Non-Renewal of Teacher Registration Across 2017-2023

Teacher workforce shortages in Australia and globally are not new but have attracted substantive media attention over the last few years (Australian Government Department of Education, 2022). To enhance our understanding of the teaching workforce, the Teachers Registration Board of South Australia conducts an annual survey inviting all teachers not renewing their registration to complete a de-identified online survey. Initiated in early 2018, a total of 3 182 teachers have completed this survey over the last six years. While the main focus is to identify teachers’ reasons for non-renewal and the ways in which the TRB might support teachers in continuing their registration, key demographics are also collected. Collection of these data allows the reasons for non-renewal by specific cohorts of teachers comprising the workforce in South Australia to be explored separately.

Non-Renewal of Teacher Registration Across 2017-2023

Fostering Our Next Generation of Teachers – Induction and Mentoring

Quality induction and mentoring play a vital role for teachers in their first few years of teaching, as they build upon their knowledge and understanding of student learning while honing the skills necessary to become successful teachers. Associate Professor Debra Panizzon spent the past 12 months researching what constitutes quality induction and mentoring in supporting teachers move from the Graduate to Proficient career stage of the Australian Professional Standards for Teachers. As part of this research, she interviewed newly transitioned teachers and their mentors and evaluators together with a number of principals. Findings highlight the components of quality induction and mentoring, which are articulated in seven case studies of teachers and schools. The report was launched on 29 June 2018.

Fostering Our Next Generation of Teachers – Induction and Mentoring – June 2018

Professional Learning Evaluation 2016

The professional learning evaluation gathered information about how the professional learning requirement impacted teachers. The evaluation collected evidence from a large sample of teachers who renewed their registration.

The evaluation:

• Reviewed the professional learning undertaken by teachers and how it aligned to the Australian Professional Standards for Teachers, the impact of the professional learning on a teacher’s professional growth, and any challenges faced in meeting this requirement.
• Provided feedback to the Board about the nature of the professional learning undertaken that has informed the Board about how to support teachers further in undertaking professional learning to meet the professional standards.

What information was collected?

• Summaries of professional learning

Teachers selected for the evaluation were notified by email or letter and had 28 days in which to respond. Teachers who had documented their professional learning through the Teachers Portal were able to check their records to ensure accuracy and completion, with the TRB able to access this information electronically for the audit. Alternatively, a smaller proportion of teachers submitted a signed hard copy summary of their professional learning.

• Online survey

Selected teachers were also invited to complete a brief online survey. The survey collected demographic details such as years of teaching experience, current teaching cohort (Early Childhood/ Primary/Secondary), employment status (full time, part time TRT, on leave), and the geographical location (city/country) of the school if appropriate. It also sought information regarding professional learning experiences including the impact and challenges of meeting the professional learning requirements. All information was collated and analysed to provide a detailed report for the Board.

• Focus group interviews

A selection of teachers who participated in the evaluation were invited to attend either a regional or metropolitan focus group interview. The purpose of these focus groups was to explore the professional learning requirements and the processes involved in greater detail with smaller cohorts of teachers. Participants were selected to ensure representation across the different groups of teachers evident in the sample (e.g., teachers on leave, TRTs). In each focus group, a semi-structured interview schedule was used to ensure a degree of consistency in the questions asked across the groups.

• Evaluation Report

The full Research Report was completed on June 2016 and is published on the TRB website. Further, an Executive Summary is also available with a brief overview of findings of the findings.

Professional Learning Project – Research Report – August 2016

Professional Learning Project – Executive Summary

Exploring the Professions – Background Literature for the Final Evaluation Report