Legislative Assembly for the ACT: 2016 Week 1 Hansard (11 February) . .
here is no additional post-graduate requirement for teachers to undertake a teacher librarian role. However, teachers may elect to undertake post-graduate studies as part of their individual learning plan and may also seek access to scholarship funding for that purpose through the Directorate.
7. Data, in the form requested, is not centrally held. All teachers employ a range of ICT skills.
8. All teachers are required to meet the general qualification for professional registration through the Teacher Quality Institute.
(Question No 571)
Mr Doszpot asked the Minister for Education and Training, upon notice, on 19 November 2015:
(1) How many (a) face to face teaching hours and (b) hours being mentored does a first year graduate have in ACT public (i) primary schools, (ii) high schools and (iii) colleges.
(2) How many hours are allocated by mentors.
(3) How are costs allocated for hours spent mentoring by (a) teacher and (b) school.
(4) Is there a cap on the number of hours teachers in a school can spend in mentoring activities.
(5) How are hours that are spent by senior teachers mentoring others counted in their teaching hours.
(6) Who makes decisions within a school in respect of what teachers are mentored and who provides the mentoring.
(7) How is the quality of the mentoring assessed and by whom.
Ms Burch: The answer to the member's question is as follows:
1. First year graduate teachers in ACT public schools have reduced face-to-face teaching hours to facilitate enhanced support and mentoring:
a) a maximum of
i) 20 hours per week in primary schools;
ii) 18 hours per week in high schools; and
iii) 18 hours per week in colleges.
b) This reduction in face-to-face teaching hours represents an additional time allocation, to be used flexibly to provide a coaching and mentoring support program designed to meet the development needs of each first year teacher, of
i) 60 hours per year in primary schools;
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