Member of the Australasian Teacher Regulatory Authorities Inc. PO Box 3649, Rundle Mall SA 5000 Phone: (08) 8226 2666 Fax: (08) 8226 2667 Website: www.trb.sa.edu.au Email: info@trb.sa.edu.au APPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION
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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 www.trb.sa.edu.au. 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
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 email when the Board has received your application and should there be any delays beyond the 4 weeks you will be informed by email. Please ensure you have provided a current email 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 email 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
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
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 (www.trb.sa.edu.au/forms.php) 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 (www.aitsl.edu.au). 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
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 www.trb.sa.edu.au page 7
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 www.trb.sa.edu.au/forms.php A sample record of evidence entry follows page 8
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
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Member of the Australasian Teacher Regulatory Authorities Inc. PO Box 3649, Rundle Mall SA 5000 Phone: (08) 8226 2666 Fax: (08) 8226 2667 Website: www.trb.sa.edu.au Email: info@trb.sa.edu.au 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 Email 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
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
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 1-2.1 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
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
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
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 EMAIL 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 EMAIL ADDRESS: NAME OF SCHOOL OR PRESCRIBED SERVICE: POSITION HELD: page 6
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
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 http://crmpub.trb.sa.edu.au/teachersearch.aspx 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 +61 8 8226 2666 or refer to the TRB website at www.trb.sa.edu.au 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 +61 8 8226 2666. page 8
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, emailed or scanned copies page 9