Teaching service means employment as a registered teacher at a school or an education and care service consisting of or including pre-school education in Australia or New Zealand. Professional service hours required to transition from provisional to (full) Registration are one year’s full-time (or part-time equivalent of 200 days) as a registered teacher at a school or an education and care service. In circumstances where a teacher is employed as a director of an education and care service, teaching service will be determined on a case-by-case basis and may include the provision of consistent and substantial educational leadership.

Evidence recognised by the Board as meeting the requirements to transition from provisional to (full) Registration should cover a broad scope of the teacher's knowledge, practice and engagement. Multiple forms of evidence can be used to verify achievement of each of the seven Australian Professional Standards for Teachers (APST) at the Proficient career stage, taking account of each of the descriptors. The evidence teachers provide to their evaluator will vary depending on a number of contextual issues including the age and abilities of the children or students, type of educational setting and jurisdiction. Teachers are encouraged to use evidence that is specific to their own context.

Who can evaluate the Transition from Provisional to (full) Registration?

Evaluators who support provisionally registered teachers to transition to (full) Registration are most commonly (full) Registered teachers who work on the same site as the provisionally registered teacher. We know, however, that there are exceptions to this and that these exceptions are in Early Childhood settings.

The Transition from Provisional to (full) Registration policy states that an evaluator must be a person who holds current (full) Registration and is in a line management role to the applicant's teaching position. It is a requirement that the evaluator is familiar with the provisionally registered teacher’s practice and can conduct observations of teaching in order to make an accurate, evidence-based assessment against each of the seven Australian Professional Standards for Teachers (APSTs). The evaluator must sign a declaration to confirm their recommendation that the provisional teacher is granted (full) Registration, based on their observations and other evidence of proficient practice.

Some large Early Childhood providers and Early Childhood Service employers have an agreement in place with the Board for an appropriate registered person within their organisation to act as a roving evaluator. The roving evaluator will mentor, coach and oversee applications from all provisionally registered teachers working across one or more sites within the same group. The Office for Early Childhood Development (OECD) is working towards adoption of a comparable process for early education and care services which will complement the early career teacher development program offered by the Department for Education.

Any teacher who does not have access to a (full) Registered teacher who can act as an evaluator for them, can utilise a modified process offered by the TRB. The beginning of the process is the same as for all other teachers: the provisionally registered teacher works with their site leader to demonstrate their proficiency against each of the APSTs; the teacher obtains a statement of service to verify the required satisfactory teaching service; and the application form is completed. Throughout, the teacher benefits from the support, coaching and guidance of the educational leader they work with. Finalising the application requires that the teacher and the educational leader be interviewed by a Project Officer at the TRB who uses their knowledge of the APSTs and their background as a (full) Registered teacher to confirm the content of the application with all those who have been involved.