Specific Criteria for Review of the 'Returning to Teaching' Condition
Teaching in recognised schools in other Australian states and territories is recognised as the equivalent of teaching in a Queensland school for the purposes of recency.
Other types of teaching experience may also be considered on an individual basis through the process of a teacher applying for review of a ‘Returning to Teaching’ (RTT) condition.
The review of a RTT condition for consideration on an individual basis will be assessed against the criteria that establish whether particular experience is the equivalent of teaching in a Queensland school.
The application must include a response to each of the criteria listed below including evidence in the form of descriptions of relevant practice and supporting documentation including, for example, statements of service, referee reports, curriculum extracts, policy extracts.
Please follow the Guidelines for responding to the criteria which have been developed to assist you with the preparation of an appropriate response to the criteria. A template is available to assist you to organise your response to the criteria.
Criteria for considering individual applications for equivalence for recency
(i) Currency in effective teaching practice as applicable in schools
(ii) Practice addressing contemporary issues about education (curriculum and assessment initiatives; syllabus implementation; and policies equivalent to those for Queensland schools)
(iii) Legislation relevant to teachers about the care or protection of children equivalent to those for Queensland
(iv) Teacher roles that reflect and embed the Australian Professional Standards for Teachers (Proficient career stage):
- delivery of an educational program:
- establishing challenging learning goals
- operating effectively at all stages of the teaching and learning cycle, including planning for learning and assessment; designing and implementing learning and teaching programs that reflect knowledge of curriculum, assessment and reporting requirements, teaching, assessing and providing feedback on student learning and reporting to parents/carers
- structuring lessons and differentiating teaching to meet the physical, social and intellectual development and learning needs of all students including those with diverse linguistic, cultural and religious backgrounds
- using effective, developmentally appropriate strategies in learning and teaching programs to make the content meaningful to students
- using information and communication technology to contextualise and expand students' modes and breadth of learning
- creating and maintaining a respectful, inclusive, supportive, challenging and safe learning environment
- fostering positive, collaborative and productive relationships with colleagues, parents/carers, families and communities
- committing to reflective practice and ongoing professional development
(v) The age of the students taught (between 3½ years and 18 years)
(vi) Regulated environments with formal structures in place for accountability and teacher supervision, support and development.