Information for Provisionally Registered Teachers
Below is the information you require to learn about how you may transition from provisional registration to full registration.
- What is the purpose of Provisional registration?
Provisional Registration is granted for three years and is a period of supported induction, or reintroduction following a career break, into the teaching profession in the Northern Territory. During this time the provisionally registered teacher works towards gaining the professional experience and currency of practice that will entitle them to be eligible for Full Registration.
- When can I apply for Full registration?
To be entitled to full registration you must demonstrate that you meet the eligibility requirements for full registration. In addition, it is expected that your teaching practice meets the proficient standard within the Australian Professional Standards for Teachers, and demonstrate this by presenting evidence of your teaching competence to a school-based panel.
You may apply to transition from Provisional registration to Full registration when you have:
- Completed 180 days of service as a teacher in a school within a five year period;
- Complied with all conditions on your registration, including the Professional Development condition;
- Met all of the eligibility criteria for full registration; and
- Demonstrated your proficiency against the Australian Professional Standards for Teachers.
- What is the process I need to follow to transition from Provisional to Full registration?
- How do I demonstrate my proficiency against the Australian Professional Standards for Teachers?
In order to demonstrate your proficiency against the Australian Professional Standards for Teachers, you will need to prepare a portfolio containing evidence of your teaching practice. Your portfolio must include:
- Two reports on observed teaching practice by a mentor/experienced teacher/principal or their delegate;
- A verified record of your collegial engagement where you have participated in collaborative planning activity;
- A log of your professional development activities, in accordance with the Professional Development Framework, including commentary on three professional development activities that identify how learning goals against the Australian Professional Standards for Teachers was achieved.
You are required to prepare a reflection on each of the activities above. Your portfolio should also contain evidence that validates your achievement of proficiency against the Australian Professional Standards for Teachers. Evidence may include (but is not limited to) planning documents, evaluations, video/audio recordings, case studies, reports and examples of a range of assessment strategies.
Further information on the requirements for your portfolio can be found in the Guide to applying for Full registration.
- How is my portfolio assessed?
Your principal will assign you a mentor to support you through the process of transitioning from provisional to full registration. Your mentor will be an experienced, fully registered teacher who is able to gain knowledge of you and your teaching practice. Your principal will also appoint a school-based panel who will work together to consider your portfolio, make an assessment and recommendations to the Board about your proficiency in teaching.
- What happens if i do not meet the requirements for full registration within 3 years?
If you have not met the requirements for Full Registration within the three year term of Provisional Registration, you will be required to make an application to the Board requesting a renewal (extension) of your Provisional Registration by completing Form E PDF.
- How do I apply to transition to Full registration?
Information for Principals
The Principal assumes responsibility for ensuring provisionally registered teachers receive access to the support, advice, and guidance needed to apply for Full Registration.
The Board encourages Principals to take an active role in monitoring how provisionally registered teachers are supported in the early stages of teaching.
The Principal’s role is to:
- Identify provisionally registered teachers in their school and initiate the necessary processes;
- Ensure each provisionally registered teacher has an appropriate mentor;
- Delegate responsibility to a Senior Teacher and/or AP to chair the panel for assessing the portfolio;
- Complete the required approval of Form D in order to endorse the school-based panel’s recommendation to the Teacher Registration Board; and
- Assist the Board, if necessary, with any queries or additional requirements relating to the process.
Additional resources to support Principals:
Information for Mentors
Mentoring is an agreed, mutually accepted professional partnership between an experienced, fully registered teacher and a teacher who holds Provisional registration.
Mentors work closely with provisionally registered teachers, providing professional support and collegial advice to assist them in reflecting on their work and improving their practice against the Australian Professional Standards for Teachers at the proficient level.
Mentors have a specific role to play in assisting provisionally registered teachers through the provisional to full process. The role of the Mentor is outlined in the diagram below:
Additional resources to support mentors:
- Information for mentors
- Teachers guide to effective mentoring (DoE)
Information for Panel Members
The Principal will establish a panel to assess a provisionally registered teacher's proficiency against the Australian Professional Standards for Teachers.
The school-based panel will comprise a:
- Senior Teacher or Assistant Principal, who will act as the Chair of the panel;
- Fully registered teacher nominated by the provisionally registered teacher (this could be their mentor) and;
- Fully registered teacher familiar with the work of the provisionally registered teacher.
The panel has a specific role to play in assessing a provisionally registered teacher's portfolio to determine whether they are proficient against the Australian Professional Standards for Teachers. The role of the school-based panel members is outlined in the diagram below:
Additional Resources to support panel members:
- Evidence Component 1B: Guide to the Analysis of a Sequence of Teaching and Learning
- Evidence Component 3A: Guide to the Commentary on Professional Development activities
- Evidence Component 1A Observation 1: Template
- Evidence Component 1A Observation 2: Template
- Evidence Component 1B Analysis of program: Template
- Evidence Component 2 Participation in collegial activities: Template
- Evidence Component 3A Professional Development Activities Log: Template
Exemplars of Documentation required for Provisional to Full registration
- Evidence Component 1A Observation 1
- Evidence Component 1A - Observation 2
- Evidence Component 1B - Analysis of program
- Evidence Component 2 Examples of participation in collegial activities
- Evidence Component 3A - Professional Development Activities Log
- Evidence Component 3B - Commentary of Professional Development Activities
- Recommendation Report
- Recommendation Report Middle School
- Recommendation Report Secondary
Page last updated: 10 February 2020