ITE templates and resources

Templates and resources for use by teacher education providers and panel members engaged in national accreditation of initial teacher education (ITE) programs, either for program submission or to keep up to date with accreditation requirements.

Resources

  • Final professional experience recommendations (PDF, 1.33MB) - this document is used by all Queensland supervising teachers, in conjunction with site coordinators and ITE provider representatives, to report on the standard achieved by a preservice teacher at the end of their ITE program, by comparing it against the Australian Professional Standards for Teachers (APST) Graduate Career Stage.
  • Elaboration – Domestic and family violence (PDF 108KB) – developed in response to Recommendation 65 of the Not Now, Not Ever: Putting an End to Domestic and Family Violence in Queensland Taskforce Report, by the QCT in collaboration with the Department of Education and Training, Queensland Deans of Education, the Queensland Catholic Education Commission and Independent Schools Queensland to facilitate the inclusion of education and training on domestic and family violence into initial teacher education programs.
  • English Language Proficiency (ELP) requirements Fact Sheet (PDF, 484 KB)

Advisories

Significant dates for 2019

Stage 2 accreditation submissions Individualised dates as advised
Stage 1 accreditation submissions Individualised dates as advised
Annual statement on programs 30 June 2019

Primary specialisation

Graduates of primary ITE programs will have a broad range of teaching skills and knowledge as well as a deeper focus in a particular subject. The primary specialisation requirements are set out in Program Standard 4.4 in Accreditation of Initial Teacher in Australia: Standards and Procedures. Updated information is provided in the Primary Specialisation - Graduate outcomes stimulus paper.

Implementation of Program Standard 4.4 is required for commencing students no later than 2019.

Teaching performance assessment (TPA)

Program Standard 1.2 requires that preservice teachers demonstrate their skills, knowledge and practices across the spectrum of teaching activities including planning, teaching, assessing and reflecting. Evidence is drawn from practice and aligned to the Graduate Teacher Standards.

The TPA must be a valid and reliable assessment, with clear and measurable achievement criteria. Full implementation will be required for cohorts completing their program from 2019.

For further information see AITSL’s Fact Sheet - Teaching Performance Assessment

Languages as a primary curriculum area

The transition to Australian Curriculum (version 8.2) means that primary programs must include study of languages in their program design.

The study of languages as a curriculum area in primary programs may be covered, for example, through references to general concepts such as the nature of language learning, languages and culture, language learning and literacy development etc.; or as a dedicated languages program with a focus on the proficiency in the language being learnt.

ITE providers need to respond to Program Standard 4.2 by making a case for their approach in accreditation applications, including a sound rationale for program design. For example, a provider might note that language specialists are prepared via specialised programs and that their program prepares generalist primary teachers with an understanding of the languages requirements of the curriculum. It would then be at the panel discretion to determine if the Program Standard is satisfactorily met based on the applicable jurisdictional needs.

Information about languages as a primary curriculum area can be accessed at:

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