1 July 2010

More information

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout

More information

ACCREDITATION Classroom ready: Demonstrating the impact on student learning of initial teacher education programs

ACCREDITATION Classroom ready: Demonstrating the impact on student learning of initial teacher education programs ACCREDITATION Classroom ready: Demonstrating the impact on student learning of initial teacher education programs Position Paper August 2015 Classroom ready: Demonstrating the impact on student learning

More information

Mandatory Reporting of Child Sexual Abuse in Western Australia

Mandatory Reporting of Child Sexual Abuse in Western Australia Government of Western Australia Department for Child Protection Mandatory Reporting of Child Sexual Abuse in Western Australia A guide for mandatory reporters Mandatory reporting of child sexual abuse

More information

CHC30113 Certificate III in Early Childhood Education and Care

CHC30113 Certificate III in Early Childhood Education and Care ENROLMENT APPLICATION FORM CHC30113 Certificate III in Early Childhood Education and Care About this application Use this Enrolment Application to apply for enrolment in the CHC30113 Certificate III in

More information

Special Education in Ethics Implementation Procedures

Special Education in Ethics Implementation Procedures Special Education in Ethics Implementation Procedures Contents Contents... 1 Definitions... 2 Special education in ethics... 2 Background... 2 Parent/caregiver rights... 2 The right to special education

More information

Bachelor of Education Dual Degree Programs (Secondary & MYS) Introduction to Professional Practice. Professional Experience Handbook

Bachelor of Education Dual Degree Programs (Secondary & MYS) Introduction to Professional Practice. Professional Experience Handbook Bachelor of Education Dual Degree Programs (Secondary & MYS) Introduction to Professional Practice Professional Experience Handbook The University of Queensland 2015 B Ed Dual Degree Secondary Introduction

More information

Fit and proper person form

Fit and proper person form Fit and proper person form Last updated: 9 March 2015 About this form To hold any maritime document(s), you are required to be a fit and proper person. This applies at all times while the documents are

More information

Australian ssociation

Australian ssociation Australian ssociation Practice Standards for Social Workers: Achieving Outcomes of Social Workers Australian Association of Social Workers September 2003 Contents Page Introduction... 3 Format of the Standards...

More information

MEDICAL REGISTRATION IN NEW ZEALAND

MEDICAL REGISTRATION IN NEW ZEALAND MEDICAL REGISTRATION IN NEW ZEALAND Medical Council of New Zealand, July 2013 TE KAUNIHERA RATA O AOTEAROA MEDICAL COUNCIL OF NEW ZEALAND Protecting the public, promoting good medical practice Te tiaki

More information

Child protection in schools, early childhood education and care

Child protection in schools, early childhood education and care Policy Child protection in schools, early childhood education and care Summary This policy describes the scope of obligations that must be met to maintain child safe environments in DECD schools, early

More information

F36H 04 (LMC A3) Actively engage in the safe selection and recruitment of workers and their retention in care services

F36H 04 (LMC A3) Actively engage in the safe selection and recruitment of workers and their retention in care services Elements of competence LMC A3.1 LMC A3.2 LMC A3.3 Review the requirements for the safe selection and recruitment of workers, and their retention Actively engage in the safe selection and recruitment of

More information

Standards for dealing with information obtained about a person s criminal history as part of a relevant history assessment

Standards for dealing with information obtained about a person s criminal history as part of a relevant history assessment Child Safe Environments Standards for dealing with information obtained about a person s criminal history as part of a relevant history assessment Issued by the Chief Executive, Department for Education

More information

Agents financial administration Form 4

Agents financial administration Form 4 Agents financial administration Form 4 Collection agent application for authority to open a trust account Agents Financial Administration Act 2014 Debt Collectors (Field Agents and Collection Agents) Act

More information

Developing a school accreditation policy for teachers progressing to Proficient Teacher

Developing a school accreditation policy for teachers progressing to Proficient Teacher Developing a school accreditation policy for teachers progressing to Proficient Teacher Information provided by the Board of Studies, Teaching and Educational Standards (BOSTES) All TAAs are required to

More information

How to revalidate with the NMC Requirements for renewing your registration

How to revalidate with the NMC Requirements for renewing your registration How to revalidate with the NMC Requirements for renewing your registration CONTENTS WHAT DOES THIS DOCUMENT DO?...3 WHAT IS REVALIDATION?...5 CHECKLIST OF REQUIREMENTS AND SUPPORTING EVIDENCE... 7 THE

More information

Form 20 Application for additional/change of qualified person for a contractor licence

Form 20 Application for additional/change of qualified person for a contractor licence Department of Justice and Attorney-General Electrical Safety Office Form 20 Application for additional/change of qualified person for a contractor licence V12.06-2014 Electrical Safety Act 2002 INSTRUCTIONS:

More information

Guardian Angels Primary School Edmund Rice Drive Ashmore Qld 4214

Guardian Angels Primary School Edmund Rice Drive Ashmore Qld 4214 Guardian Angels Primary School Edmund Rice Drive Ashmore Qld 4214 Policy Name: Blue Card Related Policies: Student Welfare & Management Qualities of Angels: Caring, Inclusive, Just. Policy: At Guardian

More information

APPLICATION PROCEDURES AND REQUIREMENTS FOR SPECIALIST ASSESSMENT

APPLICATION PROCEDURES AND REQUIREMENTS FOR SPECIALIST ASSESSMENT APPLICATION PROCEDURES AND REQUIREMENTS FOR SPECIALIST ASSESSMENT Australian Medical Council The purpose of the Australian Medical Council is to ensure that standards of education, training and assessment

More information

Standards of Conduct and Practice for. Social Care Workers

Standards of Conduct and Practice for. Social Care Workers Standards of Conduct and Practice for Social Care Workers NOVEMBER 2015 Introductory Notes About us The Northern Ireland Social Care Council (NISCC) was established in 2001 as the regulatory body for the

More information

Bachelor of Bachelor of Education (Honours)

Bachelor of Bachelor of Education (Honours) Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements

More information

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services Copyright statement All material is provided under a Creative Commons Attribution-NonCommercial-

More information

Why is volunteer screening and risk management still important?

Why is volunteer screening and risk management still important? Quick Guide JANUARY 2009 While every effort has been made to obtain the most current and accurate information about background checks (police checks and working with children checks) in Australian states

More information

GUIDELINES ISSUED UNDER PART 5A OF THE EDUCATION ACT 1990 FOR THE MANAGEMENT OF HEALTH AND SAFETY RISKS POSED TO SCHOOLS BY A STUDENT S VIOLENT

GUIDELINES ISSUED UNDER PART 5A OF THE EDUCATION ACT 1990 FOR THE MANAGEMENT OF HEALTH AND SAFETY RISKS POSED TO SCHOOLS BY A STUDENT S VIOLENT GUIDELINES ISSUED UNDER PART 5A OF THE EDUCATION ACT 1990 FOR THE MANAGEMENT OF HEALTH AND SAFETY RISKS POSED TO SCHOOLS BY A STUDENT S VIOLENT BEHAVIOUR CONTENTS PAGE PART A INTRODUCTION AND STATEMENT

More information

Restricted (Corporate Lawyer)

Restricted (Corporate Lawyer) 2015-2016 Application for a Restricted (Corporate Lawyer) Local Practising Certificate and Membership te: Legal practitioner employed by an entity (excluding a government agency or law practice) and limited

More information

H5W1 04 (SCDCCLD 0407) Lead Curriculum Provision of Early Education for Children

H5W1 04 (SCDCCLD 0407) Lead Curriculum Provision of Early Education for Children H5W1 04 (SCDCCLD 0407) Lead Curriculum Provision of Early Education for Children Overview This standard identifies the requirements when you lead a provision that offers early education. It requires you

More information

Form 18 Application for a Queensland electrical contractor licence

Form 18 Application for a Queensland electrical contractor licence Electrical Safety Office Form 18 Application for a Queensland electrical contractor licence V17.06-2014 Electrical Safety Act 2002 INSTRUCTIONS: Read the guidelines when completing this application form.

More information

MAINTENANCE OF ACCREDITATION AT THE PROFICIENT TEACHER LEVEL

MAINTENANCE OF ACCREDITATION AT THE PROFICIENT TEACHER LEVEL MAINTENANCE OF ACCREDITATION AT THE PROFICIENT TEACHER LEVEL INFORMATION FOR TEACHERS YOUR CONTINUING PROFESSIONAL DEVELOPMENT YOUR MAINTENANCE OF ACCREDITATION REPORT REVISED: 22 JANUARY 2014 Contents

More information

Individual Construction Occupations (Licensing) Act 2004, s128 and s17

Individual Construction Occupations (Licensing) Act 2004, s128 and s17 Application to renew/issue an expired licence Construction Occupation licence Individual Construction Occupations (Licensing) Act 2004, s128 and s17 This form is to be used for individuals to: renew a

More information

Professional Standards for Teachers in England from September 2007 1

Professional Standards for Teachers in England from September 2007 1 Professional Standards for Teachers in England from September 2007 1 Introduction Bringing coherence to the professional and occupational standards for the whole school workforce 1. The framework of professional

More information

People and Business Division comprises four directorates: Investment Services, Information Services, Customer Experience and People and Performance.

People and Business Division comprises four directorates: Investment Services, Information Services, Customer Experience and People and Performance. Role Statement TITLE OF POSITION: CLASSIFICATION LEVEL: Regulatory Compliance Officer OPS4 Organisation Overview The Department of Planning, Transport and Infrastructure (DPTI) serves the South Australian

More information

How to revalidate with the NMC Requirements for renewing your registration

How to revalidate with the NMC Requirements for renewing your registration How to revalidate with the NMC Requirements for renewing your registration CONTENTS WHAT DOES THIS DOCUMENT DO?...3 WHAT IS REVALIDATION?...5 CHECKLIST OF REQUIREMENTS AND SUPPORTING EVIDENCE... 7 THE

More information

INFORMATION FOR POTENTIAL APPLICANTS. Clinical Psychologist. 12 month Replacement Position

INFORMATION FOR POTENTIAL APPLICANTS. Clinical Psychologist. 12 month Replacement Position INFORMATION FOR POTENTIAL APPLICANTS Clinical Psychologist 12 month Replacement Position Thank you for your interest in Nazareth Catholic College. Enclosed you will find the material which is available

More information

Guidance on professional conduct. For nursing and midwifery students

Guidance on professional conduct. For nursing and midwifery students Guidance on professional conduct For nursing and midwifery students 1 We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard the

More information

Accreditation at Highly Accomplished and Lead Teacher The Role of the Principal

Accreditation at Highly Accomplished and Lead Teacher The Role of the Principal Accreditation at Highly Accomplished and Lead Teacher The Role of the Principal Accreditation at Highly Accomplished and Lead Teacher: The Role of the Principal Page 1 Contents Introduction... 4 The phased

More information

SOCIAL WORKERS PROFESSION REGULATION

SOCIAL WORKERS PROFESSION REGULATION Province of Alberta HEALTH PROFESSIONS ACT SOCIAL WORKERS PROFESSION REGULATION Alberta Regulation 82/2003 With amendments up to and including Alberta Regulation 170/2012 Office Consolidation Published

More information

NATIONAL STANDARDS FOR DISABILITY SERVICES

NATIONAL STANDARDS FOR DISABILITY SERVICES NATIONAL STANDARDS FOR DISABILITY SERVICES Full version web accessible FOR MORE INFORMATION CONTACT - QualityAssurance@dss.gov.au NATIONAL STANDARDS FOR DISABILITY SERVICES Copyright statement All material

More information

Guidance on health and character

Guidance on health and character Guidance on health and character Who is this document for?... 2 About the structure of this document... 2 Section 1: Introduction... 4 About us (the HPC)... 4 How we are run... 5 About registration...

More information

Code of Ethics for Pharmacists and Pharmacy Technicians

Code of Ethics for Pharmacists and Pharmacy Technicians Code of Ethics for Pharmacists and Pharmacy Technicians About this document Registration as a pharmacist or pharmacy technician carries obligations as well as privileges. It requires you to: develop and

More information

Forms and Templates. Recognition of Prior Learning Initiative CHC50113

Forms and Templates. Recognition of Prior Learning Initiative CHC50113 Recognition of Prior Learning Initiative Forms and Templates RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care CHC50113 DIPLOMA Effective July 2013 Commonwealth of Australia

More information

CPA AUSTRALIA APPLICATION TO TRADE WITH A NON-MEMBER / APPLICATION FOR AN AUTHORITY TO TRADE AS CERTIFIED PRACTISING ACCOUNTANTS INTRODUCTION

CPA AUSTRALIA APPLICATION TO TRADE WITH A NON-MEMBER / APPLICATION FOR AN AUTHORITY TO TRADE AS CERTIFIED PRACTISING ACCOUNTANTS INTRODUCTION CPA AUSTRALIA APPLICATION TO TRADE WITH A NON-MEMBER / APPLICATION FOR AN AUTHORITY TO TRADE AS CERTIFIED PRACTISING ACCOUNTANTS INTRODUCTION PLEASE READ THESE INSTRUCTIONS CAREFULLY This is an interactive

More information

REGISTRATION STANDARD: PROFESSIONAL INDEMNITY INSURANCE ARRANGEMENTS

REGISTRATION STANDARD: PROFESSIONAL INDEMNITY INSURANCE ARRANGEMENTS Optometry Board of Australia REGISTRATION STANDARD: 1 July 2016 OptomBA1606 01 Summary This registration standard sets out the Optometry Board of Australia s (Board) requirements for professional indemnity

More information

BABCP. Standards of Conduct, Performance and Ethics. www.babcp.com. British Association for Behavioural & Cognitive Psychotherapies

BABCP. Standards of Conduct, Performance and Ethics. www.babcp.com. British Association for Behavioural & Cognitive Psychotherapies BABCP www.babcp.com Standards of Conduct, Performance and Ethics British Association for Behavioural & Cognitive Psychotherapies 2 YOUR DUTIES AS A MEMBER OF BABCP The standards of conduct, performance

More information

Application for a Practising Certificate & Membership of The Law Society of New South Wales

Application for a Practising Certificate & Membership of The Law Society of New South Wales Legal Profession Act 2004 ACN 000 000 699 ABN 98 696 304 966 Application for a Practising Certificate & Membership of The Law Society of New South Wales To be completed by an Australian lawyer who does

More information

Introduction. Thank you for your interest in working with the Queensland Ambulance Service.

Introduction. Thank you for your interest in working with the Queensland Ambulance Service. Introduction Thank you for your interest in working with the Queensland Ambulance Service. This information package has been developed to inform potential applicants about the recruitment and selection

More information

Fact sheet and frequently asked questions: Continuing professional

Fact sheet and frequently asked questions: Continuing professional Fact Sheet and FAQ January 2012 Fact sheet and frequently asked questions: Continuing professional development (CPD) Background The National Board released its draft continuing professional development

More information

Information Sharing: Policy and Procedure Guidelines. Children and Young People Act 2008 Chapter 25 OFFICE FOR CHILDREN, YOUTH AND FAMILY SUPPORT

Information Sharing: Policy and Procedure Guidelines. Children and Young People Act 2008 Chapter 25 OFFICE FOR CHILDREN, YOUTH AND FAMILY SUPPORT Information Sharing: Policy and Procedure Guidelines Children and Young People Act 2008 Chapter 25 OFFICE FOR CHILDREN, YOUTH AND FAMILY SUPPORT DEPARTMENT OF DISABILITY, HOUSING AND COMMUNITY SERVICES

More information

Plumbing Mutual Recognition Application

Plumbing Mutual Recognition Application Plumbing Mutual Recognition Application Address: GPO Box 536, Melbourne VIC 3001 Phone: 1300 815 127 Fax: (03) 9618 9049 Email: regmail@vba.vic.gov.au Mutual recognition is based on an agreement between

More information

Scholarship application form

Scholarship application form King & Amy O Malley Trust PO Box 120, Camberwell, Vic 3124 Tel: (03) 9811 9904 Email: enquiries@omalleytrust.org.au Web: www.omalleytrust.org.au Scholarship application form 1. Use this form to make an

More information

PLEASE NOTE. For more information concerning the history of these regulations, please see the Table of Regulations.

PLEASE NOTE. For more information concerning the history of these regulations, please see the Table of Regulations. PLEASE NOTE This document, prepared by the Legislative Counsel Office, is an office consolidation of this regulation, current to November 28, 2015. It is intended for information and reference purposes

More information

Education programme standards for the registered nurse scope of practice Approved by the Council: June 2005

Education programme standards for the registered nurse scope of practice Approved by the Council: June 2005 Education programme standards for the registered nurse scope of practice Approved by the Council: June 2005 1 Introduction The Nursing Council of New Zealand ( the Council ) governs the practice of nurses,

More information

Competencies for registered nurses

Competencies for registered nurses 1 Competencies for registered nurses Te whakarite i nga mahi tapuhi kia tiakina ai te haumaru a-iwi Regulating nursing practice to protect public safety December 2007 2007 2 Competencies for registered

More information

Application for Construction Occupation Licence Individual Plumber Construction Occupations (Licensing) Act 2004, s128 and s17

Application for Construction Occupation Licence Individual Plumber Construction Occupations (Licensing) Act 2004, s128 and s17 Application for Construction Occupation Licence Individual Plumber Construction Occupations (Licensing) Act 2004, s128 and s17 This approved form is to be used for individuals applying under the Construction

More information

Application for a real estate salesperson registration certificate

Application for a real estate salesperson registration certificate New registration application Form 3 1 Notes Application for a real estate salesperson registration certificate Property Occupations Act 2014 This form is effective from 1 December 2014 ABN: 13 846 673

More information

Religious Education Implementation Procedures

Religious Education Implementation Procedures 1 Religious Education Implementation Procedures Department of Education policies and/or procedures should be read in conjunction with all other Department policies. The Special Religious Education Consultative

More information

St Joachim s Catholic Primary School CHILD AND YOUTH RISK MANAGEMENT STRATEGY

St Joachim s Catholic Primary School CHILD AND YOUTH RISK MANAGEMENT STRATEGY St Joachim s Catholic Primary School CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) St Joachim s Catholic Primary School is committed to the

More information

Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011

Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011 2 Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011 November 2011 Copyright The details of the relevant licence conditions are available

More information

CHC42015 Certificate IV IV in in NATIONAL COURSE CODE: CHC42015. COURSE NAME: Certificate IV in Community Services RTO No. 3732

CHC42015 Certificate IV IV in in NATIONAL COURSE CODE: CHC42015. COURSE NAME: Certificate IV in Community Services RTO No. 3732 CHC42015 Certificate IV IV in in Community Services Services Course Course Information and and Application Application Book Book 2016 2016 NATIONAL COURSE CODE: CHC42015 COURSE NAME: Certificate IV in

More information

Guide for Registered: Medical Laboratory Scientists and Medical Laboratory Technicians

Guide for Registered: Medical Laboratory Scientists and Medical Laboratory Technicians Guide for Registered: Medical Laboratory Scientists and Medical Laboratory Technicians www.mscouncil.org.nz Guide for Registered Medical Laboratory Scientists and Medical Laboratory Technicians This publication

More information

Application for registration Building contractor (company)

Application for registration Building contractor (company) Government of Western Australia Department of Commerce Application for registration Building contractor (company) Refer to the application guidelines for assistance in completing this application form.

More information

CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care CHC50113 Diploma of Early Childhood Education and Care Introduction Australian National Training Group is a Registered Training Organisation (RTO number 41311) registered with the Australian Skills Quality

More information

Guideline on professional indemnity insurance for psychologists

Guideline on professional indemnity insurance for psychologists Guideline on professional indemnity insurance 8304 Contents Summary 1 Background 1 Scope 1 Voluntary work 1 Overseas practitioners 1 Run-off and retroactive cover 2 Group cover 2 Employer cover 2 Educational

More information

CHILDREN, YOUTH AND WOMEN S HEALTH SERVICE JOB AND PERSON SPECIFICATION

CHILDREN, YOUTH AND WOMEN S HEALTH SERVICE JOB AND PERSON SPECIFICATION CHILDREN, YOUTH AND WOMEN S HEALTH SERVICE JOB AND PERSON SPECIFICATION POSITION DETAILS Position Title: Paediatric Audiologist Classification: PO2 Position No: Cost centre: Reports to: Manager Newborn

More information

APPLICATION GUIDELINES Teacher registration

APPLICATION GUIDELINES Teacher registration APPLICATION GUIDELINES Teacher registration July 2013 GUIDELINES to completing the Application for Teacher Registration It is a legal requirement under the Education (Queensland College of Teachers) Act

More information

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice The guidance 2 Guidance on professional conduct for nursing and midwifery students Your guide to practice The Nursing & Midwifery Council Vision, mission and values Our vision To safeguard the public by

More information

Department of Health & Human Services

Department of Health & Human Services Department of Health & Human Services Position description Advanced Child Protection Practitioner In the context of a whole of community approach, Child Protection Practitioners have a specific statutory

More information

Employment of Paraprofessionals in NSW Government Schools Guidelines

Employment of Paraprofessionals in NSW Government Schools Guidelines This is a joint initiative of the Australian and the NSW Governments Smarter Schools National Partnerships on Improving Teacher Quality and Low Socio-economic Status School Communities Employment of Paraprofessionals

More information

Registered Secondary teachers RPL APPLICATION TAE40110 CERTIFICATE IV IN TRAINING AND ASSESSMENT: ONLINE

Registered Secondary teachers RPL APPLICATION TAE40110 CERTIFICATE IV IN TRAINING AND ASSESSMENT: ONLINE Registered Secondary teachers RPL APPLICATION TAE40110 CERTIFICATE IV IN TRAINING AND ASSESSMENT: ONLINE Name of applicant: Postal address: Phone: Fax: Email: Declaration I declare that the information

More information

AIT APPLICATION PACKAGE FOR REGISTRATION AS A PSYCHOLOGIST OR PSYCHOLOGICAL ASSOCIATE Version 2010-1

AIT APPLICATION PACKAGE FOR REGISTRATION AS A PSYCHOLOGIST OR PSYCHOLOGICAL ASSOCIATE Version 2010-1 THE PSYCHOLOGICAL ASSOCIATION OF MANITOBA 162-2025 Corydon Ave., Box # 253, Winnipeg, Manitoba R3P 0N5 Phone: (204) 487-0784 Fax: (204) 489-8688 Email: pam@mts.net Website: www.cpmb.ca AIT APPLICATION

More information

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. FOUNDATIONS (1, 2) To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. Situates the discipline's basic benchmarks and points of understanding (concepts,

More information

APPLICATION FOR A LICENCE TO ACT AS AN INSOLVENCY PRACTICTIONER Pursuant to The Insolvency Act 2003 (the ACT ), Section 475(1)

APPLICATION FOR A LICENCE TO ACT AS AN INSOLVENCY PRACTICTIONER Pursuant to The Insolvency Act 2003 (the ACT ), Section 475(1) APPLICATION FOR A LICENCE TO ACT AS AN INSOLVENCY PRACTICTIONER Pursuant to The Insolvency Act 2003 (the ACT ), Section 475(1) This application form should be read in conjunction with: - the Insolvency

More information

South Australian Women s Health Policy

South Australian Women s Health Policy South Australian Women s Health Policy 1 2 South Australian Women s Health Policy To order copies of this publication, please contact: Department of Health PO Box 287 Rundle Mall Adelaide SA 5000 Telephone:

More information

DISCIPLINE RUTLAND. limited by guarantee. Registered in England and Wales.

DISCIPLINE RUTLAND. limited by guarantee. Registered in England and Wales. DISCIPLINE POLICY FOR STAFF OCTOBER 2014 HARINGTON SCHOOL RUTLAND office@haringtonschool.com www. haringtonschool.com Harington School. Registered Company Number 9031174. Company limited by guarantee.

More information

Practice Standards 2013

Practice Standards 2013 Practice Standards 2013 Practice Standards Accepted at the Australian Association of Social Worker s Board of Directors Meeting, Canberra, 20 June 2013 ISBN: 978-0-9808661-9-3 Copyright Australian Association

More information

Application for Admission to QUT as an International Student in a Research Program

Application for Admission to QUT as an International Student in a Research Program Queensland University of Technology Student Business Services Victoria Park Road Kelvin Grove Qld 4059 Australia Phone 07 3138 2000 Fax +61 7 3138 3529 www.international.qut.edu.au CRICOS No. 00213J ABN

More information