The pathway to and from Permission to Teach for instrumental music teachers (and others) - 2003-2017

Oct 15, 2026

Uploaded by Franzy

Explores the Victorian Institute of Teaching’s “permission to teach” (PTT) function from its 1 January 2003 establishment through 2017, focusing on instrumental music teachers in Victorian schools. Summarizes the shift from closed teacher registration boards to new authorities, the “deemed” registration window, and the five-year PTT grants with renewals. Describes how the category was intended to be time-limited yet became enduring in practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Introduction

Background

Permission to teach

The pathway to and from Permission to Teach for instrumental music teachers (and others): 2003-2017 a u s t r a l i a n a s o c i e t y s f o r m u s i c m e d u c a t i o n e i n c o r p o r a t e d Amanda Watson Department of Education and Training Victoria Abstract The Victorian Institute of Teaching (the Institute) was established 1 January 2003, following the consultation and planning work of the Ministerial Advisory Council for the Victorian Institute of Teaching (MACVIT) in 2001-2002. Across Australia, each State and Territory established similar semi-government authorities invested with teacher registration and other responsibilities. The re-establishment of these groups followed a hiatus of about one decade when teacher registration boards had been previously closed. This paper focuses on the ‘permission to teach’(PTT) aspect of the Institute’s role, with a specific reference to the impact on instrumental music teachers working in Victorian schools. Key words: deemed, qualifications, permission to teach, registration, Victoria Introduction The Victorian Institute of Teaching (the Institute) was established 1 January 2003, following the consultation and planning work of the Ministerial Advisory Council for the Victorian Institute of Teaching (MACVIT) in 2001-2002. Many stakeholders were involved during these two years and numerous meetings facilitated across the State. Following the closure of teacher registration boards in each State and Territory in the early 1990s, the re-establishment of similar authorities with more broad ranging powers, in addition to teacher registration, began to emerge a decade later. Each jurisdiction developed a registration category of permission to teach with a relevant policy and regulations. Background The Victorian Institute’s broad purpose was to register teachers, discipline teachers and approve initial teacher education programs, prepared by higher education providers. As part of the promotion to win over individual teachers (who had previously been registered‘for life’ and at no financial cost through the different teacher registration boards, closed in 1992) it was promoted that the Institute would exist to support the work of teachers. However when teachers took stop-work action and the Institute did not make a public media statement, it was slowly revealed that the notion of support was never part of its purpose. This aspect was clarified by the King Review (2008), however, the clear lack of support identified by teachers (interpreted as pay and working conditions) did not cement a positive relationship from the outset. From the beginning, the decision was made to register all teachers in Victoria, whether currently teaching or on approved leave. This was not the case in other jurisdictions. To enable this process to occur a grandfather clause was operative for a short window in late 2002. The status given to teachers at this time was called ‘deemed’ and came into effect when teachers paid their registration fee of $60 in April 2003, dated 31 December 2002. For those who were employed (teaching or on leave), schools submitted teacher’s names. Teachers’ provided a copy of their identity and in government schools, the initial police check was paid by the Education Department. Schools were only able to state whether a teacher was qualified or not (if they had this information). Specific qualifications were not required. Therefore it was possible to only identify an employee as ‘deemed registered’ or ‘deemed PTT’(permission to teach). If a teacher was not working in a school during the grandfather window (i.e., retired, non teaching), they could complete one day of voluntary work in a school, and the principal wrote a letter stating that their service was satisfactory. As no qualifications were no included, they could be granted deemed registration. Instrumental Music Teachers (IMTs) who were solely government employed (based in regions)

FAQs

When was the Victorian Institute of Teaching established and what prompted its creation?

It was established on 1 January 2003, following consultation and planning work in 2001–2002 by the Ministerial Advisory Council for the Victorian Institute of Teaching.

What does “deemed” registration refer to in this framework?

“Deemed” registration was the status given during a short grandfather window in late 2002, taking effect when teachers paid their registration fee in April 2003.

How was permission to teach (PTT) intended to work, and what happened in practice?

PTT was designed as a fixed short-term grant for specific purposes, places, and periods, with phasing-out planned by end of 2008. The phasing-out was ignored for instrumental music teachers, and subsequent grants strengthened its continuing nature.

Oct 15, 2026

Uploaded by Franzy