Queensland College of Teachers

Specific Criteria for Review of the 'Returning to Teaching' Condition

In line with QCT policy, from 1 January 2012 teaching in recognised schools in other Australian states and territories will be 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

Evidence of:

(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 Professional Standards for Queensland Teachers/National Professional Standards for Teachers:

• delivery of an educational program:
• establishing learning goals
• developing long and short term learning plans that reflect relevant curriculum frameworks
• using teaching and learning strategies that meet learning goals, curriculum requirements and the needs and interests of students
• planning, implementing and reviewing learning experiences for individuals and groups
• supporting learning for all students including those with special needs and the gifted and talented
• undertaking diagnostic, formative and summative student assessment
• maintaining records and reporting on student progress to parents and relevant authorities
• supporting students’ personal development and participation in society
• applying management strategies to establish a respectful, positive and safe learning environment
• fostering positive and productive relationships with colleagues, parents, families and communities
• contributing to professional teams including for collaborative curriculum development and school-based processes
• 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.